ABSTRACT
Reconciling the outward profession of knowledge with 'the inward cave, the labyrinth of the heart' might be described as the core element of the educational project outlined in his essay 'Schopenhauer as Educator', one of the Untimely Meditations, which was first published in 1874. This chapter examines how crossing disciplinary boundaries can enable us to cultivate what Richard Smith has described as 'the full range of qualities of apprehension, understanding, interpretation', as a prelude to bringing these to bear upon thinking about the university. It explores the historical antecedents of Mr Gluck's vision of collage, and of how the latter can help us to live with what we know, in the context of the contemporary academy. The career of a prominent anthropologist working in higher education in the UK may be instructive. Tim Ingold went up to Cambridge in the mid-1960s, in the era of the Robbins Report.
