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Socialism was born out of the belief in the bright future of mankind. Thus, the utopian vision of classless society occupied the minds of the early communist avant-garde. Yet, such hopes did not survive the initial revolutionary enthusiasm. As the social organization of the 'real socialism' turned out to be a rigid bureaucratic system, the visions of the 'bright future' were replaced by the 'picture of the golden age', namely the image of the revolution itself. Accordingly, rituals commemorating the 'founding fathers of socialism' substituted the ritualized commitments to building the 'ideal society of equals'. The ideological content of socialism vanished. Past memories occupied the present. With the breakdown of communism the present could for a moment release itself from the iron grip of the past. The "envelope of the unhistorical" seemed to be open for the deeds of new reformers. Yet, the present could not escape too far. It was almost immediately caught again either by the past or by the future. In the first case, post-communist nationalisms (Brubaker 1996) monopolized the political field; in the second case, the "scientists of the not yet" (Stark and Bruszt 1998: 1-11) disseminated their neoliberal visions of free-market economy. As a result, the present was defined either in terms of national myths going far back to history or by visions to be realized by imitation of the Western model of capitalism. The focus of this paper is the different paths taken by different countries in the region after the collapse of socialism. The paper distinguishes between the 'nationalizing alternative' as one basic direction, and the 'catching up option' as another one. The paper further argues that this dichotomy itself forms around two clusters of several potential stances which could have been taken in the process of transformations. The goal of the paper is to propose a general framework, with the help of which the interactions 'behind' the political decisions taken by political elites in the post-socialist countries ...

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.