By Walter Rüegg
This can be the ultimate quantity in a four-part sequence masking the advance of the college in Europe (east and west) from its origins to the current day, concentrating on a couple of significant topics considered from a ecu 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 goal is an appreciation of the function and buildings of the schools 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 technological know-how. It lines the improvement of the connection among universities and nationwide states, academics and scholars, their pursuits and political actions. specific realization is paid to primary adjustments within the content material of educating on the universities.
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Additional resources for A History of the University in Europe: Volume 4, Universities since 1945
The establishment of absolute truth as the goal of the academic pursuit of knowledge required the introduction of basic norms, such as sharing information, submitting statements to generally accepted rules of critical examination, and, not least, subscribing to the public nature of the procedures underlying academic research and its results. 5. A readiness to improve one’s own knowledge by accepting convincing results from any source, such as the rediscovered Roman law or Arabic medicine and science.
III, 19 (Ruegg, ‘Themes’). ¨ 17 ¨ Walter Ruegg world power. 33 The topical question which Wilamowitz-Moellendorf discussed in his oration concerned the monopoly right of the humanist gymnasium to award the Abitur qualification for admission to the universities. Already in 1890 the king wanted to abolish this monopoly. The head of university affairs in the Prussian Ministry of Education, Althoff, hoped to overcome conservative resistance in parliament and in important pressure groups with the help of this leading classicist, and thus encouraged Wilamowitz-Moellendorf’s move from Gottingen to Berlin.
W. Ruegg, ‘Die Antike als Leitbild der deutschen Gesellschaft’, in W. Ruegg, Bedrohte ¨ ¨ Lebensordnung: Studien zur humanistischen Soziologie (Zurich and Munich, 1978), 93–105. ¨ Rede zur Gedachtnisfeier ¨ U. H. Diels, Internationale Aufgaben der Universitat: des ¨ Konig ¨ Stifters der Berliner Universitat Friedrich Wilhelm III in der Aula am 3. August 1906 (Berlin 1906). ’36 In this caricature the ivory tower appears to have been reduced to a fitness centre for future professors. But the main point of the grand buildings was to indicate that cultural events and social festivities gained lustre when held in university settings.