Knowledge in the University

This chapter argues that technical forms of knowledge, such as those in science, technology, engineering and mathematics, are favoured in policy discourses to the extent that other ways of knowing are being delegitimised. The chapter examines the reasons for this trend and argues that it amounts to epistemic injustice and a potential loss to humanity, as ways of knowing that can enrich the human experience are increasingly considered irrelevant. Using Habermas’s theory of the interests driving knowledge, it examines knowledge in the university and argues for a central place for interpretative and praxis-driven knowledge, alongside the technical.