The work is dedicated to highlighting the modern educational mission of the philosophy of education in Ukraine, since education is a tool for building a civil society, and the philosophy of education is its methodological and educational reference point. The theoretical basis of the work is the function of the civilizational purpose of the philosophy of education: to become a specific methodology for the awakening of the “human in a person”, the education of an intellectual personality through education. (...) The work defines the main educational directions in the field of philosophy of education: scientific-educational and ethical-humanistic. The scientific-educational direction is aimed at the formation of rational knowledge: the intellectual development of the individual and the increase of the intellectual potential of society. The scientific-educational direction is determined by the unions of scientists and teachers interested in the development of education and science of their country: here the philosophy of education must work with such categories-tools as knowledge, reason, common sense, thinking, understanding – and its educational mission is to develop educational paradigms that allow for the development of individual intelligence. The ethical-humanist direction involves work on the moral improvement of generations, which most actively occurs during education and upbringing (acquiring knowledge and intellectual development) and the formation of moral qualities of the individual – “what one should be in order to be a person”. The algorithm of human education is based on the main human virtues outlined by the entire world philosophy: wisdom, justice, courage, moderation. The conclusions speak of the need for new enlightenment in Ukrainian society, and the practical goal of philosophical and educational enlightenment is defined as helping modern people to become more civilized – educated and highly moral. (shrink)

Words of gratitude and deep respect for Maria Dmitrivna Kultaeva from her colleague and friend Yevhen Kostyantynovych Bystrytsky.

One of the most important issues concerning the organization of research and higher education concerns their interaction. The most common form that this relationship of research and education takes in our time and age is to have both functions combined in universities, often referred to more specifically as research universities. This form of organization is more recent than one perhaps might first think, and even at this time there are exceptions to this form of organization. In natural sciences and medicine (...) there are industrial laboratories for research without teaching. In some countries, especially in Russia, there exists an extensive hierarchical institution almost entirely dedicated to research rather than teaching, called an academy of sciences. The members of such academies can devote themselves entirely to research without any teaching duties, except perhaps on the level of dissertation advising. Other exceptions include some rare graduate or research institutions, for instance Rockefeller University, All Souls College, Oxford, and some institutes of advanced study. But such exceptions are few and far between, at least in Western Europe and the Americas. Thus by far the most common relationship, especially in the humanities, of research and teaching is to have them conducted by the same people at the same institution, usually called a university. (shrink)

The wide acceptance and maturation of the theology of missio Dei is the most important development in the theology of mission in recent times. It introduced a radically new understanding of mission and theology, and flowing from that a re-appropriation of ecclesiology. Mission studies are also characterised by a new appreciation of mission from the margins: liberation theology and the associated discourses on decoloniality, deep engagement in contextuality and the explosion of missional ecclesiology. This apostolic orientation of the church is (...) of the utmost importance in the reflection on the future of theology. This research attends to the postcolonial discourse as an important critique of colonialism and understands the emancipation of Africanised or decolonised theological education as an inevitable and positive development. Contextual sensitivity, attention to diverse power structures and a predisposition to appreciate diversity open imaginative possibilities for theological education. This leads to the argument that decolonial African theology must confront issues of biblical hermeneutics. The proposal of this research is that missional hermeneutic is an excellent starting point. It describes the contours of a missional hermeneutic, attending to mission as central to the Biblical story, the meaning of mission and the conviction that reading Scriptures constitutes an essential part of missional praxis. Missional hermeneutic is a centring vision and purpose for theological education. The argument is for a missional curriculum that defines a centre that unifies the various disciplines, one that places mission and missiology at the heart of theological education. (shrink)

This article looks at theological education and missional formation in the South African context. It examines the understanding of theology and mission and connects it with theological education. It then proceeds to explore some of the essential elements that should constitute theological education in the South African context. The aim is to show that theological education in South Africa is in need of transformation.

Theological education is in crisis having lost an important dimension with its main focus on quality academics often abstracted from real life. This study aimed to propose that the formation of spirituality is fundamental to theological education and that theological education should be a holistic formation. The setting of this study is re-imaging theological education in the Dutch Reformed Church, a denomination in the process of missional transformation, but it is also applicable to theological education in general. This study focused (...) on the relation between theology and spirituality, the significance of missional spirituality in theological education and a probable model for the formation of a missional spirituality. The study found that theology and spirituality are interdependent, and theological education should thus focus on all the different areas of learning and formation, that is, minimum knowledge base, pass-on-able habits and skills, and attitudes and beliefs. Theological education should ultimately cultivate a missional spirituality, forming missional leaders for the church. Leaders who are equipped are able to equip others for God's mission. Theological education is not about obtaining a degree but in essence a process of formation and transformation. Wright asks: if the gospel is not transforming you, will it transform anything else? Transformation to be able to transform - a missional metanoia. CONTRIBUTION: This study provides a probable model for holistic theological education and the formation of a missional spirituality. (shrink)

The recent debate on decolonisation calls for all academic disciplines, including missiology modules, at public universities to reflect on its content, curriculum and pedagogies. However, the danger is always that to ‘de-…’ might lead to an exclusivist and essentialist pattern of a person or institution, and an act that does not take all epistemic communities seriously. The author argues in this article that such tendencies would not be conducive in South Africa, a country with a rich heritage of various cultures. (...) Epistemologies at public universities should embrace all cultures in order to be relevant and transformative. The article oscillates between essentialism in social, racial identities and non-essentialism thereof – primarily contending for the inclusion and appreciation of all social and cultural identities in South African curriculum and content for higher education, in particular, the cultural tradition and heritage among the so-called ‘coloured’ communities. The article reassesses the contributions of theologians towards racial and ethnic identity. The author uses one particular ‘racial identity’ as a case study for racial essentialism and to argue for an inclusive approach in mission education. The article conclusively argues for the re-imagination and inclusion of ‘coloured’ as an African identity in the discipline of missiology. (shrink)

From pluralism to consensus on terms of reference for the philosophy of education -- Approaches to a philosophy of education in the Philippine setting -- A philosophy of education based on a hermeneutics of retrieval -- A philosophy of education based on a hermeneutics of retrieval, the immediate past -- A philosophy of education based on a hermeneutics of the present -- A philosophy of education based on a hermeneutics of the potential, the future -- Integration.

In October 2012, the Loyola University Chicago Stritch School of Medicine amended its eligibility requirements for admission. In addition to U.S. citizens and permanent residents, persons who qualify for the Deferred Action for Childhood Arrivals program of the United States Citizenship and Immigration Service are now eligible for admission. Simply put, we extended the educational opportunity of medical school to people who are in a particular category of undocumented immigrants. We became the first medical school in the United States (...) to have an intentional, transparent policy of eligibility for persons eligible for the DACA program. This expanded admissions policy has gained some attention in the popular press and brought us many expressions of support. It has also dismayed a few members of our school's circle of faculty and alumni.We wish to walk you through the history of our policy's development. We believe that viewing it as it developed will make clear three pertinent ideas: this policy flows directly from the mission of medical schools, it suits a positive notion of social justice and is also compelled by a duty not to discriminate on arbitrary grounds, and educators who steward educational institutions must have the moral courage to place considerations of institutional mission and social justice above the political views and negative responses of some alumni and donors. (shrink)

The Oxford Centre for Mission Studies has sought to provide holistic theological and missiological graduate education, particularly for Two-Thirds World church and academic leaders since 1983. This article addresses the question, ‘Has it succeeded?’ Originally presented at the 25th Anniversary of OCMS in 2008, this article looks back at the history behind its formation as well as assesses its accomplishments in the first 25 years. But there is value in such an exercise only if it serves the future; what issues (...) need to be addressed if OCMS is going to continues its impact in the next 25 years? This article looks back in order to forge ahead into the future with confidence and resolve. (shrink)

The uniqueness of the teaching profession is revealed in the article, a teacher professiogram is given and the content of such basic scientific concepts such as educational activities, pedagogical culture, pedagogical competence is specified. The content of the article is related to the change of the educational paradigm, which assumes an orientation on the work of teachers. The mission of the teacher is defined as the creation of the individual, the assertion of man in a man. Drawing on (...) theoretical sources, a portrait of a modern teacher personality is created. The article also focuses on the concept of professional self-development, indicating internal and external sources of self-development activity. To deploy the processes of self-development is of great importance level of development of self-esteem. The author reveals the methods of formation of true self-esteem necessary to form in one's mind the image of the ideal teacher. (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary and (...) secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

The third Christian millennium has dawned and global Christianity has been making a drastic shift from the north to the south. This also coincides with the beginning of the post-Christendom era. How these two mega shifts would impact theological education and missional formation is an active discussion today. The study, intended to be a preliminary conversation starter, is a reflection of a southern Christian. It identifies three major components that have been developed, altered, or even dropped in the Christendom process, (...) and how the new era affords world Christianity with a rare opportunity to evaluate, revision, and restore the vision of theologising and theological formation. A fourth component is added to counter-balance the de-Christendom attempts that took place in the twentieth century, which also illustrates the complexity of, and the limitation to, the argument that is presented here. (shrink)

This article considers how Christ’s mission is furthered by international theological education in the 21st century. The sociological and missiological roles of education in forming culture are briefly introduced, followed by a discussion of the benefits of international theological education in particular. An overview of international student migration is given before considering a contemporary example of international theological education. A case study is shared on the migration outcomes of foreign international graduates from a US seminary. Six life circumstances of these (...) international students are examined for correlation with their geographic choice of location upon graduation. Missiological implications from these results are discussed. Findings are relevant for ministry organizations, churches, and institutions. (shrink)

Originally published 1967, this title reveals how the missionaries, so often misguided and short-sighted, were in fact pioneers of modernization, science and freedom. The structure of the book allows for comparative analysis and the volume illustrates how some of the social consequences of action through the schools could be foreseen. In addition light is thrown on the results of Imperial rule during the nineteenth century and on the nature of the impact of Western education in Asia and Africa.

This book invites a conversation among stakeholders of public education and conveys the need for a common vision for America’s public schools. Amy Fast argues that we have never had a clear purpose for our schools and that now, more than ever, educators in America ache for a more inspiring purpose than simply improving results on standardized assessments.

At the University of Pretoria, Historical Theology consists of various sub-disciplines, that is, History of Christianity, History of Doctrine, History of Theology, History of Missions, Church History, and Church Polity. This article is located in History of Missions, as a contribution to the centenary celebration of the Maranatha Reformed Church of Christ (MRCC). The main focus of this contribution is an analysis of Prof. P.S. Dreyer’s mission theology as reflected in his publications, and how it shaped the mission (...) policy of the Nederduitsch Hervormde Kerk van Afrika (NHKA) and the growth of the MRCC. For 35 years (1954–1989), Prof. Dreyer was a member and chairman of the Mission Board of the NHKA. As part-time Superintendent of Mission and chairman of the Board, he not only had many administrative and financial responsibilities, but he also played a role in the establishment of at least 60 congregations in black communities, as well as the theological education of more than 200 MRCC students and ministers. All of this was based on a clear understanding of the nature of the church, as well as the responsibility and calling of the church to proclaim Jesus Christ to all people. Contribution: This article addressed the role of theology and individual theologians in the history of the church and mission in South Africa, and how it impacted upon the relationship between different race groups and the development of an indigenous Christianity. (shrink)

In Africa, and in Zimbabwe in particular, education has played a critical role in transforming society through missionaries who brought education as inseparable from Christianity. This article argues that mission school education was a pillar of transformation and that mission schools functioned as centres of integration facilitation where learners discovered how to contribute in the change of their biosphere. It further argues that Zimbabwean mission schools are still bearing fruit in various contexts as seedbeds of social transformation. For Zimbabwe, education (...) was and is still the hub of social transformation. Using a desk research approach of historical analysis and participant observation, this article explores how Zimbabwean Methodism transforms society by remaining within the academic niche that continues to facilitate societal transformation. It also discusses how the Methodist Church in Zimbabwe (MCZ) has influenced universal transformation processes through mission schools. The article concludes that mission schools are positive contributors to social transformation in Zimbabwe today, and that no transformation can be argued to have taken place without them.Contribution: This study contributes to the ongoing academic niche that facilitates social transformation through mission schools in society. This also feeds into fulfilling the Sustainable Development Goal 4 of quality education which is contributed by mission schools. (shrink)

Many theological institutions, seminaries and bible schools1 are reconsidering the appropriateness of their training procedures for future ministerial practitioners in contemporary society, partly for extrinsic practical and financial reasons and partly for more intrinsic reasons – reviewing how suitable their training actually is for the future church leaders in ministry and mission. Such questions are being asked in the UK and around the world. The author spent much of his professional life in education and teacher training where similar questions have (...) been asked over the past decades, and notes very close parallels between training for school teaching and training for mission and the ministry. This paper considers the insights that have come through the development of teacher education and asks parallel questions which should be addressed by those reshaping theological and mission education. It concludes with some clear recommendations, showing how lessons learnt in teacher education could be applied to theological and mission training. (shrink)

The paper is devoted to the problem of historical development of university community through the lenses of understanding of university mission. The authors undertake critical reflections of the scheme of evolution of university mission, which was elaborated by American researcher John Scott, as far as add some theoretical and methodological suggestions to this scheme. In this respect, typical for late medieval university mission of teaching and corporate based building of university community in the modern times are supplemented by the mission (...) of research. At the same time, university is incorporated in the system of arising nation-state as a tool for preparation highly-qualified bureaucrats for its apparatus. In postmodern times in the context of globalization and certain emancipation of the university from the state such aspects of university mission as the different forms of civil service or the third mission of university become more and more important. (shrink)

The goal of education is the promotion of the intellectual, moral and human skills as well as the character of human beings. In Kantian terms, it is to foster their autonomy. This is a quite strange activity, given most of the influences the environment exerts on human beings are pursuing the exact opposite: compel us to do what they want us to, that is, to act heteronomously. Ethics is quite the only academic discipline whose direct aim is to empower people (...) to do what they should; hence its enormous importance, comparable to its complexity. But all throughout Western history, ethics has also fallen into the habit of promoting heteronomy over autonomy. Such practice claims for immediate correction in such a troubled moment as the initial steps of the 21st century. (shrink)

The traditional mission of safety net hospitals has been charity, providing the best healthcare for all individuals no matter their ability to pay. The focus has been on vulnerable populations that are low-income, uninsured, and other upstream circumstances that manifest downstream as poor health, poor health outcomes, and repeated high-cost interventions that fail to break cycles of perpetual health instability. Safety net hospitals are committed to serving their populations, even if only temporarily, through provision of subsidies and filling gaps that (...) exist in patients’ lives. These interventions do not lead to the elimination of gaps, hence cyclical health instability persists. It is a new day in healthcare and what it means for people to be well. The focus is on improving health outcomes by addressing root causes of health instability such as unstable housing, income, education, and access to affordable healthy foods. This gives us pause to reflect on the traditional mission of safety net hospitals and the impact of charity in isolation. Are safety net hospitals missing an opportunity to mitigate and eliminate perpetual health instability? Can they shift the paradigm of healthcare for vulnerable populations to alter their quality-of-life course? To move forward, safety net hospitals have to change their mind set and existing narratives about what is possible for vulnerable populations to achieve. These historic giants in healthcare have an opportunity to use their assets and employ a methodology of disruption and innovation to shift the mission of safety net healthcare from charity to equity. (shrink)

The paper addresses the issue of the potential for Russian higher education to become the core of an innovation-driven economy, an institution for the production of knowledge and its integration into society. In addition to the mission of learning, an indicator of this potential for Russian universities is the level of implementation of research and socio-economic development missions. The genesis of the second and third missions of universities is used as a theoretical basis in this study. The author (...) gives prominence to four historical stages that characterize the University 2.0 development (learning and research) in the formation of a research model of cognitive attitudes. In the context of a comparative analysis of higher education development in Russia and Europe, the article examines the emergence of University 3.0 – the key institution of a knowledge society that fulfills three academic missions (learning, research, socio-economic development). The author proposes the NCI&E-model of University 3.0, which includes the basic models of Network University, Creative University, Innovative, and Entrepreneurial University, and provides a brief description and interrelations of these models. This work discusses issues associated with the failure of the Russian “5–100” project in terms of listing its participants in the top 100 of global university rankings such as THE, QS, and ARWU. The authenticity of the formation of the entry list for the “5–100” project is called into question. A comparative analysis of Russian and foreign universities concerning the implementation of the third mission is provided, including the use of the index of University 3.0 development prerequisites proposed by the author. The author concludes that Russian higher education has low potential for the development of University 2.0 at the global level and for the creation of University 3.0. The author offers recommendations for addressing the problem of Russian higher education modernization, considering the development of its scientific and theoretical base and forming a strategic complex of development programs. (shrink)

Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what the faith (...) community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them. CONTRIBUTION: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church. (shrink)

Background: Education is considered the first function and mission of the university, and observing educational ethics guarantees the health of the teaching–learning process in the university. Aim: The aim of this study was to explore ethical values in nursing education from the perspective of Iranian nursing students and educators. Research design: This qualitative study was conducted using the Thematic Content Analyses method. The data were collected from seven semi-structured individual interviews and three focus group discussions from July to November (...) 2015. Participants and research context: The participants were faculty educators of nursing and nursing students in Tehran, capital of Iran, who were selected through purposive sampling. They were recruited gradually. Sampling was continued until data saturation when no new codes were extracted. Ethical committee: This study was conducted after obtaining the approval of Shahid Beheshti University of Medical Sciences Ethics Committee, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. Findings: Seven major themes emerged: human dignity, constructive human relations, educational justice, competency enhancement, excellence view, wisdom, and commitment and accountability. Conclusion: The results of this study indicated that although many of the values, as universal values, were similar to those of other countries—which can be a reflection of the globalization process in the nursing profession and the presence of humanistic and spiritual approaches at the roots of the discipline, some differences could be found in the content of values due to factors such as the people’s beliefs, culture, and religion. Iranian nursing students and educators revealed a unique and culture-based set of ethical values. (shrink)

This article examines the data collected from the semi-structured interviews of nine Quebec elementary pre-service teachers in a practice teaching context. The paper exposes the educational goals inherent in the teaching of Social Studies, the place that this school subject occupies in the pre-service teacher’s practices, and its contribution to the development of the three-part mission of the Quebec school system (to instruct, socialize, and qualify). Even though Social Studies are considered by the participants of this study to be (...) a less important school subjects, they nevertheless remain significant. This importance refers mainly to the contribution of Social Studies to the development of socially acceptable attitudes in the student. It also refers to the development of an understanding and knowledge of history and of the functioning of society with the ultimate goal of adapting to this society. Sur la base des données issues des entrevues semi-dirigées réalisées auprès de neuf futurs enseignants du primaire en contexte de formation en milieu de pratique au Québec, l’article met en exergue les finalités sous-jacentes à l’enseignement des sciences humaines et sociales, la place que cette discipline occupe dans leurs pratiques ainsi que ses contributions au développement de la triple mission octroyée à l’école québécoise (instruire, socialiser, qualifier). Bien que les sciences humaines et sociales soient considérées par les participants à l’étude comme étant une discipline secondaire, elles restent somme toute importantes. Cependant, cette importance serait axée principalement sur la contribution des sciences humaines et sociales au développement chez les élèves d’attitudes socialement acceptables ainsi que sur le développement d’une connaissance et d’une compréhension qu’ils se font de l’histoire et du fonctionnement de leur société dans le but de s’y adapter. (shrink)

Does ethical content in organizational mission statements make a difference? Research regarding the effectiveness and results of mission statements is mixed. Krohe (1995, Across the board, 32, 17–21) concluded that much of the good results do not come from the mission statements themselves but from the strategic re-education that happens in producing one. We attempted to discover whether universities that explicitly state their ethical orientation and vision in their mission statements had students with higher perceived character trait importance and activities (...) that reinforce character than universities that did not. While the faculty and administration may receive benefits from mission statement development through strategic re-education as Krohe suggested, do the statements influence the students at the university who may have had no role in its creation? Using a sample of senior business students at 16 universities we found that students at universities with ethical statements in their mission statements had significantly higher perceived character trait importance and character reinforcement than those at universities whose missions lacked ethical statements. This research suggests that schools that explicitly stated ethical content in their␣mission statements do influence student ethical orientation. (shrink)

During the 19th century, missionaries profoundly impacted China’s social and scientific advancement. Their efforts faced challenges because of deeply ingrained superstitions and polytheistic traditions. Missionaries adopted diverse approaches such as spreading scientific knowledge, establishing educational institutions and conducting medical missions to further their mission. Notably, medical missions played a vital role in alleviating suffering, eradicating prejudice and fostering opportunities for the spread of Christianity in China. Through providing medical services, missionaries gained trust and goodwill within local communities, (...) showcasing Christian compassion and benevolence. Additionally, they founded medical schools, translated foreign medical works and established medical journals, contributing to the development of modern Chinese medicine to some extent. Contribution: This article delves into the medical practices of 19th-century medical missionaries. It asserts that these medical missionaries played a pivotal role in establishing the groundwork for the advancement of modern medicine in China. Furthermore, the article suggests that contemporary missionary activities in China can draw inspiration from the model set by these historical medical missionaries, emphasising the enduring relevance of their approach in conducting effective missionary work today. (shrink)

Since at least the 1960s, responding to changes both in the world and in the Church the project of Catholic university education in the United States and elsewhere has undergone a significant alteration in structure, and subsequently of its own sense of identity, purpose, and mission. Concerns about the integrity of Catholic universities both as Catholic and as university abound and have done for some time. Providing a brief review of some of the existing literature, this paper argues that the (...) contemporary discussion regarding identity and mission for Catholic colleges and universities suffers from a decidedly modern inability to the address first order questions. This failure to properly treat questions pertaining to metaphysics render Catholic institutions of higher learning locked within the superficial plane in terms of how they address their own sense of identity and mission. In response to this, this paper argues that there exists within the Catholic tradition adequate metaphysical richness that can and should more faithfully ground the essence of the Catholic college or university. Drawing on the metaphysical work of such figures as David L. Schindler and others, the author argues that a relational ontology, characterized by an understanding of the metaphysics of gift can not only save the project of Catholic university education but is in fact central to its mission. (shrink)

Church leadership plays an important and irreplaceable role in the planting and the configuration of the missional congregation. The key to the formation of missional communities is their leadership. In that regard, this article explores Classical Ghanaian Pentecostal Churches’ leadership and leadership formation from a missiological perspective. This was done through an exposition on their leadership system. It was argued that Classical Ghanaian Pentecostal Churches’ leadership is based on the Fivefold Ministry. These leadership functions were therefore discussed in the light (...) of their missiological implication. The conclusion arrived at is that it is not enough to discover one’s spiritual gift or calling; these gifts should be developed and nurtured through mentoring and proper theological education, with the ultimate purpose being to participate in the Missio Dei. (shrink)

A study of comprehensive schools in one English local education authority shows two Catholic schools at opposite ends of the effectiveness spectrum in helping pupils achieve examination success. Subsequent investigation of their understanding and interpretation of Catholic education finds them to represent two paradigms of Catholic school. Some possible causal relationships are explored between their values,attitudes and practices and their pupils' academic achievement.

On the example of the activities of the Bielefeld University of Applied Sciences (Fachhochschule des Mittelstands Bielefeld – FHM Bielefeld, Germany) as a key par­ticipant in the UNICOM project, the modern university’s implementation of its Third Mission – its fulfillment of its public purpose and observance of public responsibility – is considered. A comparative analysis of the four missions of a modern university was carried out, thanks to which the necessary relationship between them was re­vealed as an integral prerequisite (...) for the successful functioning and development of a modern university. A modern university implements its Third Mission primar­ily in close interaction with communities and industrial communities – both local (primarily) and quite distant (additionally). At the same time, the university must find a balance between meeting the needs of different social groups, guided both by the principles of social responsibility and the interests of the university and these groups. FHM’s training concept is to be close to practice and compact in the transfer of knowledge. This concept is based on four essential characteristics: application-oriented, profiling, interdisciplinarity and internationalization. Four main organi­zations in the structure of FHM Bielefeld enforce the active networking of people, with the motivation and expertise to enable groundbreaking projects and solutions aimed to strengthen the innovation ecosystem of the city. Applied research and third mission are conceptualized in the steps of preconditions, activities, results and con­sequences. The third mission includes the implementation of a cooperation project with a civil society actor or the implementation of a continuing education program designed together with a company. The close interaction of universities with local communities is primarily aimed at ensuring the interests of university stakeholders from local civil society and should be based on academic virtues and values. (shrink)