Humboldt University in a context of modern scientific and educational communications

Abstract

The article analyzes problems of the classical Humboldt University in a context of modern scientific and educational technologies; emphasizes the University significance for the whole international system of university education. Among the multitude tasks historically solved by the university, the authors pay special attention to problems of the classical disciplinarity of university education, and the personal and state identity formation. At the same time, disciplinary issues are analyzed in their classical and nonclassical forms. In particular, the new disciplinarity features are considered. Likewise, identity problems are explored in different contexts as well. Various forms of presenting these problems are revealed, including reconstructing ways of identity formation, which contains contexts of self-education, general contexts of culture, urban identity formation. The article highlights the role of narrative and narrative identity in forming personal and cultural identity, and transmitting socio-cultural meanings and values. It reveals the changeable temporal nature of identity. It is shown that language is associated with structuring a person»s narrative identity. Following J. Lyotard, the authors show that narrative knowledge is built within its language game frameworks; demonstrate the role of alienation and cognitive appropriation in the narrative creation processes. The paper consistently suggests that modern conceptual apparatus of identity and disciplinarity problems can be applied to analyze relevant issues both in modern conditions, and in the history of education and culture. Moreover, this method of analysis leads, in turn, to enrichment of the used conceptual apparatus itself. The research methodology is based on such concepts as methodology of text expert analysis, text informal analytics, discourse analysis, conceptual analysis.