A History of the University in Europe: Volume 4, - download pdf or read online

By Walter Rüegg

ISBN-10: 0521361087

ISBN-13: 9780521361088

This is often the ultimate quantity in a four-part sequence masking the improvement of the college in Europe (east and west) from its origins to the current day, concentrating on a few significant subject matters seen from a eu viewpoint. The originality of the sequence lies in its comparative, interdisciplinary, collaborative and transnational nature. It offers additionally with the content material of what used to be taught on the universities, yet its major function is an appreciation of the function and constructions of the colleges as obvious opposed to a backdrop of fixing stipulations, rules and values. This quantity offers with the reconstruction and epoch-making growth of upper schooling after 1945, which resulted in the triumph of recent technology. It strains the improvement of the connection among universities and nationwide states, lecturers and scholars, their objectives and political actions. specific cognizance is paid to primary alterations within the content material of educating on the universities

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Additional info for A History of the University in Europe: Volume 4, Universities since 1945

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Ruegg, ‘The Academic Ethos’, Minerva, 24 (1986), 393–412; cf. A. B. Cobban, The ¨ Medieval Universities: Their Development and Organisation (London, 1975), 13ff. 5 ¨ Walter Ruegg a particular value unique to the universities, which in the course of the centuries was to take on a socially revolutionary force: judging knowledge on the basis of its merit, not its source, and accepting the equality and solidarity of their members in carrying out this task. However much modern social history emphasizes the social inequalities in universities, they disappeared completely (at least in principle) when it came to the pursuit and transmission of academic knowledge.

He practised academic obedience by listening to the prescribed texts as they were dictated and explained by his teachers, and by learning them by heart and repeating them in class. After three or four years of basic study in grammar, logic and rhetoric, he could graduate as a bachelor and either take up an academically non-specialized career as a town scribe or notary, or, under the supervision of a master, learn to become a teacher and educate himself further in the mathematical artes liberales (arithmetic, geometry, music and astronomy) and the three philosophies (physics, ethics and metaphysics).

III, 7ff. (Ruegg, ‘Themes’). ¨ Die Technische Hochschule zu Berlin 1799–1934. Festschrift (Berlin, 1935), 39. 10 Themes survived, but in the nineteenth and twentieth centuries developed into the world’s leading institutions in higher education. The reason is that a ‘General Educational Institute’ was not established in Berlin, as had been planned, but instead a university was founded in 1810 on the basis of the modern idea of university reform. the liberal reform of the universities by schleiermacher and humboldt In the French model, given its final form by Napoleon, higher education dedicated to the training of higher civil servants and officers, and the academic professions under the control of the state, fell under a bureaucratically organized administration.

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A History of the University in Europe: Volume 4, Universities since 1945 by Walter Rüegg


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