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 gone opposed to culture. beforehand those that have been deeply dedicated to the assumption of a ecu neighborhood seemed into the previous instead of into the longer term for bases on which the com­ munity can be built-in. in spite of the fact that, if we need a ecu society to develop into a truth it has to be equipped at the foundation of shared primary values. the vast majority of guides facing a unified or inte­ grated Europe have earlier approved that this origin warrantly­ ing the soundness of a destiny eu society may be present in convinced universal parts of the historical past of the ecu countries. The futurological experiences instituted by means of the eu Cultural Foun­ dation haven't rejected this mode of method outright. they've got revered the old framework fundamental to any futurological project. however the examine 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 advent to the current research: "The destiny doesn't exist .. thf> destiny is to be created, and prior to being created, it needs to be conceived, it has to be invented, and eventually willed" ..

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Teams responsible for developing these ways and means must maintain close links with research teams, and will doubtless even be able to have the possibility of working on the same premises. Moreover, there must certainly be no sharp separation between these two functions; to a great extent the same teams will be carrying out both tasks. One may therefore expect to see the university of the future functioning in a very decentralised way, on the basis of highly autonomous communities of students on the one hand, and researchers/producers of teaching aids on the other.

It will be increasingly necessary to give serious thought to our aims. It will also be necessary to have a global idea of the methods of operation in which we find ourselves involved. Thus people will no doubt speak more and more in terms of projects, a project representing an important objective and the implementation of very diverse resources. To reflect on aims presupposes a debate on values. Furthermore, to discuss projects presupposes a scientific study of resources and means. The university could be the place where these two debates, on values and on means and resources, could be carried on simultaneously.

These research centres are not necessarily working for institutions with a practical goal, such as private companies and administrative services. A more decentralised conception of the university would no doubt permit, much better than does Aims and purposes ot the university in Europe in the year 2000 3I the present system, the maintenance of close links between all those units which are devoted to pure scientific research. It is necessary in any case for the university to devote a considerable part of its activity to research.

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