One World – One Fight

U ovome radu autor analizira teorijsko-ideološki sadržaj “Zajedničke izjave” (Joint Statement) Međunarodnog studentskog pokreta (International Student Movement) i tvrdi da je riječ o otvorenom povratku egalitarnog univerzalizma koji je u suvremenoj teoriji nazivan prosvjetiteljskim projektom. Zahtjev za emancipacijskim obrazovanjem u kontekstu borbe protiv komercijalizacije visokog obrazovanja vraća se, zahvaljujući utjecaju Konrada Paula Liessmanna, liberalnom bildung individualizmu, a ovaj u kombinaciji s inzistiranjem na obrazovanju kao ljudskom pravu čini temelj “emancipacijskog obrazovanja”. Autor se koristi Popperovom idejom postupnog socijalnog inženjeringa kako bi povezao Liessmannov zahtjev za odbacivanjem radikalnih reformi u visokom obrazovanju sa zahtjevom Briana Barryja za uzdizanjem liberalnih principa pravednosti na globalnu razinu. Barry zagovara revolucionarne promjene u redistribuciji prava, mogućnosti i resursa, ali misli da bi ih trebalo provesti u nekoj formi globalnog socijalnog inženjeringa. Autor tvrdi da je studentski zahtjev u temeljnim elementima sukladan egalitarno-liberalnom argumentu za globalnu socijalnu pravdu.In this paper, the author analyses the theoretical-ideological substance of the “Joint Statement” of the International Student Movement, and argues that it is basically an overt return of egalitarian universalism which the modern theory has called the Enlightenment project. The request for emancipatory education in the context of a fight against the commercialisation of higher education returns, as a result of the influence of Konrad Paul Liessmann, to the liberal Bildung individualism, and the latter, in combination with the insistence on education as a human right, forms a foundation for “emancipatory education”. The author uses Popper\u27s idea of piecemeal social engineering in order to link Liessmann\u27s request for the rejection of radical reforms in higher education to Brian Barry\u27s request for the extension of the liberal principles of justice to the global level. Barry advocates revolutionary changes in the redistribution of rights, opportunities and resources, but he deems that they should be carried out in the form of global social engineering. The author claims that the student demand is in its fundamental elements consistent with the egalitarian-liberal argument for global social justice