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In relation to higher education, the relevance of this story, apparently, is limited. So, the efforts taken by Napoleon in this direction, usually referred to attempt the formation of the administrative and professional competence necessary for the stability of the state106. While forgetting the fact that this is the last - from the point of view of the story of freedom receives its legitimacy not from itself but from the people. If the institutions of higher education Imperial policy destined to be a nursery of the higher officials of the state and, in addition, the civil society, then it is through the managerial and professional labor, which is their activity and through the dissemination of new knowledge in the people, the nation itself gets the possibility to gain their freedoms. The same reasoning to an even greater extent equitable for the establishment of research institutes. We find the appeal to stories about the freedoms whenever the state directly takes care of the education of "the people" under the name of the nation and his guidance on the path
The sum of this point of view on monosemy/polysemyseems G. Shpet as follows: "the Word seemsmultivalued only as long as it is not used for transmissionvalue or until we meet him and still don't know what to transfervalues it is. It is possible to think, however, that sometimes the intentionis to use the same word to achieve two or moresignificatione goals. But, obviously, disclosure of these purposes is analysis notthe values and intentions of the author, which may have its rhetorical form(allegory, impersonation, parables, etc.). The interpretation of the meanings of words asthe task of interpretation, therefore, must have in mind not only the valueas such, but must take into account the diversity of forms of useword, like the psychology of using them" (Shpet G. Hermeneutics and itsproblems // the Context. 1990. - M., 1990. P.226).
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