Higher Hedonism

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?