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The argument advanced here is that while the power of the state derives from a claim to a monopoly on sanctioned violence, the academy derives symbolic power by virtue of its grasp of universal human values and accepted truths, made potent by the fact that it can then speak to the legitimacy of the state. This symbiosis creates structural interdependence that was fundamental to the formation of the secular state and articulation of the global system of nation states. However, this relationship is also deeply ambiguous and tends to generate boundary conflict, particularly in liberal democratic systems where the lines of institutional demarcation between the state and the academy are often fluid and unclear. This leads to various propositions; such as, when the state becomes inward looking, and entrenched, it moves towards containing and capturing the academy. In this sense, the state can become the ‘enemy’ of higher learning as it seeks to exploit the instrumental value of the academy, rather than drawing upon the legitimising power of its symbolic values. The thesis predominantly uses a historical approach to examine the causal relations between Western traditions of knowledge creation and state formation. This leads to the conclusion that the role of the university, and its vocational purpose, grow out of its formative civil function. It also presents a series of structured case studies, based on Australia’s recent experiences, to test key propositions. |
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