Wilhelm von Humboldt's classic study of human language was first published in 1836, as a general introduction to his three-volume treatise on the Kawi language of Java. It is the final statement of his lifelong study of the nature of language, exploring its universal structures and its relation to mind and culture. Empirically wide-ranging - Humboldt goes far beyond the Indo-European family of languages - it remains one of the most interesting and important attempts to draw philosophical conclusions (...) from comparative linguistics. This volume presents a translation by Peter Heath, together with an introduction by Michael Losonsky that places Humboldt's work in its historical context and discusses its relevance to contemporary work in philosophy, linguistics, cognitive science, and psychology. (shrink)

The German Democratic Republic was in existence for 41 years. A single generation spent its whole professional life there – namely those born in the early 1930s who carried this state’s hopes. With Karl Mannheim’s notion of generations as a unit in the sociology of knowledge in mind, this article describes this generation’s typical experiences from the point of view of a particularly telling group: economists at the Humboldt University of Berlin. I present their socialization in Nazi Germany, (...) their formative years in the aftermath of the Second World War that led to their choice of a politically driven profession, their studies during the first years of the GDR, when Stalinism was still the dominating dogma, and their commitment to a state career when writing their dissertations and habilitations. Ready to shoulder Honecker’s regime, their daily lives as professors were characterized by continuing attempts to reform teaching and research. In 1989 the ultimate reform transpired, and it encompassed the end of the state as well as of their professional careers. This narrative historicizes, on an experiential level, a tension often noted in GDR research, that between the ideological and productive functions of knowledge in socialism, that is, between loyalty and relevance. (shrink)

Introduction. Higher education plays a particularly important role in the development of a country. The goal of the article is to describe the development of concepts about education in general and higher education in particular to explain the role of education in social life. Humboldt sees higher education as a process toward freedom and the search for true truth. Humboldt's philosophy of higher education is an indispensable requirement in the context of people struggling to escape the influence of (...) the state and church forces. The purpose is to find out the content and principles of higher education, especially meaningful suggestions for building an autonomous education in Vietnam today. Materials and Methods. The article uses materialist dialectic to analyze Humboldt's philosophy of higher education. In addition, the article also uses methods of analysis, synthesis, comparison and contrast to clarify views on education in the history of human thought from ancient, medieval, modern and modern times, from which to draw the basic contents and principles in the philosophy of higher education of Humboldt. Results and Discussion. Humboldt is the founder of the University of Berlin - known as the mother of modern universities. It is a new university model based on the philosophy of upholding freedom in learning and teaching, upholding the scientific spirit to seek and discover the truth, and at the same time, combining teaching with scientific research. His liberal education philosophy has contributed to affirming the strength and position of universities. He criticized state intervention in university institutions. Based on the anthropological foundation of emphasizing human diversity, Humboldt's higher education philosophy is truly liberating when it comes to bold views. Humboldt believes that a university is a pure place of science and research, so it is not influenced by any outside force, even from the state. A university is where academic freedom, scientific freedom and other autonomy are guaranteed so that the institution can run smoothly. Universities must have unity between research and teaching. However, Humboldt's philosophy of higher education still contains many issues that need to be considered thoroughly. Specifically, the promotion of internal self-determination requires financial autonomy while the state's investment capital in universities is still quite large; Calling for education to be privatized is still inadequate. The elitist spirit in the Humboldt model is no longer fully relevant in the context of a market economy that tends to lead to the pursuit of targets, which are often related to quality. Practical significance. Humboldt's liberal philosophy of higher education has a strong influence, dominates and becomes a reality in many countries with advanced education. For Vietnam, Humboldt's higher education philosophy is a meaningful suggestion to build an autonomous education under the country's socio-historical conditions. (shrink)

Humboldt Revisited offers a fresh perspective on the contemporary discourse surrounding reform of European universities. Arguing that contemporary reform derives its basis from pre-constructed truths about the so-called 'Humboldt-university,' this monograph traces the historical descent of these truths to the American reception of Humboldt's ideas from the mid-19th century up until the 1960s. Drawing from a rich selection of historical sources, this volume offers an alternative to conventional explanations of the forces behind the ongoing reform of (...) European universities. It also challenges the conventional historical narrative on the Humboldt University, providing new insight into the American reception of the German ideas. (shrink)

With an unpublished letter by W. von Humboldt about the possibility of establishing a uniform phonetic alphabet as a starting point, we investigate the ideological assumptions shared by such a project and by some attempts of Universal languages or Pasigraphies at the end of the eighteenth century. The almost unanimous dismissal of these attempts among philologists and linguists aiming at comparison seems to be responsible for their suspicion about phonetic studies, while the history of problems of transcription in (...) class='Hi'>Humboldt's writings ends up with a condemnation of any transfer of foreign sounds on the ground of the uniqueness of the genuine articulated sound in every language. (shrink)

Charles Sanders Peirce and John Dewey’s thinking on universities, their function, and what is required in support of that function was deeply influenced by University of Berlin founder Wilhelm von Humboldt’s reform of the Prussian educational system. This chapter traces that influence and describes Dewey’s role as one of the founders of the modern American conception of academic freedom. It concludes with a consideration of threats posed to universities and academic freedom by authoritarianism, and possible responses to those (...) threats offered by Peirce and Dewey. (shrink)

Humboldtian science Content Type Journal Article DOI 10.1007/s11016-010-9480-6 Authors David Oldroyd, School of History and Philosophy, The University of New South Wales, Sydney, 2052 Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Alexander von Humboldt: Counternarrative of a dissenter? Content Type Journal Article DOI 10.1007/s11016-010-9514-0 Authors Andreas W. Daum, History Department, 570 Park Hall, State University of New York at Buffalo, Buffalo, NY 14260, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Abstract: What is the nature and social function of universities? In this article I consider the well-known Humboldtian answer to this question, with a view not just to its inherent plausibility but to how it has changed over time. I pay particular attention to how different versions of the Humboldtian answer make different epistemological assumptions and conclude with a suggestion about how best to develop that answer in the future.

This paper puts forward the model of 'microcosm-macrocosm' isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a 'microcosm' should reflect internally the external 'macrocosm'. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re-enact it intellectually. Such a re-enacting is a guiding theme in certain philosophies of education studied here. (...) It is with the Neo-Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting 'microcosm'. This role is nowadays taken up by unconventional LLE, though with far-reaching changes. The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro-macro relationship. The main thesis is that: (I) contemporary schemes of never-ending higher education or of so-called 'transformative learning' and of 'universities-multiversities' have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro-macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in-depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly-inspired critical response to them for abandoning the ideal of the 'wholeness' of the human person. (shrink)

Zusammenfassung Im ersten Teil des Beitrags wird die Forderung nach Einheit und Zweckfreiheit der klassischen Humboldt’schen Universität mit den gegenwärtigen Tendenzen zu anwendungsorientierter Drittmittelforschung, interdisziplinärer Kooperation sowie universitärer Profil- und Schwerpunktbildung konfrontiert. Im zweiten Teil wird erörtert, welche Legitimationsprobleme die Nützlichkeitsdebatte in den Geisteswissenschaften ausgelöst hat, die in der Vergangenheit als offizielle Vertreter des humanistischen Bildungsideals auftraten. Im abschließenden dritten Teil wird das Verhältnis von Einheit und Vielheit sowie von Theorie und Praxis in der Sportwissenschaft re-thematisiert sowie deren wissenschaftstheoretischen (...) Defizite vor dem Hintergrund der veränderten universitären Rahmenbedingungen problematisiert. (shrink)

The aim of this paper is to investigate the idea of universality through the lens of translation, in an attempt to sketch out what can be called a translational universality. As the starting point, I will take into consideration the recent Étienne Balibar's works on the universals, and especially his strategy of translation, i.e. the strategy of enunciating the universal by means of translational process. In the next step, I will analyze political consequences of the universalizing practices of translation, which (...) due to their capacity to enunciate the universals, according to Balibar's thesis, have generated political communities. In order to examine this aspect, I will discuss the constitutive role of translation in the formation of German cultural identity in the 19th Century, by exposing Humboldt-Schleirmacherian model of translation. In doing so I will lean on Berman's study on translation in Romantic Germany and on Venuti's political reading of nationalist narratives of typically German foreignizing translation. The conception of Bildung, envisaged as an experience of the otherness through translation, will be approached as a historical model to understand the notion of translational universality that is at issue in this paper. After these historical and philosophical analyses, which in translation view one possible way to articulate a certain struggle over the universal from the particular position of cultural difference, the article will address some questions regarding our contemporary situation: what would be a historically different and potentially emancipatory form of universality? What are the translational capacities of such a universality to generate a new framework for political communities? (shrink)

The current reorganisation of universities is part of a European policy aimed at strengthening Europe’s position with regard to the emerging global knowledge economy. The transformations in view of this overall goal are hardly accompanied by a critical discussion about the function or role of universities within and for society. The common assumption that universities offer a specific ‘general education’ by linking teaching to research, goes back to the modern university idea as conceived by Wilhelm von Humboldt. This (...) article intends to show that philosophical attempts to restore the modern university model as a normative standard for criticising actual developments at European universities, have become problematic for contextual reasons that beg the basic assumptions of this model. Instead of answering the question of the ‘public role of universities’, the article rather attempts to clarify the problems with which this question is connected, from a political–philosophical perspective. It is argued that the difficulties in which the contemporary discourse about universities constantly becomes entangled, reflect more fundamental impasses and even contradictions that the modern democratic project is experiencing today. (shrink)

Introduction -- The idea of the university -- The aims of the university, or Humboldt then and Humboldt now -- Principles for undergraduate curricula -- Rhetoric, arguments, episteme metis and phronesis -- Some thoughts for curricula in the natural, social and human sciences and the establishment of new disciplines -- Research, teaching, publications, admission, assessment -- Democracy, higher education and the philosophy of education -- Doctoral education -- The university at the dawn of the digital (...) age: realizing technology's transformative potential. (shrink)

The filing of patent applications by universities remains a debatable issue in Europe more than 25 years after the Bayh Dole Act in the U.S.A. The European Commission and several national governments are currently exerting pressure on universities to take a more active part in the innovation process.The importance of university research as a source of technology is increasing in the knowledge economy, which is characterized by open innovation. The funding of research may eventually be at stake. Patent applications (...) are essential instruments in the knowledge-transfer process. They enable universities to reconcile their mission of disseminating knowledge with a direct participation in innovation. They contribute to the development of new products, to the funding of more collaborative research with industry, and to the creation of new companies.This article offers guidelines for making the filing of patent applications by universities consistent or even synergistic with their other missions. Yet, despite all these considerations, the propensity of European universities to file patent applications is 5 times lower than in the U.S.A., which is also reflected in the other knowledge-transfer indicators.This article suggests two reasons for this lower propensity: the mindset of the mostly independent European universities based on the Humboldt model and the much less attractive European patent system for universities. (shrink)

At Danish universities, the governance structure is regulated by law. This structure was radically changed in 2003, abolishing the republican rule of the senate consisting of academics, students, and staff in favour of an authoritarian system assigning all executive power to the vice-chancellor, or as we say in Denmark, the rector. To introduce the current situation at Danish universities, in the first two sections of this article, I will compare them with more well-known counterparts in other countries. This situation is (...) reflected in exemplary cases, and in the third section, I focus on the most dramatic controversy ever encountered at a Danish university, the Koldau case, which reached national newspaper headlines and broadcasting in two rounds in 2011 and 2012. In the fourth section, I will interpret the case as an educational controversy in light of two conflicting ideas of the modern university, which may be attributed to two leading Enlightenment figures, Wilhelm von Humboldt and Denis Diderot. The conclusion is that to some extent, the failure to resist the neo-liberal university reforms in Denmark and the UK, and the drama of the Koldau case, may be explained with reference to the conflicting ideologies of those involved in these controversies. (shrink)

This reply to Finn Collin’s critically sympathetic review of my Back to the University’s Future: The Second Coming of Humboldt, addresses some of the tensions involved in realizing “Humboldt 2.0” in today’s higher education environment. Its focus is largely on the academic’s sense of researcher as being one of learner. In other words, the Humboldtian sees research as the necessary complement to teaching, not something radically distinct from it.

This paper forms as it were a draft for an as-yet-unwritten, decisive chapter on the history of philosophy as a way of life (PWL). It closely examines the texts by Schleiermacher, Fichte, Humboldt, and Schelling on the foundation of the modern research university, and the place of philosophy within it, written in the years surrounding the formation of the University of Berlin. Part 1 contends that these texts represent studies of great significance for the history of PWL, (...) the paper suggests, insofar as they are philosophical reflections on the university, its necessity and its purpose, as well as metaphilosophical reflections more specifically on philosophy, its nature and role, within the universities. In part 2, we will show how Hadot’s claim that these texts inaugurate a subordination of philosophy to the state, even in its qualified form, needs to be revised. What stands out is rather the attempt, sketched already in Kant (1794), of trying to grant philosophy a new autonomy within the modern university, as the sole faculty ideally governed by reason alone, not by external authorities. In part 3, we will argue both against and with Hadot concerning his linking of the advent of the modern research university with the construction of philosophy as a system. Our argument contra Hadot is that the classical idealistic texts on the university also each envisage philosophy as implicating a form of pedagogy and Bildung. Our argument with Hadot, is that this Bildung is nevertheless subordinated to the pursuit of systematic, pure, or absolute knowledge in ways which pave the way to today’s expectations around what serious philosophy must be (that is, theoretical, written, publishable in peer reviewed formats, to be read only by other experts or tertiary students). -/- . (shrink)

Wilhelm von Humboldt (1767-1835) is the progenitor of modern linguistics and the originator of the modern teaching and research university. However, his work has received remarkably little attention in the English-speaking world. Humboldt conceives language as the source of cognition as well as communication, both rooted in the possibility of human dialogue. In the same way, his idea of the university posits the free encounter between radically different personalities as the source of education for freedom. For (...) Humboldt, both linguistic and intellectual communication are predicated firstly on dialogue between persons, which is the prerequisite for all intercultural understanding. Linking Humboldt's concept of dialogue to his idea of translation between languages, persons, and cultures, this book shows how Humboldt's thought is of great contemporary relevance. Humboldt shows a way beyond the false alternatives of "culturalism" (the demand that a plurality of cultural and faith-based traditions be recognized as sources of ethical and political legitimacy in the modern world) and "universalism" (the assertion of the primacy of a universal culture of human rights and the renewal of the European Enlightenment project). John Walker explains how Humboldt's work emerges from the intellectual conflicts of his time and yet directly addresses the concerns of our own post-secular and multicultural age. (shrink)

European Journal of Philosophy, EarlyView.

The university is promoted as 'a place from where to speak'. Academic freedom is examined as a crucial value in an increasingly uncertain age which resonates with Barnett's concern to encourage students to overcome their 'fear of freedom'. My concern is that the putative university space of freedom and autonomy may well become constricted by those who would limit not just our freedom to speak but also our freedoms to be and to do. Without academic freedom students and (...) teachers, who might be able to fly, will not be permitted to fly. I review issues of academic freedom and free speech raised especially by Berlin, Voltaire, von Humboldt, Mill, Milton and Rorty. I discuss problems raised when free speech is heard by others as harmful and offensive to their beliefs and values. I offer a set of suggestions to ensure that the university may envision itself as a space of freedom, pluralism and tolerance. Finally, I reflect that the university, of all democratic institutions, should be the one which best serves its society as 'a place from where to speak'. (shrink)

On February 5, 1850, the Austrian emperor Franz Josef appointed C.G. Jacob Jacobi to the position of full professor at the University of Vienna. Thanks to the efforts of Alexander von Humboldt, however, the world-famous Prussian mathematician remained in Berlin and continued in his position as a salaried member of the Academy of Sciences.This paper describes the history of Jacobi’s appointment in Vienna and his ultimate rejection of it.

The cognizability of the world according to Alexander von Humboldt: the experience of landscape. According to Alexander von Humboldt, geography ought to aim to go beyond the modern attitude of seeing knowledge as being the result of a spatial and temporal abstraction from the real world. Von Humboldt wishes to create a new theory of knowledge, one that instead of just simplifying, schematizing, and categorizing reality is able to highlight its multiple meanings, its diversity of perspectives, and (...) its hermeneutical keys. Von Humboldt’s project strives to achieve a universal cognition of the world (or a universal geography) by claiming the centrality of the experience of landscape. This is evidence for von Humboldt’s far-sightedness, since he anticipated the present day trend of considering landscape as a corner stone of interdisciplinary enquiries into the meaning of the world. (shrink)

In memoriam Bill ReadingsIt is generally agreed that the modern university originated in early 19th-century Prussia, under the inspiration of Wilhelm von Humboldt. Thus it was stamped with the seal of idealism and of German Romanticism. Today the entrepreneurial model that seems to be imposing itself on universities around the globe confounds this former ideal, particularly by requiring academia to report on its economically quantifiable "impact." But an impact on what, exactly? On knowledge in general? On society at (...) large? On industry? Is it a question of developing the critical acumen of each person in a democratic universe in which the citizen must be formed as well as informed? Or is it a question of favoring .. (shrink)

This article aims to distinguish and depict the features of communications and collaborations in contemporary universities through the concept of trading zones. The author also considers the role that the idea of a digital university might play in shaping interactions in transforming local context where different actors can find a common ground of exchange. The new contexts, including the pragmatic orientation of contemporary society and new technologies and environments, contribute to reconsidering the idea of the classical university, in (...) which interactions between professors and students have outstepped customary collaborations in laboratories, as well as the idea of education and research integration. This article focuses on distinguishing new forms of interactions, boundary practices, and environments, which are suggested by today’s universities. Proceeding from them, the author argues that new concepts of the university, such as the digital university, and renovated campuses—to some extent—contribute to the adaptation of a renewed idea of Humboldt’s Bildung. (shrink)

Wilhelm von Humboldt’s concept of Bildung is opposed to mechanical or organic readings of human development, but also to an idealized account of human autonomy . His account of situated individuality also refl ects the relationship between generations, which comes under scrutiny in a «fatherless world» reigned by the «invisible hand» . Humboldt’s and also Schleiermacher’s treatises on the German university are based on their notion of situated individuality. They defend «academic freedom» by instigating individual «energy» and (...) defending institutional «openness». Today’s universities fall short of living up to its founders’ conceptual premises. (shrink)

The article explores the tensions of belonging by focusing on the clash between nostalgic and universal values. Because of the inherent tension that they share, the concepts of Bildung and nostalgia provide an opening for understanding human belonging as ranging between nostalgic rootedness and the search for universality. Johann Gottfried Herder’s and Nikolai Frederik Severin Grundtvig’s theories of Bildung, exemplify this clash between nostalgic and universal values. Wilhelm von Humboldt’s thinking offers a theory of Bildung that transcends nostalgic values (...) and points to the world as a place of belonging. In this article I problematize feelings of nostalgia, such as a sense of national belonging, by demonstrating how they might turn into educational values that exclude individuals who do not share the same idea of home and sense of belonging. I employ Agnes Heller’s term ‘value- orientational categories’ to understand how feelings might transform into values. I question and discuss nostalgia’s potential to uphold diversity, given human longing for local versions of home with different languages, cultures, and customs. I then suggest that embracing nostalgia in an educational context can provide a foundation for fostering universal values such as diversity, openness, and flexibility among citizens. Barbara Cassin’s vision of the ‘world freed from belonging’ and her idea of ‘airborne roots’ contribute to this discussion. (shrink)

This essay aims to interpret Japanese university reform plans in terms of knowledge. For this aim, a history of attempts at university reform after Second World War is described briefly, and the underlying tone of these reform plans is explored by asking why the university had to start attempts at reforming their education and research system, what these plans signify, and what results from them. Then, it is asked where such reform plans lead the Japanese university, (...) and a conclusion is drawn that as regards to knowledge expected to be produced and transmitted in university, the present Japanese university becomes to be a different kind of institution from the university based on the W. von Humboldt’s ideas. This leads attention to A. Schutz’s theory of knowledge, especially his distinction between knowledge and information, his insight into horizonal structure of knowledge as well as his ideas about higher education founded on his theory of knowledge, and why and in which context Schutz’s theory of knowledge is significant for elucidating a university “crisis” in Japan is explicated. (shrink)