From Africa is a Country:
Bound at once to a contract with the state and simultaneously to a public sphere, the university has had to reinvent its object of study, abiding by duration and commitments to the formation of students in respect of its reigning ideas. It is in the interstice of these seemingly opposing social demands that the inventiveness of the university as an institution is most discernable. Rather than being given to the dominant interests of the day, whether state, capital or public, the university ought by virtue of its idealism to be true to its commitment to name the question that defines the present in relation to which it sets to work, especially when that question of the present may not appear obvious to society at large. Yet, in naming this question the university is ethically required to make clear that it does not stand above society.
Today there is growing concern that the university has lost sight of its reigning idea – the demands of radical critique and timeliness – and all the contests that ensue from claims made on that idea. In the process its sense of inventiveness has been threatened by an encroaching sense of the de-schooling of society, instrumental reason and the effects of the changes in the technological resources of society that have altered the span of attention, retentional abilities, memory and recall, and at times, the very desire to think and reason. Scholars around the world bemoan the extent of plagiarism and lack of attention on the part of their students; features that they suggest have much to do with the changes wrought by the growth and expansion of new technological resources. What binds the university as a coherent system is now threatened by the waning of attention and the changes in processes of retention and memory. In these times, retention has been consigned to digital recording devices. Students and faculty are now compelled to labor under the illusion that the more that we store and the more we have stored, the more we presumably know.