scholarly journals The Training and Disciplinary Identity of Linguists in Europe’s Long Nineteenth Century

2021 ◽  
pp. 150-173
Author(s):  
John E. Joseph
Keyword(s):  
Training Model ◽  
Doctoral Training ◽  
Old High German ◽  
Cultural Relations ◽  
Student Body ◽  
Disciplinary Identity ◽  
Ferdinand De Saussure ◽  
Senior Professor ◽  
The 1960S ◽  
The University

In the mid-19th century, the great centers of philological and linguistic study in Europe were a handful of German universities that led the way in organizing doctoral training. In seminars guided by a senior professor, students presented papers on specialized topics and had them critiqued and queried. This chapter takes a close look at the nature of such training in Germany and France through the experience of one Leipzig doctoral student who went on to lecture in Paris and Geneva, Ferdinand de Saussure (1857-1913). The political and cultural relations between Germany and France in the two decades following the Franco-Prussian War and the annexation of Alsace and Lorraine colored and complicated the importation of the Germany doctoral training model in the various branches of the University of Paris, and not least in the section of the École Pratique des Hautes Études in which Saussure was hired to lecture on Gothic and Old High German, to a student body made up disproportionately of displaced Alsatians. So significant was Saussure’s impact on the institution that his teaching set the agenda for French doctoral training in linguistics and adjacent areas at least through the 1960s, and indeed across Europe and beyond – this despite the fact that he was never in a position to direct a single doctoral thesis himself. The chapter considers as well how the disciplinary identity of linguistics came to be formed in this period, and how it went on to develop over the ensuing decades.

scholarly journals Ferdinand de Saussure

Linguistics ◽  
2015 ◽  
Author(s):  
John E. Joseph
Keyword(s):  
20Th Century ◽  
Latin Poetry ◽  
Old High German ◽  
Sign Theory ◽  
Textual Study ◽  
Oxford University ◽  
Ferdinand De Saussure ◽  
General Linguistics ◽  
The University ◽  
University Of Leipzig

Ferdinand de Saussure (b. 1857–d. 1913) is acknowledged as the founder of modern linguistics and semiology, and as having laid the groundwork for structuralism and post-structuralism. Born and educated in Geneva, in 1876 he went to the University of Leipzig, where he received a doctorate in 1881. While a student there he published the Mémoire sur le système primitif des voyelles dans les langues indo-européennes (1879), which radically reimagined how the original Indo-European vowel system might be reconstructed. During the 1880s Saussure was lecturer in Gothic and Old High German at the École Pratique des Hautes Études in Paris, and served as adjunct secretary of the Société de Linguistique de Paris and was responsible for the Société’s publications in which a number of his own papers appeared. He also began, but abandoned, several more ambitious projects. In 1891 he returned to Geneva to take up a chair in Sanskrit and comparative Indo-European philology. He began another project on the “double essence” of language that was never completed. His papers on Lithuanian accentuation from this period would earn recognition for “Saussure’s Law,” which applies to historical accent shifts in a particular category of Lithuanian words. The next decade saw him devote his attention to various topics, including local toponyms around Geneva, legends of the Germanic peoples who had settled in the area, and finally the search for anagrams in Greek and Latin poetry, but no publications resulted. In 1907 he was given responsibility for the university’s course in general linguistics, a course meant for students who lacked sufficient grounding in any ancient or medieval language to do in-depth textual study, which was all Saussure had experience in teaching. Restructuring the course each of the three times he gave it, he brought in sign theory and other aspects of the grammaire générale tradition in which he himself had been taught (see John E. Joseph, Saussure [Oxford: Oxford University Press, 2012]) but that linguists had laid aside and forgotten in the intervening decades. Soon after his death in 1913, his colleagues Charles Bally and Albert Sechehaye, appreciating the extraordinary nature of his lectures, began gathering his manuscript notes and the notebooks of his students. From these they fashioned the Cours de linguistique générale (Course in general linguistics), published in 1916. It would become one of the most influential books of the 20th century, not just for linguistics but also across many realms of intellectual endeavor. Many previously unpublished texts by Saussure have been appearing in recent years, principally in the volumes of the Cahiers Ferdinand de Saussure. Various projects are under way for making photographic reproductions of the manuscript material online.

Introduction

2020 ◽  
pp. 1-8
Author(s):  
Matthew Johnson
Keyword(s):  
Affirmative Action ◽  
Black Students ◽  
University Of Michigan ◽  
Student Body ◽  
College Leaders ◽  
Ann Arbor ◽  
Racial Inclusion ◽  
The 1960S ◽  
The University

This introductory chapter provides an overview of how elite universities responded to black campus activists by making racial inclusion and inequality compatible, focusing on the University of Michigan (UM). Since the 1960s, UM has gained national recognition for its racial inclusion programs. University and college leaders from around the country began visiting Ann Arbor because they saw UM as a model of inclusion. For the same reason, opponents of affirmative action and racial sensitivity training targeted UM in op-eds, books, and lawsuits. Given UM's reputation, it was no surprise when the university found itself at the center of two of the most famous affirmative action lawsuits of the twenty-first century: Gratz v. Bollinger and Grutter v. Bollinger (2003). In the eyes of black students, however, UM has never represented a model of racial inclusion. Black students' share of the student body has never matched blacks' share of the state or national population, and the majority of black students have never reported satisfaction with the university's racial climate. Nevertheless, black students' critiques never stopped UM leaders from claiming that racial inclusion was one of the university's core values.

scholarly journals Between Revolt and Loyalty: Students of the Austrian Empire in the 1848 Revolution

2020 ◽  
pp. 27-43
Author(s):  
Julija But
Keyword(s):  
Social Group ◽  
Capital City ◽  
Student Body ◽  
Active Involvement ◽  
Political Freedoms ◽  
The Government ◽  
The 1960S ◽  
The University ◽  
1848 Revolution ◽  
Actual Participation

Introduction. As a social group with its specific features and motivation, students have been long characterized by their active involvement in social and political unrest. However, the behavioral analysis of students in different historical situations has become an independent research topic as late as in the 1960s. Numerous nuances of student activity remain for that reason unexplored. That is true of the process of student politicization and nationalization in the multi-ethnic Austrian empire during the tumultuous year of 1848. In literature, this issue is either pushed aside or based on an image of a radical “Austrian” student helping proletarians to fight against the regime on barricades. The latter is not relevant in view of the diversity of student sentiments and ideas that were present in the vast Habsburg hereditary lands. Methods and materials. This article analyzes students’ sympathies and actual participation in the rebellious events of 1848 considering the cases of two universities – that of the capital city of Vienna and the university of provincial Innsbruck. The study is based on students’ memoires, pamphlets, letters and newspapers of that time, as well as official documents and appeals by the government. Analysis. The analysis shows that Viennese students had an effective voice in revolutionary events, but their demands were of relatively moderate liberal character, while they largely remained loyal to the emperor. The revolutionary activity of provincial students was much more modest and peaceful than in Vienna. In case of Innsbruck, in particular, an image of a patriotic student fighting with arms for his emperor and fatherland replaced the image of a student fighting for political freedoms. Results. The participation of students in the revolutionary events of 1848 resulted in politicization of the “Austrian” student body and its consolidation as an independent social group.

scholarly journals Spiritual Formation in the Graduate School of Clinical Psychology at George Fox University

2018 ◽  
Vol 11 (2) ◽  
pp. 296-313
Author(s):  
Rodger K. Bufford ◽  
Nancy S. Thurston ◽  
Kathleen A. Gathercoal ◽  
Marie-Christine Goodworth ◽  
Lynn H. Holt
Keyword(s):  
Spiritual Formation ◽  
Graduate School ◽  
Clinical Psychology ◽  
Training Model ◽  
Psychological Needs ◽  
Student Body ◽  
Cognitive Approach ◽  
Model Training ◽  
George Fox ◽  
The 1960S

At its inception, the training model in the Graduate School of Clinical Psychology (GSCP) at George Fox University was informed by the approach inaugurated at Fuller Theological Seminary School of Psychology in the 1960s. In the original model, training in Christian religion/spirituality and theology accompanied training in professional psychology. In the interim, our culture, psychological knowledge, perceived psychological needs, and training programs have changed greatly. Here we report changes in religion/spirituality (R/S) training and integration over the last two decades. We describe our current spiritual formation structure and process, and program evaluation efforts. Over the past several years the GSCP has shifted from relying mainly on a cognitive approach involving Bible and theology courses (theoretical-conceptual integration) toward a more personal-experiential approach that includes team teaching of the theology and religion courses, an individualized spiritual direction experience spread over two years, and more intentional integration of R/S and spiritual formation components throughout the program. We anticipate this may be an ongoing area for further development in coming years as we seek to meet the needs of a changing student body with greater R/S diversity and largely postmodern worldviews.

The University of Cincinnati’s Doctoral Training Program

2005 ◽  
Vol 8 (1) ◽  
pp. 8-10
Author(s):  
Gloriajean L. Wallace ◽  
Nancy A. Creaghead
Keyword(s):  
Training Program ◽  
Doctoral Training ◽  
The University

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

Native Americans and the Third World Strike at UC Berkeley

2019 ◽  
Vol 42 (2) ◽  
pp. 32-39
Author(s):  
LaNada War Jack
Keyword(s):  
Native American ◽  
Native Americans ◽  
Personal Experience ◽  
Third World ◽  
Leadership Roles ◽  
The Third ◽  
The Creation ◽  
The 1960S ◽  
The Third World ◽  
The University

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.

An Indian Official’s Trials and Tribulations

2018 ◽  
Author(s):  
Ruchi Ram Sahni
Keyword(s):  
Psychological Trauma ◽  
Government College ◽  
Chemistry Department ◽  
Senior Professor ◽  
Short Period ◽  
The Government ◽  
The University

In this chapter Ruchi Ram Sahni recounts what he calls the most depressing and unpleasant incident of his life. It involved his supersession for the position of Professor-in-Charge of the Chemistry Department at the Government College, Lahore, by a much younger Englishman, fresh from university. The post in question was vacated by an English colleague, a Senior Professor, with whom the author had a difficult relationship involving a dispute about who was to be selected for the post of Examiner in the university examinations. This colleague went on to write a secret report against Sahni, resulting in his supersession despite his vast seniority. Sahni relates the psychological trauma resulting from this experience, and its contribution to strengthen his resolve to leave Lahore for a short period to do research in Europe.

Implementation of the Dual Training Model at the University of Veracruz

2020 ◽  
Author(s):  
A. Gazca Herrera Luis ◽  
E. Gasca Herrera Angel ◽  
E. Morales Martinez Martha ◽  
Hernandez Lozano Minerva ◽  
Culebro Castillo Karina
Keyword(s):  
Training Model ◽  
The University

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

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