Abstrakt: | What currently becomes more and more vivid is the public debate on the
transformations in the functioning of university and on their directions. In order
to focus properly on the problems undertaken here, it is worth to refer to some
remarks on academic liberty and the liberty of studying, which are formulated in
the context of describing the secret university education in Poland under the Nazi
occupation. It is this secret teaching, based on self-organization and free from
an administrative institutional framework, which turns out to be the model of
university liberty. This peculiar experience of academic freedom, showing the essence
of academic learning and teaching, should be remembered and taken into
account in all political and administrative (or even bureaucratic) attempts at regulating
the functioning of autonomic university and other academic level schools.
The current state of university is vividly depicted, as Kazimierz Denek does
this, as a “switchback bend” situation. The switchback bend is a condition of
increased risk and danger as, with the lack of skills or attention, it is easy to
fall out of the route from a “sharp bend”. However, it is also possible to become
strengthened with new experiences and skills. Especially for educationalists and
philosophers of education, university situated at a “bend” constitutes a challenge
to thoughtful and in-depth refl ection and reasonable acting – not to “risky charging”
in the name of some fashionable “lofty words” and ideological visions.
What is recognized in the classically understood European culture is the
specifi c identity of university and its irreducibility to other – even closely related – cultural forms. Universities are to embody in a specifi c way the ethos of intellectual
work and to manifest some cognitive values at which practicing science
and the system of education are aimed. Among other forms of shaping intellectual
culture, university should be distinguished by its aiming at the holistic recognition
of the reality or at least to unite the aspect-related recognition of the reality
into a relative whole.
The issues of university ethos were considered by Kazimierz Twardowski
(1866–1938) in his – widely commented today – speech “On the eminence of University”
(21st November 1932). What comes to the foreground is the selfl ess aiming
at the scientifi c truth, which should be a basic feature of university. If this
moral requirement is fulfi lled, it is possible to conduct reliable studies and to
shape students in such a way that they could – on their own – practice science
oriented towards discovering the truth. In the European culture, establishing
universities and the aim of studying have been associated with the classical idea
gaudium veritatis: selfl ess joy provided by aiming at and approaching the truth.
In the efforts to fulfi l university, viewed as a specifi c world of manifested values
and appreciated personal attitudes, the dreams about the “golden age” which
has already gone cannot be the end. The people who constitute the academic
community ought to present the appropriate knowledge of university, the theoretical
and practical knowledge concerning their close reality, and they should have
a strong belief in their own subjectivity and agency, their ability to establish and
maintain university. This should take place in order not to yield to persuasion
on civilization determinants (expressed in administrative directives) to which the
academic community is to be unconditionally subjected. |