— by Jakob Egholm Feldt
Being useful is great. It is fundamentally satisfying. When students express that my teaching has been useful for them, I’m both grateful and happy. I’m predisposed to commit myself uncritically to the university of our time: whatever we as university people can do to help, solve problems, make up problems, invent things, evaluate, suggest, calculate or think this or that, I’m all in. Nevertheless, I’m increasingly uneasy about this surge of being useful and solving problems in the real world.