Образ человека будущего, Том 7 (СИ)

a following way: "The most salient reason for the revolution is the failure of the new (post-Soviet) political elites in reforming Ukraine and building up a new statehood. Despite its newly earned independence, Ukraine has remained as an inefficient hybrid of the old (Soviet) and new (oligarchic) in its management and leadership. That is, the current political crisis in

Ukraine is simply the external manifestation of a systemic crisis: the political elite"s lack of will to reform and their inefficiency in policymaking since the 1990s" [Shveda, 2016:86].

We share the opinion of Yuriy Shveda who stresses that the Revolution of Dignity was not a direct reaction against the Yanukovych regime"s rejection of Ukrainian national values. Three fundamental causes were:

1. Indignation of citizens toward the unprecedented rise in corruption.

2. Failure to sign the Association Agreement with the EU for the prospects of rapprochement with Russia.

3. The brutal violence that the police used on those who dared to express dissatisfaction with Yanukovych"s policies [Shveda, 2016:86].

The president escaped from Ukraine to Russia and the crisis in relation between Ukraine and Russia get deeper and deeper. At the result of direct and hidden military activity, Russia performed the annexation of Crimea. Two quasi-republics were originated at the East of Ukraine. This situation caused intensive refugees movement. The educational institutions also became the subject of evacuation processes.

Tragic experience of Ukrainian higher education and universities division

We already underlined that postcolonialism is comprehended as a fruitful methodological approach for discovering the logic of the contradictions of Ukrainian modernization. Higher education of Ukraine (HEU) is also the subject of postcolonial social and cultural dynamics: "The remains of colonial and totalitarian systems in HEU are perceived as its own originality and uniqueness. The danger of such narcissism is romanticization and glorification of reality that actualize the pre-modern practices and forms of education. Nostalgic motives about the

"effectiveness" of Soviet HE contribute to hybridization of totalitarian colonial educational elements into the system of global education, creating its illusory and imitative substitutes" [Gomilko at el, 2016: 182].

At the previous parts of the articles, we paid some attention for discovering the social and cultural preconditions of divided universities problem. Also we tried to substantiate the need of performing of ethical evaluation procedure at the "idea of university" values coordinate system. To check the fact that university fits the requirements of "idea of university" we decided to analyze the fundamental principles of contemporary universities declared at Magna Charta Universitatum.

This document contains the following fundamental principle: "The University is an autonomous institution at the heart of societies differently organized because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power" [Magna Charta Universitatum, 1988]. It is a proved fact, that universities at uncontrolled (annexed) territories have no autonomy. Maybe one"s research and teaching are morally independent of political authority? We have no reasons to answer positively.

132 Future Human Image. Volume 7, 2017

Divided Universities: The Postcolonial Experience of Contemporary Ukrainian Higher Education by Denys Svyrydenko

Magna Charta Universitatum also places an emphasis on the fact, that freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement [Magna Charta Universitatum, 1988]. This fundamental principle is also violated in case of the universities operated at the territory of annexed Crimea, some territories of Donetsk and Luhansk regions.

From the other hand, students and teaching stuff that performed troubled (and even danger for their life) procedure of evacuation should be comprehended as people who are firm to the principal of Magna Charta Universitatum. This document rightly comprehended as a dense collection of the basic principles of modern idea of university. Thus, evacuated universities are evaluated positively by us from the ethical positions: these universities stayed firm to Ukraine as well as to university fundamental principles.

Trying to be independent during the judgment steps, we also want to use the potential of history of Cambridge University origination. According to author"s vision, it is very similar to the processes described above. We underlined, that divided universities phenomenon is a result of geopolitical clash between Ukraine and Russia when it was necessary for people to evacuate form the territories with military activity to avoid the violence for having alternative opinion. The similar situation took place in Oxford according to the research of the famous historian of this institution Ross Anderson: "Successive popes in the twelfth and thirteenth centuries incited the mob against lepers, gays, Jews and other undesirables, in the process forming a culture of persecution of outgroups and minorities that has blighted Europe ever since. It was against this background that our founders fled Oxford in 1209 and settled in the newly chartered town of Cambridge. The townsfolk of Oxford had hanged two clerks for a murder of which they were apparently innocent; the king backed the townsmen, and the scholars dispersed for five years. Some of the refugees came to Cambridge, and established our university" [Anderson, 2009]. Thus, the history of European higher education contains the facts that moving form violence can became a fruitful possibility for university to build one"s own successful way.

Conclusions

The research of the problem of divided Ukrainian universities demonstrated the complexity of the procedure of evaluation of "paired" universities from the position of their authenticity. The easiest way was to judge them according to the principles of international law, marking evacuated universities as legal and declaring universities form uncontrolled territories illegal.

Avoiding this, we tried to find the heuristic natural science metaphor of describe the logic of this division.

We expertise the possibility to interpret university division process as cloning mechanism. According to this logic, evacuated universities seem like "clones" of "original" which stayed at the uncontrolled republics or annexed territories. The logic of "mitosis" postulates the equal status of both universities: the university produces two equal "daughtery" universities. From one hand, evacuated universities lost one"s campuses as well as part of students and stuff.