[498] DO NOT belong, as in the Middle Ages, to the one all-embracing Church, but that they are themselves divided, but that it is POSSIBLE that in spite of the fact that they are divided, they are different in denominations, they can give to members of all faculties the feeling of the presence, the experience of the presence, of the ultimate in concrete symbols. ^aAnd to express this, to keep them alive, even in a limited way---for instance in our case, as Protestant faculty, as a faculty which is basically Protestant, although it has elements of Greek Orthodoxy and has strong Catholic elements---if you take "Catholic"

in the sense of the Anglican Church, of the Presbyterian Church, but it has no Roman Catholic or Jewish elements directly in its teaching, although it has Jewish colleagues who teach special subjects connected with the Old Testament. So we have here a definite limited expression of concrete symbols in the theological faculty. But we have, on the other hand, the ultimate concern in all faculties, which can express itself concretely for those for whom this concrete expression is meaningful. And the meaning of these concrete symbols is elaborated by the theological faculty^b---

that is its contribution to the whole of the university, besides being Business School and besides being . . . related horizontally to all faculties. QN: You distinguished the three functions of the university---research, teaching and education. I didn't understand the distinction between the functions of teaching and the function of education. PT: Yes, that is very good you asked this question because that is something against which I want to fight; the identification of teaching^c and education^d. I think teaching is the smallest part of education, if teaching is defined as communicating contents of knowledge. This is a very small part of education. And I spoke in one of the lectures---I don't know in which---very malignantly about