Über die innere und äussere Organisation der höheren wissenschaftlichen Anstalten in Berlin
... ((2)) Im 18. und frühen 19. Jahrhundert formulieren Klassiker der Bildungsphilosophie wie Johann Gottfried Herder (1965, 1976, 1990 und Wilhelm von Humboldt (1960Humboldt ( , 1964Humboldt ( , 1967 noch ganz optimistisch ein bis heute relevantes Ideal der Bildung, das in seiner höchsten Form umfassende persönliche und gesellschaftliche Veränderungen beansprucht. Eine wichtige Einstiegseinsicht in das Nachdenken über Bildung besteht darin, dieses klassische Bildungskonzept nicht in eins zu setzen mit jetzigen Verwendungen des Begriffes, die oft nur noch im Zusammenhang mit dem Aufenthalt in Schulen und Universitäten ganz oberflächlich daherkommen. ...
... ( (2)) In meinem Forschungsauftakt habe ich den Einstieg in das Thema der Bildung über die Klassiker Johann Gottfried Herder und Wilhelm von Humboldt (1965Humboldt ( , 1976Humboldt ( , 1990Humboldt ( sowie 1960Humboldt ( , 1964Humboldt ( , 1967 mit einem Seitenblick auf Moses Mendelssohn 2021, den Pollok W 2-12 und Kreß W 1+8 erneut stark machen) gewählt. Gleichzeitig habe ich betont, dass diese Autoren nur als Anregung und weder als per se maßstäblich noch in philologisch-hermeneutischer Vertiefung rezipiert werden. ...
... ((2)) Im 18. und frühen 19. Jahrhundert formulieren Klassiker der Bildungsphilosophie wie Johann Gottfried Herder (1965, 1976, 1990 und Wilhelm von Humboldt (1960Humboldt ( , 1964Humboldt ( , 1967 noch ganz optimistisch ein bis heute relevantes Ideal der Bildung, das in seiner höchsten Form umfassende persönliche und gesellschaftliche Veränderungen beansprucht. Eine wichtige Einstiegseinsicht in das Nachdenken über Bildung besteht darin, dieses klassische Bildungskonzept nicht in eins zu setzen mit jetzigen Verwendungen des Begriffes, die oft nur noch im Zusammenhang mit dem Aufenthalt in Schulen und Universitäten ganz oberflächlich daherkommen. ...
... ( (2)) In meinem Forschungsauftakt habe ich den Einstieg in das Thema der Bildung über die Klassiker Johann Gottfried Herder und Wilhelm von Humboldt (1965Humboldt ( , 1976Humboldt ( , 1990Humboldt ( sowie 1960Humboldt ( , 1964Humboldt ( , 1967 mit einem Seitenblick auf Moses Mendelssohn 2021, den Pollok W 2-12 und Kreß W 1+8 erneut stark machen) gewählt. Gleichzeitig habe ich betont, dass diese Autoren nur als Anregung und weder als per se maßstäblich noch in philologisch-hermeneutischer Vertiefung rezipiert werden. ...
"Bildung begünstigt Toleranz und Toleranz erleichtert Bildung", so der Titel des hier zur Diskussion stehenden Beitrags. Wer würde dem nicht zustimmen (wollen)? Ist es erstaunlich, dass wer unterschiedliche Erfahrungen gemacht und sich mit verschiedenen Überzeugungen und Lebensentwürfen auseinandergesetzt hat, sich eher tolerant verhält und dass wer tolerant ist, sich leichter mit anderen Denk- und Handlungsmodellen auseinandersetzen kann? Wohl eher nicht, weshalb hier die Frage diskutiert werden soll, was denn die Gründe dafür sein könnten, dass sich die (Bildungs-)Philosophie immer wieder mit Begriffs- und Verhältnisbestimmungen rund um das Thema "Bildung" beschäftigt. Von der vorliegenden Diskussionsgrundlage ausgehend sehe ich drei Themenbereiche, die diese Diskussionen motivieren: Der Glaube an Begriffe, ein teleologisches Zeit- und Gesellschaftsverständnis sowie die Frage nach dem Sinn und Zweck von Wissenschaft.
... This co-called 'modern' university, emerging in the early and mid-1800s, was deeply embedded in the Enlightenment with its new concepts of reason and ideals of government (Douglass 2021;Kant and Kristensen 2007). Wilhelm von Humboldt's ambitions for the University stand out, professing ideals of a unity between teaching and research and of academic freedom, independent of political and religious influence, with students being provided with a broad education that, through science, prepared them as future citizens (Schelsky 1971;Von Humboldt [1809] 1990. Even though Humboldt was not sympathetic to state interference in private affairs and stressed that the state existed solely to serve the people, and not the other way around, the modern university soon played a crucial role in educating future civil servants, such as political scientists, jurists and political leaders. ...
... This co-called 'modern' university, emerging in the early and mid-1800s, was deeply embedded in the Enlightenment with its new concepts of reason and ideals of government (Douglass 2021;Kant and Kristensen 2007). Wilhelm von Humboldt's ambitions for the University stand out, professing ideals of a unity between teaching and research and of academic freedom, independent of political and religious influence, with students being provided with a broad education that, through science, prepared them as future citizens (Schelsky 1971;Von Humboldt [1809] 1990. Even though Humboldt was not sympathetic to state interference in private affairs and stressed that the state existed solely to serve the people, and not the other way around, the modern university soon played a crucial role in educating future civil servants, such as political scientists, jurists and political leaders. ...
This article explores new nationalisms as part of the conflicting political interactions constituting the post-Cold war governance arrangements in higher education. Drawing on policy documents, archival sources and interviews and against the backdrop of a historical perspective on the university and the EU’s role as an education actor, the article investigates the development from internationalisation to national protectionism in Danish higher education policy. The article suggests that current practices concerning the nation-state are reshaping international collaboration and that these new nationalisms are characterised by post-Cold War readjustments and displacements in the relation between the university, the nation-state and international alliances.
... Principles of the academy include the union of research and teaching, freedom of instruction, and the pursuit of academic freedom, all of which are interconnected. (Humboldt, 1810). As a consequence of all of these perspectives, it becomes increasingly evident that higher education institutions are the ideal platforms for creating communities where knowledge is considered to be a fundamental part of human civilization and that this goal is going to be achieved in an integrated way based on a holistic view of knowledge in the future. ...
The importance of higher education institutions in spreading knowledge cannot be denied. Since its establishment, it has demonstrated that the creation of human capital through a creative and transparent mindset is essential for ensuring human civilization continues to thrive. With the advent of globalization and the global market without borders, freedom of thinking is a matter that should be enhanced to ensure the built-in human capital is more open to receiving positive changes. By having knowledge, we are able to make human capital more effective and we will be able to empower a country by acting as a change agent. As a result of the United Nations General Meeting in September 2015, 17 sustainable development goals were established (Sustainable Development Millennium). To achieve sustainable development for all, this new Agenda emphasizes a holistic approach based on the principle of "not leaving anyone behind." The purpose of this study was to examine the extent of higher education institutions to assure the success of this agenda in producing holistic human capital by conceptual legal studies. To obtain data, the library searches and the web pages' related websites will be used. Generally, potential human capital will have a high level of confidence in expressing an opinion and ideas that are related to human civilization. Through transparency and freedom of thought, higher education institutions are the best platforms for educating human capital so that they can successfully play a role as a pioneer in the successful implementation of the Sustainable Development Agenda 2030.
... We choose this domain of work not only because it resonates deeply with our values and beliefs but because of its boundless affordance for intellectual, practical and creative self-expression. Engaging in development, especially in areas that are entirely new to us, demands that we become novices or students, and as a professional developer we must learn with our own students and try to co-create a vibrant and dynamic learning community united 11 . ...
This article includes two reflective accounts; the first is from the perspective of a retired Senior Lecturer, the second from an Educational Technologist and Developer. The blend, experiences and perspectives of these two backgrounds in the creative approaches outlined in this article was developed over an eight-year period in which different, modern approaches and techniques were researched, implemented and evaluated successfully with different cohorts of participants of differing age ranges, aptitudes and educational backgrounds.
... The critical role of UR to modern universities was articulated in the Humboldtian model that features a unity of teaching and research (Humboldt, 1810; as cited in Simons & Elen, 2007). Despite various views on how the teaching-research nexus could be realised in today's universities (cf. ...
Undergraduate research (UR) as a high-impact practice has been increasingly embedded in the curriculum. However, there is a limited understanding of how undergraduates make sense of their research experiences amid an absence of student voice in the literature. This study investigated what students perceived as significant UR experiences through student co-researchers conducting critical incident interviews with fellow students and participating in collaborative analysis. The findings show that students generally perceived their research experiences as positive and associated significant experiences with achievement, ownership, challenges, real-world relevance, collaboration, and to a lesser extent, identification with research. Student co-researchers also provided unique insights such as students paying more attention to the utility value of their UR experiences. This article’s main contribution is the discovery of a sense of authenticity in UR from students’ perspectives emphasising more real-world relevance while less ‘being’ and ‘becoming’, which created challenges to form a researcher identity. The findings also point to both synergies and tensions between achieving authenticity and pursuing utility value, implying the need for enhancing UR through redesigned mentorship in the future.
... (Newman 1852, 1) For Newman, the purposes of a university are built on critical reflections, deep engagements, scientific explorations and the testing of ideas shared between both the teachers and students in mutual knowledge production. For Wilhelm Von Humboldt (1903), the purpose of the Western university should respond to three primary functions and principles-that is, unity of research and teaching, freedom of teaching, and finally self-governance (Boulton and Lucas 2011). Both Newman's and Von Homboldt's ideas have largely shaped the contemporary university, with variations of teaching and 1 Cleaveland suggests that the University of Bologna, which was founded in 1088, was an exception as it was largely secular in its ideology and operations (Cleaveland 2008, 78). ...
The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt neoliberal and colonial conceptions of institutional reforms, seen through the emergence and enactment of performance management instruments, demographic understandings of transformation, incoherent/illogical policy prescriptions, and the use of technology as pedagogic replacement. In this article, I attempt to do two things. Firstly, I critique the South African higher education policy and legislative framework as largely inadequate and neoliberal in nature and designed to reinforce market-orientated logics and discourses. Secondly, and in thinking beyond the neoliberal university, I propose what an inclusive curriculum could look like through a decolonial lens. I end the article with some parting thoughts on the future of the neoliberal university in South Africa, and the potential implications for what I see as the emergence of decolonial and transformative curricula.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
Terms of responsibility are relational attributes, i.e., attribution terms. They are to be understood as linguistically, socially, and situationally embedded concepts conventionalized by rules and have to be analyzed accordingly. A structural theory of responsibility, and more differentiated forms and types of responsibility such as relational attribution-based concepts, will be developed schematically in order to do justice to the variety of different uses of the concepts of responsibility, e.g., causal and action responsibility, role responsibility, but also social and (universal) moral and legal responsibility. In this chapter, I apply the general considerations of responsibility to analyze responsibility in science. The responsibility of the researcher in science and technology is a special case of role-specific and moral responsibility in a strategic position. Points to be discussed include known means of implementing responsibility in science, including codes of conduct, ethics committees, a scientific ethos, and the Hippocratic Oath for scientists. The chapter concludes with fifteen theses on responsibility in science. The key principle should be “concrete humanity”: Practical and concrete humanity should always be a central guiding principle (in dubio pro humanitate practica).
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
The discovery of a scientific fact is initially not ambivalent; only in its possibilities of use does its ambivalence become apparent. But the socially evaluated positive uses and negative misuses of scientific knowledge cannot be clearly distinguished, and both can also appear ambivalent in turn. In this sense, consequently, scientists already bear responsibility for their discoveries. Moreover, in the case of experimental research, the question must be asked, to what extent its realization already interferes with what is happening and thus acquires an ambivalent character (which, however, must be distinguished from the ambivalence of its use). With those issues in mind, the article discusses the questions raised by the discovery and early use of nuclear energy.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
The tragic crash of Air New Zealand flight TE-901 into Mt. Erebus, Antarctica provides a fascinating case for the exploration of the notion of corporate moral responsibility. A principle of accountability that has Aristotelian roots and is significantly different from the usual strict intentional action principles is examined and defined. That principle maintains that a person can be held morally accountable for previous non-intentional behavior that had harmful effects if the person does not subsequently take corrective measures to adjust their behavior so as not to produce repetitions. This principle is then applied to the Mt. Erebus disaster.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
Scientific responsibility has changed with the successful professionalization of science. Today, science is a privileged profession, one with a (tacit) management mandate for systematic knowledge acquisition. Within this framework, science acts with responsibility. This chapter reflects the responsibility of science in the German context. After Wold War 2, the extraordinary responsibility of scientists, which C.F. von Weizsäcker emphasized, referred to a specific phase in the institutional development of science, termed scientism (“science justifies society,” science as religion), and corresponded to an elite responsibility. Today, one responsibility of science as a profession is to safeguard and develop scientific standards. This also concerns, on the one hand, the self-organization and control of science as a profession and, on the other hand, the communication of science to society. As a professional scientist, one has two responsibilities, the commitments to good science (professional ethics plus co-responsibility for the development of science as a profession) and civic responsibility. Due to their special knowledge, the civic responsibility of the scientist differs from that of other professionals. This chapter introduces science as a profession and presents an integrative notion of responsibility, also shedding light on the social responsibility of science.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
This is the introduction to the book The Responsibility of Science , containing three parts. I explain both the concept of responsibility and science as an institution. I then present lines of argumentation that run through the essays of this volume and combine them. (i) Responsibility is a relational concept, derived from the verb “to respond.” Therefore, the concept of responsibility refers to a relation involving at least three elements: Someone is responsible for something to someone else. Moreover, responsibility is attributive, that is, resulting from a social attribution of guilt or duties to a person. (ii) Science is meant here to refer to historically developed, institutionalized research and to be thought of independently of the objects of that research. Therefore, by ‘science,’ I am referring to natural and social sciences as well as humanities, and make no distinction between pure and applied science. (iii) This volume lives through the many references that link the chapters and the lines of argumentation that develop in the work, such as Responsible Research and Innovation (RRI) as a new approach within EU research policy; the ethical question of the moral person in science; and the effects of the institutionalization and professionalization of science.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
While the public discourse has recently been increasingly burdened by the dissemination of fake news and alternative facts , the scientific community is now also threatened by such influences. This must be confronted and countered decisively: Scientific discourse thrives on free speech, which is both the right and duty of serious scientists, and individual imagination is also essential. This does not mean, however, that anything can be disseminated at will, but imagination in a scientific context always means exact imagination, i.e., one that has to submit to the strict conditions of consistency while remaining connectable to the knowledge acquired so far.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
Every new technology is used by us humans almost without hesitation. Usually the military use comes first. Examples from recent history are the use of chemical weapons by Germany in the First World War and of atomic bombs in the Second World War by the US. Now, with the rapid advances in microelectronics over the past few decades, a wave of its application, called digitization, is spreading around the world with barely any control mechanisms. In many areas this has simplified and enriched our lives, but it has also encouraged abuse. The adaptation of legislation to contain the obvious excesses of “digitization” such as hate mail and anonymous threats is lagging behind massively. We hear almost nothing about technology assessment through systematic research; it is demanded at most by a few, usually small groups in civil society, which draw attention to the threats to humankind—future and present—and the Earth's ecosystem. One such group, the Federation of German Scientists (VDW) e.V., in the spirit of the responsibility of science for the peaceful and considered application of the possibilities it creates, asked three of its study groups to jointly organize its 2019 Annual Conference. The study groups “Health in Social Change,” “Education and Digitization,” and “Technology Assessment of Digitization” formulated the following position paper for the 2019 VDW Annual Conference, entitled “Ambivalences of the Digital.”
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
The precautionary principle is a guiding principle that allows decision makers to adopt precautionary measures even when scientific uncertainties about environmental and health impacts of new technologies or products remain. It is also a debated principle. Proponents of the precautionary principle argue that it provides a framework for improving the quality and reliability of decisions over technology, science, ecological and human health, and leads to improved regulation. Opponents argue that it is incoherent, lacking orientation and that it hinders innovation. The aim of this Chapter is to increase understanding of the perceived tension between the precautionary principle and innovation by examining how the precautionary principle is applied in EU law and by the EU courts. This Chapter is based on the findings of an EU-funded research project entitled REconciling sCience, Innovation and Precaution through the Engagement of Stakeholders (RECIPES).
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
This article refers to the heart of science—research and the necessary freedom of research, which only arises with its institutionalization. Science deals with research problems in disciplinary and interdisciplinary research situations. An interdisciplinary research situation exists only when both the formulation of the problem and the methods used to address it require the participation of several disciplines. New scientific institutions, if nothing else, ensure interdisciplinary research. Since the times of Galileo Galilei, science has developed new, powerful research possibilities with the experimental method. The experimental method produces active changes that can also be accompanied by unintended consequences. Science must find a way to deal with this ambivalence without endangering its own freedom.
... In the nineteenth century, the institutional form of science was still largely that of the academy and-increasingly-the university in the unity of teaching and research striven for by Wilhelm von Humboldt, whereby his great scientific plan called for independent research institutes as integrating parts of the overall scientific organism in addition to the Academy of Sciences and the university (cf. Humboldt, 1964). With the emergence of science-based industries such as the electrical industry, which could not have existed beforehand-not even as a trade-without the scientific theories of flowing electricity and electromagnetism and the discovery of the dynamoelectric principle (1866 by Werner von Siemens), and the transformation of traditional trades into science-based industries such as the chemical industry in the last third of the nineteenth century (cf. ...
This article is an appeal in the form of ten questions or theses, which as a whole outline the responsibility of science. 1) The humanistic mission of science, respecting human rights, against reductionism; 2) Against reification and the degradation of the living; 3) Information creation: An essential category for model and theory development and as a general methodological guiding principle! 4) The need for education and training against racism: The responsibility of science in the fight against anti-Semitism; 5) Deadly science: The demand for the destruction of life unworthy of life was “scientifically” justified; 6) Religious traditions as a cause of anti-Semitism? 7) Causes of anti-humanism, racism, anti-Semitism, and neo-Nazism in the contemporary world of work; A deeper “perception” of life and human beings is also necessary in the economy! 8) People must be able to recognize the meaning and purpose of their existence 9) Peace must be secured! 10) Science can follow its humanistic obligation to serve life, to serve mankind.
... The concept of "liberal education" is usually attributed to J. Newman [13]; namely, to his argumentation about the importance of liberal education as formation of readiness for a "free life" in a liberal democratic state that modern defenders of the "university tradition" appeal to and develop. W. von Humbold [14] is also often mentioned "incidentally" as the author of the concept of "research university". Of course, the differences between the "continental" and "insular" traditions of higher university education [15] are significant, but with regard to the subject of our research, they can be "taken out of the brackets". ...
Discussion between defenders of preservation of elements of “liberal education” and those who consider it “remnants” (V. Pareto) of the “outdated” model of the “classical university” unfolds in the horizon of the “liberal consensus” regarding the “values” and “goals” of university education in the globalizing reality presented in the economic paradigm (J. Agamben). The prospect of preserving the liberal democratic tradition and the formation of civic “skills of democracy” translates the discussion into a plan of interpreting the meaning of these values and determining the conditions for ensuring their validity. A philosophical interpretation of the essence of liberal values in the context of the foundations of the economic paradigm, which presupposes external criticism, allows us to assert: the distinction between “free” and “professional” education, which is valid for the “university of reason” and has limited significance for the concept of liberal education, is removed in the modern model of the universitycorporation as an enterprise for the production of human capital and practically oriented knowledge/learning aimed at fulfilling the request market for a specialist who has mastered a variety of competencies. The concept of “sustainable development”, the constitutive of which in recent years has become the discourse of security, determines a specific explanation of “politicization” (W. Beck), one of which is the defense of “free education”, a palliative that corrects the universal and total “monocausal logic of capital” as a real beginning (in the meaning of “ἀρχή”) of global modernity presented in the liberal version of the economic paradigm.
The body of international human rights law developed in the wake of the Second World War envisaged adults as citizens, playing an active part in society and government. The chapter explores how viewing adults as agentic citizens (yet also objects of state policy) relates to the notion of bounded agency, and summarises and discusses the implications of the Enliven project. These include the need for a rich and broad education throughout the lives of adults, the limiting effect (especially for the ‘socially excluded’) of framing the education for adults through the language of ‘markets’, the need to listen to those most excluded, the importance of work, workplaces, and labour markets to adult learning, and how organisationally stunted workplaces impoverish workers’ learning.
Anhand des in den geistes-, kultur- und sozialwissenschaftlichen Disziplinen dominanten Lehrformates Seminar diskutiert der Beitrag die Verschiebung von einer kommunikativen Orientierung am diskursiven Austausch unter Präsenzbedingungen zu einer Suspendierung der universitären Eigenlogik in asynchronen Lehrformaten. Erkenntnisleitend ist hierbei das spezifische Verständnis einer vom Grundprinzip der akademischen Freiheit geprägten Lehre an der deutschen Universität. Hierbei wird deutlich, dass universitäre Seminare auch Orte der gegenseitigen Verpflichtung und Verantwortung sind. Lehrende müssen zwar nicht die Verantwortung für das allgemeine Gelingen eines Studiums tragen. Sie verfügen jedoch über eine institutionell verankerte Verantwortung, die für ein universitäres Studium notwendigen Bedingungen zu ermöglichen. Ein Prinzip, das in der asynchronen Online-Lehre strukturell unterminiert und den Student/innen überantwortet wird.
Digitale Technologien sind nicht mehr Teil utopischer oder dystopischer Beschreibungen, sondern selbstverständlicher Teil der heutigen Lebenswelt. Diese bildet den Boden für Sozialisations-, Bildungs- und Erziehungsprozesse. Im Zentrum des Bandes steht diese postdigitale Alltäglichkeit, die sich begleitet von Sachzwängen, Ernüchterungen, Normalisierungen und Pragmatik etabliert hat und hier bildungstheoretisch reflektiert wird. Untersucht werden lebensweltliche Differenzerfahrungen, die sich aus der konkreten Praxis und ihren Brüchen ergeben, hinsichtlich bedeutsamer Fragen nach Formen und Orten pädagogischen Handelns, nach Erfahrbarkeit von Anderen und Anderem, nach Verantwortung, Sozialität, Subjektivität und Unbestimmtheit. Der Band zielt auf eine Aktualisierung bildungstheoretischen Denkens, das sich anschlussfähig erweist an lebensweltliche Bezüge in einer sich rasch verändernden Welt.
Claims regarding the significance of Wilhelm von Humboldt’s impact on education disagree only on degree. While his primary and secondary educational experience did not directly shape his educational philosophy, social, intellectual and professional influences combined to produce the lasting educational phenomena created by Wilhelm von Humboldt. Some of Humboldt’s key contributions include the structuring of Prussian education; the creation of the modern university, including the blending of research and teaching; the theorizing of bildung; and ethnographic work in linguistics and anthropology, which ties into education. His influence on other educational thinkers has contributed to the lasting impact of his educational thought, and his legacy continues in the ever-changing application of bildung in higher education as well as in surprising new K-12 environments.
Zusammenfassung: Das Hauptziel des vorliegenden Beitrags ist eine kritische Reflexion der Situation von Studierenden mit neurokognitiven Beeinträchtigungen in Hinblick auf deren Partizipation im universitären Setting. Nach einer kurzen Erläuterung der aktuellen universitätsrechtlichen Rahmenbedingungen in Deutschland, Österreich und der Schweiz werden (i) am Beispiel von Aufmerksamkeitsstörungen und spezifischen Lernstörungen charakteristische Schwierigkeiten von betroffenen Studierenden beim Studium anhand von Fallvignetten dargestellt und (ii) Ziele in Hinblick auf eine gelingende Partizipation und Chancengleichheit für Studierende mit Beeinträchtigungen skizziert. Anhand eines tentativen Rahmenmodells zur Förderung der Partizipation diskutieren wir die Notwendigkeit differenzierter universitätsinterner und -externer struktureller Rahmenbedingungen, die zusätzlich zu den bereits bestehenden – aber nicht ausreichenden – universitätsinternen Maßnahmen wie dem Nachteilsausgleich implementiert werden sollten.
In der Wissenschaft sind Erkenntnisziele, aber auch ein spezieller Weltaufschluss angelegt. Diesen zu vermitteln, ist Aufgabe der Wissenschaftsdidaktik. Was aber bedeutet es, Wissenschaft institutionell zu einem Gegenstand des Lehrens und Lernens zu machen? Die Beitragenden des Bandes liefern eine disziplinenübergreifende Einführung in die Wissenschaftsdidaktik, die sich mit grundlegenden konzeptionellen Fragen sowie Einordnungs- und Deutungsversuchen aus verschiedenen Perspektiven befasst. Hochschullehrende sowie praktisch und forschend tätige Personen in der Bildungswissenschaft finden hier leichten Zugang zur Wissenschaftsdidaktik und ihren innovativen Erkenntnispotenzialen.
In der Wissenschaft sind Erkenntnisziele, aber auch ein spezieller Weltaufschluss angelegt. Diesen zu vermitteln, ist Aufgabe der Wissenschaftsdidaktik. Was aber bedeutet es, Wissenschaft institutionell zu einem Gegenstand des Lehrens und Lernens zu machen? Die Beitragenden des Bandes liefern eine disziplinenübergreifende Einführung in die Wissenschaftsdidaktik, die sich mit grundlegenden konzeptionellen Fragen sowie Einordnungs- und Deutungsversuchen aus verschiedenen Perspektiven befasst. Hochschullehrende sowie praktisch und forschend tätige Personen in der Bildungswissenschaft finden hier leichten Zugang zur Wissenschaftsdidaktik und ihren innovativen Erkenntnispotenzialen.
In der Wissenschaft sind Erkenntnisziele, aber auch ein spezieller Weltaufschluss angelegt. Diesen zu vermitteln, ist Aufgabe der Wissenschaftsdidaktik. Was aber bedeutet es, Wissenschaft institutionell zu einem Gegenstand des Lehrens und Lernens zu machen? Die Beitragenden des Bandes liefern eine disziplinenübergreifende Einführung in die Wissenschaftsdidaktik, die sich mit grundlegenden konzeptionellen Fragen sowie Einordnungs- und Deutungsversuchen aus verschiedenen Perspektiven befasst. Hochschullehrende sowie praktisch und forschend tätige Personen in der Bildungswissenschaft finden hier leichten Zugang zur Wissenschaftsdidaktik und ihren innovativen Erkenntnispotenzialen.
This essay investigates how to establish a Korean Liberal Arts College in the context of the University System Innovation debate, which is regarded as the best practical way to solve the problem found in the higher education academic structure in Korea.The problem with Korean universities is that basic science becomes weaker in the restructuring process. To solve this problem, we should understand that basic science is closely related to general education in undergraduate education. The way to solve this issue is to establish an independent academic structure to be responsible for general and liberal education, so called “Korean Liberal Arts College”. Among a few versions of the “Korean Liberal Arts College”, the National General (Liberal) Education College in the context of University System Innovation debate is proposed as a college that will provide undergraduate courses in the university system. This college will be evolved to be responsible for the general (liberal) education in undergraduate courses at the national level.
Zusammenfassung
Ausgehend von der Feststellung, dass auch das grundständige Studium aus bildungsbiografischer Perspektive von immer mehr Studierenden als Weiterbildung eingeordnet wird, wird das Studium nach einem knappen Überblick über den Forschungsstand zunächst übergreifend hinsichtlich seiner Verortung zwischen beruflicher und allgemeiner Bildung skizziert und vertiefend im Kontext pädagogischer Professionalisierung betrachtet. Aufgezeigt wird, dass das Studium grundsätzlich allgemeine und berufliche Bildungsziele verbindet, die sich unter dem Leitziel der Entwicklung von Kritikalität und Reflexivität fassen lassen. Die hypothetische Abgrenzung von allgemeiner und beruflicher Bildung im Studium wird anhand der exemplarischen Vertiefung in das Feld der pädagogischen Professionalisierung im Studium verdeutlicht. Hier wird das Paradox starker Berufsfeldbezug bei hohem Allgemeinbildungspotential aufgestellt: So kann dem pädagogischen Studium gerade aufgrund seines starken Berufsfeldbezugs ein hohes Bildungspotential, das sich nicht nur an beruflicher Verwertbarkeit orientiert, zugesprochen werden. Abschließend wird diskutiert, dass, analog zur in der Berufsbildung gesetzten Formel Bildung im Medium des Berufs, möglicherweise auch von Professionalisierung im Medium von (Hochschul‑)Bildung gesprochen werden könnte. Der Beitrag schließt mit Hinweisen zur weiteren theoretischen und empirischen Bearbeitung des Forschungsfelds sowie Überlegungen zur didaktischen Gestaltung von Hochschullehre ab.
We touched on three of the most pressing issues that exist in Islam in this article.
There are issues of the right`s elasticity in inheritance laws that concern the western
arabists, different shares of men and women heirs and mathematical errors in the
legacy. In these three issues using different sources objectively and are explained
examples clear and widely. We took these problems and their causes in which western
arabist are interested and tried to explain how to deal them openly
As one of the basic responsibilities of a modern university, scientific research integrates knowledge discovery, talent training and the inheritance of scientific spirit, making it an inherent requirement for running a socialist university well and cultivating new talents who are responsible for national rejuvenation in the era. Ideological and political workers in colleges and universities have their unique advantages in grasping the ideological characteristics and psychological development characteristics of college students and guaranteeing the construction of study style. Therefore, it is of great significance to explore the promoting role of ideological and political workers in colleges and universities in scientific research and education.
The author argues that the formation of the body is essential for the formation of spirit. Despite the critique is often advanced that philosophy and classical ideas neglect the body it is argued that in more forms of philosophy, the body does play a role. It is not its absence that is the problem, but rather how later readings are slack, or unwilling, in their readings to recognize it. This is unfortunate because of the importance of the bodily formation without which the formation to humanity is in danger of becoming one-sided and potentially dehumanizing.KeywordsPhilosophyBodyFormationHalbbildungSpiritHumanity
Promotionsprogramme in Deutschland werden zunehmend als pädagogische Räume gerahmt. Dies wird anhand der Begrifflichkeiten beteiligter Akteur*innen im empirischen Material gezeigt. Herausgearbeitet wird ein familiales Modell von Nähe und Abhängigkeit sowie eines von Schule. Funktionsträger*innen und Promovierende bewegen sich dabei durchaus in unterschiedlichen Begriffswelten, worin sich eine Modernisierung der Promotionskultur sowie eine Ablösung vom Meister-Schüler-Verhältnis zeigen könnte. Zugleich wird ein Fehlen angemessener Begrifflichkeit deutlich.
Digitale Medien sind aus unserem Alltag kaum noch wegzudenken. Einer der zentralsten Bereiche für unsere Gesellschaft, die schulische Bildung, darf hier nicht hintanstehen. Wann immer der Einsatz digital unterstützter Tools pädagogisch sinnvoll ist, muss dieser in einem sicheren Rahmen ermöglicht werden können. Die HPI Schul-Cloud ist dieser Vision gefolgt, die vom Nationalen IT-Gipfel 2016 angestoßen wurde und dem Bericht vorangestellt ist – gefolgt. Sie hat sich in den vergangenen fünf Jahren vom Pilotprojekt zur unverzichtbaren IT-Infrastruktur für zahlreiche Schulen entwickelt. Während der Corona-Pandemie hat sie für viele Tausend Schulen wichtige Unterstützung bei der Umsetzung ihres Bildungsauftrags geboten. Das Ziel, eine zukunftssichere und datenschutzkonforme Infrastruktur zur digitalen Unterstützung des Unterrichts zur Verfügung zu stellen, hat sie damit mehr als erreicht. Aktuell greifen rund 1,4 Millionen Lehrkräfte und Schülerinnen und Schüler bundesweit und an den deutschen Auslandsschulen auf die HPI Schul-Cloud zu.
Cette étude s’intéresse à la question de la formation « à », « par » ou « pour » la recherche. Nous étudions plus particulièrement deux cadres de référence qui proposent un modèle pour le lien entre la formation et la recherche à l’université : celui du britannique Healey (2005) et celui des allemands Tremp et Hildebrand (2012). Le premier formalise les axes du « à », « par », « vers » la recherche et de la recherche encadrée. Le deuxième cadre de référence développe une approche pragmatique voire didactique de l’intégration de la méthode scientifique à trois niveaux organisationnels : dans les activités d’apprentissages, les programmes d’études et les politiques universitaires. Nous justifions ensuite la proposition de travailler le lien formation-recherche de manière symbiotique, associant une approche par compétences et une approche programme.
To investigate medical students’ learning preferences is the key to successfully adapt to the changing demands and technological opportunities. Between 2014 and 2019 we sent out 14916 anonymous questionnaires once a year to all medical students at the Medical-University of Graz Austria. A share of 18% (N = 2799) of invited participants completed the survey. The challenge for students is time management. Students can learn efficiently, if bureaucracy do not get out of hand. The examination system has significant effects on the way and quality of learning and on time management. Especially for in-depth learning, it is difficult and time consuming to select from the available resources and to sort out the relevant examination material. The preferred learning resources for exams are still lecture material and books. The learning preferences do not change much during the course of studies, furthermore the gender differences are in general slightly more noticeable at the beginning but they even out fast during the course of medical school. To reach the goal of producing well trained graduates, the education institution has to guide the students from a more school-like setting at the begin of their education in the preclinical years to self-employed physicians at the end of their studies.
In a world of increasing awareness of the many drivers of anthropogenic climate change, all of which fall under the larger rubric of global capitalism with its emphasis on profit-making, economic growth, and a strong dependence on fossil fuels, many universities, particularly in developed societies, have proclaimed a staunch commitment to the notion of environmental sustainability. Conversely, the growing emphasis on internationalisation of higher education, particularly in Australia, entails a considerable amount of air travel on the part of university staff, particularly academics but also support staff, and overseas students and occasionally domestic students. Australia is a generally highly affluent country which is situated in the driest inhabited continent and increasingly finds itself functioning as a “canary the coal mine” with respect to the ravages of anthropogenic climate change. Ironically, climate scientists and other observers often refer to various regions, such as the Arctic, low-lying islands, the Andes, and Bangladesh, inhabited by indigenous and peasant peoples as the canaries in the coalmines when it comes to the adverse impacts of anthropogenic climate change. It is often said that those people who have contributed the least to greenhouse gas emissions are the ones suffering the most from climate change, a more than accurate observation.
Understanding how scholars reason about their own flying habits is important when dealing with the problems of large emissions from academic air travel. This study is based on a travel habits survey with scholars at KTH Royal Institute of Technology in Stockholm. KTH has relatively high emissions from air travel, but at the same time, it has a high profile in matters of sustainability and a lot of research related to this theme. One can therefore assume a high degree of knowledge about the climate crisis and the climate impact of various actions. It is also plausible that KTH scholars meet special expectations to be role models and that practices in conflict with their teaching can have consequences for the public confidence in the university. In this study, we look at how scholars reason about how emissions from their flying could be reduced. Their responses display a spectrum of varying attitudes, from climate scepticism to a commitment to radical transformation, with the majority in between, either suggesting different types of concrete changes or invoking arguments to justify the status quo. The proposed interventions, several of which are ingenious and wise, can guide university managements to strategies that have support from employees. The more reluctant arguments point to cultural and discursive habits that must be understood and met in an empathetic way.KeywordsAcademic flyingSustainabilityCarbon emissionsReasoning
Topoi
This chapter focuses on how the coronavirus pandemic disrupted ‘normal’ academic life and travel through an analysis of my own travel history over the past decade. After contextualising the ways in which quarantines and confinement radically decreased travel, the chapter has three parts. In the first part, I document my own curriculum vitae of academic travel over the past decade and quantitatively measure my estimated CO2 emissions. Next, I seek to situate the value of such academic travel in both quantitative and qualitative terms, through extrinsic measures such as publications and impact and through intrinsic values such as the experience of different cultures and places. Lastly, I look at the transition to virtual events and my own participation in online events during the past nine months and consider the relation between physical and virtual meetings within academic practices. Insofar as the pandemic demonstrated our ability to transform academic travel and accelerate the use of remote meetings within academic practices, a pressing concern is how to find ways of extending this into the post-pandemic phase. Among the questions I ask in conclusion are: What possibilities are there for more seriously extending remote no-fly meetings to address the climate emergency? And what are the implications of such changes, both positive and negative?KeywordsCO2 emissions
Itinerarium vitae
Academic hypermobilityMobility justice
Mobilities scholarship has paid considerable attention to the forms of presence enabled by air travel in hypermobile organisations (Elliott & Urry, 2010; Strengers, 2015; Storme et al., 2017). However, there has been less focus on the absences that these presences simultaneously generate. This chapter develops the concept of ‘absent presences’ enabled through the practices and policies of academic hypermobility. The chapter draws on qualitative interviews with 24 Australian-based academics, alongside a review of university policies that are relevant to air travel. We use these data to explore ‘absent presence’ in academic air travel. First, we suggest that there is an assumption in academia that embodied presence is required for authentic modes of knowledge sharing and networking, primarily at conferences and meetings. Yet this type of presence abroad requires that one is absent from home for extended periods. Second, we show how absent presence exists in academic policies concerning air travel. In university strategic plans, air travel is present as a means and measure of academic success. In university sustainability policies, however, air travel’s environmental impacts are often absent from consideration. We conclude by discussing the implications of absent presence in academic work life, as well as university policy and practice more broadly.
The Earth is speaking to us in its own language of suffering—rising average temperatures, increasingly extreme weather conditions, mass extinction of species and so on. Academic habits of travelling long distances and/or frequently, as many of us have, affect the Earth and its inhabitants. This chapter argues the need for changing habits not just by developing technical infrastructure but through developing awareness among academics of the issues involved including the dynamics that may be slowing down change. The chapter contributes by discussing the means and meanings of research collaboration in this context. We explore the role of collaboration across distance in scholarship ( Erkenntnis ), various ways (technical and otherwise) that materialities can affect remote collaboration and reflect on the ethics of commitments intrinsic to academic work. The challenge facing academics is to integrate these three aspects—sharing, the material/technical and the ethical—in developing ways of working which are responsive to the Earth crises. To support this, we indicate a set of questions which can be helpful to consider when, as scholars, we make decisions about why and how to collaborate.
In this chapter, we posit that academics need to reduce their flying in line with the ‘Carbon Law’ if we are to attain the agreed-upon targets of the Paris agreement. This entails reducing emissions in general as well as reducing emissions from flying by at least 50 per cent every decade from 2020 and on. We present data from KTH Royal Institute of Technology regarding our flying and use two specific departments as examples. We unpack this data, using material visualisations (i.e. post-it notes and poker chips) to raise questions that are not immediately apparent when looking at top-down statistics about flying. Our material visualisations instead present data about flying patterns and habits in a format that viscerally displays the differences (‘inequalities’) that exist between and within departments. Such visualisations emphasise that reducing the frequency and the length of air trips will inevitably lead to discussions and negotiations about who gets to fly (or not), as well as discussions about exactly what constitutes ‘unnecessary’ flights. The chapter ends with a reflection about the limitations of our language and how the task of reducing carbon emission from flying necessitates a reinvention of how we think and talk about flying.
In this introduction, we note how academic work has come to be ever more closely entwined with air travel, and point out that we, in the face of climate crisis, are obliged to transition to other means of academic communication. Such a transition requires a reliable documentation of the consequences of academic flying; a deep understanding of the various reasons why academics fly; as well as sophisticated insight into what can replace flying and how. The introduction explores these themes first through David Lodge’s novels Changing Places and Small World, and then explains how the book’s chapters follow up the research agenda on academic aeromobility, as well as how this agenda can contribute to practical change.
This chapter focuses on the carbon footprint of travelling to academic conferences. The cases I present are the last seven General Conferences of the European Consortium for Political Research (ECPR), which are the biggest European conferences in political science, with up to 2000 participants. My estimations show that the travel-induced carbon footprint of a single conference can amount to more than 2000 tons of greenhouse gases—as much as approximately 270 UK citizens emit in a whole year. The average participant produces between 500 and 1500 kg of CO 2 -eq per conference round-trip. However, by applying three measures (more centrally located conference venues, the promotion of more land-bound travel and the introduction of online participation for attendees from distant locations), the carbon footprint could be reduced by 78–97 per cent. In 2020, the COVID-19 pandemic caused a general shift towards online conferences—the ECPR switched to a virtual event as well. Estimating the carbon footprint of this online-only conference in a more detailed manner shows that the travel-induced carbon emissions—if the event had taken place in physical attendance as originally intended—would have been between 250 and 530 times higher than those from the online conference.
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