Abstract

This essay discusses critically the ways in which different metaphors employed to illustrate the practices of knowledge production and knowledge acquisition as well as scientific and scholarly research shape our understanding of the academic form of life. The essay examines the metaphors of knowledge and their role in academia by means of philosophical analysis and a rhetorical analysis of language, thereby defending the core values of academic freedom. It focuses on two pairs of metaphors highly relevant to the tensions characteristic of contemporary academic work: verticality and horizontality, on the one hand, and change and stability, on the other. The entanglement of perspectives from philosophy and historical rhetoric serves a metaphilosophical goal here: to show that our philosophical understanding of the nature of inquiry will be considerably enhanced if we seriously, and with both historical and literary sensibilities, study the metaphors we use in characterizing our epistemic and cognitive projects.