As other spheres of life, University is drawn into economical commodification. While ongoing reforms are implemented, the idea of University and its social order are massively threatened: The distinction between University, “Fachhochschule” (University of Applied Science) and several course offers by discounters (Aldi) or electronics retailers (Saturn) is evened out. A comparison would probably even turn out to the disadvantage of University, as other providers can actually follow up on the promise of professional qualification. This gives reason to recollect University’s pristine self-conception: It is found upon the principles of universality and autonomy as well as upon an incorruptible striving for verity. Albeit lapses and falling below these values have occurred in the history of University, due to its liberty and independency it always had the chance to substantially assume both cultural and social responsibility. It is shattering that University seems to be willing to unresistantly divulge this claim or even expedite its dismantlement officiously. Current progression shakes the ground of democratic society and spirited culture of reflexion. By the herewith presented catalogue of demands, lecturers at University of Cologne would like to show solidarity with the objections that students, scholars and pupils are uttering in the context of the ongoing “Bildungsstreik” (strike for education) and aim for a public dispute about the Idea of University and its manifest clearance.

In the course of the Bologna Process University undergoes a delegitimation of reflexive thinking adverse functional-operational knowledge. Curricular structures are designed according to the logic of occupational career and the acquirement of competence and skills, whilst professional systematics and the target of research-orientation take a back seat or are already detached. This trend is also reflected in the tendency of marginalisation or deletion of small compartments and branches of study. Altogether this means an improper reduction of University’s ideational content, and it deprives students of the possibilities of academical education. The entitlement to universal and literally university education may not be abandoned. Reflexive, nonparticulate research that is concerned with theoretical foundation constitutes the basis of modern civilisation; it does not run contrary to most legitimate application demands, but rather inaugurates functional and responsible acting in the first place.

Modularization has resulted in the reduction of studying to school instruction. Little leeway is left for studies according to interests. Instead, BA/MA degree programmes overcharge by quantity and leave students unchallenged concerning quality as they aim at competences and rule out reflexion. Academic education cannot be modularized, but rather occurs as a compiling of sense and meaning that has to be done individually. Neither is the pledge of career-qualification redeemed, nor is there scientific education according to professional criteria taking place. It is therefore not a question of optimizing the BA/MA degree programmes but of their cancellation. For a start, students must be carried over to the old Diploma / Magister Artium degrees with immediate effect via unbureaucratic procedures. The rearrangement of study structures in form and content is NOT cancelled herewith! Rearrangement must result from a democratic process in which students, lecturers and other persons in charge participate.

By establishment of accreditation agencies and of the “Akkreditierungsrat” (accreditation council), which in turn accredites the accreditation agencies, predominantly anonymous “Practice Representatives” – beside few lecturers and students – have gained power of decision concerning study processes of about two million students in Germany. There has been a factual disempowerment taking place: The appointment of the committee “Hochschulrat” (University Council), constituting itself from mostly external persons, disempowered the “Universitätssenat” (University Senate) as legislature committee. “Hochschulrat”-conferences take place in camera. “Dekanate” (deaneries) increasingly establish Top-Down-structures. The sovereignty of academic agents is curtailed. More and more research- and qualification theses, dissertations and papers are generated by order of politics and economics to prepare the ground for possible interventions and thus legitimatize certain decisions. In fact, research results are confirmed before research begins. By this means, researchers’ sovereignty is deprived of topics and methods. To not pervert freedom of research by particulate interests from outside science, scientists alone have to legitimate, operate and account for designing scientific institutions. Therefore decision-making processes must – within University – be open to public so that processes can be questioned as to their spirit and purpose. A reflexion- and communication culture like this is based on participation, dialogue, argument and reasoning; it also accounts for minority positions. Police power against people who seek dialogue may not occur! Democracy provides the basis for everyone’s participation in constitutional processes that affect the common. University marks a fundament of such a society. Accreditation machinery, the institution of the „Hochschulrat“ and Top-Down-structures as per description de-democratize University. Hence they have to be abolished.

Tuition fees are socially inequitable. Studies of those who have to job to generate fees worsen. Students who have to take out a loan effectively pay more than persons who are better of. In addition, tuition fees push the ‘precariousation’ of lecturers and lower the quality of studying, because they may not be spent for the upbuilding of structures such as places of permanent employment. Tuition fees must therefore be abolished and must be replaced in full by Federal Land capital.

The situation of lecturers has deteriorated in the course of the Bologna process. High workloads and limitation of employment aggravate further qualification and set up a precarious situation for young academics. These shortcomings are not balanced, but enforced by the so-called “Juniorprofessur” (assistant-professorship) and the drift to cumulative dissertation and “Habilitation” (postdoctoral lecture qualification). This on the one hand expedites the drifting apart of research and teaching and on the other hand contributes to the “patchwork-character” of studies. Non-fulltime lecturers oftentimes are gone by the time students want to be examined in the given subject. Because of this, full-time examiners have to examine matters they did not even teach. Instead of further dequalification and precariousation of lecturers, action must be taken to back up the unity of research and teaching and to revitalize the thought of a companionship of students and lecturers concerning learning, teaching and allianced thinking.

The interference with academic culture that has been conducted on behalf of so-called reforms is unequalled in its radicalness and highly problematic, concerning its aftermath for the present and subsequent generations of students and lecturers. The transformation of University carries out not less than the cancellation of our enlightenmental and emancipatory culture of thinking. This will do serious scientific, cultural and economic damage to society as a whole. Shifting responsibility by referring to competencies (rectorate, federal land, federation, European Union) cannot be accepted. Everybody involved with University has the right as well as the duty to engage in its inner instauration in a responsible way – meaning a way that is led by objective arguments instead of particulate interests.

Economistic curtailment of studies in accordance with alleged labour market demands conduces to particulate interests. “Bildung” (academic education) in contrast serves general public interest. University puts this task into practice solely under circumstance of freedom: It may not be conceived a service enterprise neither by its administration, nor by lecturers or students. Freedom of research independent of third-party fund-hunting and usability doctrine is preconditional for knowledge-accession and innovation! Extensively educated students will be successful in any occupation and become responsible shapers of culture and society.

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