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Academia is the community of students and scholars engaged in higher education and research.

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  • The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university.
  • The more rigorously criticism historicizes a work of art, in the sense of lodging it in the context of the moment of its production, the less likely it becomes for criticism to be able to explain either its own subsequent interest in the work or the possibility of lay—that is, nonacademic—interest in reading it.
    • Russell Berman, Fiction Sets You Free: Literature, Liberty and Western Culture (2007), pp. 5-6.
  • The academies and universities satisfied Socrates’ demand to be fed in the prytaneum.
    • Allan Bloom, “Commerce and Culture,” Giants and Dwarfs (1990), p. 289.
  • In academia, … an art historian, on being stirred to tears by the tenderness and serenity he detects in a work by a fourteenth-century Florentine painter, may end up writing a monograph, as irreproachable as it is bloodless, on the history of paint manufacture in the age of Giotto. It seems easier to respond to our enthusiasms by trading in facts than by investigating the more naive question of how and why we have been moved.
  • There are certain inferior or second-rate minds, who seem only fit to become the receptacle, register, or storehouse of all the productions of other talents; they are plagiarists, translators, compilers; they never think, but tell you what other authors have thought; and as a selection of thoughts requires some inventive powers, theirs is ill-made and inaccurate, which induces them rather to make it large than excellent. They have no originality, and possess nothing of their own; they only know what they have learned, and only learn what the rest of the world does not wish to know; a useless and dry science, without any charm or profit, unfit for conversation, nor suitable to intercourse, like a coin which has no currency. We are astonished when we read them, as well as tired out by their conversation or their works. The nobility and the common herd mistake them for men of learning, but intelligent men rank them with pedants.
    • Jean de La Bruyère, Characters, H. Van Laun, trans. (London: 1885) “Of Works of the Mind,” #62.


  • From my childhood, I have been familiar with letters; and as I was given to believe that by their help a clear and certain knowledge of all that is useful in life might be acquired, I was ardently desirous of instruction. But as soon as I had finished the entire course of study, at the close of which it is customary to be admitted into the order of the learned, I completely changed my opinion. For I found myself involved in so many doubts and errors, that I was convinced I had advanced no farther in all my attempts at learning, than the discovery at every turn of my own ignorance. And yet I was studying in one of the most celebrated Schools in Europe, in which I thought there must be learned men, if such were anywhere to be found.


  • Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young men who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few.


  • Today's banalities apparently gain in profundity if one states that the wisdom of the past, for all its virtues, belongs to the past. The arrogance of those who come later preens itself with the notion that the past is dead and gone. ... The modern mind can no longer think thought, only can locate it in time and space. The activity of thinking decays to the passivity of classifying.
  • The application of planned obsolescence to thought itself has the same merit as its application to consumer goods; the new is not only shoddier than the old, it fuels an obsolete social system that staves off its replacement by manufacturing the illusion that it is perpetually new.
  • Nietzsche’s ideas and plans: for example, the idea of giving up the whole wretched academic world to form a secular monastic community.


  • When one of Feuerbach’s friends attempts to get him an academic position, Feuerbach writes to him: “The more people make of me, the less I am, and vice versa. I am … something only so long as I am nothing.”


  • To overcome the academic prose you have first to overcome the academic pose.


  • Halperin's final essay, "Why Is Diotima a Woman?", has inspired the title of my article. Here we have one of the great junk bonds of the fast-track academic era, whose unbridled greed for fame and power was intimately in sync with parallel developments on Wall Street. This is yuppie entrepreneurship at its height. It's scholarship skating on a gold credit card, sweeping up everything in its path and dropping it unsorted and uncomprehended in a heap in the boutique window. Its inner bonds too are junk: the logic is specious and its claims counterfeit. … Nothing is thought through or developed in a sensible, plausible way. All energy goes toward show, pretense, posing.
    • Camille Paglia, reviewing David Halperin’s One Hundred Years of Homosexuality, “Junk Bonds and Corporate Raiders: Academe in the Hour of the Wolf,” Arion, Third Series, Vol. 1, No. 2 (Spring, 1991), pp. 158-159
  • Academe has become a multinational corporation, and scholars have become businessmen, mobile merchants on the make.
    • Camille Paglia, “Junk Bonds and Corporate Raiders: Academe in the Hour of the Wolf,” Arion, Third Series, Vol. 1, No. 2 (Spring, 1991), p. 172
  • Today's academic leftists are strutting wannabes, timorous nerds who missed the Sixties while they were grade-grubbing in the library and brown-nosing the senior faculty. Their politics came to them late, secondhand, and special delivery via the Parisian import craze of the Seventies. These people have risen to the top not by challenging the system but by smoothly adapting themselves to it. They're company men, Rosencrantz and Guildensterns, privileged opportunists who rode the wave of fashion.
    • Camille Paglia, “Junk Bonds and Corporate Raiders: Academe in the Hour of the Wolf,” Arion, Third Series, Vol. 1, No. 2 (Spring, 1991), pp. 176-177
  • We know something about billionaire consumption, but it is hard to measure some of it. Some billionaires are consuming politicians, others consume reporters, and some consume academics.


  • For the intellectual class, expertise has usually been a service rendered, and sold, to the central authority of society. This is the trahison des clercs of which Julien Benda spoke in the 1920s. Expertise in foreign affairs, for example, has usually meant the legitimization of the conduct of foreign policy.
    • Edward Said, The World, the Text, and the Critic (1983), p. 2
  • The intellectual origins of literary theory in Europe were, I think it is accurate to say, insurrectionary. The traditional university, the hegemony of determinism and positivism, the reification of ideological bourgeois “humanism,” the rigid barriers between academic specialties: it was powerful responses to all these that linked together such influential progenitors of today’s literary theorist as Saussure, Saussure, Lukács, Bataille, Lévi-Strauss, Freud, Nietzsche, and Marx. Theory proposed itself as a synthesis overriding the petty fiefdoms within the world of intellectual production, and it was manifestly to be hoped as a result that all the domains of human activity could be seen, and lived, as a unity. … Literary theory, whether of the Left or the Right, has turned its back on these things. This can be considered, I think, the triumph of the ethic of professionalism. But it is no accident that the emergence of so narrowly defined a philosophy of pure textuality and critical noninterference has coincided with the ascendancy of Reaganism.
    • Edward Said, The World, the Text, and the Critic (1983), pp. 3-4.


  • Academia is to knowledge what prostitution is to love.
    • Nassim N. Taleb, The Bed of Procrustes: Philosophical and Practical Aphorisms (2010), p. 4.


  • What the learned world tends to offer is one second-hand scrap of information illustrating ideas derived from another second-hand scrap of information. The second-handedness of the learned world is the secret of its mediocrity.

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