Download A University of the Future by Dieter Berstecher, Jacques Drèze, Gabriel Fragnière, Yves PDF

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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. formerly those that have been deeply devoted to the assumption of a ecu group appeared into the previous instead of into the longer term for bases on which the com­ munity should be built-in. despite the fact that, if we need a eu society to develop into a fact it needs to be outfitted at the foundation of shared primary values. nearly all of courses facing a unified or inte­ grated Europe have earlier authorised that this origin warrantly­ ing the soundness of a destiny eu society might be present in yes universal parts of the historical past of the ecu countries. The futurological reviews instituted by means of the eu Cultural Foun­ dation haven't rejected this mode of strategy outright. they've got revered the old framework critical to any futurological project. however the study and discussions of the teams operating in the framework of Plan Europe 2000 provide expanding help to the conviction expressed by means of Gaston Deurinck within the first phrases of his advent to the current research: "The destiny doesn't exist .. thf> destiny is to be created, and sooner than being created, it needs to be conceived, it has to be invented, and eventually willed" ..

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King, in his introductory speech to the colloquium on higher education in Europe (Antwerp, September 1966), distinguishes in addition to teaching functions (communication of knowledge, integration of disciplines, training of highly qualified personnel) and research functions (expansion of knowledge), a critical function, a disseminating function (of new knowledge acquired, and of technical advances) and a stratificational function (the university being able either to contribute to the maintenance of existing stratification, or to create new sources of social discrimination, or on the contrary to help abolish existing social classes).

Their educative value must be considered first of all. 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.

Certain disciplines will no doubt remain outside the influence of mathematics. But methods of formalisation can be useful in all fields, even in philosophy. And if it appears that some aspects of thought escape formalisation, it will allow us to recognise with much more clarity than at present their true nature. 3 Problem of vocational training We spoke above of basic education and specialised education. But in both of these cases it is a question of training in intellectual methods. e. the teaching of a know-how which is no longer related to intellectual research?

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