Academia Now and Then

I am wondering if and in which way we can and have to speak of changes in the academic world.

Putting it into a question one could ask:

Can living in the academic world be compatible with working academically?

It has something religious – similar to the questions, leading to and accompanying the Reformation, criticizing the institutionalised church in order to rescue faith.

It has something ancient philosophic-economical, where we find the contrast of Oikonomia, roughly  use-value oriented and resource-respecting management of the household  and Chrematistike, roughly the exchange-value oriented money-making, money becoming as fetish a use-value.

If we are generously accepting that different sides are justified, instead of insisting on a romanticised ideal, there still remains the

cui prodest, cui bono?

To be precise, it is not just the question who benefits. Centre-stage we have to ask

Where do we find systemically and what are the leading motives?

Looking at the distribution of income within the sector of Higher Education is revealing. And understanding that this is not the only sector where power is abused is frightening. And that power is often abused not just for private benefits, but where dependents are guided into wrong directions is a disgrace …

And there are still people speaking about freedom of thought and speech? Well, we see, it is not just a matter of a finger …, it can also be about having a different approach or uncovering injustice or speaking about it. And then people hear they should think outside of the box …?

Well, there is something biblical in all this as we know from Genesis 26 ff. – still encouraging some to ask Why can’t we do what we like to do?

Annunci

The cat’s tale – the difficulty of academia then and now

It seems to be relatively easy to deal with Schroedinger’s cat – the question is well known:

[1]

Schrödinger wanted people to imagine that a cat, poison, a geiger counter, radioactive material, and a hammer were inside of a sealed container. The amount of radioactive material was minuscule enough that it only had a 50/50 shot of being detected over the course of an hour. If the geiger counter detected radiation, the hammer would smash the poison, killing the cat. Until someone opened the container and observed the system, it was impossible to predict if the cat’s outcome. Thus, until the system collapsed into one configuration, the cat would exist in some superposition zombie state of being both alive and dead.[2]

The one way of dealing with it is to open the box in order to see if the cat is alive or not. However, it is a way of dealing with the problem by actually denying it as checking, giving ‘empirical evidence’ in actual fact changes the conditions to such an extent that, what had been the question at the outset is actually redefined: the conditions from which the question emerged are not anymore given.

The other way is to admit that there is no answer and that there cannot be any answer for ever. One could see this as a purely academic issue – though this is probably seen differently by the cat – being eternally in a situation of not knowing if her is dead or alive which must admittedly a hugely unpleasant state of existence. And both ‘easy answers’ prevail when we are looking at academia, in particular universities: researching, studying and teaching. One question may be asked though: what is if we simply look at the tale, not the entire cat but also not something that exists only as chimera?

Some reflections on the development of third level education today can be found here, impressions and reports, resulting from having worked in China for two years at a ‘joint venture’ between a EUropean and a Chinese university, and reflecting more general trends than really anything like ‘this is China’. And also reflecting on a general trend of supposed academic education where one learns not to agree with but to follow rules, where you have to like numbers but yu do nit have to like maths … – at the end where you should end with a major that makes sure that the cat is dead while the mice are dancing a bubble dance, appealingly majoring in accounting without understanding the economy of which it takes account.

********

[1]            https://i.stack.imgur.com/Of40B.jpg; 27/07/17

[2]            IFLScience – The lighter sight of science: Schrödinger’s Cat: Explained; http://www.iflscience.com/physics/schrödinger’s-cat-explained/; 27/07/17

‘BEING ECONOMIST’ – AN INTERVIEW

[to the recording]

[see also here for some reflections on academic work]

Peter Herrmann教授,班戈学院金融学专业教师

2015年夏,曾任中国浙江大学公共事务学院高级外国专家

2015年春季,俄罗斯普列汉诺夫经济大学(Plekhanov Rusian University of Economics)客座教授

2012年起 匈牙利布达佩斯考文纽斯大学(Corvinus Univesity经济学院访问学者

Peter Herrmann教授曾在世界多个国家任教,包括俄罗斯、匈牙利、德国等,主要研究领域为宏观经济学,微观经济学,政治与社会学。

读万卷书,行万里路。Peter Herrmann教授给我的第一印象是,一个高挑的学者,脖子上随性地搭着一条意大利风格的围巾,手里握着一把雨伞,一举一动都让我觉得有一种“大师”的风范。

 

这次,Herrmann教授接受了小编的采访。小编一行人来到Herrmann教授的办公室,发现整个办公室都被悠悠轻放着的意大利音乐所包围,配着门上贴着的经济学卡通画像。就这样,一位教授把自己的办公处变成了一处带有艺术气息的地方。

 

Q

请问教授当初是怎么想到以后都要从事经济学领域研究的呢?总体上来说认为经济学是一门什么样的学科呢?

A

我当初做这个选择是很多因素的结合,可以说是我的热情所在与当时的政治动机相结合。

我认为经济学是一门研究组织关系的学科。关于经济学的作用,我认为可以从两个方面来概括。一个是形成经济价值观,另一个是研究隐藏在世界背后的逻辑,明白世间万物都是相互联系的。

Q

经济学学习,您对班戈学院的学生有什么好的建议吗?

A:

我有两条建议:第一,多阅读世界历史;第二,努力去探索人们的价值观是什么,人们所创造的万物中什么是美。

第二,不仅要阅读,而且要思考、要学会去观察世界并且将自身投入其中。要擅于抓住机会去做许多的尝试,而不是被父母推着向前走。此外,不要害怕犯错,因为你可以从错误中汲取经验,而且经济与我们的生活是息息相关的。

Herrmann教授也谈到了自己女儿小时候的故事。有一天当女儿走在路上看到了一只蜗牛,不是选择绕开,而是理解女儿的好奇心。让她静静地看着那只蜗牛,去观察它。去看那只蜗牛在做什么,去体会它怎么动的,之后当你有了好奇心你便会有更多的动力去学更多去了解更多。

 

之后,采访小组成员还与Herrmann教授一起讨论了当今中国的热点话题“共享经济”。

Herrmann教授分享了一个他对共享的认识。他向我们介绍在国外有一个网站,可以联系到其他国家的人来share accommodation,当你外出旅行不需要住在家里的时候。这是他对“共享”的认识。

采访尾声,Herrmann教授对班戈学院学生的评价比较高,他认为班戈学院的学生都非常努力,但希望学生们能够把理论与实践相结合;他相信,在老师们的教导下,在同学们的努力下,一定能够取得好的成绩。

****

看完今天的推送,大家是否对我们亲爱的Herrmann教授有了更多的了解呢?

在班戈学院,你有喜欢的老师吗?

TA们在你们眼中又是怎样的呢?

欢迎留言哟(*^__^*)

Living in and for academia – an international[ist] perspective

Published is a presentation given on the 4th of July in ChangSha, PRC, looking against the personal background from an academic perspective at the topic of international and global education. While sociology, economics, political science, law and arts are explicitly mentioned, philosophy remains as companion of all in the background. Highlighted is the need to regain and maintain academic integrity.

The video-recording, in some respect an extension to the interview published recently, can be found here.

Learned from the time I lived in Australia, and altered all this is not least about the statement that

I fully acknowledge the Right and Duty of the students to learn in a way that allows not only to administer their own life and land in a globally respectful way, to study the possibilities to work and connect with the world that is respectful against themselves, against their fellow beings past, present and emerging.

… to the point …

Well, you may say I am burning in the Heraclitean Fire, carried away and not doing what the academic world-order asks me to do – moving on with the metaphor, one may add: this little bit of disobedience is like playing with fire, a dangerous not to say: life threatening game.

So to the point, reading Erwin Chargaff’s

Heraclitean Fire: Sketches from a Life Before Nature.

He refers on page 171 to another work by himself**, which he wrote earlier and where he contended:

The fashion of our times favors dogmas. Since a dogma is something that everybody is expected to accept, this has led to the incredible monotony of our journals. Very often it is sufficient for me to read the title of a paper in order to reconstruct its summary and even some of the graphs. Most of these papers are very competent; they use the same techniques and arrive at the same results. This is then called the confirmation of a scientific fact. Every few years the techniques change; and then everybody will use the new techniques and confirm a new set of facts. This is called the progress of science. Whatever originality there may be must be hidden in the crevices of an all-embracing conventional makeshift: a huge kitchen midden in which the successive layers of scientific habitation will be dated easily through the various apparatuses and devices and tricks, and even more through the several concepts and terms and slogans, that were fashionable at a given moment.

Chargaff’s book had been published in 1978, he was, as widely known, professor in biochemistry, he emigrated from fascist Germany … – and one may ask if it is purely by accident that with this background already

[a]s early as 1949, this eminent scientist described certain irregularities in the composition of DNA and formulated the concept of ‘complementarity’ – later referred to as ‘Chrgaff’s rule’ and still later as ‘base pairing’ – which was the most important single piece of evidence for the double-helical structure of DNA’ [from the book-cover blurb].

‘Back to the fire’ – what he states, looking at methods, can cum grains salis also said for today and social science: where ‘methodology’ chapters in theses too often present methods, not showing any awareness of the difference between method and methodology, where publications and universities and people are ranked on the basis of algorithms and where entities are cut into pieces, making us forget the following:

The insufficiency of all biological experimentation, when confronted with the vastness of life, is often considered to be redeemed by recourse to a firm methodology. But definite procedures presuppose highly limited objects; and the supremacy of “method” has led to what could be called by an excellent neo-German term the Kleinkariertheit (piddling pedantry) of much present-day biological research. The availability of a large number of established methods serves, in fact, in modern science often as a surrogate of thought. Many researchers now apply methods whose rationale they do not understand. [170]

*****

End of term, and of the academic year – students, sometimes inviting lecturers, celebrating; preparing for holidays, but also asking for references, preparing the next career moves.

I have to admit, I am am happy that some say they did not ‘invite me to their celebration’ but invited me ‘to celebrate with them’; and I also have to admit that it is an honour to be seen by some as 老师, as lǎoshī – a bit like the hojam as we use it at ODTU in Ankara.

An unwritten chapter for the

Diary from a Journey into another World: Diaries against nationalism, inspired by trying to overcome personal resentments

to be closed.

======

** Chargaff, E. 1965. On Some of the Biological Consequences of Base-pairing in the Nucleic Acids. In: M.D. Anderson (Ed.), Developmentn.l and Metabolic Control Mechanisms and Neoplasw. Baltimore: Williams and Wilkins, p. 19.

 

 

Looking back: 教授给学生开设Workshop

为了让学生学习更多的经济学知识及研究方法,提高学生自主学习能力,我院Peter Herrmann教授针对2014级金融学、会计学两个专业特别开设Workshop。经过面试并遴选40名学生后,Peter Herrmann教授围绕经济学开展一系列专题讨论,包括“大学与市场 (University and Markets)”,“金砖五国与薄荷四国 (From BRICS to MINT)”,“知识产权的维度 (Dimensions of Intellectual Property Rights – Economics and Property)”等。在专题讨论中,Peter Herrmann教授引出话题,学生对各个话题进行深入讨论、发表见解,最后Peter Herrmann教授对主题进行总结,并提出一些问题留给学生课后思考。这种教学模式鼓励学生进行独立思考、自主研究。学生们纷纷表示受益匪浅。更令学生欣喜的是,Peter Herrmann教授给他们颁发了有他和学院教学副院长签名的结业证书。

(from: http://www.bangor.edu.cn/xydt/201606/t20160622_50616.html)

Exam time

What we – as teachers and students – have to acknowledge, always and in particular the days of exams, even if we are not any kind of genius.

I don’t know what I may seem to the world. But as to myself I seem to have been only like a boy playing on the seashore and diverting myself now and then in finding a smoother pebble or a prettier shell than the ordinary, whilst the great ocean of truth lay all undiscovered before me.

(Isaac Newton)
It is not least a genuine sardino while we are pretending to and striving for living excellence of global imperialism where power and pretension counts more than excellence.
Acknowledging that we are dwarfs, standing the shoulders of giants, thus finding ourselves in a large machine, we still have to decide for ourselves if and to which extent we want to be a small cog in the wheels or if we want to throw a spanner in the works.
One thing I learned again from my students:  Real wisdom is the ability to ask genuine questions and the courage to ask them. So rare in a world of excellence that follows the rule of stating answers we know already on questions that are not relevant. To my students, the wide and brave amongst them:
Thank you all!