{"id":18510,"date":"2006-02-08T16:53:00","date_gmt":"2006-02-08T15:53:00","guid":{"rendered":"https:\/\/janfigel.com\/?p=18510"},"modified":"2026-06-11T02:25:00","modified_gmt":"2026-06-11T00:25:00","slug":"knowledge-society-a-response-to-the-challenge-of-globalisation","status":"publish","type":"post","link":"https:\/\/janfigel.com\/sk\/2006\/02\/08\/knowledge-society-a-response-to-the-challenge-of-globalisation\/","title":{"rendered":"Knowledge Society: A Response to the Challenge of Globalisation"},"content":{"rendered":"

Harvard University
Cambridge, Massachusetts, 8 February 2006<\/p>\n\n\n\n

\"\"
Download Earth, Network, Blockchain. Royalty-Free Stock Illustration Image – Pixabay<\/a><\/figcaption><\/figure>\n\n\n\n

Ladies and Gentlemen,
Dear Students,<\/p>\n\n\n\n

It is a privilege and a great pleasure to be standing before you today. First of all, I
wish to thank for giving me the opportunity to meet you.<\/p>\n\n\n\n


I had a curious conversation a couple of weeks ago. I was telling a friend of my
upcoming trip to Cambridge.<\/p>\n\n\n\n

He told me that you are not only America\u2019s top\u2013ranked centre of learning<\/strong>\u2014
which I already knew. He also told me you are among the wealthiest<\/strong>. In fact, he
pointed out that your endowment is a bit larger than the total GDP of Bulgaria\u2014
which is slated to join the EU soon.<\/p>\n\n\n\n

Please don\u2019t take me for a crass Philistine. I am perfectly aware that money alone
will never be enough to explain a university\u2019s standards of excellence and
success<\/strong>. It takes a lot of hard work, commitment to scholarly values, and the
selfless pursuit of knowledge.<\/p>\n\n\n\n

It takes a conducive environment, clever organisation, and the company of the right
sort of people.<\/p>\n\n\n\n

It takes light but firm regulation, sound management, and unwavering
determination over a long period of time. In the case of Harvard, all of this has
come together spectacularly, if one is to judge by your 43 present and past
professors that have been awarded Nobel Prizes<\/strong> or by the fact that Harvard
comes out on top on virtually every ranking of world universities.<\/p>\n\n\n\n

I would really like to find out more about how you do it; that\u2019s why I\u2019m here.<\/p>\n\n\n\n


We in Europe have a lot to learn from America\u2019s higher\u2013education system and
many of your solutions represent a model for development for us. At the same time,
we are also moving ahead with our own reforms.<\/p>\n\n\n\n

Ladies and Gentlemen:<\/p>\n\n\n\n


Last November I was invited to open the academic year at the university of
Bologna <\/strong>which many believe to be Europe\u2019s oldest universities. Today I have the
privilege of speaking at America\u2019s oldest centre of higher education.<\/p>\n\n\n\n


It may not be a total coincidence that Bologna gave its name to a movement<\/strong>
which\u2014since its start in 1999\u2014is reshaping Europe\u2019s higher education. The
Bologna process has one ambitious aim: the gradual convergence of Europe\u2019s
higher education systems into one area.<\/p>\n\n\n\n

The different national<\/strong> systems should therefore become more transparent<\/strong> and
use a common course structure based on three cycles.<\/p>\n\n\n\n


The process now involves 45 countries<\/strong>\u2014that is, many more than the members of
the Union. These already include countries from the Balkans and Russia<\/strong>, and we
are working to deepen the cooperation with our neighbourhouring countries.<\/p>\n\n\n\n


One of the main advantages of this reform is that it should be much easier for
students and teachers to move from one centre of learning to another in the course
of their carreers.<\/p>\n\n\n\n


I like this immensely, because it brings modern academia back to its roots and
because of its obvious link to Europe\u2019s process of integration.<\/strong><\/p>\n\n\n\n


Nine centuries after their foundation, European universities are among the
longest\u2013living institutions in the world<\/strong>. Since their birth they showed a marked
indifference to political and national divisions.<\/p>\n\n\n\n

The Medieval scholars<\/strong> travelled around Europe to meet the great teachers of the
time. I think of men like Michael Scotus, who studied at Oxford, Paris and Bologna
before going on to Palermo and Toledo.<\/p>\n\n\n\n


The boundaries these men recognised were most of all the boundaries of
knowledge<\/strong>. Men like these laid the foundations of modern thought. They forged
our intellectual and moral values. Their intellectual curiosity made them
overstepping the divisions of culture and religion. They were men of peace.<\/p>\n\n\n\n

Many centuries have gone by, but the wandering scholars of the Middle Ages are
still with us in spirit and the Bologna process holds the promise to bring them back
in reality.<\/p>\n\n\n\n

Ladies and Gentlemen:<\/p>\n\n\n\n


For the past nine centuries\u2014and for the past four centuries in the New World\u2014
universities and centres of learning have always been crucial for social and
economic development; all the more so now that the \u2018wealth of nations\u2019 is human
capital: the knowledge, skills, wisdom and competences possessed by the people.<\/p>\n\n\n\n

The European Commission <\/strong>recognises this state of affairs and carries out a
vibrant education policy<\/strong>. Let me give you a few figures.<\/p>\n\n\n\n

    \n
  • In 2005, about 80,000 pupils and schoolteachers have travelled<\/strong> from one EU
    country to another thanks to 3,400 partnership projects involving 12,000
    schools;
    – As many as 160,000 university students have received a grant<\/strong> to study abroad
    under the Erasmus programme, perhaps the flagship EU programme;
    – Our efforts are not limited to lower and higher education but include training
    too. About 68,000 people have received training<\/strong> thanks to the beautifully
    named Leonardo da Vinci programme.
    – As to our international relations, we have a new programme named Erasmus
    Mundus<\/strong> which gave out scholarships to about 1,000 students from non\u2013EU
    countries. These students use their funds to attend European Master Courses in
    at least two university centres in different EU countries. The number should rise
    to 8000 by 2008.<\/li>\n<\/ul>\n\n\n\n

    The EU education policies gained centre stage in the present decade with the
    overarching strategy commonly dubbed \u2018Lisbon agenda\u2019<\/strong>. As you know, Europe\u2019s
    leaders\u2014riding the wave of the new millennium and, one should add, a long
    economic boom\u2014decided to steer Europe towards the knowledge economy when
    they met in Lisbon in 2000.<\/p>\n\n\n\n


    This, they stated, would be Europe\u2019s goal for the decade and it would include four
    pillars<\/strong>: sustainable growth, jobs, the environment, and social protection.<\/p>\n\n\n\n

    If these are\u2014in Aristotelian terms\u2014the final causes for the Lisbon agenda, the
    winds of change sometimes known as globalisation are its formal cause.<\/p>\n\n\n\n


    As the world becomes smaller economically and politically, there really is no
    alternative: developed regions of the globe need to leave traditional modes of
    production behind and reinvent themselves.<\/p>\n\n\n\n

    The broad picture is really as simple as this, but\u2014as always\u2014the details are much
    more complex.<\/p>\n\n\n\n


    First<\/strong>, we need to understand what we really mean by \u2018globalisation<\/strong>\u2019.
    There is one thing we should all realise about globalisation: it is a development of
    historical proportion.<\/p>\n\n\n\n

    In this sense, globalisation is like a big river<\/strong>: there is very little we can do to stop
    it. However, there is a lot we can do to protect ourselves against the potential
    damage it may cause and to use its power for our own ends.<\/p>\n\n\n\n

    I often say that this is precisely what Europe\u2019s process of integration has become<\/strong>
    today. Let me explain.<\/p>\n\n\n\n


    For thousands of years, our continent has been a meeting point for different
    cultures and civilisations, a market place, but also a battlefield for competing
    powers. Today\u2019s Europe still shows the scars of the bloodiest conflicts ever waged
    on our planet.<\/p>\n\n\n\n


    At the end of the second World War, a group of visionary and enlightened political
    leaders saw that they could put an end to this historical pattern. In the words of
    Robert Schuman<\/strong>: \u201cwar between France and Germany [should become] not merely
    unthinkable, but materially impossible\u201d.<\/p>\n\n\n\n


    Securing peace<\/strong> on the continent was the original intent of our process of
    integration. And this is precisely what happened: peace and security have been the
    conditions for Europe\u2019s prosperity and development.<\/p>\n\n\n\n


    Fifty years on, the challenges are very different<\/strong>. As I said, today we have to
    grapple with a smaller, globalised world.<\/p>\n\n\n\n


    Now, I maintain that the Union is the only workable attempt on the world scene to
    harness the forces of globalisation<\/strong>, albeit on a regional scale. Rather than
    regarding these forces as a threat, we are trying to put them to work for the
    interests, values and goals democratically decided by our citizens and leaders.<\/p>\n\n\n\n

    The second difficult detail<\/strong> is what exactly is meant by \u2018knowledge economy and
    society<\/strong>\u2019. My working definition is the ability to create, disseminate and apply
    knowledge which determines the performance of a community.
    This is already an analytical definition, because it specifies the three corners of
    what we call the \u2018knowledge triangle\u2019.<\/p>\n\n\n\n


    Creating knowledge<\/strong> means that we need to extend the knowledge horizon into the
    unknown by doing research on our most urgent problems\u2014whether they be a new
    vaccine, a technology that simplifies a manufacturing process, or fresh insight into
    the human spirit.<\/p>\n\n\n\n


    Disseminating knowledge<\/strong> means that we need to encourage the development of an
    educated population, because an educated person is more likely to find a job and to
    be a responsible and critical citizen.<\/p>\n\n\n\n


    In this respect, it is essential that the education system nurtures talent and
    potential<\/strong> wherever it is found, regardless of ethnic, income, or other divisions. An
    inclusive educational system is not only a moral obligation; it is also a smart move.<\/p>\n\n\n\n


    Finally, applying knowledge<\/strong> means that the fruit of this work should find a way
    out of schools and universities and into the world out there. Educational systems
    should have strong and fair links with the other sectors of society: business,
    government, etc.<\/p>\n\n\n\n

    There is a lot Europe needs to learn from the rest of the world <\/strong>on this last point,
    and there is also something we would rather avoid<\/strong>, which I will illustrate with a
    cautionary tale in a short while.<\/p>\n\n\n\n


    I am convinced that the potential of Europe\u2019s higher education is enormous, but
    this potential is not put to work as it should. Here are some of the things we need
    to fix<\/strong>.<\/p>\n\n\n\n


    First<\/strong>, we intend to break down barriers across the continent<\/strong>\u2014between
    universities, between national systems, and between academia and business.<\/p>\n\n\n\n


    We also intend to reduce the funding gap,<\/strong> especially as regards private sources.
    Here, a recent story can speak volumes. Last December Prince Al\u2013Waleed of Saudi
    donated $20 million each to both Harvard University and Georgetown University\u2014
    where I was speaking only yestarday\u2014to finance Islamic studies.
    These are large sums and I congratulate both the donor and the beneficiaries
    because I am sure that both universities have the capacity to put the money to good
    use. I would like to read more stories like these involving European centres of
    learning.<\/p>\n\n\n\n


    Thirdly, we need to combine real autonomy with accountability<\/strong> for universities.
    National governments in Europe are so fond of their universities that\u2014as
    Commission President Barroso said recently\u2014they sometimes embrace them a
    little too tightly.<\/p>\n\n\n\n

    Fourthly, we aim to boost research and innovation in universities<\/strong> to strengthen
    their science base. As I said earlier, the knowledge triangle includes teaching and
    application, but it also involves throwing light into the unknown.<\/p>\n\n\n\n


    Finally<\/strong>, higher\u2013education institutions should feel responsible for the integration
    of their graduates in the labour market<\/strong>.
    Clearly, modernising Europe\u2019s higher\u2013education and research sectors is clearly a
    priority for us.<\/p>\n\n\n\n

    \n\n\n\n

    This last challenge points to the relations between academia and business. And this
    is precisely the topic of the cautionary tale I mentioned earlier.<\/p>\n\n\n\n


    I will reprise an on\u2013going debate here in the States revolving around the Bayh
    Dole act and its unintended consequences.<\/strong><\/p>\n\n\n\n


    Let me summarise its terms. The Bayh\u2013Dole act allows the results of research
    funded with federal money to be patented and licensed to private businesses.
    In the 25 years since it was passed, the act has pushed countless new technologies
    into the hands of industry and has led to the creation of thousands of start\u2013ups\u2014
    notably, including Google.<\/p>\n\n\n\n


    However\u2014and this is the other horn of the dilemma\u2014many fear that universities
    are no longer encouraged to pursue basic knowledge because they focus instead on
    research that may have practical and profitable applications.<\/p>\n\n\n\n

    Moreover, once a piece of research crosses the line towards business, researchers
    are reluctant to share their knowledge.<\/p>\n\n\n\n


    For example, business partners may\u2014and often do\u2014use the terms of these licences
    to withhold bits of information from research papers or demand that they are
    published after a time. This debate highlights some of the risks implied in our
    attempt to reform Europe\u2019s higher\u2013education sector.<\/p>\n\n\n\n


    I believe that higher education is about educating people and citizens as much
    as it is about teaching knowledge and skills or starting a new business.<\/strong><\/p>\n\n\n\n


    Please don\u2019t misunderstand me. This is not to be taken as an excuse to hamper
    reform. Universities should be made more accountable for the prosperity of a
    community.<\/p>\n\n\n\n


    However, I am convinced that they can unleash their potential in full only if they
    foster critical thinking, a sense of justice, creativity, and keep true to scholarly
    values.<\/p>\n\n\n\n

    Ladies and Gentlemen:<\/p>\n\n\n\n


    I believe visits like my own these days are important because they keep the
    channels of communication open across the Atlantic<\/strong> and allow us to learn from
    each other and improve.<\/p>\n\n\n\n

    This is the spirit of the EU\u2013US academic cooperation agreement, which started as a
    pilot project in 1993 and in earnest since 1995.<\/p>\n\n\n\n

    I would like to stress three things about the agreement<\/strong>:<\/p>\n\n\n\n

      \n
    • Its very existence has invaluable diplomatic and political implications because it
      reaffirms the traditional bond of friendship<\/strong> and partnership between Europe
      and the States;
      – More specifically, it creates links between our universities<\/strong> which in setting up
      joint projects draw together their best resources, learn from each other and
      improve their offer of high quality education and training for the current and
      future generation of learners, and
      – Finally, because people\u2013to\u2013people contacts are its final upshot<\/strong>. Exchange
      students acquire knowledge, international exposure and cross cultural abilities
      which are invaluable to be prepared for the global market place. Above all, their
      experience abroad gives them a very personal sense that the relationship
      between Europe and the US is a meaningful part of their lives.<\/li>\n<\/ul>\n\n\n\n

      The latest EU\u2013US Summit in June last year for the first time made explicit
      reference to the academic\u2013cooperation agreement and called for its reinforcement
      in its new cycle starting this year.<\/p>\n\n\n\n


      I believe that the renewal of the current agreemen<\/strong>t gives us the chance to
      strengthen our cooperation and exchanges. To do so, we have prepared a proposal
      for the renewal with a substantially larger budget and a longer life\u2013span of 8 years.
      I would like to take this opportunity to invite the US authorities to translate our
      leaders\u2019 political agreement into facts and quickly bring the negotiations to a
      successful end.<\/p>\n\n\n\n

      Ladies and Gentlemen,
      Dear students,<\/p>\n\n\n\n


      I would like to conclude by recalling a man who helped define higher\u2013education as
      we know it today. Many of the defining features of our modern universities and
      centres of learning were first spelled out by Wilhelm von Humboldt<\/strong> when he
      served as Prussian minister of education in 1809\u20131810.<\/p>\n\n\n\n


      Humboldt\u2019s ideal university was an institution solely devoted to the advancement
      of science: a self\u2013centred pursuit that required\u2014in his terms\u2014freedom and
      solitude.<\/p>\n\n\n\n


      In his view, the essential function of universities was to allow scholars to live for
      themselves and for science together with like\u2013minded scholars. But that\u2019s not the
      whole story, in fact education is also instrumental for economic growth and social
      development.<\/p>\n\n\n\n


      Indeed, Humboldt\u2019s visionary reforms did a lot to turn Prussia into a continental
      power and the scientific and intellectual leader of the world. Over a century and a
      half later, we can see that three of his big ideas have stood the test of time.<\/p>\n\n\n\n


      First<\/strong>, Humboldt thought that all parts of the learning systems should be
      interlocked with each other.<\/strong> And today\u2014especially in Europe\u2014we try to
      integrate our educational systems at all levels.<\/p>\n\n\n\n

      Second, he believed that education should allow people to become citizens<\/strong>. This
      is crucial. Skilled and productive workers are not enough for a healthy and creative
      society, let alone for the economy. Individuals should also be capable of thinking
      for themselves and of standing up for their rights and responsibilities.<\/p>\n\n\n\n


      Finally, his Allgemeine Bildung was based on lifelong learning<\/strong>, and this is
      perhaps Humboldt\u2019s principle that is most relevant to us.<\/p>\n\n\n\n


      Today we are more acutely aware than ever that society and the economy are in
      constant flux. As a consequence, initial education should effectively teach us two
      things<\/strong>:
      – the knowledge<\/strong>, skills, and attitudes required to become responsible<\/strong> and
      productive members of our communities; and
      – the ability and willingness to never stop learning<\/strong> for as long as we live.<\/p>\n\n\n\n


      This is the crucial mission entrusted to higher\u2013education institutions: a drive for
      self\u2013improvement, a curiosity about the world and others, the endless quest for
      knowledge which is perhaps the most spectacular result of the genetic and cultural
      evolution of mankind.<\/p>\n\n\n\n


      Dear friends,<\/p>\n\n\n\n


      We are all deeply grateful to you for keeping this flame alive.<\/p>\n\n\n\n


      Thank you.<\/p>","protected":false},"excerpt":{"rendered":"

      Harvard UniversityCambridge, Massachusetts, 8 February 2006 Ladies and Gentlemen,Dear Students, It is a privilege and a great pleasure to be standing before you today. First of all, Iwish to thank for giving me the opportunity to meet you. I had a curious conversation a couple of weeks ago. 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