The social institute of higher education arose within the class-structured aristocratic society and initially pursued extra-practical goals. However, the classical or liberal model of higher education had originated rich premises for independent creative thought and promoted the scientific achievements. The contemporary, or democratic model of higher education appeared parallel with the processes of democratization and industrialization as educational needs developed in a great number of professions. The contemporary model of higher education withdrew numerous components of the classical model as redundant. The focus on the narrow professional aims became one of its basic traits. I consider this model as an embodiment of the idea of rationalization of the social life by M. Weber. The contemporary model of higher education contributed to the success of science and technology. Nevertheless, course of events especially the transition to the post-industrial development and high technology production showed serious shortcomings of this model and prompted its improvement.
In my paper I discuss whether the redundant components of the classical model of higher education have a rational expediency and search latent functions and latent rationality of the classical model in order to find out what would be useful at present.
|Keywords:||Latent Rationality, Latent Functions, Types of Latent Functions, Latent Grounds of Higher Education, Classical or Liberal Model of Higher Education, Contemporary or Democratic Model of Higher Education, Goals of Higher Education|
Professor of Philosophy, Department of Philosophy, Culturology and Philosophy of Science, Southern Federal University, Rostov-on-Don, Russian Federation
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