Many fields of thought and activity that were traditionally considered incompatible are today ubiquitously intertwined. However, those who wish to attempt a comprehensive perception of reality can only rely on their own strengths in finding opportunities to develop this capability through participation in various experiences.
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It has become common practice to advertise faculties and actively attract candidates to recruit students quantitatively in order to meet the required rankings and thus ensure sufficient funding. Consequently, entrance only the most deserving students is not the goal of the admission campaign. Maximum accessibility for the population artificially lowers the threshold for the needed approval requirements. At the same time, most of the existing programms are actually fruitless – young people do not absorb even part of the provided knowledge, and after graduation few can clearly explain what real offspring have been gained over the years of study.
The needs of society are no longer fully satisfied by traditional forms of education. It is increasingly difficult to bring together so many objectives, often multidirectional and contradictory, in a single place. Each year, the quantity of knowledge and skills required in the labour market increases, and now universities are trying to incorporate them as much as possible into education programs. Such an approach makes universities attractive for cooperation with commercial organisations, and therefore ensures the university’s own profit.
Now the curriculum is full of subjects vaguely aligned within the same specialty, deceptively promising holistic and quality development. A situation arises where the university is no longer capable of providing students with a specific applied profession, nor is it able to conscientiously ensure the development of the theoretical knowledge base. Schopenhauer once quite rightly called the matter of religious philosophy a centaur – a centaur can also be called an attempt of so sloppy fusion of rough vocational, theoretical and all-round education.
Active involvement in the educational process
Having entered a university, a freshly minted student must draw up a plan of his studies personally and independently, which must necessarily serve as the basis for one’s own purpose. Active involvement in the educational process is only possible with a real purpose.
The university of the future should be able to implement the idea of supporting people who are willing and able to fully perceive, understand and nurture reality in a creative way. Such qualities can only be formed through the experience of independent thinking and independent paths.
Creative and profound interaction with students
The attitude towards university higher education as almost compulsory prolongation of secondary education turns the university into a kind of guardian-educator of yesterday’s schoolchildren. The essence of mentoring practice inevitably evolves into the simplification of the presentation materials for a wide range of students, instead of being realized in a creative and profound interaction with students who are ready for this.