EU‐LIFE charter of independent life science research institutes

The diverse range of organizations contributing to the global research ecosystem is believed to enhance the overall quality and resilience of its output. Mid‐sized autonomous research institutes, distinct from universities, play a crucial role in this landscape. They often lead the way in new research fields and experimental methods, including those in social and organizational domains, which are vital for driving innovation. The EU‐LIFE alliance was established with the goal of fostering excellence by developing and disseminating best practices among European biomedical research institutes. As directors of the 15 EU‐LIFE institutes, we have spent a decade comparing and refining our processes. Now, we are eager to share the insights we've gained. To this end, we have crafted this Charter, outlining 10 principles we deem essential for research institutes to flourish and achieve ground‐breaking discoveries. These principles, detailed in the Charter, encompass excellence, independence, training, internationality and inclusivity, mission focus, technological advancement, administrative innovation, cooperation, societal impact, and public engagement. Our aim is to inspire the establishment of new institutes that adhere to these principles and to raise awareness about their significance. We are convinced that they should be viewed a crucial component of any national and international innovation strategies.

What meanings will the child attach to the languages of silence and gesture?
Through genuine play, the child develops a language richness otherwise deprived him. When the child plays at being someone else in the imaginative sense, a mother, a teacher, a fireman, a policeman, in contrast with playing at something; in both instances he is acting out himself. Too early we tend to put the child in the organized game where he must be a part of selves not to his interest. Altruism begins late in childhood. Adults continue their fundamental need for play in many ways, making myths and symbols in art forms, religious rites, and ceremonial group activities. Adults get the notion that at a particular point in a child's life that all play should cease, save for the organized game.
Today there seems to be an urgency to make the life of the three, four, five, and six-year-old into an intellectual game. When adults fail to recognize the necessary developmental patterns in the child's affectional nature as well, surely later social and emotional remediation will have to take place.

Characteristics of the creative scientist take form in the inclusive
polarities, namely those of discipline and freedom. Sub-divisions of this major dyadic model are: (I) the scientist's freedom to consider the unfamiliar while being at the same time a product of his history and his culture, (2) his freedom to tolerate complexity in order to find a more inclusive order that existed before, and (3) independent thinking and selfdiscipline. These polar characteristics are internalized into the personality of the scientist in the process of creating. When a proper balance of freedom and discipline occurs, morality characterizes the creative process. Thus there can be no genuinely humane or humanistic scientific creativity that is insensitive to the humane consequences of its activity.

Practical Constructs
If ever a more nearly fruitful conception of discipline and freedom comes to the teacher, it will result from observing carefully the working habits of not only the creative scientist but the artist as well. To date, the teacher does not know adequately how to help the learner in the fullest sense to obseroe himself, his world, his culture. A lack of knowing in this artistic-scientific manner limits the child's freedom. Sharp, insightful observing produces "new eyes," "new ears," "new touches," "new tastes" at the end of any day: Freedom is a moment of release in the self when fresh combinations of experience are deliberately and thoughtfully related, hence new forms, new symbols emerge.
The moral content in the act of problem solving is laden with possibility for the imaginative teacher. The justifying the selection on the basis of responsible interest, the being accountable for gathering the materials and checking out the various hypothetical tests of the problem's statement, and the play of the social conscience in relating the findings to interest of the group. This inevitably develops the moral habit in the child. It is his will that is being exacted, not that of some vague heresay source of evidence, common sense, or an authoritative one.
Our society pays daily for the impractical behavior of parents and teachers who give authoritative answers which are nothing mOTC than odds and ends in Tom Sawyer's pockets, superstitions, half scientific truths, aesthetic platitudes. Immoral intellectual behavior hardly begets the opposite of this.

Until the twentieth century, systematic conceptualizations of reality
created an intellectual curtain between man and the affectional context of his life. Today, the cultural anthropologist and the philosopher of science make two postulates to interpret the historic dualism. First, symbol-making involves the expression of both the intellectual and affectional dimensions of man's human nature. Second, man is central to the process of his inquiry into reality: he operates from a biological, psychological, and socio-eultural frame of reference. Through imaginative and creative expression of symbolic forms of art, language, myth, religion, and science, he adapts and colates the reality into which he is inquiring.
2. Creativity can be likened unto a biological mutation. Creativity, as process and product, has an evolutionary nature, not necessarily step-to-step in development, but starts and stops, accidents with happy results, and it, like the evolutionary process, can be directed.

Practical Constructs
lung, the late psychoanalyst, felt that education kept people from realizing themselves because of the repression of positive aspects of the personality as weU as forbidden instincts. He felt it to be conflictive in that it prized the inteUectual over the affectional. The meeting of this conflict and the search for self-realization (individuation) involved his later consideration for a therapy system.
The fuUer the school can help the child share in "the coUective unconscious," memories of the human race, the more nearly well the child can plan for his future. This cannot be done by using the present non-relational subject matters in today's schools. Memories overlap, intersect, relate and often tend to be existentiaUy nonsequential. The problem serves weU the organizing focus to give memories order and direction. The dream material of children, symbolically-laden, is often ignored as a possible source for their present and future growth. More important is it that the symbols which are significant marks of human intelligence can be proliferated by the creative child. He becomes an active, participating symbol-maker. He might use the dance, visual imagery as his forms, rather than words, gestures, and the like.
An awareness of the evolutionary character of knowledge leaves the child with a feeling of the need to add to culture, that it is not complete. This calls forth in the child's imagination a respect for mystery, uncertainty, doubt and partial knowledge.

IV. Theoretical Constructs-Robert S. Cohen
Hope for more humane uses of science lies within increased appreciation of polarities in the scientific method; for, " •.• ambiguity and alternatives in the use of science have rough counterparts within science itself.••. " These polarities include the aesthetic-rational, passionate-dispassionate, certainuncertain, and democratic-authoritarian behaviors. They are human potentialities, and therefore, realize themeselves as they become more humane.

Practical Constructs
Professor Cohen's own reflections on the implications of his theoretical rationale of science as an interdependent force for human good and education are more than adequate at this point. A reminder to the teacher might be that science is a quality of behavior, moral as well as creative, artistic as well as scientific, receptive as well as responsive) and here-and-now as well as prophetic.