The article considers two interrelated problems of modern Russian higher education: the strengthening of administrative coercion and control as well as the introduction of distance education. As a theoretical and methodological basis of the study, the authors rely on the socio-philosophical analysis of the problems of education in the famous S.I. Hessen’s work, where three basic principles of the effective functioning of the university are highlighted: the completeness of scientific knowledge, the freedom of teaching and learning, and self-government. The authors substantiate the view that at present all these principles are violated. Violation of the first of them is manifested in a decrease in hours devoted to the teaching of fundamental disciplines and in a general orientation toward the graduation of a “narrow” specialist; the second principle is incompatible with the extremely increased reporting of universities and overly formalized indicators of the quality of their work. Violation of the third principle is manifested in the gradual elimination of university autonomy, in particular, free election of rectors. The most negative manifestation of administrative pressure, according to the authors, today is the forced introduction of distance learning. The authors critically analyze the main arguments put forward in favor of this project: saving university budgets, ensuring a higher quality of teaching, the need to follow the general logic of modernization of education as a whole. The solution to financial problems, according to the authors, should not be based on forced economy, but on the competent organization of the country’s economic life. An appeal to a higher quality of teaching, which, it is argued, must be provided by teachers from the country’s central universities, is based on biased and unproven ideas. In addition, for mastering critical and systematic thinking skills, conducting scientific discussions, direct communication between teachers and students is necessary, which is not feasible in the conditions of online teaching with a very large number of students. In addition, the authors highlight the idea that nobody takes into account the need for close knowledge of a particular audience by a teacher to choose an adequate style of lecturing or conducting practical classes. The article concludes that the current administrative-bureaucratic style of managing higher education, in which not only the basic principles of the successful functioning of the latter are violated, but also destructive reforms are carried out, is destructive not only for education as such, but also for the state itself.
A Reflective Study of Online Faculty Teaching Experiences in Higher Education