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Abstract
The transformation of the national model of Russian University is under the influence of academic capitalism. The very same academic capitalism was born in the depth of the neoliberal capitalism. The basic principles of the neoliberalization were fully implemented within the transformation of national educational systems: - An arrangement of conditions to accumulate capital and political power in economic elite circles; - A denial of the concept of nation, and, consequently, a promotion of an idea that the government interference in economy is dangerous (in this case in the form of minimization government interference in education); - Assistance in independent and stable functioning of the whole education system including all the levels and elements (schools, institutes, universities, etc.). In Russia and other countries, this leads to the destruction of national educational systems. E. Durkheim said that if in society there are many cultures than each of them which have its own education system. G. Simmel argued that cultural diversity enriches the world community. However the implementation of neoliberal policy in the field of education under the slogan of globalization ignores the law and seeks to simplify the interaction between the educational systems in order to achieve clarity and transparency of market exchange. Author analyzes on the example of Russia the trends that resulted from the modernization of the education system that implements neoliberal principles and creates academic capitalism. Virtually neoliberal utopian promises in practice lead to quite the opposite, rather than expected results.
Highlights
Neoliberal policy in the field of culture has led to not commercialization only, i.e. "transformation of cultural goods from the status of relatively free to not free", and to displacement of recipient of these goods "from an independent person to a consumer with neutral cultural affiliation"[1]
Utopia of neoliberal policy of education is that an activation acted by an educational organization of its own scientific and educational resources is able to provide additional sources of financing, and to put academic knowledge on the needs of economics
Examples of Russia and other countries show that the search of additional economic resources leads to destruction of the foundation of academic knowledge, to destruction of the integrity and identity of national educational systems
Summary
Neoliberal policy in the field of culture (which includes education) has led to not commercialization only, i.e. "transformation of cultural goods from the status of relatively free to not free", and to displacement of recipient of these goods "from an independent person to a consumer with neutral cultural affiliation"[1]. "transformation of cultural goods from the status of relatively free to not free", and to displacement of recipient of these goods "from an independent person to a consumer with neutral cultural affiliation"[1] This neoliberal policy brings a total marginal character to all educational system when marginality serves as the constitutional principle of organization of an educational space. Modernist model originated from the beginning of the 20th century and being widely developed until the beginning of the 21st century considered interdisciplinary approach as a Sociology and Anthropology 3(12): 642-648, 2015 search for explanations of the phenomenon by another science language. This opposition is based on increased attention to the "immanence of the substrate" which includes open-minded approach, mobile response to a specific inquiry and the ability (patience, desire) to start "from the beginning every time "
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