Svrha univerzitetskog obrazovanja sa stanovišta humboltovskih neohumanističkih vrednosti

Abstract

Tema ovog rada je svrha univerzitetskog obrazovanja sa stanovišta humboltovskih neohumanističkih vrednosti. U periodima velikih reformi obrazovnih sistema značajno je stalno preispitivanje vrednosti na kojima se zasniva i kojima teži obrazovni sistem u celini i na pojedinim nivoima. Humboltov pristup određivanju svrhe univerzitetskog obrazovanja zasnovan je na njegovoj teoriji obrazovanja koja uključuje tri ključne postavke, u skladu s kojima je i strukturiran ovaj rad: (a) obrazovanje individue kao harmonični razvoj svih njenih potencijala; (b) obrazovanje kao kultivacija individualnosti zasnovana na razvoju 'unutrašnjih formi'; (v) ograničavanje uloge države u obrazovanju - pretpostavka razvoja individualnosti. U skladu s tim postavkama svrha univerzitetskog obrazovanja ostvaruje se na temelju dominacije opšteobrazovnog u odnosu na stručno obrazovanje i naučnog istraživanja u odnosu na školsko podučavanje. Glavna uloga države je da omogući i garantuje institucionalno uređenje univerziteta koje štiti autonomiju i samoupravni karakter akademske zajednice.

The topic of this paper is the purpose of university education from the point of view of Humboldtian and neo-humanistic values. In the periods of major reforms of education systems it is necessary to frequently re-examine the values on which the education system as a whole and on individual levels is based and which it aspires to reach. Humboldt's approach to determining the purpose of university education is based on his theory of education which includes three key assumptions in accordance with which this article is structured: (a) education of the individual as a harmonious development of their potentials; (b) education as cultivation of individuality based on the development of ,'internal forms'; (c) limitation of the role of the state in education - a presupposition of the development of individuality. In accordance with these assumptions the purpose of university education is accomplished through the dominance of general education in relation to specialized education and scientific research in relation to lecturing. The main role of the government is to provide and guarantee institutional arrangements which protect autonomy and self-regulating character of the academic community.