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When the new coronavirus induced Covid-19 pandemic spread across the globe in the early spring of 2020, universities around the world closed down and moved quickly to adapt to the ‘new reality’ by relying on modern technology and moving their curricula online. However, these extraordinary circumstances were not taken as an opportunity to reflect on and reform the many ills of the modern university, but rather aimed to secure the status quo and expected the students to accept the new reality of reduced online curricula. At the same time this has, in the author’s opinion, revealed the structural problems of rigid curricula and the lack of much needed flexibility in order to move beyond reproducing instrumentalised knowledge and to reopen the university and its humanities programmes as venues of ‘science in the making’.
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