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The Humboldt Myth and the Bologna Process. Hans Pechar University of Klagenfurt. This photo was used across the front pages of most of the national newspapers following the student protest. (London, Nov 2010). Milano, 2010. Madrid, 2011. 45% youth unemployment rate in Spain.
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The Humboldt Myth and the Bologna Process Hans Pechar University of Klagenfurt HansPechar, Sept6, 2011
This photo was used across the front pages of most of the national newspapers following the student protest. (London, Nov 2010) HansPechar, Sept6, 2011
Milano, 2010 HansPechar, Sept6, 2011
Madrid, 2011 HansPechar, Sept6, 2011
45% youth unemployment rate in Spain HansPechar, Sept6, 2011
Greek Response To A 'Balanced Budget' HansPechar, Sept6, 2011
The Basic Argument • 3 waves of “Humboldt myth“ – defence against modernization of HE • early 1900s: “Invention“ of Humboldt • Fritz Ringer – Decline of German Mandarins (1890 – 1933) • The Mandarins after 1945 • late1900s: 3rd wave – Humboldt vsBologna • protect Humboldt against his mythologists HansPechar, Sept6, 2011
1808/09: Prussian Minister of Education Plan for reforming the Prussian education system: Über die innere und äußere Organisation der höheren wissenschaftlichen Anstalten in Berlin ('On the internal and external organization of higher academic institutions in Berlin'). Not published and unknown, rediscovered and first published in 1903, triggered 1st wave of Humboldt myth HansPechar, Sept6, 2011
Germanic Education – Basic Facts • early streaming (age 10): Gymnasium vs “mainschool” • graduates of Gymnasium entitled to enroll at university – noadmission • before Bologna: No undergraduatecourses • before 1960s: Doctorate = 1st degree • before governance reform: no university management; Rector = figurehead HansPechar, Sept6, 2011
The Ringer Story German exceptionalism: The social standing of the educated middle classes • historic window ofopportunity • ideology of cultivation (Bildung) • sociological concepts (class vs status) Rise and decline ofMandarins • socially progressive concept (early/mid 1800s) • reactionary ideology (from late 1800s) HansPechar, Sept6, 2011
Historic Window of Opportunity Intermediate stage of economic development • landed aristocracy in defense, the commercial middle classes not yet strong Prussia humiliated by Napoleon “The physical power that the Prussian state has lost must be replaced by spiritual power” Hope of salvation is attached to the Germanic notion of Bildung HansPechar, Sept6, 2011
Ideology of Cultivation (Bildung) Pure, impractical learning as end in itself Inner growth • roots in Pietism, quasireligious belief system (sons of Protestant pastors become secular intellectuals) Anti-utilitarianism: claim of a leisure elite, exempted from manual work, responsible to govern society (functional ruling class) HansPechar, Sept6, 2011
Sociological Concepts (Class vs Status) Max Weber Distinction class vs status (social estate) Class:objective positions in system of production Status: attributed social honor associated with certain styles of life (similar to habitus) Non-utilitarian cultivation emphasizes the status dimension HansPechar, Sept6, 2011
Max Weber “Differences of education are one of the strongest social barriers, especially in Germany, where almost all privileged positions inside and outside the civil service are tied to qualifications involving not only specialized knowledge but also ‘general cultivation’ and where the whole school and university system has been put into the service of this ideal of general cultivation.” HansPechar, Sept6, 2011
Friedrich Paulsen “The academically educated constitute a kind of intellectual and spiritual aristocracy .... Together, the make up a homogeneous segment of society; they simply recognize each other as social equals on the bases of their academic cultivation ... Conversely, anyone in Germany who has no academic education lacks something which wealth and high birth cannot fully replace.” HansPechar, Sept6, 2011
Friedrich Paulsen “Educated and uneducated, these are the two halves into which society is at present divided. They have gradually caused older divisions to be forgotten.” HansPechar, Sept6, 2011
Rise: Formative Era 1848 Revolution 1890s 1918 Weimer 1968 1933 1945 Napoleonic Wars 1990s HansPechar, Sept6, 2011
Rise: Formative Era • modernization: feudal estates based on birth displaced by social estates based on vocation • neo-humanist emphasis on Bildung: meritocratic challenge to privilege of birth • emancipatory educational ideals, socially inclusive HansPechar, Sept6, 2011
Mandarins at their Peak 1848 Revolution 1890s 1918 Weimer 1968 1933 1945 1990s Napoleonic Wars HansPechar, Sept6, 2011
Mandarins at their Peak • represent political interest of the rising bourgeois society (e.g. Revolution of 1848) • culturalhegemony • German research university becomes global rolemodel • but disciplinary specializationviolatedneo-humanist principles HansPechar, Sept6, 2011
Decline: Age of Masses 1848 Revolution 1890s 1918 Weimer 1968 1933 1. Humboldt Myth 1945 Napoleonic Wars 1990s HansPechar, Sept6, 2011
Decline: Age of Masses Rapid economicdevelopment, commercial + working classes strengthened, cultivatedclasssqueezed, hegemony threatened Rise of modern/technical HE “Cultural crisis” • soulless modernity, over- specialization, utilitarian research Regressive anti-modernism & anti-capitalism • German culture vs Western civilization HansPechar, Sept6, 2011
Invention of Humboldt • no reference to Humboldt during the 19th century (only little to neo-humanist concepts of higher learning) • discovery of Humboldt‘s manuscript triggers 1st wave of Humboldt myth • return to Humboldt: rebirth of a nation, solution of cultural crisis HansPechar, Sept6, 2011
Decline: Weimar Republic 1848 Revolution 1890s 1918 Weimer 1968 1933 1. Humboldt Myth 1945 Napoleonic Wars 1990s HansPechar, Sept6, 2011
Decline: Weimar Republic Downwardmobility Hyperinflation • salaries higher officials/workers: pre-war 7:1, after war 2:1; fiscal austerity threatensuniversities Delegitimize the democratic government, increasing right-wing orientation “The difference between the intellectual elite of Germany and the extremist right-wing intellectuals was largelya matter of style and tone” (Habermas) HansPechar, Sept6, 2011
Ringer Story Continued 1945 2nd Humboldt myth – restoration of the old academicregime 1968Mass culture and mass higher education arrives in the Germanic countries 1990s3rd wave of Humboldt myth against governance reforms and Bologna process HansPechar, Sept6, 2011
1945: Restoration of Old Regime 1848 Revolution 1890s 1918 Weimer Napoleonic Wars 1968 1933 1. Humboldt Myth 1945 2. Humboldt Myth 1990s HansPechar, Sept6, 2011
1945: Restoration of Old Regime • Mandarins repel US demands to democratize education 2nd Humboldtian myth “healthy in its core” • facilitated return to the old regime of neo-humanist Mandarin hegemony • economic and political integration of Germany & Austria into Western Hemisphere; • mass consumption accepted, mass culture devalued ( comics = trash literature, jazz = “negro” music) HansPechar, Sept6, 2011
1968: Mass Culture Takes Off 1848 Revolution 1890s 1918 Weimer 1968 1933 1. Humboldt Myth 1945 Napoleonic Wars 2. Humboldt Myth 1990s mass uni- versity HansPechar, Sept6, 2011
1968: Mass Culture Takes Off Cultural Revolution • mass culture and mass higher education becomesaccepted Habermas (1971): Mandarins disappeared Educated middle classes still powerful: avoidedstructuralreforms • no comprehensive school, expansion of Gymnasium • neo-humanist façade provides excuses for ignoring the realities of mass HE HansPechar, Sept6, 2011
1990s: NPM & Bologna 1848 Revolution 1890s 1918 Weimer 1968 1933 1. Humboldt Myth 1945 Napoleonic Wars 2. Humboldt Myth 1990s NPM, Bologna mass uni- versity 3. Humboldt Myth HansPechar, Sept6, 2011
1990s: NPM & Bologna • since 1960s gov‘t stressed economic relevance of HE, but did not interfere into governance and internal academicaffairs • NPM ends the concept of “cultural state” (benevolent sponsor, attaching no conditions) • Bologna introduces a new culture of teaching and learning ending the laissez-fairepractice • last combat of “Humboldt warriors” to maintain the neo-humanist façade HansPechar, Sept6, 2011
Cultural State vs NPM Dual nature ofuniversity State agency + autonomouscorporation • External affairs: micromanaged byministry • Internal affairs: governance of academicoligarchy NMP • Governance similar to North American publicuniversities Critics • privatization, commercialization HansPechar, Sept6, 2011
Laissez-Faire vs Bologna Laissez-faire Culture Academics • teach only boutique courses (their research topics), no coherentsyllabus Students • must register, but no enrollment and completionmonitoring Never applied to professional/technical studies Bologna • 2-tier structure, workload, credits, prerequisites Critics • Cultivation sacrificed to economic demands (employability) HansPechar, Sept6, 2011
