Download 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 reviews the ecu Cultural Founda­ tion has to a point long past opposed to culture. previously those that have been deeply devoted to the belief of a ecu group seemed into the earlier instead of into the longer term for bases on which the com­ munity will be built-in. notwithstanding, if we'd like a ecu society to develop into a truth it needs to be equipped at the foundation of shared basic values. nearly all of courses facing a unified or inte­ grated Europe have previously authorized that this beginning warrantly­ ing the steadiness of a destiny eu society may be present in sure universal parts of the historical past of the ecu countries. The futurological reviews instituted via the eu Cultural Foun­ dation haven't rejected this mode of procedure outright. they've got revered the old framework necessary to any futurological project. however the study and discussions of the teams operating in the framework of Plan Europe 2000 supply expanding aid to the conviction expressed by way of 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 prior to being created, it has to be conceived, it has to be invented, and eventually willed" ..

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Up to now these attempts have been essentially made by groups inside the university (students and some groups of researchers). A curious fact is that whilst part of society in fact expects scientific research (and therefore the universities) to be capable of supplying solutions to the majority of problems, some groups (until now minority groups but very active within the university itself) question those very values which are at the base of scientific research. , technicians in public and private sectors) are showing increasing concern about the work of the universities.

This will become more and more true over the decades to come. The systems which we have developed, whilst making use of rational methods, present us and will present us with more and more problems of integration and meaning. Our power becomes greater and greater; consequently we must become increasingly sure of our real aims. The university as an institution does not escape from this questioning. The orientations defined in this study, on the basis of currently observable trends, themselves define a trend.

This is all the greater in that structures now taught to all are those which appear to correspond most exactly to the first forms of development of the intelligence in the child (as has been emphasised by Piaget). Furthermore, mathematics have profoundly modified other disciplines. Strict by logical reasoning, for which they supply the model, will be necessary everywhere. Students will learn to no longer confuse reasoning, intuition and experience, and will learn to distinguish within each discipline between the model and the reality, the language and the meta-language.

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