Origins and Mission
CLUN is an institution whose roots are in the tradition of Swiss academic excellence in general and from Geneva, in particular.
In this sense, both founding members and the group of promoters pay their tribute of admiration for the profound wisdom of the Republic of Geneva, having been able to combine equality which nature has installed between men and inequality that have been instituted by them.
Thus, if CLUN has been created in September 10, 2015, its constitutive moment back in time to the year 1545 when the notables of the city, establish compulsory education, as reported by the inscription fixed on the Reformation Wall.
CLUN is an initiative whose branches include the Italian tradition of academic excellence in general, and the venetian in particular..
In this sense, the idea of higher education made available to everyone anywhere in the world by available technology, has the strong involvement of a group of Ca'Foscari professors in the best tradition of service beyond the seas.
Thus, if the relationship with Italian professors date back to August 2003, when at the banks of the Bosporus, we invite them to participate in a joint venture of teaching, the spirit behind this collaboration is found far back in time, as the year 1295, when Marco Polo writes an account of his travels in Asia.
CLUN is a project open to the contribution of the talents and the participation of nationalities and temperaments.
In this sense, if English is the reference language, as the lingua franca of science and technology, French, Spanish and Italian, are also, communication options; without excluding a priori, other linguistic alternatives such as German.
CLUN makes available to everyone regardless of sex, age, ethnicity, nationality, religious belief or political option, the academic services of a teaching staff with years of experience in scientific research.
CLUN makes available to all those with the desire to learn and contribute to expanding the frontiers of knowledge, personal attention and guidance in training and research stages.
Rich and poor
The difference between rich and poor is a recurrent issue in the history of the conscience of mankind. Twenty centuries ago it is better conceived a camel passing through the eye of a needle than a rich man entering the kingdom of heaven.
The reflection of the problems of distribution of wealth come to us from as far as the Paleolithic when everyone in the hunting group, wants something for himself, and willingly, as much as possible.
Later in time, the authors are interested in the causes of the advantages gained seeking to show the order of product distribution among the different classes and conditions of society.
Today, philosophers seek the foundations of a fair society, proclaiming the primacy of freedom and justifying the heterogeneous distribution of talents and wealth if placed at the service of all.
The new and the old
With the days passing, anyone interested in anything, notices the sharp increase in the amount of organized information found on sites such as, to give an example, YouTube.
The patient browser finds with delight and satisfaction, simple explanations that can be repeated until complete elucidation of the subject, for abstruse issues so far completely escaped to his comprehension.
Personalized teaching methods based on values and means as old as the talent of the teacher, blackboard and color chalk, are found without problem, available for anyone endowed with the simple willingness to learn.
At the confluence of the roads, the tradition that is not inherited comes from the depths of time, always finding new ways to unroll the parchments of knowledge.
War and peace
The strong and naive faith of the human being in himself appears constantly renewed, at the end of each war. And creates scenarios of verbal confrontation with the idea of replacing the noise of the word in the battlefield.
Globalized conflicts of the past give way to local struggles whereas the promoters of the new massacres of civilians brandish the old arguments of the religious wars.
Fleeing the kingdom of unreason, escaping annihilation struggles, the individual faces his destiny, as in the news, alone, knowing that at the next beach, he is still playing his life.
He tries thus, fleeing the generalized disorder of the senses, to reproduce in the everyday actions, beginning with the study of a new tongue, the instinctive pleasure of living in peace.
Teaching and research
The practice of teaching is based on the findings, result of the research. It is best taught what the teacher knows at first hand, in the sluggish task of going patiently organizing the structure of what is known.
Thinking about reality and knowledge is as relating filament and anther. Hence, many answers to questions that arise in the field of theories are found in the realms of reality.
Research topics are as numerous as inexhaustible. In spite of all being exposed to the same stimuli, only a few develop the skills needed to recognize them.
If as a result of the teaching process, students develop these talents, they should not have any inconvenience to associate to the problems, the appropriate solving methods during the research time.