Joseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930–1934

2003 ◽  
Vol 43 (4) ◽  
pp. 571-609 ◽  
Author(s):  
Deron R. Boyles
Keyword(s):  
Academic Freedom ◽  
Department Of Education ◽  
Apparent Contradiction ◽  
University Professors ◽  
University Teachers ◽  
College And University ◽  
History Of ◽  
New Ideas ◽  
Intellectual Integrity ◽  
The University

No one can follow the history of academic freedom … without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time…one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.Discussions of academic freedom inevitably elicit revolutionary and conservative forces concurrendy. This conflict is apparent, for example, in the 1916 report of the American Association of University Professors (AAUP). On one hand, the university is an “inviolable refuge” from various tyrannies, including the “tyranny of public opinion.” Here, professors are part of a revolutionary “intellectual experiment…where new ideas may germinate and where their fruit, though … [possibly] distasteful to the community as a whole, may be allowed to ripen.…” Accordingly, no professor “can be a successful teacher unless he [sic] enjoys the respect of his students, and their confidence in his intellectual integrity. It is clear, however, that this confidence will be impaired if there is suspicion on the part of the student that the teacher is not expressing himself fully or frankly, or that college and university teachers are in general a repressed and intimidated class who dare not speak with that candor and courage which youth always demands in those whom it is to esteem.” On the other hand, the liberty of the scholar “is conditioned by there being conclusions gained by a scholar's method and held in a scholar's spirit; that is to say, they must be the fruits of competent and patient and sincere inquiry, and they should be set forth with dignity, courtesy, and temperateness of language.” How to rectify the apparent contradiction between expressing oneself “fully” and “frankly” while at the same time being “temperate” in language is, perhaps, a key feature in the long history of, and the various debates about, academic freedom.

scholarly journals Le pietre di Ca’ Foscari: Ruskin e il Palazzo

2018 ◽  
Author(s):  
Jeanne Clegg ◽  
Emma Sdegno
Keyword(s):  
Grand Canal ◽  
History Of ◽  
New Ideas ◽  
The Grand Canal ◽  
The University ◽  
The City

Our contribution concerns a phase in the history of the building that gives the University its name. When Ruskin came to Venice in 1845 he was horrified by the decayed state of the palaces on the Grand Canal, and by the drastic restorations in progress. In recording their features in measurements, drawings and daguerreotypes, Ca’ Foscari took priority, and his studies of its traceries constitute a unique witness. This work also helped generate new ideas on the role of shadow in architectural aesthetic, and on the characteristics of Gothic, which were to bear fruit in The Seven Lamps and The Stones of Venice. In his late guide to the city, St Mark’s Rest, Ruskin addressed «the few travellers who still care for her monuments» and offered the Venetian Republic’s laws regulating commerce as a model for modern England. Whether or not he knew of the founding of a commercial studies institute at Ca’ Foscari in 1868, he would certainly have hoped that it would teach principles of fair and just trading, as well as of respectful tourism.

scholarly journals An event that impacted the Transylvanian pharmacist education 100 years ago

2019 ◽  
Vol 92 (1) ◽  
pp. 61-65
Author(s):  
Péter H. Mária
Keyword(s):  
Natural History ◽  
First World War ◽  
World War ◽  
University Teachers ◽  
Political Sciences ◽  
The First World War ◽  
History Of ◽  
Loyalty Oath ◽  
The University ◽  
First World

Abstract In Kolozsvár, on 17th of September 1872, a Hungarian royal university was founded with 4 faculties 1- Law and Political Sciences, 2. Medical, 3. Arts (liberal), Language and History of Science, 4. Mathemathics and Natural History faculties. In 1881 the University picked up the Ferencz József University of Science name. There was no independent Medicine trainingfacultyt at this time yet. Pharmacists were taught in the Medical and Natural History faculties. In December 1918, during the first world war, Kolozsvár was moved under Romanian rule. On the 9th of May in 1919 the Romanian authorities called the acadamic senate (school staff) to do loyalty oath for the Romanian king.This was refused by the university teachers. After this event, teachers were moved out from this building along with the entire equipement of the University, and the place was occupied by the Romanian university. As, by this, theHungarian language acadamic education became impossible the first stage of the life of(Hungarian King) Ferencz József University of Sciense ended. First, the major part of theprofessors and students emigrated to Budapest while later on in 1921 the University wastemporarily established in Szeged. The University in Szeged took not onlythe legal continuity of the institute through its name but its professors also maintained and cherished all the traditions of the institute through many long coming years. Starting from 1921/1922 many student with transilvanian origin obtained pharmacist’s degree here many of whom later returned and worked in their native country.

scholarly journals UKRAINIAN FREE UNIVERSITY IN GERMANY DURING THE DP PERIOD

2020 ◽  
Vol 1 ◽  
pp. 79-85
Author(s):  
Halyna Klynova-Datsiuk
Keyword(s):  
Education Institution ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Work ◽  
University Teachers ◽  
Educational Literature ◽  
History Of ◽  
The Right ◽  
The University ◽  
Academic Year

The article deals with the activities of the Ukrainian Free University in Germany (UFU) during the DP period (1945–1952). The process of resumption of the UFU operation is described. The initiator of this case was the last rector of the University of Prague and historian Vadym Shcherbakіvsky. Well-known scientists Dmytro Doroshenko, Petro Kurinny, Ivan Mirchuk, Panteleimon Kovaliv and others supported his initiative. It is noted that the Bavarian authorities and the American occupation were positive about the resumption of the university. The educational process in the higher education institution began in the summer semester of 1946. The structure of the Ukrainian Free University in Germany had two faculties: philosophy from the departments of philosophy and pedagogy, philology (Ukrainian, classical, and Slavic), history, geography, archeology, ethnology and art sciences, as well as law and socio-economic sciences from various departments. It is stated that the most active in the functioning of the university was the 1947–1948 academic year. As 492 students were educated and 95 teachers worked, a significant amount of educational literature was published. The university charter of 1948, which was the basic document regulating the functioning of the institution and giving it the right to broad autonomy and free publication, is also analyzed. The article also proves that in addition to educational work in the UFU, a publishing business was developed. Among the publications of the university was mainly educational literature, in particular textbooks for students (scripts), which were printed in cyclostyle. In order to inform students about the content of academic disciplines, the number of lectures, seminars, practical classes, lecture programs were published. To facilitate the study of educational material, university teachers issued lecture notes. Among such publications are lectures by M. Andrusiak “History of the Cossacks”, I. Mirchuk “Introduction to Philosophy”, V. Kubiyovych “Geography of Ukraine” and others. The UFU played an important role in preserving the national and cultural identity of the Ukrainian people and consolidating the Ukrainian scientific forces in exile.

scholarly journals UNIVERSITY ISSUE IN THE RESEARCH FIELD OF DOMESTIC PROFESSORS AT THE BORDER OF THE XIX ­ XX CENTURIES

2021 ◽  
pp. 55-60
Author(s):  
V. MOKLYAK ◽  
Yu. MOSKALENKO
Keyword(s):  
Academic Freedom ◽  
Scientific Progress ◽  
Research Field ◽  
University Education ◽  
University Professors ◽  
External Relations ◽  
Teachers And Students ◽  
The University ◽  
Independent University

It is natural for scientists, public figures, university professors and other higher education institutions, trustees of educa-tional districts, ministers of public education, statesmen, etc. to show interest in the so-called “university issue” in the conditions of formation and development of domestic university education in the XIX – the early XX century. Particularly heated discussions on this problem arise at the turn of the nineteenth and twentieth centuries, when the activities of universities were regulatedby the reactionary statute of 1884. Many well-known progressives (V. Vernadskyi, M. Pyrohov, I. Sechenov, K. Timiriaziev, Ye. Tru-betskoi, S. Trubetskoi, P. Fortunatov, O. Shvarts and others) advocated the expansion of university rights, and the idea of an au-tonomous independent university became key. The position of supporters of the independence of universities was manifested in the relevant appeals. Thus, in 1899, ten professors submitted a note to the Minister of Education, which referred to the humiliating role of teachers, defined by regula-tions. In 1905, 342 scholars prepared for publication in the journal “Herald of Europe” a special document “Note on the needs of education”, which spoke about the progress of scientific progress through the efforts of domestic scientists and the inappro-priate attitude of the authorities to such achievements. Numerous publications show interest in the university issue. For example, O. Posnikov, V. Sobolevskyi, O. Chuprov substantiate the effectiveness of university autonomy in the columns of the periodical “Russian Gazette”. K. Timiriaziev in his own collection of articles “Science and Democracy” advocates the principle of academic freedom. P. Struve in the preface to O. Heorhiievskyi’s book “A Brief Essay on Government Measures and Predictions Against Student Riots” reflects on human rights violations in universities, the oppression of the rights of teachers and students. V. Vernadskyi writes in the article “On the Professorial Congress” about the importance of creating an “Association for Achieving Academic Freedom and Improving the Conditions of Academic Life”. The study made it possible to state a great interest in the “university question” at the turn of the XIX–XX centuries. Note that this problem is related to the conceptual “idea of the university”, which is interpreted as a combination of the whole set of knowledge and ideas about the university: goals, objectives, principles, structure, functions, internal and external relations,place and role in society at a certain specific historical stage.

scholarly journals On the Way to Ukrainization: Kharkiv University in 1917 – the First Half of 1918

2019 ◽  
Keyword(s):  
Mother Tongue ◽  
Negative Attitude ◽  
Significant Activity ◽  
Student Body ◽  
University Professors ◽  
University Life ◽  
History Of ◽  
The Right ◽  
The University ◽  
Russian Identity

The article analyzes the attitude of the Kharkiv University staff to the problem of higher education Ukrainization, actualized after the February Revolution. It is claimed that it was not significantly different from the position of the other two universities of the Dnieper Ukraine – Kyiv and Novorossiysk (Odessa) and was rather cool. Most professors at first demonstrated their negative attitude towards the Ukrainization of social, political and university life, and eventually became generally supportive of the Ukrainization of the cultural and educational sphere though in every way trying to minimize the Ukrainization measures at the university. While declaratively acknowledging the right of Ukrainians to be educated in their mother tongue, university professors remained largely carriers of Russian or Little Russian identity, Russian culture, and therefore did not consider it possible to sacrifice its stronghold – the university actually remaining such one. The position of the student body is not traced; at least, it did not show any significant activity in this matter. Attention is given to the relevant measures of the then authorities and the position of the local public on the university issue. It is emphasized that not only before the formation of the Ukrainian state, but to a great extent even afterwards such actions were situational, episodic, held at the initiative of individuals, lacking some sound basis, proper corporate, public and state support. The reasons for such a situation are analyzed as well: both national and local characteristics of Kharkiv region and the university (long stay of the region under Bolshevik rule, dominance of pro-Russian elements in local administration, weakness of «Prosvita» etc.). Some positions related to the history of Kharkiv University (regarding the formation of the departments of Ukrainian Studies, teaching in Ukrainian by D. Bagaliy and M. Sumtsov, functioning of the People’s University etc.) are revised or clarified.

From the analysis of university professors' training needs to the design of the Teaching Learning Laboratory: the PRODID research at the University of Bari

2019 ◽  
Author(s):  
Loredana Perla ◽  
Viviana Vinci
Keyword(s):  
Professional Development ◽  
Training Needs ◽  
Pilot Training ◽  
Target Groups ◽  
University Professors ◽  
Learning And Teaching ◽  
University Teachers ◽  
Set Up ◽  
Teaching Learning ◽  
The University

The paper presents the results of the research carried out at the University of Bari in the PRODID project - Preparation to Professionalism Teaching and Didactic Innovation, which involved 8 Italian Universities (Padua, Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) constituents the Italian Association for the promotion and development of teaching, learning and teaching at the University. The research was conducted through the administration of a questionnaire developed according to the Framework of Teachingof Tigelaar and colleagues (2004), focusing on the usual teaching practices, on the beliefs and needs of the teacher, on different aspects of teaching professionalism. Thanks to the experimentation it was possible to analyse the needs of the Bari University context and set up the PRODID-TLL (Teaching Learning Laboratory) project, focused on structuring pilot training paths, innovative and personalized according to different target groups, for the professional development of university teachers

Factors of formation self-development abilities among university students

2019 ◽  
pp. 24-30
Author(s):  
Elena Molokanova
Keyword(s):  
Professional Education ◽  
Personal Characteristics ◽  
University Professors ◽  
Internal Factors ◽  
University Teachers ◽  
Professional Activities ◽  
Self Development ◽  
Technical University ◽  
Learning Factors ◽  
The University

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We ana-lyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific ap-proach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

Preparing Tomorrow's Psychologists for Careers in Academe

1993 ◽  
Vol 20 (3) ◽  
pp. 149-155 ◽  
Author(s):  
Victor A. Benassi ◽  
Peter S. Fernald
Keyword(s):  
Graduate Students ◽  
Doctoral Program ◽  
Psychology Students ◽  
Teaching Skills ◽  
University Professors ◽  
College And University ◽  
Research And Teaching ◽  
Teaching Of Psychology ◽  
The University ◽  
Academic Positions

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.

scholarly journals Representaciones de docentes universitarios sobre la deserción de los estudiantes de primer año en modalidad semipresencial pertenecientes a la Universidad UNIACC

2018 ◽  
Vol 1 (2) ◽  
pp. 105-121
Author(s):  
Cristian Ortega Bustos Ortega Bustos ◽  
Anais Aluicio González ◽  
Edith Jorquera Muñoz
Keyword(s):  
Grounded Theory ◽  
Cross Sectional Study ◽  
First Year ◽  
Sectional Study ◽  
Cross Sectional ◽  
University Professors ◽  
First Year Students ◽  
University Teachers ◽  
University Dropout ◽  
The University

La presente investigación tuvo por objetivo explorar las representaciones que tienen docentes universitarios de la universidad UNIACC respecto de la deserción de los estudiantes de primer año que cursan estudios en modalidad semipresencial. Se realizó un estudio cualitativo de corte transversal con alcance exploratorio a través de cuatro entrevistas. Para el análisis de los datos se utilizaron los procedimientos propuestos por la Grounded Theory. Los resultados muestran cuatro categorías descriptivas y dos categorías relaciones que permiten aproximarse a las representaciones que tienen los docentes universitarios respecto a la deserción universitaria. Se discute acerca de la desmotivación y la frustración que pueden llegar a experimentar los estudiantes como elementos comprensivos del fenómeno y se proponen reflexiones para abordarla. The aim of this research was to explore the representations of university professors from the UNIACC University regarding the phenomenon of the desertion of first-year students who study b-learning. A qualitative cross-sectional study with exploratory scope was conducted, with a total of four interviews. The analysis of the data was performed according to the procedures proposed by the Grounded Theory. The results show four descriptive categories and two categories that permit to approximate the representations that the university teachers have regarding the university dropout. There is a discussion about the demotivation and frustration that students can experience as comprehensive elements of the phenomenon, and reflections are proposed to address it.

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