The current discussion on the role of the universities often starts off with a perspective on the university as a scientific and/or pedagogical institution and consequently runs into a conflict between both logics in which each element is somehow devalued from the other perspective. Therefore, it may be productive to analyse the university from a standpoint in between, a perspective of knowledge as such. In order to conceptualise such a third perspective of knowledge, the history of the European university is (...) reconstructed and interpreted as a process of reflection on the ‘spiral of knowledge’. Before this background the idea of the university is renewed in terms of knowledge and summarised in the idea of a ‘deliberate university’. (shrink)

The current economic crisis is forcing us to reflect on where we have gone wrong in recent years. In the search for responsibilities some have looked to Business Schools and Administration Departments. It is surprising that this situation has come about despite the fact that Business Ethics and Social Corporate Responsibility have been taught in business schools for years. Without wanting to place all the blame on higher education institutions, but from a critical perspective and assuming responsibility, we believe it (...) is necessary to reflect rigorously on how to train leaders for the future and how we can best educate responsible Managers. In this article our objective is to reflect on the two factors which influence the training of responsible Managers: management discourse theory and the ethos of the institutions training future Managers. The central point of our article will be to argue for the need to develop an institutional ethos in Administration Faculties and business schools which is consistent with the responsibility discourse we propose and with the aim of providing high quality technical and moral training. Our central argument is that institutional ethos has enormous educational power and that the moral climate of an institution has a major influence on students' ideas, values and behaviours. The second argument for this main point is that corporate ethos can be managed and modulated. It is a process of cultural change which requires time and the setting up of specific initiatives to achieve the organisation that we want. (shrink)

The paper provides a philosophical insight into the contemporary critical trends in the university life, and an outline of possible solutions based on the historical overview of an idea of university. The particular section is devoted to the depiction of situation in Slovakia. The author suggests that the creative reconstruction of academic practices is the key to the future of university.

This article analyses the transformation of the notion of Bildung that is constructed in the German human sciences. From a perspective of field theory and discourse analysis, the article reveals how the notion evolves and stabilizes during a first stage (1810–60), how it comes under pressure because of the contextual changes in a second stage (1860–1960) and how the tension increases before it is resolved by a fundamental change of the traditional notion of Bildung in a third stage (1960–99).