Re-evaluating the contribution of academic places into the visionary ‘biome’: A working hypothesis for an anti-example of ecological integration
Written by Christos Kotakis. Institute of Plant Biology, Biological Research Centre, Hungarian Academy of Sciences, POB 521, H-6701 Szeged, Hungary.
The meaning of ‘academia’ is considered as a vital component of the society, still known since Plato’s ancient times. Nowadays, although newly technocratic ways of science’s improvement have been developed during the last six decades, a noteworthy phenomenon of moral atrophy is uprising inside the present university’s structure. The fact concerns: “on how the scaffold of ideas is being assembled into the thinkers’ network”, since the current scientific commune is described by a self-circuit tag, like a semi-closed system. This type of ‘ethical innovation’ ranges from non-interactive seminars controlled by an elite authority to weak vertical relations with the extra-institutional community.
Here, the following stochastic adaptation is posed; wondering if a clear identity of the academic role really exists or it is located on the other side of a mirror effect; besides a subjective political subculture that suppresses continuously the free, spontaneous, and liberal components of thought?
Initializing the rationalization towards a dynamic answer, a well-fitted etiology may be uncovered beyond the borders of the auto-feeding loops required for the knowledge creation. The logical path seems to be found not far away from what many efforts were driven by the central dogma of ‘globalization’, ignoring essential issues, which serve an educational-minded ‘laboratory’.
In that growing environment, a set of parameters was automatically manufactured under the umbrella of an internal-puzzly decadence, where passive and neutral elements were dominant. This kind of evolutionary transition guided to the production of an intellectual matrix, however it over-crossed respective active work, having as a consequence a misbalance in favor of a non-cultivating ‘spirit’.
Coming to a final comment, an alternative school is proposed as a discussing plan that would be characterized by a humanistic potential underlining by sociality and naturalistic autonomy. In a such landscape, the view of the democratic mentality can be generated via routes where the artistic improvisation and the pedagogic expression will be sustainable.
In conclusion, deep work at a horizontal level could form a healthy attitude in the researchers’ circle, opening a task motivated by dialectic inspiration. The latter force should not be diffusing one among individuals but directly penetrating to the dissipative roots of the recent past.
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