In instituting its prospective studies the European Cultural Founda tion has to some extent gone against tradition. Until now those who were deeply committed to the idea of a European Community looked into the past rather than into the future for bases on which the com munity could be integrated. However, if we want a European society to become a reality it must be built on the basis of shared fundamental values. The majority of publications dealing with a unified or inte grated Europe have until now accepted that this foundation guarantee ing the stability of a future European society should be found in certain common elements of the history of the European nations. The futurological studies instituted by the European Cultural Foun dation have not rejected this mode of approach outright. They have respected the historical framework indispensable to any futurological undertaking. But the research and discussions of the groups working within the framework of Plan Europe 2000 offer increasing support to the conviction expressed by Gaston Deurinck in the first words of his introduction to the present study: "The future does not exist . . thf future is to be created, and before being created, it must be conceived, it must be invented, and finally willed" . .
Inhaltsverzeichnis
1 Aims and Purposes of the University in Europe in the Year 2000. - I: Formulating the Problem. - II: Present Trends relative to the traditional Tasks of the University. - III: Present Trends in Group Attitudes and Pressures. - IV: Aims and Purposes of the University. - 2 Pedagogical Action. - I: Factors of Change. - II: Two present Trends in Action and Research in Pedagogy at the University Level. - III: Pedagogy and Society: Two Models. - IV: A concrete Prospective. - 3 Cost and Financing Problems in University Education. - I: Economic Constraints affecting the Development of European Universities. - II: Sources and Methods of Financing: Possible Alternatives and Implications. - III: Institutionalised Planning for Change. - 4 The University System: Structures and Relationships with the Power Structure. - I: Assumptions. - II: Trends. - III: Patterns of Evolution. - Annex 1 Three Models of Society and Their Pedagogical Implications. - Section 1: 3 models of the Evolution of European Societies. - A. Adaptation of Society to the Evolution of the present economic System. - B. Reform of Society. - C. Radical Change of Relationship between Society and the economic System. - D. Conclusion. - Section 2: The University educational System in Model 1. - Section 3: The University System in Model 2. - Section 4: The University System in Model 3. - General Conclusions. - Annex 2 Notes on Some Factors Related to the Evolution of Knowledge. - 1. Unity or University. - 2. Science and Ideology. - 3. Intellectual Creation. - 4. Mental Processes. - 5. The Physical Sciences and Technology in the Service of Pedagogy. - 6. Provisional Conclusions. - Annex 3 Charts: Annual Increase in University Expenditure for 1950/60 1970. - Statistical Sources. - France. - Germany (Fed. Rep). - The Netherlands. - Norway. - United Kingdom. -United States. - Biographical Notes.
