University and democracy: a living, sometimes threatened, link

Democracy is by no means a fixed concept. It is the subject of debate, especially today. Louis Carré, Director of the Department of Philosophy and member of the Espace philosophique de Namur (Institut ESPHIN), proposes a three-dimensional definition: a political regime, a state of law and a way of forming society.

"Etymologically, democracy is a political regime that consists in giving power to the people," he reminds us. "Our Western democracies today are based on the idea that the people are sovereign, without governing directly. From this arises a tension between ideal democracy and real democracy."Vincent Jacquet, professor in the Department of Social, Political and Communication Sciences and president of the Transitions Institute supports the point: "Democracy is an ideal of citizen self-government, but it is in tension with more centralizing, authoritarian logics. [...] Our political systems are crisscrossed by these different tensions, with both authoritarian logics increasingly present, including in our own country, and logics of participation that are sometimes accompanied by a great deal of hope and disappointment too."

The second pillar according to Louis Carré: the rule of law. Democracy guarantees the fundamental rights of all citizens through the constitution. But here again, beware of paradoxes: "One could indeed imagine laws passed by a majority of representatives or by a referendum, but which contravene fundamental rights" the philosopher stresses. Democracy cannot therefore be summed up by the majority principle alone.

Finally, democracy is also a way of forming society. It is based on real pluralism: diversity of opinions, beliefs and values. "This presupposes the existence of a relatively autonomous public space in the face of the power in place, which at times challenges the decisions taken by the governments that have been elected,"insists Louis Carré.

In this context, what is the university's responsibility? Louis Carré begins by reminding us of a simple fact: a large proportion of our elected representatives have passed through university benches. But its teaching mission doesn't stop there. "It's about training enlightened citizens, not just rulers. Universities must offer quality higher education, open to as many people as possible", he asserts.

"Democracy does indeed presuppose citizens capable of debating, reflecting, problematizing issues", adds Sephora Boucenna, Dean of the Faculty of Education and Training Sciences and member of UNamur's Institut de Recherches en Didactiques et Éducation (IRDENA). It's all about training reflective minds, capable of questioning their times.

Universities also train those who, tomorrow, will educate future generations: teachers. And here again, democracy is at stake.

In addition to teaching, universities also have a research and social service mission. It produces knowledge that can enlighten public policy, but also question it. This critical function presupposes real independence from politics. "To analyze democratic mechanisms with lucidity, including those that governments put in place, the university must retain its freedom of research and speech," insists Vincent Jacquet.

This critical function of the university presupposes strong independence. In Belgium, however, university funding is largely a matter for the political authorities. "Celane must not mean being placed under tutelage", warns Louis Carré. "Conducting critical research that doesn't satisfy short-term sponsors requires independence, including in terms of resources. We need a large number of researchers who can analyze different types of dynamics. The more we cut research funding, as is the case today, the fewer researchers we'll have and therefore the less capacity for independent analysis and diversity of perspectives, insists Vincent Jacquet.

The "Université en colère" movement, recently launched within the universities of the Wallonia-Brussels Federation, intends to denounce the effects of definancement. Its representatives are calling for "guarantee the conditions for the development of an open, independent, quality university accessible to the greatest number. Faced with the social, economic and political challenges of our time, and because other choices for society, and therefore budgets, are possible, it is more essential than ever to strengthen the institutions and players at the heart of knowledge production."

Democracy is therefore not limited to elections or institutions. It is based on collective vigilance, carried by citizens, knowledge... and the places where this knowledge is built. In this respect, universities are an essential link in the chain of democratic vitality. Provided it remains independent, accessible and open to society.

"Democracy is not just a matter of institutions. It's about citizens who bring it to life and organize themselves to assert their perspectives at different times", insists Vincent Jacquet. A clear invitation not to remain a spectator, but to participate, with lucidity and exigency, in the construction of a common democratic future.