Two hundred years ago, in 1810, Wilhelm von Humboldt's vision of a new university type became a reality. The newly founded Prussian alma mater was the first to introduce the unity of research and teaching, uphold the ideal of research without restrictions, and provide a comprehensive education for its students. These principles of Wilhelm von Humboldt and a select group of contemporaries soon became general practice throughout the world. A new era of university and academic research had begun.
2010 marked the 200th anniversary of the Humboldt-Universität. Numerous events from October 2009 to December 2010 honored the ideas of its founding fathers. In dialogue with the city of Berlin, the alma mater celebrated science, research and teaching, and the relevance of Humboldt's founding principles for the present day.
During its history, the Humboldt-Universität Zu Berlin has undergone many profound changes. The most recent reformation followed the Peaceful Revolution in East Germany in 1989. Many new outstanding professors were appointed from East and West, from Germany and from abroad.
As one of eleven German universities, the Humboldt-Universität was chosen "University of Excellence" in June 2012. It was successful in all three funding lines in the third round of the Excellence Initiative of the German federal and state governments and awarded for its future concept "Educating Enquiring Minds: Individuality – Openness – Guidance." In an international comparison, Humboldt- Universität ranks among the top ten German universities. Scientists here research socially relevant topics and challenges of the future and communicate these with the public. Humboldt-Universität invests all its energy in being a place of excellent research and teaching. It aims to promote young talents and influence society and the economy outside the university framework positively.
The conviction inspired the founding and rise of Humboldt-Universität that the pursuit of knowledge engages and forms all human faculties and contributes significantly to society's humanization. Despite several setbacks, there is still today no better reason to promote knowledge and secure the future of comprehensive education.
The Humboldt-Universität was established in a period of crisis as an autonomous institution charged with facilitating outstanding scholarly and scientific achievements and promoting the critical examination of established knowledge for society's benefit. Today, this legacy is still held after nearly 200 years. Those who work here should have the determination and the capability to advance knowledge and take responsibility for its application.
To the extent to which the Humboldt-Universität identifies itself with its tradition, it is also conscious of its complicity in German history's dark periods. In its annals, we find subservience to state authority, class arrogance, and political fanaticism, and examples of teaching and research that ignored human rights' fundamental principles. Among its darkest chapters are the burning of books and cooperation in its members' persecution and expulsion. Against this background, since its reorganization in 1989, the Humboldt-Universität has seen itself as an institution which stands at a critical distance to political and social pressure. It fights every kind of discrimination, intolerance, and cultural hubris.
Humboldt's ideal of the coexistence of research and teaching has become a model for universities worldwide. Central to this model is the idea of research-oriented teaching and the transfer of knowledge from the spirit of research. Students and teachers are joined together to examine traditional bodies of knowledge and advance learning actively critically. For this reason, the Humboldt-Universität promotes social and communicative competencies among all of its members and supports their initiatives wherever it can.
Studying at the Humboldt-Universität demands an active engagement in knowledge. This involves a critical assessment of its preconditions and implications. This is also why any program of study aims not just to acquire disciplinary excellence but also to educate a person who combines reliability, efficiency, initiative, and scientific curiosity. Every student must understand that he or she contributes to the arts and sciences in our society. Our students have the right and the duty to assume responsibility, not only in the university's running but also in teaching and research.
VIDEOS
