Despite the mainstream technological approach of science in academic curricula, with its focus on specialisation, the Dutch history of higher education is an interesting example of an alternative development. The Vrije Universiteit of Amsterdam has declared in its mission statement a pedagogical ideal of “broad academic education”, oriented towards educating students to become “morally responsible and reflective scientists and professionals”. This paper describes a pilot study focusing on organisational dynamics, learning processes involved in value education, and the question of how a philosophical/ethical perspective on sustainability can be integrated into the curriculum. A critical evaluation of this pilot study suggests that students need more insight into the status of values as different from empirical facts.
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