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Another compelling argument for a global university involves the increasingly global nature of certain problems. Consider, for instance, the depletion of atmospheric ozone, which has wanned the Earth to the point that it threatens the very survival of the human species. Also, we are now learning that dear-cutting the world's rainforests can set into motion a chain of animal
extinction that threatens the delicate balance upon which all animals--including humans--depend. Also consider that a financial crisis---or a political crisis or natural disaster in one country can spell trouble for foreign companies, many of which are now multinational in that they rely on the labor forces, equipment, and raw materials of other nations. Environmental, economic, and political problems such as these all carry grave social consequences--increased crime, unemployment, insurrection, hunger, and so forth. Solving these problems requires global cooperation--which a global university can facilitate.
Notwithstanding the foregoing reasons why a global university would help solve many of our most pressing social problems, the establishment of such a university poses certain problems of its own which must be addressed in order that the university can achieve its objectives. First, participant nations would need to overcome a myriad of administrative and political impediments. All nations would need to agree on which problems demand the university's attention and resources, which areas of academic research are worthwhile, as well as agreeing on policies and procedures for making, enforcing, and amending these decisions. Query whether a functional global university is politically feasible, given that sovereign nations naturally wish to advance their own agendas.
A second problem inherent in establishing a global university involves the risk that certain intellectual and research avenues would become officially sanctioned while others of equal or greater potential value would be discouraged, or perhaps even proscribed. A telling example of the inherent danger of setting and enforcing official research priorities involves the Soviet government's attempts during the 1920s to not only control the direction and the goals of its scientists' research but also to distort the outcome of that research---ostensibly for the greatest good of the greatest number of people. Not surprisingly, during this time period no significant scientific advances occurred under the auspices of the Soviet government. The Soviet lesson provides an important caveat to administrators of a global university: Significant progress in solving pressing social problems requires an open mind to all sound ideas, approaches, and theories---krespective of the ideologies of their proponents.
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