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Document: Preamble

PREAMBLE OF PARTICIPANTS

We are students of high school or college, young workers, unemployed youth, youth with limited opportunities. We hope to be as representative as possible of the European youth despite being an unattainable goal. During the final plenary session, we decided to add this introduction to our suggestions. We wrote this text in order to facilitate the understanding of our collective work.



You may be surprised by the content of our statements as are based on the accessibility of knowledge on educational issues, the strengthening of human rights, social inclusion strategies as the basis of comparison for any kind of policy that aims at building a European knowledge society. Why this choice?
Our definition of the knowledge society is different from those written by the big international institutions like the World Bank or the European Commission, or at least the definitions we've heard about, such as that established by the EU member states during meetings in Lisbon (2000) and Barcelona (2001). For us when it comes to the knowledge society can be understood not only science, research and innovation, but must also include a cultural, social and democratic.
We worked for six months and we have seen this extraordinary and well-established trend in the entire European Union. Even the majority of experts, scientists and politicians that we met do not understand fully what it could mean a society based on knowledge. However, this concept about our future professions, the Union's economic strategy European Union in a global economy, concerns for research and innovation policies, policies for education and life-long learning. In other words, to speak of the knowledge society is to talk about every aspect of our future life.
Thus, there is an important issue which requires our democratic institutions, and primarily the European Union and the Member States to develop and promote democratic debate on the definition for individuals, academic institutions and all social actors can give a European knowledge society. This is our first conclusion: you can not have design or construction of a solid company European knowledge, such as common vision shared by citizens, without a truly democratic decision-making process, without the voice of the European youth is integrated on all territorial levels. This is an essential prerequisite of our work. We hope to be heard by the authorities on this particular point beyond agreements in principle or a simple conversation.
As an extension of this postulate, we were particularly careful to evaluate the problem of people excluded from the knowledge society. For us, define and evoke the margins, off-field, facilitates understanding of the subject. Obviously, we have focused on the core issues of the concept of society knowledge. We looked at the economic, fiscal, political, academic and scientific. We believe we are ready to contribute in the best way to debate this in the near future.
To conclude this introduction, we want to thank all institutions and organizations in Europe, particularly France, which have enabled this process, the nature of which is, together with formal and informal. And we hope and wish all young Europeans to live such experiences in the near future. The extension of this type of experience will help significantly to the free expression of words and thoughts. We know that this requires means very important. We know that this requires major funding, but we believe that the cohesion and the strengthening of our European area in need of such investments. We believe, and we proved that any citizen can develop their own opinion on complex matters, provided that it can receive adequate information.

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final document: Recommendations

WE RECOMMEND

Political aspects

- To organize open discussions between scientists, politicians and young Europeans, in each member state as well as at European level in order to clarify a commonly shared vision of what should be promoted as a European knowledge society.

- to assure every citizen of the European Union same study conditions in each member state, irrespective of his nationality.

- that the whole society and public authorities to promote social and financial status and the work of scientists, teachers and educators to make these prestigious professions.

- To extend exchange programs within Europe at all, not only students but also to workers.

Scientific Aspects

- To encourage interest in science and technology by creating and strengthening links between basic education and systematic recent scientific work.

- To create an institution for the supervision of European research to improve communication between scientists through the construction of a universal database where information can be found on various subjects of research.

Educational aspects

- to unify and establish a Europe-wide system for allocating credit for life-long learning programs allow maintenance and acquisition of new knowledge throughout life.

- What the European Union and all member states in order to transform information into knowledge, consider essential to the promotion and development of critical thinking, as one of the largest educational and scientific problems.

- That the education system more conducive to the knowledge of the European Union and its principles by promoting multiculturalism.

- that learning the English language and two other European languages, including native language, be made compulsory in all levels of compulsory education in each European state.

- that the European authorities to promote alternative methods of education, such as non-formal educational systems and take account of practical skills.

- that students of all levels will be offered access to a variety of teaching methods.

- that education systems develop students' ability to "learn to learn "with the aim of enabling them to adapt to a rapidly changing environment.

- What secondary education to supplement the learning of economic concepts and practical financial.

- Create a European platform through which educators can share their experiences and learn different teaching methods.

Cultural aspects

- To organize an annual event called "European Capital of Science" which is carried out in rotation in each EU country.

- To ensure free access to all libraries within the European Union.



Social aspects - the European Union to ensure the necessary financial support to improve the accessibility and quality of public transport throughout Europe for everyone, especially for people with disabilities in order to facilitate their access to education and to encourage their international mobility.

- Whether facilitated equitable access to education, economically disadvantaged people by providing sufficient financial aid to cover the expenses needed to live while studying.

Economics

- To develop policies that encourage scientists to remain within the Union European Union to make the best of European science.

- To promote open-source software and open standards support through a national and European legislation.

- provided that it is a free Internet service to all inhabitants of the European Union.

- That every citizen has the opportunity to receive free education at all levels. Education should be funded entirely by fees in a transparent and independent of the private sector.

- to exempt from taxes for small and medium-sized enterprises that invest in science, research and development within the European Union.

- What European citizens who pay taxes have the right to allocate a certain portion of a scientific or social organizations of their choice.

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Impressions

Here we are, everyone returned to Cesena, in our homes, in our city, our home state.
The project was truly amazing: he gave us the opportunity to exchange views, thoughts, come into contact with different cultures, and I must say that this was nothing short of amazing.



is not something common that can happen every day, be heard by people interested or not, politicians, authorities, experts and peers from all over Europe, but it's something that certainly gave us strength and power, something that we will score, and especially in the near future, we think they have actively contributed to the knowledge society.
What can I say, thank you all panel Italian, you were fantastic, and I have endured (for 10 days) and I have known, and all the other boys with whom we have had the opportunity to "work" and above all that we could meet.
Thank you all.
Ilaria Faggiano

Essentialism, Progressivism And Behaviorism

Science: a central room for a moment with Doubts

The first of two meetings with Dr. Teodoro Georgiadis of the CNR, Institute of Biometeorology was held at the Red Room Theatre San Biagio to 'teach the topic of global warming. This we did not expect were the questions that the doctor has put us all at once 'beginning of the conference. It was a really nice box (I confess that I enjoyed it a lot!): The starting point was simple, what was the meaning of the word anthropogenic, that is, if the causes of climate change resulting from human activity. To get to the end, however, it took us about two hours through several topics.

- Scientific knowledge was defined as a profane knowledge. Science has in itself a part of religion? The answer was: Today, more than ever, science is getting closer to religion. In fact, the general consensus scientists on a certain topic does not lead to more debate and exchange of views, the one who thinks differently is automatically cut off and everything reflects the religious system in which all credeno a certain thing which is presented as true by the servants of God .
- The fact that everyone 's agreement is understood by the people on that particular topic as if you were a true knowledge and that what has been said is true. But the reality is not so: as Socrates said, the truly wise and expert is one who 'knows he does not know' and the same applies to science: it has in it a room for doubts.
- But this 'room of Doubts' what is? Start by explaining the difference between basic research, applied research and targeted research. The first has as its primary objective the advancement of knowledge and is exploratory and often driven by curiosity, interest and intuition of the researcher, conducted without a practical purpose in mind. Applied research, other than that intended, as its objective the exploitation of knowledge for practical purposes and is performed in industry or in universities with funding from the industries concerned. Finally, the purpose was a purpose to be achieved even before the scan starts: in fact, political scientists or industrial commission work and for him to play aspettanano the time of their set.
- Times of science, however, does not coincide with those of politics: the 'politician needs to get the science results immediately applicable, because theirs is an act in the present, then the thing is not good in ten years is their problem.
- To make science funding is needed: the politicians are trying to address the new scientific studies that are more relevant to the problems of nationality, such as, for example, climate change: they know, in fact, that if you propose new solutions for those specific topics , then the consensus and the votes that will get the population will be greater. But democracy is given from awareness, ie knowing exactly what you will choose and what these will, and is also given to participation: being part of a State means an interest in the events and debates, no longer do to the city once indifferent to all his surroundings, not on its interests.
- Scientists, however, can not make forecasts: the forecast is a finished object, mathematical knowledge of the previous data, their analysis one can say what will happen in the future, with a near-certainty.
- The answer then give the scientist the company is a scenario: it is neither science nor the scientific method, but a 'hypothesis for what might happen in the future. Think of it as a room full of switches: each switch corresponds to a possible alternative to what will happen, the scientist tries to make the most logical combinations of these switches, considering numerous factors such as the development of society, physics, past findings, factors linked among them ... .
- Those who definitely should not take into account catastrophic and deniers are: first, for example when referring to our future, say that all die. The latter, however, argue that the Earth is not absolutely nothing happening. Yet we know very well that Some climate change is occurring or that if we know the end of our world, then we already know all about our future, even the smallest detail. But in both these ways it is claimed to know all the cone, when science said they did not have all the answers to our questions, do not possess the truth.
- Science has a knowledge that is not full, because the truth is not confined to science, but science is to contribute to this' last: and here, our room of Doubts, left open for possible errors and this we can not predict (as a principle of precaution) in our scenario, in what scientists offer the world, as a precautionary principle.
- Now, finally, climate change is occurring and this can not be questioned. It is true that 'man has his faults, but to remedy should not focus all of its interest in a particular case (eg' emission of carbon dioxide) and try to solve them only that: he must leave open the 'horizon to many factors that can determine in this case global warming scenarios and by knowing that they never possess a thorough knowledge and which will allow for a room for doubts (Giulia Guidazzi).