Round tableProcessing the Bologna Process: Current Losses and Future Gains

University of Zagreb, UNESCO Chair for Governance and Management of Higher Education

Zagreb,5–6 March 2010

Training vs. Studyingin Past and Present

Zvonimir Šikić

Faculty of Mechanical Engineeringand Naval Architecture

University of Zagreb

INSTITUTIONS OF KNOWLEDGE

(INSTITUTIONS RESPONSIBLE FOR PRODUCTION, PRESERVATION &TRANSMISSION OF KNOWLEDGE)

TRAINING STUDYING

To do

Know how

Procedural k.

To understand

Know what

Descriptive k.

Concrete Abstract

Skills Values

Master

Apprentice

Professor (text)

Student

Vocational General

Professional Liberal

HISTORICAL INSTITUTIONS

ACADEMY (400 B.C. – 500) T

LIBRARY (300 B.C. – 500) S

MONASTERY (100-1100) S

• UNIVERSITY (1100 – 1500) T

REPUBLIC OF LETTERS (1500 - 1800) S

• UNIVERSITY (MULTIVERSITY) (1700-1900) S

LABORATORY (1800,) T

• UNIVERSITY (1900, ) T

• ANSWER TO MONASTIC STAGNATION, OFFERING VOCATIONAL TRAINING FOR: DOCTORS (SALERNO) LAWYERS (BOLOGNA) PREACHERS (PARIS)

• WITH ARTES LIBERALES (TRIVIUM AND QUADRIVIUM) AS PREPARATIONS

UNIVERSITY (1100-1500)

UNIVERSITAS GUILDSWORN GROUP OF PEOPLEMASTERS & APPRENTICESPROFESSORS & STUDENTS

UNIVERSITIES WERE NOT FOUNDED,BUT SPONTANEOUSLY GENERATEDAROUND NETWORKS OFSTUDENTS AND PROFESSORS

OXFORD, CAMBRIDGE VS.(JOHN) HARVARD, (ELI) YALE,…

ANSWER TO PRODUCTIVE STAGNATIONOF MEDIEVAL UNIVERSITYOFFERING (NO LESS THEN)SCIENTIFIC REVOLUTION

INTERNATIONAL COMMUNITY OFLEARNING STICHED TOGETHER INITIALLYBY LETTERS & LATER BY BOOKS AND JOURNALS

ITS LITERATI: ERASMO, COPERNICUS, GALILEO DESCARTES, LEIBNIZ, NEWTON, BACON, EULER, …ITS INSTITUTIONS: ACADEMIES, PRINTSHOPS

REPUBLIC OF LETTERS (1500 - 1800)

BUT UNIVERSITY HAS NOT DISAPPEARED AS INSTITUTION OF KNOWLEDGE (AS MONASTERY HAS)

IN SPITE OF GOETHE’S FAUST:“USELESSNESS & PEDANTRY OF PHILOSOPHY, LAW, MEDICINE AND – WORST OF ALL – THEOLOGY”

IN SPITE OF GENERAL OPINION THAT:”EUROPES UNIVERSITIES COUNTED AMONG THE LAST PLACES ENLIGHTEMENT LOOKED FOR REJUVENMENT OF KNOWLEDGE.”

“OXFORD AND CAMBRIDGE WERE BEST KNOWN FOR POLISHING THE MANNERS OF YOUNG GENTLEMEN.”

BUT UNIVERSITY WAS RECREATED AS A PART OF PRUSSIA’S STATE-SPONSORED SYSTEM OF PUBLIC EDUCATION, WHICH STARTED WITH PRIMARY ED.

UNIVERSITY WAS REDESIGNED BYW. von HUMBOLDT AS:

ITS AIM WAS TO COLLECT, ORGANIZE & DISSEMINATE (NEW SC.) KNOWLEDGE BY DIVIDING IT INTO ACADEMIC DISCIPLINES TO BE STUDIED.

IT WAS A (NATIONAL) PROJECT TO REACH AND TEACH THE MASSES.

(10000 AMERICANS STUDIED IN GERMANY BEFORE THEY FOUNDED AND TRANSFORMED THEIR UNIVERSITIES.)

MULTIVERSITY (1700 - 1900)

LAVOISIER (18th ct.):LABORATORY AS WORKSHOP FOR COLLABORATION BETWEEN SCHOLARS & CRAFTSMEN, WITHOUT AMBITION TO TEACH THE PUBLIC.

PASTEUR (19th ct.):NETWORK OF INSTITUTES ALL OVER THE WORLD

NATURAL & SOCIAL SCIENCES BECAME DOMINATED BY LABORATORY!! RELEVANT K. WAS NOT PRODUCED AT UNIVERSITIES; ONCE AGAIN!

LABORATORY (1800 -)

WAS THE ANSWER!

IT INCORPORATED LABORATORY, BUT IT WAS NOT EASY!

J. LIEBIG (FATHER OF ORG. CHEM.) ORGANIZED FIRST REASEARCH SCHOOL IN CHEMISTRY AT UNIV. OF GIESSEN.

“ACADEMICS CONSIDER CHEMISTRY A CRAFT, USEFUL FOR MAKING SODA & SOAP… THEY ARE UNACQUAINTED WITH CHEMISTRY AS A FIELD OF SCIENTIFIC RESEARCH.”

RESEARCH UNIVERSITY (1900 -)

ACADEMICS: UNIVERSITY MUST REPRESENT THEORETICAL INSTRUCTION IN CHEMISTRY, IN WHICH STUDENTS OF ALL DISCIPLINES CAN TAKE PART, WITHOUT ANY PRACTICAL CHEM. ORIENTATION TO LABORATORY APPARATUS AND HANDS-ON TECHNIQUES. LECTURES & SEMINARS SHOULD SUFFICE.

LIEBIG: CLASSICAL PHILOLOGISTS ARE STRANGERS TO ANY TRUE HUMANITY.

THE FIGHT WAS NOT ABOUT RESEARCH AT UNIVERSITY BUT ABOUT RESEARCH TRAINING AT UNIVERSITY.

YOU KNOW WHO WON.

LIEBIG DEMONSTRATED HOW CRUCIAL COLLECTIVE, PRACTICAL PEDAGOGY WAS TO SCIENTIFIC & INDUSTRIAL ADVANCE.

HIS TRAINING METHOD HAS MADE KILLS REPLICABLE.

FURTHERMORE, LIEBIG’S CRAFT TECHNIQUES BUILD A CULTURE OF CONSENSUS UNLIKE TEXTUAL INTERPRETATIONS WHICH THRIVE ON DEBATE AND REQUIRE DISAGREEMENT TO KEEP THE RESEARCH MOVING

UNIVERSITY SURVIVED TWICE:

1. AS MULTIVERSITY2. AS RESEARCH UNIVERSITY

1. BY TEACHING DISCIPLINES(PROVIDED BY LITERATI)

2. BY TEACHING RESEARCH(PROVIDED BY LABORATORY)

BY INCORPORATING & TEACHING ALL THE KNOWLEDGE WHEREVERIT IS PRODUCED (SOMETIMES BY TRAINING, SOMETIMES BY STUDYING, WHIC IS LESS IMPORTANT).

UNIVERSITYSURVIVES ONLY BY TEACHING

IT SURVIVES AS TEACHINGUNIVERSITY

BY THE WAY

HARVARD FACULTY 2007.

2.497 NONMEDICAL

10.647 MEDICAL