Shelby Espinosa

Honors Program
21 August 2015
The Idea of a University
In Zen and the Art of Motorcycle Maintenance, Robert Pirsigs character,
Phaedrus, discussed the loss of a universitys accreditation, which contrived his
questioning of what a real university is. Phaedrus asserts that the real University has
no specific location, (148) not a material object, (147) but rather, the real University
is a state of mind, (148) and I agree with his notion. I believe that the best universities
are more than just institutions that are based on a rhythmic, hierarchical system of
student vs. professor, where professors teach students, students learn, and once the
class is over, the knowledge stops there. Instead of a university that cannot teach and
does not generate new knowledge or evaluate ideas, (148) I believe and agree with
Pirsig that the real University is nothing less than the continuing body of reason itself
(148). The most valuable university education does not stop teaching once students have
left the classroom, but instead, provides the most benefit once students leave their desks
and enter the real world. Learning valuable information that can be applied in all aspects
of life and cultivating knowledge for ones own free thought, not just abandon[ing]
reason when told to, (149) is the most beneficial concept one can take away from an
education. I believe this is definitely a notion that will bear upon my own personal
undergraduate studies. Unlike a second university where conditions have been made

favorable, (148) there will be subjects, ideas, or even tests/quizzes that continue to
challenge my intellect.
Searching for the truth or full knowledge in a particular area of interest is essential
in this idea of the university because as Pirsig puts it, you are never dedicated to
something you have complete confidence in (151). The ideal university calls you to
question, to test, and to explore even the most constant ideas and subjects. I found this
notion most interesting when Phaedrus explored the quality of learning with the aspect
of grading. With the purpose of having students look within themselves for the right
answer, he found most students could not distinguish if their work was good or bad,
presenting the conclusion that the whole idea of individual creativity and expression in
the classroom was really basically opposed to the whole idea of the University (201).
Although grades are a universal judge for the mastery of a subject, this idea made me
question the grading system, as well. In an ideal University, subject material should be
taught for growth in knowledge, rather than a passing grade on a test.
Throughout my undergraduate studies, I think my time at the university will go
far beyond the classroom, because essentially, true knowledge does this. I believe that a
true University education, just as I believe Pirsigs Pheadrus does as well, has morphed
into an idea made up as a group of buildings (147) when it is actually not. The idea of a
University is reciprocal knowledge shared between peers and professors on a quest to
better understand the functions of our world.