Nauczyciel akademicki w momencie kryzysu rządów prawa. Dynamika i perspektywy na przykładzie nauczyciela akademickiego będącego prawnikiem
The Academic Teacher in Times of Rule of Law Crisis. The Dynamics and Prospects, on the Example of Academic Lawyer Teachers

Summary/Abstract: Periods of rule of law crisis necessitate a critical reassessment of the roles and responsibilities of key public institutions Among the issues that demand urgent consideration is the role of the academic community when those in power violate constitutional norms, politicize state institutions, or disregard the rights of minorities Such actions of those violating the rule of law often extend to the academic sphere, where they expect teaching and scholarship to conform to a singular, ideologically sanctioned narrative imposed by the majority This raises a fundamental question: how should an academic teacher respond in such circumstances? According to the classical academic paradigm, adherence to scientific standards requires that personal assessments of reality or individual axiological preferences not be conflated with scholarly conclusions From this perspective, the academic teacher is expected to maintain an external, objective stance, focused on the observation and analysis of social phenomena without engaging in normative judgments However, this approach prompts further inquiry: is such detachment the role that society truly expects from academia in times of crisis? This question pertains not only to internal academic discourse within the university but also to public engagement and dissemination of knowledge beyond the university walls Engaging in such activities inevitably involves adopting a certain internal perspective, at least to some extent A related challenge lies in the fact that many legal scholars simultaneously engage in legal practice or even political activity, a dual role that can generate tensions and raise concerns about academic impartiality and authority The issue of authority thus becomes inextricably linked to the academic's public and professional identity A central concern arises: can the exclusive pursuit of traditionally understood scholarly activity during a period of systemic crisis – the so-called "legal moment" – be interpreted as passive acquiescence to the erosion of the rule of law? Failing to recognize and respond to such a critical juncture may contribute to the consolidation of authoritarianism and invoke questions of the ethical responsibility borne by scholars who remain silent during such times In conclusion, the authors seek to explore whether universities can, or should, remain isolated from broader societal conflicts during times of political and legal crisis, and what the appropriate role of the academic teacher ought to be in safeguarding democratic norms and the rule of law

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