A University of the Future by Dieter Berstecher, Jacques Drèze, Gabriel Fragnière, Yves PDF
By Dieter Berstecher, Jacques Drèze, Gabriel Fragnière, Yves Guyot, Collette Hambye, Ignace Hecquet, Jean Jadot, Jean Ladrière, Nicholas Rouche (auth.)
In instituting its potential stories the ecu Cultural Founda tion has to a point long past opposed to culture. before those that have been deeply dedicated to the assumption of a eu neighborhood seemed into the prior instead of into the long run for bases on which the com munity should be built-in. notwithstanding, if we'd like a eu society to develop into a truth it has to be equipped at the foundation of shared primary values. nearly all of guides facing a unified or inte grated Europe have in the past permitted that this beginning warrantly ing the soundness of a destiny eu society may be present in yes universal components of the heritage of the ecu international locations. The futurological stories instituted by means of the ecu Cultural Foun dation haven't rejected this mode of procedure outright. they've got revered the historic framework critical to any futurological venture. however the study and discussions of the teams operating in the framework of Plan Europe 2000 supply expanding aid to the conviction expressed via Gaston Deurinck within the first phrases of his creation to the current learn: "The destiny doesn't exist .. thf> destiny is to be created, and sooner than being created, it has to be conceived, it needs to be invented, and eventually willed" ..
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Techniques and formalisation will extend the frontiers of knowledge and will offer new means of exploring the unknown, but human intelligence will remain master of the frontier zone between the known and the unknown, and will determine new directions for research into the unknown. Similarly, direct exchanges between human intelligences will remain indispensable so that some individuals can effectively guide the assimilation by others of acquired knowledge, and so that each researcher may benefit, in carrying out his own role, not only from the contributions of techniques and formalisation, but also from the experience and original forms of thought of other researchers.
On the other hand a mobile staff linked through this core but operating "on the spot" in those milieus in which the demand for education is really apparent. " The problem of permanent education raises another question: that of the length of basic schooling. One may well ask whether this is not much too long at present. A higher education cycle must be envisaged which terminates at the latest at the age of 20. This would correspond in practice to the first cycle at the end of which most students would leave the university and go to jobs in companies and services.
And correlatively, education must no longer be thought of as the absorption of acquired knowledge, but as an experiment (in the strict sense of the word, with its connotations of adventure), a kind of debate with rationality, culture, the world, society and its future, the questioning of destiny, for which each individual must feel himself responsible. It is therefore a question of mediating between research which is being done, and the training process (which is basically a process of self-education).
A University of the Future by Dieter Berstecher, Jacques Drèze, Gabriel Fragnière, Yves Guyot, Collette Hambye, Ignace Hecquet, Jean Jadot, Jean Ladrière, Nicholas Rouche (auth.)