Universiteto idėja ir akademinė industrija

Abstract

Kultūrologas apžvelgia Universiteto idėjos raidą, esmines aukštojo mokslo tikslų ir modelių sampratas, svarsto, kaip rekonstruoti Lietuvos aukštojo mokslo sistemą, kad universitetai taptų viena reikšmingiausiu ateities visuomenės viziją kuriančių intelektualinių institucijų. Knygoje kritiškai aptariamas šiuolaikinis akademinis kontekstas, efektyvumo kulto ir vartotojiškos ideologijos poveikis universitetinei kultūrai.

The philosophical sources of German university reform (Fichte, Wolf, Shleiermacher) are briefly examined as the basis for future reorientations of higher education. Influential and long-lasting theoretical concepts of a university education drafted by such seminal thinkers and scholars as Wilhelm von Humboldt, John Henry Newman, Abraham Flexner are discussed. Thorstein Weblen's critique of industrialization of modern higher education is presented as timely reconsideration of goals and functions of university that was entrapped by industrial impetus. The second part of the book "Visions and Revisions of Modern University in the 20th Century" is devoted to the analysis and comparison of most influential, competing and controversial theoretical models of modern university drafted later in the 20th century. Most essential concepts of higher education and the shifting roles of university in a modern society presented by continental and American thinkers and university reformers such as Ortega y Gasset, F. R. Leavis, Robert Maynard Hutchins, Karl Jaspers and Michael Oakeshott are critically discussed, their strong and week points elucidated. The emergence of a new post-war USA phenomenon, - the multiversity is examined and critical comments on the writings of its most admiring academic supporters are provided. The author compares the differences between traditional and radical critiques of the multiversity and discusses political, social causes and consequences of eventual academic revolt that changed the climate in American and European universities and introduced some significant institutional reconstructions of higher education. [...]