Your Magnificence,
Spectabiles, Honorabiles,
Distinguished members of the Academic Senate and the Scientific Board,
Dear members of the academic community, dear colleagues,
Dear students,
Rare guests,
I would like to welcome you all to today’s festive meeting to celebrate the Dies Academicus, a cherished tradition at our university which has been observed for many years. We are gathered here not only to celebrate the ideas, values and ideals that have shaped the European concept of the university for centuries, but also to recognise the exceptional individuals whose work and achievements bring this ideal to life.
I would like to begin my remarks with a few thoughts on the role of education and the importance of educational institutions in contemporary society.
Clearly, this is a complex, multi-layered topic. From a societal perspective, education is undoubtedly closely linked to the development and progress of both the individual and society as a whole. The role of educational institutions is not only to create an environment conducive to the development of learning and knowledge, but also to promote science, research, exploration and innovation. In general, I believe that critical thinking is the most important skill of all. In today’s world, it is the most important competence because it is universal and necessary for navigating an increasingly complex world saturated with information.
In the context of education and the role of education systems, it is perhaps impossible – particularly when speaking on university grounds – to avoid touching on the important concept of universitas, which is closely linked to European history and European identity. The first universities emerged in the Middle Ages in response to the need for higher education and expertise. The concept of universitas was therefore closely associated with communities of scholars and scientists that gradually became autonomous and self-governing, laying the foundations for the autonomy and academic freedoms of universities as we know them today. The universities of Paris and Bologna became important role models for similar institutions elsewhere in Europe. As key centres of knowledge and learning, the universities naturally played a fundamental role in the cultural and social development of Europe and its civilisation.
Regarding the concept of universitas and its link to European identity, I would like to highlight a couple of more important realities:
- Firstly, there is Europe’s shared intellectual heritage, which has grown over centuries through connections between universities, thinkers, scientists and intellectuals.
- Secondly, there are the shared values of intellectual and spiritual autonomy and freedom. Indeed, universities have historically been the guarantors and protectors of values such as critical thinking, freedom of inquiry and research, and the search for truth. Over time, all this has contributed significantly not only to the personal empowerment of individuals, but also to the development of democratic European societies. This has resulted in great dynamism, exerting an extraordinary influence on European thought and civilisation as a whole.
- This historical perspective should not underestimate the impact that European universities have had on the emergence and development of educated, intellectual social classes, which subsequently became important drivers of European history.
I hope it is clear that I am not merely referring to the concept of universitas as a historical fact or curiosity. I mention it precisely because it is a living force that should continue to exert a similar influence through contemporary universities.
If I were to consider some of today’s practical problems through a historical lens, I would personally highlight the lack of emphasis on the importance and role of universal education at all levels of the school system as a significant issue, for it is an illusion to think that we can have quality research and science without first having quality general education. In recurring debates about vocational education and applied research, the whole issue is often oversimplified and reduced to an unacceptable degree.
Another serious problem that I am particularly aware of at the moment is the lack of attention paid to opportunities for young people to access higher education. This is due to both the stronger demographic cohorts entering the system and the insufficient capacity of secondary schools, which is the result of failed policy responses. This is not just a technical or administrative problem. Due to a lack of foresight, perspective and flexibility on the part of the responsible decision makers, we are facing a serious societal risk due to the underutilisation of talent and the wasting of young people’s potential. Unfortunately, I fear that this situation will have considerable negative repercussions for our society.
I think these two main problems only exacerbate the current inability to meet the growing demand for general education in the context of ongoing societal transformation and changes in the labour market, which are primarily driven by the rapid advancement of technology and artificial intelligence.
However, we must also acknowledge that our universities and other higher education institutions have also fallen short in this respect. Perhaps we have not been vocal or vehement enough in pointing out these problems to policymakers and the general public. Then there are often also internal debts – in the case of Masaryk University, I would highlight our approach to potential applicants and our admissions campaigns, as well as their effectiveness and visibility and related problems, as areas for improvement. We are aware of the shortcomings and need to work hard on them.
I was discussing the concept of universitas and its historical background. I would now like to refer to history one more time in the context of the 80th anniversary of the end of World War II.
The Second World War must be commemorated out of respect for its victims, and in admiration of the heroes who defeated a brutal, genocidal, tyrannical regime. Above all, such anniversaries should lead us to reflect on their relevance for today’s world, and on their relevance to us personally.
I think the message this anniversary conveys is twofold. Firstly, it cautions against the mistaken, unwise and irrational appeasement of aggression and evil. Secondly, it urges us to be wary of populism and various seductive ideologies, which can breed nationalism, xenophobia, irrational behaviour, and authoritarian or even totalitarian tendencies. In terms of appeasement, the fractious and unstable nature of today’s world provides a clear glimpse of a major historical lesson: Trying to appease an aggressor at almost any cost will embolden them to act, making them more confident and stronger. Trying to avoid conflict only postpones it, thus allowing the aggressor to better prepare and making the conflict more dangerous and destructive. Not to mention, of course, the betrayal of democratic and humanitarian values and principles, which are prerequisites for peaceful coexistence and a dignified life in a civilised society.
In the context of the above, it is clear to me that the values, principles and ideas associated with the concept of universitas, which I attempted to outline a moment ago, constitute the most effective defence against the urgent threats posed by populism, populist leaders and their movements worldwide. All the more responsibility thus rests with institutions such as universities, which should embody reason, critical thinking, freedom of expression and conscience, and intellectual autonomy. In short, they should embody Masaryk’s humanitarian ideals.
Ladies and gentlemen,
Thank you for your attention. In the context of this festive afternoon, please allow me to congratulate everyone honoured today in advance. It is through their efforts and work that they keep the idea of universitas alive, giving it substance and meaning.
I wish you all a pleasant festive afternoon and evening.