ABSTRACT
This chapter explores four trends that simultaneously reflect and create therapeutic higher education. It discusses the rise of concern with emotionally vulnerable students and emotionally vulnerable academics. The chapter examines vulnerability as not merely a general vulnerability; rather it is a specific emotional risk that students and academics are presumed to face because of their intellectual orientation. It describes the rise of professional and inter-professional therapeutic and counselling courses and how they are legitimising therapeutic education and therapeutic approaches throughout society. The chapter explains the new philosophy of the therapeutic university as professors of higher education are defining it. It looks at the rise of therapeutic teacher training and how it is changing the nature of learning at university. The universities are certainly adding to the therapeutic culture by offering more and more courses of a dubious nature but they can only do so if they have a wider philosophy which justifies this.
