By Dieter Berstecher, Jacques Drèze, Gabriel Fragnière, Yves Guyot, Collette Hambye, Ignace Hecquet, Jean Jadot, Jean Ladrière, Nicholas Rouche (auth.)
In instituting its potential reports the eu Cultural Founda tion has to some degree long past opposed to culture. beforehand those that have been deeply devoted to the belief of a eu neighborhood regarded into the earlier instead of into the long run for bases on which the com munity should be built-in. notwithstanding, if we'd like a ecu society to turn into a truth it needs to be outfitted at the foundation of shared basic values. nearly all of guides facing a unified or inte grated Europe have before authorized that this starting place warrantly ing the soundness of a destiny eu society could be present in definite universal components of the background of the eu countries. The futurological stories instituted by way of the ecu Cultural Foun dation haven't rejected this mode of method outright. they've got revered the historic framework quintessential to any futurological project. however the learn and discussions of the teams operating in the framework of Plan Europe 2000 provide expanding aid to the conviction expressed by means of Gaston Deurinck within the first phrases of his advent to the current examine: "The destiny doesn't exist .. thf> destiny is to be created, and earlier than being created, it needs to be conceived, it has to be invented, and eventually willed" ..
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Extra info for A University of the Future
We shall not discuss here the institutional structures for the functioning of the university of the future, nor the organisational structures for research, teaching and student groups (young students, adult students), the regUlation of relationships between these groups, their relationships with the institution itself, etc .. 44 Jean Ladriere, Jacques Dreze, Jean J adot and Nicolas Rouche From the point of view of fundamental principles, a high degree of autonomy is necessary so that research can be carried on as freely as possible, and moreover, so that education can truly assume the characteristics of a creative experience.
But it must be clearly recognised that this dimension is very ambivalent. On the one hand, great value is attached to scientific research insofar as it permits the solution of some vital problems, but on the other hand, since the kind of rationality based on scientific method is only partial and can even lead to forms of action which many consider to be incompatible with their values, there is increasing suspicion of science. However, it is not easy to see how humanity could in fact solve the problems which it has created for itself without scientific method.
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). In concrete terms this means that some teams must develop pedagogical methods (as varied and as well adapted as possible, using all available techniques but not forgetting the ever-essential personal relationships) which can be used by the various groups present within the university or scattered through a wide range of institutions (which will be the case for most groups concerned with a programme of "permanent 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.)