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The second mask worn in the refusal to take into consideration the cultural specificity of the tasks and the condition of the university is the argum… - Michel Henry
" "The second mask worn in the refusal to take into consideration the cultural specificity of the tasks and the condition of the university is the argument of utility. This one is dear to parents. Don't studies serve the purpose of getting a job? Truly speaking, as the development of the potential of individual subjectivity through repeated practice and the transmission of knowledge, teaching helps those who benefit from it to become suited for a certain number of activities, for perfecting their abilities as well as acquiring new ones. It is evident that the more the level of this teaching is raised, the greater are the choices and the number of "outlets" provided. The idea, to the contrary, of limiting knowledge to what will actually be put into practice is both criminal and contradictory. It is contradictory due to the fluctuation of demand in an evolving world and thus to the necessity of constant adaptation. This ability to adapt is a function of one's degree of intelligence as well as the extent of one's mastered knowledge. It is criminal because it signifies the stoppage of the individual's potential development. It is the deliberate reduction of one's being to the condition of a cog in the techno-scientific machine.
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About Michel Henry
Michel Henry (10 January 1922 – 3 July 2002) was a French philosopher, phenomenologist and novelist. He wrote five novels and numerous philosophical works. He also lectured at universities in France, Belgium, the United States, and Japan. His novel L'amour les yeux fermés (Love With Closed Eyes) has won the Renaudot Prize in 1976.
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Additional quotes by Michel Henry
Because it is situated in subjectivity, borne by it, and inseparable from its dynamism and emotion, every concrete object is ultimately a cosmos. The geometrical world of the Bauhaus is thus slowly transformed. The sphere is deformed, thickened, elongated and slowly balanced; it becomes a transparent jellyfish with incandescent filaments caressed by the underwater currents. In this place without heaviness, where weight changes into lightness, forms wander about without their substance -- bodies of light, glorious bodies, bodies of life. They are organic forms with clear and cold colours, all kinds of protozoa, parts of insects, outlines of foliage -- creatures from another world with another nature reveal the nature of all nature, every possible world, and consequently our own world.
Let us consider a biology student who is reading a work about the genetic code. The student’s reading is the repetition through an act of her own consciousness of the complex processes of conceptualization and theorizing contained in the book, or those that are signified by the printed characters. But, in order for this reading to be possible, the student must turn the pages with her hands as she reads. The student must move her eyes in order to cover it and collect the lines of the text one after the other. When the student becomes tired, she will get up, leave the library, and take the stairs to the cafeteria where she will get some rest and something to eat and drink. The knowledge contained in the biology manual that was assimilated by the student during her reading is scientific knowledge. […] The knowledge that made possible de movements of the hands and the eyes, the act of getting up, climbing the stairs, drinking and eating, and resting is the knowledge of life.
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