There are inherent dangers in professionalization that are not sufficiently recognized in university structure. There is a tendency, as a field becomes truly professionalized, for its problems to be determined less by considerations of intrinsic interest and more by the availability of certain tools that have been developed as the subject matures. Philosophy is not free from this tendency, of course. In part, this is of course not only unavoidable but even essential for scientific progress. But it is important to find a way, in teaching even more than in research, to place the work that is feasible and productive at a certain moment against the background of the general concerns that make some questions, but not others, worth pursuing....
I think that in most academic fields a graduate student would benefit greatly from the experience, rarely offered in any academic program, of defending the significance of the field of work in which he is engaged and facing the challenge of a point of view and a critique that does not automatically accept the premises and limitations of scope that are to be found in any discipline. I am putting this too abstractly, but I think the point is clear, and I think it indicates a defect of much of university education.
-- Noam Chomsky (1968), 'Philosophers and Public Policy', Ethics 79.
What do you think?