SENTIDO HUMANO Y ACADÉMICO: El Propósito Fundacional de la Appleton Private University

ART ESP / ING

Nuestra universidad, la Appleton Private University, fue concebida no como una simple institución de educación superior, sino como un proyecto de apoyo al ser humano en su totalidad. Desde su creación, el espíritu que nos ha movido ha sido el de derribar las barreras económicas que tradicionalmente han limitado el acceso al conocimiento. Con un catálogo de más de 1,800 cursos y una política de coste cero para los estudiantes, nuestro objetivo ha sido siempre democratizar la educación, ofreciendo una oportunidad genuina a aquellos que, de otro modo, no podrían acceder a ella. Creemos firmemente que el conocimiento es un derecho, no un privilegio, y que una sociedad más educada es, inevitablemente, una sociedad más justa y próspera. Nuestra filosofía se basa en la convicción de que la enseñanza debe ir más allá de la mera transmisión de datos, fomentando el pensamiento crítico, la emocionalidad consciente y la responsabilidad social.

El modelo educativo de la Appleton se sustenta en tres pilares fundamentales: la accesibilidad universal, la excelencia académica y, sobre todo, el desarrollo humano integral. Hemos buscado crear un entorno donde cada individuo no solo adquiera habilidades profesionales, sino que también desarrolle una profunda comprensión de sí mismo y de su lugar en el mundo. Hemos invertido tiempo y recursos en la creación de una comunidad donde la colaboración, el respeto mutuo y la empatía no sean solo conceptos teóricos, sino prácticas diarias. Queríamos que nuestros estudiantes, profesores y colaboradores vivieran y respiraran el sentido humano que da nombre a nuestro proyecto.

La Paradoja de la Desconexión: Un Llamado de Atención Inesperado

Después de dos años de incansable dedicación a este proyecto, el rectorado y la secretaría decidimos tomarnos un período de vacaciones. La intención era clara: desconectar para reconectar, tomar distancia para evaluar los logros y desafíos de nuestra labor. Informamos de nuestra ausencia y de que la actividad de la universidad se suspendería temporalmente, con el fin de garantizar un merecido descanso a quienes han estado al frente de este titánico esfuerzo. Sin embargo, lo que experimentamos durante este período fue una profunda y desconcertante paradoja. A pesar de haber comunicado explícitamente que no estaríamos operativos, el flujo de solicitudes, correos electrónicos y llamadas no solo no disminuyó, sino que se incrementó de manera exponencial.

Esta avalancha de comunicación, lejos de ser un motivo de orgullo o de satisfacción, ha generado en nosotros un profundo malestar. No se trata de la cantidad de mensajes, sino del sentido detrás de ellos. La mayoría de las peticiones no eran urgentes ni vitales, sino meras solicitudes de información que podrían haberse gestionado con autonomía a través de los recursos disponibles en nuestra plataforma. El hecho de que tantos miembros de la comunidad, incluyendo colaboradores y estudiantes, sintieran la necesidad de interrumpir nuestro descanso demuestra una alarmante falta de autonomía y un excesivo apego a una estructura centralizada. 

¿Qué sucede? 

Nos preguntamos. Sucede que, a pesar de la inversión masiva en recursos y la promoción de la autogestión, muchos han optado por la dependencia. Esto revela que el espíritu de la Appleton, el de la responsabilidad personal y la proactividad, no ha calado tan hondo como esperábamos. Nos encontramos ante una comunidad que, si bien se beneficia de un sistema gratuito y accesible, parece no haber internalizado el valor de la corresponsabilidad.

La Hipocresía del Discurso Emocional: Entre la Teoría y la Práctica

Uno de los aspectos más desalentadores de esta situación ha sido la incoherencia que hemos observado entre el discurso y la acción. Hemos tenido el privilegio de contar con profesores y coaches que son expertos en el campo de la inteligencia emocional y la comprensión de los demás. Sus clases y ponencias están llenas de reflexiones profundas sobre la empatía, la compasión y la importancia de conectar con el otro. Sin embargo, en el ámbito práctico, hemos visto cómo estos mismos principios a menudo no se aplican. Hemos presenciado, con gran decepción, cómo algunos de estos profesionales no han demostrado la misma comprensión o empatía con sus colegas o con la propia institución que les da voz.

El contraste es notable. Mientras en las aulas se enseña a "gestionar la emocionalidad" y "comprender las necesidades ajenas", en la vida real, muchos han demostrado una notoria falta de consideración hacia las necesidades de la institución y de sus propios compañeros. Esto nos lleva a una reflexión crucial: ¿Es la educación emocional solo una teoría que se enseña, o una práctica que se vive? La Appleton Private University, en su esencia, ha buscado ser un espacio donde la teoría y la práctica se fusionen. No queremos que nuestros graduados sean meros conocedores de la empatía, sino actores de la misma. Cuando vemos que esta dualidad persiste incluso en el corazón de nuestra comunidad, nos cuestionamos la eficacia de nuestro proyecto y la sinceridad de quienes lo integran.

La Encrucijada de la Decepción: El Futuro de un Proyecto Fallido

Después de reflexionar profundamente sobre estos acontecimientos, hemos llegado a un punto de inflexión. El rectorado, y también como propietario de esta universidad, me veo en la encrucijada de tomar una de las decisiones más difíciles de mi vida profesional. La Appleton Private University no es solo una institución; es un proyecto personal, una manifestación de nuestra creencia en el potencial humano y en la capacidad de la educación para transformar vidas. Sin embargo, lo que hemos presenciado nos hace dudar de si este espíritu, este sentido humano, ha llegado realmente a quienes más lo necesitan. La desconexión, la dependencia, la falta de empatía y la hipocresía en el discurso nos han hecho ver que, en muchos casos, la esencia de la universidad se ha perdido en el camino.

Por lo tanto, este rectorado ha decidido tomarse unos días para evaluar la situación con una seriedad y una profundidad sin precedentes. No se trata de un simple ultimátum, sino de una dolorosa introspección. La posibilidad de dar de baja la universidad no es una amenaza, sino una consecuencia lógica de un proyecto que, a nuestro parecer, ha fracasado en su misión más fundamental. Hemos ofrecido todo lo que teníamos para ofrecer: un vasto conocimiento, una plataforma accesible y, sobre todo, una oportunidad. Si, a pesar de todo esto, la comunidad no ha logrado asimilar los valores que la sustentan, entonces quizás la institución misma no tiene razón de ser.

La Appleton Private University nació de la generosidad y la fe en la humanidad. Su posible final sería, paradójicamente, un acto de honestidad con nosotros mismos y con el ideal que la vio nacer. Nos negamos a que se convierta en una cáscara vacía, en una institución que predica valores que sus propios miembros no practican. El futuro de la Appleton está ahora en una profunda y dolorosa reflexión, y esperamos que esta decisión sirva como un llamado de atención para todos aquellos que, de una forma u otra, se han beneficiado de nuestro esfuerzo sin comprender su verdadero significado.

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Our university, Appleton Private University, was conceived not as a simple institution of higher education, but as a project to support the human being in their entirety. From its creation, the spirit that has moved us has been to tear down the economic barriers that have traditionally limited access to knowledge. With a catalog of over 1,800 courses and a zero-cost policy for students, our goal has always been to democratize education, offering a genuine opportunity to those who, otherwise, could not access it. We firmly believe that knowledge is a right, not a privilege, and that a more educated society is, inevitably, a more just and prosperous one. Our philosophy is based on the conviction that teaching must go beyond the mere transmission of data, fostering critical thinking, conscious emotionality, and social responsibility.

The educational model of Appleton is based on three fundamental pillars: universal accessibility, academic excellence, and, above all, comprehensive human development. We have sought to create an environment where each individual not only acquires professional skills but also develops a profound understanding of themselves and their place in the world. We have invested time and resources in creating a community where collaboration, mutual respect, and empathy are not just theoretical concepts but daily practices. We wanted our students, professors, and collaborators to live and breathe the human sense that gives our project its name.

This deep-seated commitment to a holistic educational experience has been the cornerstone of our mission. We did not set out to build a factory for degrees, but rather a forge for character. The courses, while academically rigorous, were designed to be catalysts for personal growth. Our faculty was handpicked not just for their expertise, but for their commitment to these values. We celebrated diversity of thought and background, understanding that a true learning environment thrives on a multiplicity of perspectives. It was a grand experiment in what education could be if freed from the commercial pressures that often define it.

The very name, Appleton Private University, was chosen to reflect this unique blend of personal initiative and public good. 

The "Private" part speaks to the autonomous, self-funded nature of our endeavor, born from a singular vision. The "University" part affirms our commitment to the highest standards of academic inquiry and intellectual pursuit. We wanted to demonstrate that a private initiative could serve a public purpose, and that a truly free education was not an impossible dream but a tangible reality. We provided the tools, the knowledge, and the platform, asking only for engagement and a commitment to personal and community growth in return.

The Paradox of Disconnection: An Unexpected Wake-Up Call

After two years of tireless dedication to this project, the rectorate and the secretariat decided to take a period of vacation. The intention was clear: to disconnect in order to reconnect, to take a step back to evaluate the achievements and challenges of our work. We informed our community of our absence and that the university's operations would be temporarily suspended, to ensure a well-deserved rest for those who have been leading this titanic effort. However, what we experienced during this period was a profound and unsettling paradox. Despite having explicitly communicated that we would not be operational, the flow of requests, emails, and calls not only did not decrease, but increased exponentially.

This deluge of communication, far from being a source of pride or satisfaction, has generated deep unease in us. It is not about the quantity of messages, but the meaning behind them. Most of the requests were not urgent or vital, but simple inquiries that could have been handled autonomously through the resources available on our platform. The fact that so many members of the community, including collaborators and students, felt the need to interrupt our rest demonstrates an alarming lack of autonomy and an excessive attachment to a centralized structure. What is happening? we asked ourselves. What is happening is that, despite the massive investment in resources and the promotion of self-management, many have opted for dependency. This reveals that the spirit of Appleton, that of personal responsibility and proactivity, has not taken hold as deeply as we had hoped. We find ourselves facing a community that, while benefiting from a free and accessible system, seems not to have internalized the value of co-responsibility.

This paradox is particularly galling when one considers the resources we have poured into fostering a culture of independence. The university’s website, its forums, and its online knowledge base are robust and comprehensive. We spent countless hours building an ecosystem of information that would empower our community to find answers for themselves. We encouraged peer-to-peer support and collaboration, believing that a truly strong community would rely on its members, not on a single point of authority. The increase in requests, however, suggests a systemic failure to embrace this vision. It is as if the community has become accustomed to being served, rather than serving itself. The very generosity of the university seems to have fostered a sense of entitlement, rather than gratitude and self-reliance. This is a critical failure, and one we must confront with absolute honesty.

The Hypocrisy of Emotional Discourse: Between Theory and Practice

One of the most disheartening aspects of this situation has been the inconsistency we have observed between discourse and action. We have had the privilege of having professors and coaches who are experts in the field of emotional intelligence and understanding others. Their classes and presentations are filled with profound reflections on empathy, compassion, and the importance of connecting with others. However, in the practical realm, we have seen how these same principles are often not applied. We have witnessed, with great disappointment, how some of these professionals have not shown the same understanding or empathy towards their colleagues or the very institution that gives them a voice.

The contrast is striking. While in the classrooms they teach how to "manage emotionality" and "understand the needs of others," in real life, many have shown a notorious lack of consideration for the needs of the institution and their own peers. This leads us to a crucial reflection: Is emotional education just a theory to be taught, or a practice to be lived? Appleton Private University, in its essence, has sought to be a space where theory and practice merge. We do not want our graduates to be mere knowers of empathy, but actors of it. When we see that this duality persists even in the heart of our community, we question the effectiveness of our project and the sincerity of those who are part of it.

This hypocrisy is particularly damaging because it undermines the very foundation of our educational philosophy. We believe that true learning happens when an individual internalizes a concept and applies it to their life. When our own faculty members—the supposed exemplars of our values—fail to do so, it sends a powerful, negative message. It suggests that the principles we preach are not for real-world application, but merely for academic discussion. This is a betrayal of the trust we placed in these individuals and, more importantly, a betrayal of the students who look up to them. The disconnect between what is taught in a lecture and what is practiced in the university's day-to-day operations is a wound that runs deep. We cannot, in good conscience, continue to operate a university that purports to teach one thing while its community acts in a contradictory manner. This is not just a matter of professional disappointment; it is a moral failure.

The Crossroads of Disappointment: The Future of a Failed Project

After reflecting deeply on these events, we have reached a turning point. The rectorate, and also as the owner of this university, I find myself at a crossroads to make one of the most difficult decisions of my professional life. Appleton Private University is not just an institution; it is a personal project, a manifestation of our belief in human potential and the ability of education to transform lives. However, what we have witnessed makes us doubt whether this spirit, this human sense, has truly reached those who need it most. The disconnection, the dependency, the lack of empathy, and the hypocrisy in the discourse have made us see that, in many cases, the essence of the university has been lost along the way.

Therefore, this rectorate has decided to take a few days to evaluate the situation with unprecedented seriousness and depth. This is not a simple ultimatum, but a painful introspection. The possibility of shutting down the university is not a threat, but a logical consequence of a project that, in our opinion, has failed in its most fundamental mission. We have offered everything we had to offer: vast knowledge, an accessible platform, and, above all, an opportunity. If, despite all this, the community has not managed to assimilate the values that underpin it, then perhaps the institution itself has no reason to exist.

Appleton Private University was born from generosity and faith in humanity. Its possible end would be, paradoxically, an act of honesty with ourselves and with the ideal that gave it birth. We refuse to let it become an empty shell, an institution that preaches values that its own members do not practice. The future of Appleton is now in a state of deep and painful reflection, and we hope that this decision will serve as a wake-up call for all those who, in one way or another, have benefited from our effort without understanding its true meaning. We will not allow our mission to be corrupted by complacency and a lack of personal responsibility. The future of this university is now in the hands of the very values it was created to uphold, and if those values are not present, then its time may be at an end.