National and State Classical University in a Globalizing Modernity

Konstantin Maltsev,Artem Alaverdyan,Anni Maltseva,A.D Nazarov

doi:10.1051/e3sconf/202129505004

Konstantin Maltsev, Artem Alaverdyan + Show 2 more

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https://doi.org/10.1051/e3sconf/202129505004

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Abstract

The classical “university of reason”, the idea of which is defined in German classical philosophy and German romanticism as “preparation for knowledge”, and “mission” - as “the formation of goodwill”, i.e. the education of a citizen, has lost its foundation in modernity: the essential unity of culture, the nation, the state, and the university is removed and the named “elements” of this unity in modern reality, presented in the liberal version of the economic paradigm, mean something else: the article indicates their new meaning, and as such are no longer connected. The thing that has replaced the “university of reason” in modernity has other tasks: to guarantee globalization by producing technical, i.e. directly useful and standardized knowledge, and to participate in the formation of human capital. The products produced by the university are offered on the global market as a competitively priced commodity; the name “university” is still kept as a “technical term” to denote a “bureaucratically and commercially oriented corporation”. (B. Ridings). At the same time, a unified educational space as one of the areas of the global order needs the formation of a cosmopolitan worldview - the structure, the content of educational programs, the form of organization of the modern university-corporation (as now - “multicultural reality”) are aimed at fulfilling such a definite task. The concept of “sustainable development” and its stated agenda, by defining educational goals, represents a way of ’politicizing’ (W. Beck), which aims to limit total market logic and balance necessary inequalities to ensure the unity of the global order; the article asks what this means for a university that has lost its essential identity and is embedded in a global network.

Highlights

Since the mid-1970s, the concept of "sustainable development" has focused on a global order that appears hierarchically structured as one center and several peripheries assigned different functions in a single system
Education is seen as an area of the global order, to which its structure is transposed: shared principles and standards - and the different tasks assigned to institutions to implement a common global "education space"
There is no more room for this idea in the globalizing modernity, the global order, and, in particular, the global educational space: the university must be reformed or, if this proves impossible, replaced by something else, which may be called, but only as a "technical term"

Summary

Introduction

Since the mid-1970s, the concept of "sustainable development" has focused on a global order that appears hierarchically structured as one center and several peripheries assigned different functions in a single system. Education is seen as an area of the global order, to which its structure is transposed: shared principles and standards - and the different tasks assigned to institutions to implement a common global "education space" It is primarily and explicitly about the difference of capabilities related to the availability and willingness to "make available", the necessary resources (material, infrastructural, human). It was the second option that became a reality, despite the public rhetoric about "preserving continuity", "improving" and other things of the same sort - the usual way to conduct and legitimize a radical "innovation" in "public" and "expert" opinion The fulfillment of this task concerning the university is facilitated by the fact that it is the idea that is replaced: to understand it, one needs philosophy - and, according to Heidegger, "the simplest philosophical knowledge in the epoch of the completed New Age is the knowledge that and why philosophy had to become impossible and remains unnecessary for this epoch" [4, p. The fulfillment of this task concerning the university is facilitated by the fact that it is the idea that is replaced: to understand it, one needs philosophy - and, according to Heidegger, "the simplest philosophical knowledge in the epoch of the completed New Age is the knowledge that and why philosophy had to become impossible and remains unnecessary for this epoch" [4, p. 431]

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