Context:

• India established its first universities in 1857 in Bombay, Calcutta, and Madras.
• Despite their crucial role in shaping intellectual and social life, policies on university education lack reflective discussions.
• The University Grants Commission (UGC), established in 1953 and given statutory status in 1956, faces criticism for its inconsistent policies (for example, inconsistency of its stances on issues such as M.Phil, PhD, and CARE-list journals).
• The debate on higher education often misses the core question: What is the fundamental idea of a university?

The Western Legacy of Universities:

• In ancient India, universities like Nalanda and Takshashila existed, but their models remain inadequately understood.
• Modern Indian universities have adopted Western structures.
• Understanding the historical evolution of Western universities can inform India’s higher education policies.

The Evolution of Universities in the West:

• Greek tradition and medieval universitas:
  • The university is one of the oldest institutions, alongside the army and church.
  • Originated in medieval Europe as "universitas," meaning a guild for theological studies.
  • Transformed over time into secular institutions focused on intellectual inquiry.
  • Socratic dialogues, Plato’s Academy, and Aristotle’s disciplinary approach shaped the idea of inquiry and knowledge.
• The Humboldt model (19th century Germany):
  • Wilhelm von Humboldt conceptualized universities as institutions of research and self-cultivation through liberal arts education (this concept nation-building involved the noble idea of Bildung).
  • This inspired the establishment of the University of Berlin in 1809-10, a modern university, which became a global reference point.
  • This idea of a university, which went hand in hand with the formation of nation-states in Europe, was conceived against vocational education (of the Napoleanic period), and emphasized liberal arts and knowledge pursuit.
• Other ideas in Europe: John Henry Newman’s "The Idea of a University" in Britain reinforced universities as spaces for universal knowledge.

Rethinking Universities for 21st-Century India:

• The evolution of universities over 800 years provides insights for shaping the future.
• Understanding the historical roots of concepts like research, seminars, and liberal arts education is essential.
• Artificial intelligences (AI) and automation make the idea of self-cultivation (bildung) even more critical.
• Universities should foster interdisciplinary dialogue between sciences and humanities.
• UGC’s initiatives must focus on training teachers as knowledge-makers rather than mere instructors.

Conclusion:

• While classical ideas of universities remain relevant, alternative modes of learning must be explored.
• The future of Indian universities should blend historical wisdom with contemporary challenges.
• A well-rounded education should prioritize both knowledge creation and self-development.
• In addition to Plato’s "Allegory of the Cave" (people must seek the truth and not to settle for what they see in front of them as truth/reality), the university culture should be governed by Socrates' maxim that "an unexamined life is not worth living."