THE VALUE OF HUMANISM IN HIGHER EDUCATION
Reflections on education, ethics and innovation
During the World Academic Summit at the Federal Polytechnic School of Zurich (Eidgenössische Technische Hochschule, ETH Zürich), it has been possible to extract a series of assessments that are presented below. The letmotiv of this academic summit was the debate on how talent is generated and its intrinsic purpose to introduce humanistic values into the academy.
Given that several universities are constantly under pressure to exhibit data, figures and percentages, Sarah Springman, Rector of ETH Zürich, explained, “the academic goals and achievements must be focused not only on quantity, but on excellence and quality ". There is no doubt that quantitative achievements are fundamental references for the constant improvement of the university institution, which are reflected in the positioning and location within the most prestigious rankings. Apart from the amount of research and citations achieved, quality and, above all, university excellence should not be overlooked.
In that sense, ensuring quality in universities is a very important activity, taking into account its mission and humanistic aspect. Only focusing on what rankings determine will not make sense if quality and talent are not significantly optimized within the university.
For this reason, Luc de Brabandere (Boston Consulting Group Fellow & Senior Adviser) asks, "what can managers and administrators learn from great philosophers?" De Brabandere explains that philosophy helps us to rediscover reality, to find different ways to approach and analyze a problem, increasing the possibilities of finding the best solution to it.
Philosophy, applied in everyday work, clarifies the scope and clears many doubts. It provides security in the decisions that can be made. It does not simplify a fact or problem situation, but it opens up to many possibilities for discussion and debate. Given the complexity and difficulties, De Brabandere confesses that we tend to simplify a lot; however, philosophy helps us expand our horizons of analysis and reasoning, allowing us to find new objectives, new segments, new business opportunities, without limiting ourselves to the same known measures, many of them in conflict with the environment, ethics and sustainable work.
This is concatenated with the development of creativity: by changing perceptions, both businesspeople and academics can learn to manage change and thus change the environments that surround them. In addition to communication and empowerment skills, the academic must follow an ethical purpose, that is the fundamental force of conviction, if he wishes to change the habits of his staff and other leaders.
Within the academic life, achieving quality and developing talent require a series of policies that must be carried out with determination and coherence over time. First, the institution must give strong support to the university teaching staff, by strengthening, in a sustainable way, the career line from the initial stages; match the remuneration and compensation that correspond to their academic achievements and the performance both in the classroom and in the field.
When ensuring the welfare of the teaching staff, they should gradually acquire a profile closer to that of mentors and coaches embedded in philosophy and humanism, enriching empathically the relationship with students, and obtaining a positive identification towards the institution. In this way, it would be possible to create an environment of diversity and tolerance, accepting the fact that there are many paths and solutions towards a common goal.
Within these considerations, there is a changing nature of talent over time, as Howard Gardner (Senior Director, Project Zero, Harvard University) argues. As a synonym for intelligence (which would be added to linguistic, logical, mathematical, musical, interpersonal, among others), universities should be more concerned with locating talent, since it is the vital essence of these ones.
Likewise, talent comes from an education based on the Greco-Roman heritage, the bases of Western civilization: Gardner does not hesitate to recommend, in the midst of this contemporary scenario, the teaching of an ethical, moral and decency base to students, so that their decisions, taken as professionals, are not merely guided by transactional or economic reasons. For that reason, it is not surprising that Gardner demands that university students take two philosophy courses, regardless of the majors they are studying.
Apart from providing an interdisciplinary vision of the phenomena, philosophy helps the student not to evade from the “big questions of life”, referring to identity (Who am I?), to purpose (What do I do here? Why do I do this?), to virtues and vices (What is the truth? What is beauty? What is moral?), and to existence (What does living imply? What does dying imply? What does being imply?)
These questions are frequent in all cultures and it is necessary that every university dedicated to humanistic education can address these issues with humility, tolerance and respect. Thanks to philosophy, students will become encouraged to investigate and understand the various aspects of the world, to nurture their critical awareness and understand the origins of conflicts.
In this sense, reading, thinking, and discussing are practices inherent to philosophy that must be reintroduced into the classroom. Gardner suggests that courses should be at an advanced level and taught during the second and third years. The ultimate goal would be for the graduate to have a philosophical sufficiency that accompanies him or her for the rest of the life. Reducing or excluding such subjects in the university curriculum would be harmful and contrary to the cultural and humanistic heritage that every academic institution represents.
Within the debate on the university goal, Joel Mesot (President of ETH Zurich) considers that one of the most important tasks of current universities is to identify talent, as well as their subsequent monitoring and evolution, always framed in deontological parameters. Developing and empowering them towards the common good, that would be the great challenge of the future. The evolution of society would depend on this goal; so much so, that there are predictions about a possible "talent war".
However, according to an internal survey carried out at the summit, one of the most thought-provoking indicators ("What is the most important thing to achieve success in higher education research? Ambition or talent?"), showed as a result ambition (62 %), well above the talent itself (25%), which implies that the predisposition to acquire more updated knowledge enhances the inherent talent of a person. This can be extrapolated with greater certainty in the work context, where artificial intelligence (AI) stands apparently as an overwhelming force in several occupations, technical or academic.
While AI becomes more complex and threatens the basics of human learning, the impact of automated machinery and robotic devices with an interface closer to human daily life will be more evident, as can be seen in pioneer contexts such as Southeast Asia, the European Union and North America. According to this, it could be said that work will change in the long term, thanks to the introduction of new technologies in the production chain, which will also force us to redefine the traditional conceptions of salary, schedules, job functions and even the scope of teleworking.
Although this phenomenon has generated new jobs tangentially (from the repair of robots to the massive messaging that respond to delivery and taxi applications), the wave of changes will disrupt recruitment and retention policies. In order to deal with this reality, the so-called “learning 4.0” was emphasized, in alliance with the latest technological trends, that ensure agile learning, with models that provide new platforms for experimentation and educational innovation. Similarly, the application of "human resources 4.0" would change the way in which human capital is valued and invested.
Given the new demands, a set of skills required by employers were listed throughout the summit. Among the advanced cognitive skills, they highlighted those that trigger analytical and innovative thinking, as well as those that respond to learning and active learning strategies; creativity, originality and initiative when planning projects. Regarding the aforementioned, the technological design, programming and management of analysis and evaluation systems stand out; and it goes hand in hand with the ability to solve complex problems.
In addition, the importance of critical thinking, emotional intelligence, leadership and social influence - the latter skill based on ethical and humanistic values, is underlined. Despite the accelerated changes in society, these must represent irreducible spaces, without conferring, since that enhances awareness and perspectives which is the starting point to differentiate with determination what compromises the integrity of the professionals or their selfish interests; the safeguard of the citizen and common good against the rapacity of corruption.
As a synthesis, the occupations characterized by continuous learning and people management, and nourished by critical thinking and creativity, are increasingly valued. This does not mean that manual, verbal or proxemics skills are in decline; writing, reading, calculation or active listening; but we are witnessing a paradigm shift more oriented to the use of new technologies. For this reason, it is essential to have a university education system of quality and excellence that prepares future students for future innovations.
When addressing the current role of universities, the question arises: are skills or knowledge being produced? Both dimensions complement each other for the benefit of the students, who must stand out for their capacity of dealing with the complexity of the digital age, in processing arguments (these could be similar to their own perspective or dissenting) thanks to their critical thinking. Such an open mindset will help them explore various significant activities, related to sustainability and cultural diversity management. While success can be achieved with excellence, it would be incomplete if they do not show to their peers a greater willingness towards ethical attitudes and behaviors.
Taking into account the information before, another decisive question raises up: how do we expand the scope of education, especially one that aims at innovation? The clue is perhaps in providing a holistic education that focuses on skills of active learning, innovation (analysis, creativity) and the use of technology (digitalization, editing, and programming). Interpersonal skills are included (empathy, cooperation, leadership, social awareness); students must be familiar with problem-based learning exercises, which involves collaborative work. With the parallel and cumulative improvements in the accessibility of information, the student will also be able to cultivate self-learning beyond the classroom.
In this way, the reduction of skill gaps among different realities can be achieved. By promoting inclusive transitions to the new economy (internalizing continuous learning, developing skills for the future workforce), the ideal conditions can be obtained in order to think about a more just world and oriented towards a general well-being and the benefit of all potentialities.
Finally, the future of science was also part of the discussion. From this point, different hypothetical scenarios were raised considering that each one would have as the main lead the impact produced by scientific and technological innovation on society. To consolidate the bases of such a policy, mixed financing and a broad research grant would be compelling, so that it can become sustainable over time.
An accessible and open approach to science can accelerate technological advances, especially in the field of AI, big data management and tools of augmented reality and virtual reality. Within universities and academic organizations in charge of knowledge, the transformation of scientific journals to platforms more in line with today's world would be vital. Thus, researchers would have to assume new behaviors and profiles, with the consequent transformation of the workflow and establish more collaborative networks.
With the decentralization of the management of knowledge and by ensuring a collaborative approach to science, confidence would arise in the updated role that the state and philanthropic organizations would assume. Supported by AI, they would seek to strengthen more real and lasting alliances with society; and respect the guidelines of global sustainability, both in continental and local levels.
If an research-action spirit is not established, which would mean leading without example, the current situation could be reversed towards a dangerous isolation or immobility. Similarly, science cannot be divorced from ethical practice, nor from the contributions of the humanities. A divorce between these dimensions would only result in an irrational, construct in the face of the alarming need for justice and well-being that comes from citizenship and global cosmopolitanism.
Dra. Amybel Sánchez de Walther
Director
Director of Continuous Education, International and Sustainability
Facultad de Ciencias de la Comunicación, Turismo y Psicología.
Universidad de San Martín de Porres-USMP – Peru