ACADEMIC EXCELLENCE | Introduction to the University

INTRODUCTION TO THE UNIVERSITY OF THE FUTURE Page

UNIVERSAL LOGOS: Of course they do not know what that is: “talent” – but tell me, what alternatives are there for the universities!?

As you said already, they cannot choose among the candidates according to “talent” at all, but just according to the profit such a student will perhaps produce at some later time in economy or wherever!

In most of the cases the student’s very individual qualities and capabilities as a human being are of no concern whatsoever, he just gets more or less prepared for the market.
I hope one does not resent this critical view of mine.

PSYCHOLOGY WORLD FOUNDATION: I can only confirm this: ever more students find themselves, at least more or less, shepherded into an existing, cut and dried, and intellectually-emotionally very limited profession and see here only a small chance – if at all – that their certainly existing, very special talent is taken into consideration.

WORLD SOCIOLOGY FOUNDATION: The handling of masses of students at most of the world’s universities does not allow to pay attention to the intellectual-emotional needs of the individual student anyway – completely apart from his individual talent and furthermore: completely apart from the fact that up to now these universities are not yet able to scientifically verify the aspect of “talent”.
However, I am not saying anything new here – but: “Mr. Hübner, how will the University of the Future deal with this problem?”

PETER HÜBNER: To participate successfully in this universal education program is less dependent upon that so-called “talent” which anyhow, in most of the cases, is initially only a mediocre one; it rather depends on the situation how seriously the student is interested in authentically developing this mediocre talent: on the clear will to gain authentic universal natural knowledge, universal natural creativity and universal natural harmony – things that are usually assigned, even though with little expertise on the matter, to that mysterious sphere of the “genius”.

And the curious thing is: at the same time, the average professor at the conventional university even hopes that he is spared this “ordeal” of a genius among his students: because he fears everything what could surpass him intellectually and emotionally – and not less so his colleague ‘bread-scholar’ at the alleged “elite-university”, which is based on its own “grace” of strict student selection.