He denounced the more innovative elements of traditional university logic such as sophismata and instead suggested that students should read his own shorter handbook on logic (1496b) to learn just enough before moving on to more profitable studies.
These repackaged the full range of philosophical studies, from his early interests in mathematics and natural magic, to the entire curriculum of university logic, natural philosophy, moral philosophy, and metaphysics.
As such, it represented not a philosophical system but rather an educational program that largely excluded those subjects taught in the universities: logic, natural philosophy, metaphysics, astronomy, medicine, law, and theology.
The next few years were immensely productive, and with the help of colleagues and students, Lefèvre published similar epitomes for the standard university course on logic (1496b), Aristotle's Metaphysics (1494a), and the Nicomachean Ethics (1494b).
Handwritten copies and early printed editions were carried by his students and followers throughout Europe, where they were often used as primary texts in university courses on logic and Aristotelian philosophy.
In light of this, in order to sketch the outline of a model that optimizes the transfer of technology from universities in A/DCAP logic, you need to identify the system of vectors of knowledge transfer from university to industry.
The business of marketization in HE involves 'not just people, but technologies such as software, algorithms, computers, procedures and so on, in a rich collage of people, technology and programmes … that align the work of the university with the logics of capitalist markets' (Komljenovic & Robertson, 2016: 633).
These discussions are reflected in hundreds (perhaps thousands) of textbooks which have been used to teach informal logic to university and college students in Canada, the United States, the United Kingdom, and a growing number of other countries.
So these logicians may have made a critical contribution to the intellectual milieu by assuring, through their exercises in logic, that university graduates became accustomed to the notion of measuring heat, force, and the like.
Though Peirce aspired to a university chair of logical research, no such chair existed, and none was created for him: the day of logic had not yet come.
Logic suggests that university degrees are not as valuable in the labour market for those who without expansion of the university sector would not have been admitted to university.
