From the 'Ivory Tower' to the 'Factory of Thought': Philosophical Reflection on the New Mission of the University

The article conducts a philosophical analysis of the transformation of the mission of the classical university in the context of the knowledge economy. Overcoming the model of the "ivory tower," where the university is presented as an autonomous space for theoretical knowledge and the cultivation of the spirit, oriented towards contemplative knowledge, the modern university becomes a "thought factory" – a hybrid institution integrated into the real sector of the economy. The focus of the research, its subject, is the dialectical process of transforming the mission of the modern university, manifested in a system of philosophical, epistemological, and axiological contradictions arising from the transition from the "ivory tower" model to the "thought factory" model in the context of integration with the real sector of the economy. From the perspectives of social philosophy, pragmatism, and neo-institutionalism, the epistemological, axiological, and ethical foundations of this integration are examined. The methodological basis of the research consists of a synthesis of approaches: historical-philosophical reconstruction (to analyze the genesis of the concept of the "ivory tower"), dialectical method (to identify the contradictions of transformation), comparative analysis of classical and modern philosophical concepts of the university, as well as an institutional approach. Methodological pluralism allows for a multidimensional consideration of the research object, revealing the external and immanent logics of its development. The scientific novelty of the research lies in the development of a comprehensive philosophical model of university transformation, which reveals the dialectical, rather than linearly substitutive, nature of the transition from the classical "ivory tower" model to the "thought factory" model. This phenomenon is viewed through the prism of philosophical concepts: pragmatism, social constructivism, J. Habermas's communicative action theory, and ethics of responsibility. It is argued that successful integration is not merely a tool for increasing efficiency, but a complex sociocultural process that transforms the very essence of knowledge, its production, and application. The article explores the philosophical foundations of synergy between education, science, and production, which leads to the creation of innovative products and the training of personnel adequate to the challenges of modernity. Particular attention is given to the ethical dilemmas arising within such integration and the necessity of forming a new philosophy of education, oriented towards the synthesis of fundamental and applied relevance.