When Philosophy Questions Transformations in Algerian Universities: Between a Humanist Ideal and the Imperatives of Modernization

Abstract

This article examines, through a philosophical lens, the profound transformations experienced by Algerian universities since the adoption of the LMD system (Licence-Master-Doctorate) in the early 2000s. Against the backdrop of technocratic discourses and performance imperatives, it questions the very meaning of the university as an institution: what conception of humanity, knowledge, and society underlies current reforms? Drawing on contributions from philosophy of education — from Wilhelm von Humboldt to Martha Nussbaum, by way of John Dewey and Paul Ricœur — this article demonstrates that contemporary mutations in Algerian higher education reveal a fundamental tension between an inherited humanistic ideal and the demands of forced modernization. Rather than rejecting reform altogether, the article advocates for a philosophical refoundation of the university that articulates critical thinking, knowledge transmission, and civic engagement.