Abstract

The widespread introduction of accreditation procedures contradicts the centrality of freedom in research and teaching which Wilhelm von Humboldt paradigmatically supported. The logic of accreditation propagated during the last decades implies in fact a reversal of Hulmboldt’s perspective: priority is given to standardization and – not necessarily sheer – competition, which shifts the human being into a peripheral position within academic education. With regard to the reductionist anthropology presupposed by accreditation procedures, Humboldt’s Menschenbild manifests a breaking contrastivity. Humboldt in fact intends human beings not as merely biological or psychological subjects, but as spiritual selves capable of a fruitful development with the help of science, whereas science is primarily perceived as spiritual and dialogical activity. This notion of science, which echoes Socrates’ midwifery, could represent a more human alternative to future sceneries in which universities would be exclusively considered as institutions providing services.