Who decides what knowledge matters? The price and value of disciplines

A seminar titled The Meaning of Being a University brought together three prominent university rectors in Chile to discuss the future of higher education amid rapid technological change, the role of humanities, and the challenges of maintaining institutional identity. The event took place at Universidad Finis Terrae and featured former Rector of the Universidad de Chile, Rosa Devés; former Rector of the Universidad Católica, Ignacio Sánchez; and current Rector of Universidad Finis Terrae, Juan Eduardo Vargas. Their discussion centered on how universities can remain relevant in an age where knowledge is increasingly accessible through digital platforms and artificial intelligence. The participants acknowledged that while new technologies have made learning more widely available, they also pose a challenge to traditional university models. They emphasized the need for institutions to justify their unique value beyond mere content delivery. According to Devés, one of the key responsibilities of university leaders is to protect the institution’s core mission, its ability to generate knowledge and foster intellectual transformation. She argued that universities must preserve their capacity to produce and renew knowledge, which requires open communication among students, faculty, and staff based on both reason and creativity. Ignacio Sánchez echoed this sentiment, stressing the importance of returning to the foundational purpose of universities, the interaction between professors and students. He described the main challenge as preserving the communal spirit of universities, ensuring that they remain spaces of respectful dialogue and pluralistic thought rather than rigid structures with official lines of thinking. His experience managing the Universidad Católica during turbulent times, including student protests, feminist movements, social unrest, the pandemic, and constitutional processes, led him to emphasize the necessity of consistent engagement with university communities. He advocated for leadership that listens not only to formal representatives but also to students, academics, and administrative staff across different sectors of the institution. Devés reflected on the historical context of Chilean universities, noting that despite the vastly different conditions today compared to the dictatorship era, threats such as polarization, fragmentation, and violence still persist. She referenced the recent protest known as the “camp,” which occurred at Universidad de Chile in 2024, and cautioned against conflating the legitimacy of a cause with the methods used to achieve it. While she acknowledged the validity of the demands raised, she criticized the language and actions that led to conflict, emphasizing the need for universities to manage disagreements without escalating them into further aggression. One of the central topics of the discussion was the impact of emerging technologies on the university experience. With students able to access recorded lectures, video content, bibliographic resources, and even AI tools capable of answering questions from home, the question arose: What is the significance of physically attending a university campus? Vargas argued that the answer lies in what happens beyond the transmission of content. He stressed that university life involves more than simply acquiring knowledge and passing exams, it encompasses a broader educational experience that includes personal growth, community building, and intellectual exchange. The conversation also touched upon the perceived value of different academic disciplines within universities. Some argue that certain fields, particularly the humanities and social sciences, face increasing pressure to justify their relevance in a world increasingly focused on measurable outcomes and economic returns. This tension reflects a broader societal struggle to distinguish between what has monetary worth and what holds intrinsic value. As the debate continues, universities find themselves at the center of discussions about what kind of knowledge should be prioritized and how these choices shape the future of society.