On possibility of creation of university of classical type in modern society

Principles of construction and functioning of classical university set by Humboldtencounter a number of difficulties in realization attempts in modern society, which is connected with the features of a modernsociocultural situation the university exists in. The problem in the work consists in the following question: is the transformation ofmodern education leading to the revival of harmonious fundamental educational system of the Humboldt type possible or the mainfeature of modern education is variability and pragmatism and consequently irreversible loss of possibility to revive the fundamentaleducational system similar to the classical one? The university of the Humboldt type was based on the principles of unity of researchand teaching, and academic freedom. For modern university interaction of scientific community with the spheres of economy, policyand religion became mutually beneficial cooperation. At the same time, it still has a layer of issues of no direct practical application, butof long-term prospects. As to the principle of unity of research and teaching, now there are many examples of fruitful merge of theeducational and scientific environments, which does not exclude existence of independent organizations engaged in scientific oreducational activity only. It should be noted separately that the characteristic division of sciences into hierarchical ranks is not relevantfor modern science. Privileged position of philosophy in a Humboldt university acquired a new form expressed in the principles ofhumanitarization. Transparent borders between sciences led to a new series of discoveries, also due to the fact that philosophycooperates with other spheres of scientific knowledge. The major function of philosophical sciences is methodological: thus philosophyenters other spheres of scientific knowledge, helping to generate new knowledge, its processing, classification and translation. Theeducation worthiness connected with the prospects of knowledge made by science shows its autonomy. The potentially appliedknowledge expands its borders by setting both short-term and long-term prospects. Modern education is formed under the influence ofsuch sociocultural phenomena as globalization, humanitarization, humanization, increase of the role of technology factor, science andeducation, and increase of the role of information. The outwardly similar theses about the unity of research and teaching, and academicfreedoms in classical and modern universities have different meanings. Thus, it is possible to draw a conclusion that in the conditions ofpost-industrial society existence of the model of a university of the Humboldt type is possible since its main theses are preserved: unityof research and academic freedoms. However, these theses, with reference to modern society, are given new senses, reconsidered, theyexpand their meanings to enter the modern system of science and education.

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