The Idea of a University Defined and Illustrated Analysis
by John Henry Newman

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Context

(Student Guide to World Philosophy)

During the 1840’s, Pope Pius IX had expressed a strong wish that a distinctly Catholic university be established in Ireland. In 1851, the Archbishop of Dublin acted on that desire by approaching John Henry Newman, who had recently converted to Catholicism and had been forced to resign his fellowship at Oxford. Newman accepted the position of rector of the new university, which ultimately opened in 1854.

In 1852, as part of the effort to convince Irish Catholics that they should send their children to an exclusively Catholic university rather than to Protestant Oxford, Cambridge, or the mixed-religion universities recently established in Ireland itself, Newman gave a series of lectures that later would form the foundation of his most famous written work, The Idea of a University Defined and Illustrated. Of the nine discourses eventually included, five were given publicly, while the other four were published as pamphlets. When the university finally opened, Newman presented additional lectures at the beginning of each school year, publishing ten in all in what was originally a separate volume. The original nine discourses from 1852 were revised for further publication in 1855, and in 1873 Newman published both volumes together as The Idea of a University Defined and Illustrated. This work was revised several more times until 1889, the year of Newman’s death. Ironically, Newman’s ideas were more enduring than his administration of the university he wrote about. His strained relations with the Irish Catholic hierarchy led him to resign his post in 1858, and the university he helped to establish was later made part of the University of Ireland.

The Teaching of Theology

(Student Guide to World Philosophy)

The “occasional” nature of Newman’s original lectures makes it more efficient to group his ideas thematically. Most interpreters delineate three general themes, plus several minor ones taken mostly from Newman’s later lectures. The first major theme surrounds Newman’s conviction that there existed a need for a distinctly Catholic university that would teach Catholic doctrine alongside the full range of more secular academic subjects. Newman’s experiences at Oxford, where the teaching of theology had fallen into increasing disrepute, led him to demand that theology take its place among the academic subjects taught at a university, though the relationship between theology and these other disciplines was the subject of some ambivalence for Newman, an ambivalence that is clearly present in his lectures. Yet Newman was consistent in his insistence that a university should pursue the teaching of the full range of knowledge, otherwise it could not presume to apply the word “liberal” to its definition of itself. Newman assumed that all discoverable knowledge had its source in the work of God, and therefore all physical knowledge should be categorized and shared within the context and framework of Catholic doctrine, which Newman the recent convert repeatedly affirmed as the fullest expression of divine truth.

Unlike more conservative Catholics in his day, Newman stressed that theology should not be permitted to trespass into the realms of other academic disciplines. All knowledge must be taught according to its own definitions and its own nature, each being allowed to remain absolutely free to follow its own course within its own boundaries. However, the presence of theology was necessary to ensure that no single discipline or group of disciplines become successful in an attempt to break out of their assigned boundaries and become absolutes in themselves. Theology was also necessary in and of itself because for Newman, ignorance of the divine source of all physical nature was ultimately no different from ignorance of the physical world itself.

The Role of the University

(Student Guide to World Philosophy)

The second general theme Newman elaborated was that knowledge was to be taught for its own sake and not for any social or vocational usefulness. Drawing more positively on his Oxford experience, Newman made a distinction between “liberal”...

(The entire section is 2,069 words.)