The world war is a consequence of the world crisis. The global crisis is a consequence of the human crisis. The human crisis is a consequence of a problem in the formation of the human being. The problem of the formation of the human being is a problem of education. The problem of education is a problem of universities. The problem of universities is their lack of academic innovation and research innovation. Academic innovation involves innovating the philosophy of education according to the 21st century. We continue with the theoretical schemes of past centuries. Research innovation implies innovating the research method, especially in the field of human sciences, which is where the professional shows its training weakness. It is necessary to recover the formation of universal wisdom. Universal wisdom is the connection with the universal essence. This connection is a global urgency for our species that is about to self-destruct. Universities must take the path of the principle of conservation of being (Princonser), it is the path that all beings in the universe have followed successfully. The human species cannot be a failed act, it cannot be the exception, and it cannot be that it has the highest intelligence on the planet. The principle of conservation of being is the path, mission, and vision of the universities of the 21st century.

1. Universal Essence

All entities in the universe are units of matter and energy. Energy is transformed into matter and matter into energy. The universal essence is the continuous and unidirectional transformation of energy and matter. All beings in the universe are the reproduction of the universal essence. Introducing the concept of the universal essence in the university is a great academic leap in innovation. This innovation consists of the Princonser-University duality: the university as the representation of matter and the Princonser as a representation of the energy that consists of the path that leads to universal wisdom. Thus, the university that aspires to the universal formation of the human being is inseparable from the principle of conservation of the being. The principle of conservation of being is the path, mission, and vision of the 21st century university. The 21st century is characterized by the danger of self-destruction of the most intelligent species on the planet. This paradox is resolved by returning to the principle of conservation of being. In the university, there is only the unity of scientific and technical law. That is why there is technological development and delay in universal human development.

2. Principle of Inseparability

In all entities, energy and matter are inseparable. To form the universal wisdom of the human being apart from the professional specialty, it is important to integrate the University-Princonser duality. Disconnection leads us to the failure of education; this failure of education is reflected in the moral weakness of humanity that is evident in its self-destruction. The information of the age of knowledge has materialized in the university through learning and the Princonser method is the path to universal wisdom. This cycle is the faithful fulfillment of the universal essence where energy is materialized in the brain through teaching-learning and dematerialized through creation.

3. Conservation Principle

All forms of energy are conserved by integrating into matter. Universal knowledge is the energy that is governed by the principle of conservation. To be preserved, universal knowledge needs to be materialized through the University. Materialization means the formation of universal minds, governed by universal reason, and understood as universal wisdom. Universal wisdom is how the principle of conservation of being is preserved in professionals trained in universities. Nowadays, knowledge abounds in universities-knowledge without certainty and foundation in a scientific law or universal law. It is knowledge disconnected from the universal essence. Therefore, creative minds or professionals with universal wisdom do not arise from the abundance of knowledge, because the method of transforming learning into creation is needed. This is the Princonser method.

4. Principle of Destruction

All forms of matter are destroyed. The abundance of information that exists as a source at the university generates academic frustration because it does not allow for the successive steps: Teaching – learning – creation. From school to university, education remains in learning. The Princonser method is needed to convert learning into creation. Therefore, in science, the technique is the materialization of scientific law, thus technology emerges as creation. In the field of human sciences, there is a lack of laws, principles, and the universal essence, therefore, this lack is the cause of human self-destruction. The source is energy and without energy, matter does not move. Therefore, it begins to self-destruct.

5. Law of Dependency

Energy and matter are dependent at their respective levels. To respond to the need of our time, the university depends on the Princonser method for academic and research innovation. These two innovations are the driving force of the university, the training of professionals with universal wisdom and the creation of knowledge through research. Thus, the innovation of the method is the new path that opens the mission and vision of the university. The mission is the training of professionals with the Princonser method. The vision is the contribution to the world with a citizenship based on universal wisdom. The path, mission, and vision depend on the principle of conservation of the being that connects the human being with the universal essence which is the basis of universal wisdom. Thus, universal wisdom depends on the universal essence and the universal essence depends on Princonser to materialize at the university in training professionals along the lines of universal wisdom.

6. Law of Interaction

Energy and matter that are dependent interact. The elements that interact are the universal essence, the principle of conservation of being, the university, and universal wisdom. Universal wisdom is the result of the formation of the university. The formation of wisdom at the university is the result of the materialization of the conservation principle that governs energy. The materialization of energy in the university is the application of the universal essence. Thus, the three stages of education are fulfilled: teaching-learning-creation. The first interaction is teaching where knowledge is transformed into learning (materialization of energy). The second interaction is learning where new information is integrated into memory according to the duality of the universal essence represented in opposite concepts. The third interaction is the creation of new concepts, ideas, works, solutions, etc. Thus, the principle of conservation is materialized in the training of the professional with universal wisdom. This professional follows the sequence of the universal essence through creative activity, the creation of new knowledge, the creation of techniques, and the creation of theories.

7. Law of Integration

Energy is integrated into the system, transforming into matter. The interaction of man with nature and the universe allows us to achieve knowledge of the universal essence. Knowledge of the universal essence allows us to know the conservation principle that governs energy. Knowledge is a form of energy that is materialized through teaching. The highest level of education occurs at the university. Therefore, teaching is the process of integrating information into learning. Learning is a process of organizing information according to the duality of the universal essence that is in units of opposite concepts. The next sequence according to the universal essence is creation from what has been learned. Thus, creation must be the objective of the university, the creation of knowledge. The creation of knowledge again materializes in the university in the training of new professionals. Thus, the universal essence agrees with the new role of the university.

8. Law of Disintegration

All systems disintegrate. Disintegration is an inevitable process of material beings; it is the process that gives rise to energy. It occurs in the universal essence and is reproduced in all material entities that have structure. Thus, in the university, the acts prior to creation are processes of disintegration. All creation is the dematerialization of learning. If learning does not disintegrate, there is no creation. Therefore, every creative act is pleasurable because it releases energy. The materialization of information i.e. learning does not release energy. Rather, the learner materializes the information. This is the memorization process. At the level of research, the analysis of a problem and the refutation of scientific theories are forms of disintegration. All analysis is a process of disintegration and all synthesis is a creation process.

9. Law of Temporality

All systems are temporary due to their disintegration. Temporality belongs to material systems. Learning is temporary because then it must be unlearned, disintegrated through analysis, and give way to the creation of knowledge. Thought is the act of creating energy. This energy takes the form of knowledge. If this knowledge is consistent with the universal essence, it will transcend. If it is not consistent with the universal essence, it will be subject to temporality due to lack of consistency. Currently, the abundance of knowledge that exists has no connection with the universal essence, therefore, lacking foundation, it passes into disintegration and becomes useless due to its falsehood. Thus, falsehood is the lack of foundation of the information.

10. Law of Timelessness

All systems release energy that is integrated into another system due to the principle of inseparability. The knowledge that is based on the universal essence is true, and as such it passes to transcendence due to its usefulness due to its sequence of transformation from energy to matter and from matter to energy. Thus, true knowledge that is cultivated in the university is materialized through teaching and then dematerialized through the creation of new knowledge. Both teaching and creation occur in the university, therefore, the universal essence is reproduced in the university. Thus, the universal essence is the new measure for the success of the university through the Princonser method.