The Idea of the University: Learning Processes

In inaugural issue of Die Wandlung [The Transformation], ajournal founded shortly after war by Karl Jaspers, Alfred Weber, Dolf Sternberger and Alexander Mitscherlich, there appeared text ofalecture byJaspers entitled Renewal of University. It had been held in 1945 to mark reopening of University of Heidelberg upon philosopher's return from inner immigration to reassume his Chair in Philosophy. Emphasizing opportunity for a new beginning, Jaspers took up central theme of his 1923 book Idea of University, which was republished in 1946. Fifteen years later, in 1961, book appeared in a revised edition.' In intervening period, Jaspers saw his hopes disappointed. Yet hereJaspers still proceeds from premises of that sociology which had been implicit to German Idealism: An institution remains functional only so long as it vitally embodies its inherent idea. Should its spirit evaporate, an institution will petrify into something merely mechanical, like a soulless organism reduced to dead matter. Not even can continue to form a whole once unifying bond of its corporative consciousness dissolves. The functions fulfills for society must preserve an inner connection with goals, motives and actions of its members. In this sense should institutionally embody, and at same time motivationally anchor, a life form which is intersubjectively shared by its members, and which even bears an exemplary character. What since Humboldt has been called the idea of university is project of embodying an ideal life form. Moreover, this idea does not limit itself to one of many particularized life forms of early bourgeois society, but thanks to its intimate connection with science and truth to something universal, something prior to pluralism of social life forms. The idea of points to principles of formation according to which all forms of objective spirit are structured.