Abstract
To view academe as bereft of pleasure is to see it without one of its most appealing dimensions and enduring characteristics. Arguably, the pleasure of academe is one of the key factors in its continuous persistence since the formation of academies in the ancient world. In addition to all the other things that academe is to and for us, it is a source of pleasure. So, one might ask, just what are the “pleasures” of academe? And furthermore, are they something we should aim to maximize? What is the role of “enjoyment” in educational theory and practice? And how should we organize the academy such that students, faculty, and administrators can optimize enjoyment? What does it mean to say that we take “delight” in our teaching or research—or, dare I say—administration? And how can we ensure that these delightful aims are sought, if not also achieved?
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Di Leo, J.R. (2017). Higher Hedonism. In: Higher Education under Late Capitalism. New Frontiers in Education, Culture, and Politics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-49858-4_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-49858-4_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-49857-7
Online ISBN: 978-3-319-49858-4
eBook Packages: EducationEducation (R0)