Talking about education in this way is not elitism. estel Get concepts seem so resistant for a mean

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* At the premier educational institutions in the world, there is now broad debate about universities and colleges in the future. What should they be in the future? * Also in Norway's time for a new rethinking of what tomorrow's students estel must contend with - the core of higher education. estel
Reforms. In recent years universities and colleges located in Norway and Europe - many known collectively called Bologna process - has mainly focused on conditions that degree structure, characters, throughput and adapting the education system to the labor market. More profound debate.
Now is the time for a more profound debate about the Norwegian higher education. We need a knowledge reform that puts the contents estel of the studies on the agenda and we think that just the classic formation estel mindset is the way to go to kick-start a debate on this.
What is the purpose of higher education be? What should students - no matter what they study - being confronted with and acquire? How to promote human self-reflection, which in turn is a prerequisite to regard himself - again a fundamental aspect estel of peaceful conflict resolution in democracies.
Such questions have triggered estel a broad debate on several estel of the premier educational institutions abroad. They should lead to the same educational estel and intellectual intensity at home. Norway's ability to receive scientific and cultural impulses - and even contribute to humanity's legacy of knowledge - subject to an outstanding system of higher education.
Also for the institution's ability to inspire economic innovation and the unborn sector is essential. We believe that such a debate is necessary to take the step into knowledge-and low-emission. Acknowledgement Bright and quality. estel
Talking about education in this way is not elitism. estel Get concepts seem so resistant for a meaningful exchange of words about those topics that just elitismeanklagen. To address the formation requirements are contrary to the students seriously. estel
And although higher education to have students work opportunities in sight, it is not a matter of too narrow a conception of advantage threatens the institution's character and values and thus their usefulness to society in a broader perspective. To emphasize the desire and joy of studies must be one of the main reasons for initiating a new knowledge reform in Norway. Students must be challenged.
We believe many will agree on the students in their study should more systematically challenged - academically, morally and politically. They should early confronted with the hardest and deepest questions in science, culture and art. They should as soon as possible to be involved in issues of research estel developments in the various subjects. This also applies to professions.
As early as possible, students should acquire the scientific ethos, that is fearlessly asking interesting questions; Knowing where knowledge sources can be sought; disinclined to all submitted truths; try consciously to rethink and with clear concepts; learn to express themselves accurately, nuanced and interest-provoking; see weaknesses in their own reasoning, and knowing which traditions of thought they find themselves in - their grounds, limits and options. Provisional knowledge.
To this ethos belongs also to recognize that all knowledge is provisional. It applies only to the superseded by new knowledge. This creates a basic common question to all handed authority.
Such a mental attitude constitutes a basic norm for a living, debates about