IL COLLGE DE FRANCE DURANTE LA RIVOLUZIONE FRANCESE DUE MEMORIE APOLOGETICHE*

Nuncius ◽  
1996 ◽  
Vol 11 (1) ◽  
pp. 3-41
Author(s):  
LUIGI PEPE
Keyword(s):  
French Revolution ◽  
The Other ◽  
Educational Institutions ◽  
Collège De France ◽  
The University ◽  
Louis Xv ◽  
The French Revolution

Abstracttitle SUMMARY /title The College de France (College Royal) founded by Franois I in 1530 was unable to be completely independent from the University. However Louis XV in 1772 added this to the Colleges of the University and erected his building in Place Cambrai. Only during the French Revolution the College de France became completely independent through the suppression, in 1793, of the other educational Institutions. The same College was seriously threatened by suppression as documented in the memoirs of Garnier and Lalande. These memoirs are now fully published also for their epistemological interest.

scholarly journals RISKS OF THE EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Final Analysis ◽  
Quality Education ◽  
The Other ◽  
Educational Institutions ◽  
Modern World ◽  
High Quality ◽  
High Quality Education ◽  
The One ◽  
The University

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.

Lauener, Michael, Schutz der Kirche und Stabilität des Staates durch Absenz von religiöser ,Seichtigkeit': die religionspolitischen Anschauungen von Jeremias Gotthelf und Georg Wilhelm Friedrich Hegel aus dem Geist der Versöhnung

2019 ◽  
Vol 105 (1) ◽  
pp. 280-349
Author(s):  
Michael Lauener
Keyword(s):  
French Revolution ◽  
Georg Wilhelm Friedrich Hegel ◽  
Church And State ◽  
The State ◽  
The Other ◽  
Strong State ◽  
The Reformation ◽  
The World ◽  
The Church ◽  
The French Revolution

Abstract Protection of the church and state stability through the absence of religious 'shallowness': views on religion-policy of Jeremias Gotthelf and Georg Wilhelm Friedrich Hegel out of a spirit of reconciliation. The article re-examines a thesis of Paul Baumgartner published in 1945: "Jeremias Gotthelf's, 'Zeitgeist and Bernergeist', A Study on Introduction and Interpretation", that if the Swiss writer and keen Hegel-opponent Jeremias Gotthelf had read any book of the philosopher Georg Wilhelm Friedrich Hegel, some of this would have received his recognition. Both Gotthelf and Hegel see the Reformation to be the cause of the emergence of a strong state. For Gotthelf, this marks the beginning of a process of strengthening the state at the expense of the church. Hegel, on the other hand, considers the modern state to be the reality of freedom, produced by the Christian 'religion of freedom' (Rph, §270 Z., p. 430). In contrast to Gotthelf, for whom only Christ can reconcile the state and religion, Hegel praises the French Revolution as "reconciliation of the divine with the world". For Gotthelf, the French Revolution was only a poor imitation of the process of spiritual and political liberation initiated by the Reformation, through which Christ reduced people to their original liberty. Nevertheless, both Gotthelf and Hegel want to protect the state and the church from falling apart, they reject organizational unity of state – religion – church in the sense of a theocracy, and demand the protection of church communities.

The Literature on War: Part II

1942 ◽  
Vol 4 (3) ◽  
pp. 327-346
Author(s):  
William O. Shanahan
Keyword(s):  
Fifteenth Century ◽  
French Revolution ◽  
The Other ◽  
Present Survey ◽  
Military Literature ◽  
Other Hand ◽  
The French Revolution

“It is a great advantage to princes to have perused (military) histories in their youth, for in them they read at length of such assemblies and of the great frauds and deceptions and perjuries which some of the ancients have, practised on one another, and how they have taken and killed those who put their trust in such security. It is not to be said that all have used them, but the example of one is sufficient to make several wise and to cause them to wish to protect themselves.” For present-day democracies this advice of Philippe de Commynes, the fifteenth century French historian, has a pointed meaning. Only when the liberties of free peoples are threatened can their interest in war and armies be aroused. Tyrants and autocrats, on the other hand, never neglect the study of the role of war in statecraft. If we are to remain free the lessons of war must be studied continually. With this principle in mind the present survey of military literature is intended to suggest some of the important books that have been written since the French Revolution.

scholarly journals A parábola da universidade: da disciplina da obediência à codificação da liberdade (p. 15-37)

1969 ◽  
Author(s):  
Gianfranco Petronio
Keyword(s):  
Higher Education ◽  
French Revolution ◽  
Educación Superior ◽  
Educacion Superior ◽  
The Enlightenment ◽  
Palabras Clave ◽  
Critical Issues ◽  
The University ◽  
Paradoxical Results ◽  
The French Revolution

POR - ResumoNeste ensaio, que tem como objeto a análise da parábola transformativa concernente à universidade, da sua fundação medieval aos dias atuais, focalizam-se eventos centrais que predominantemente a determinaram, ou seja, as mudanças culturais e político-sociais, que, advindas com a Modernidade do século XVI, afirmaram-se com a difusão do iluminismo e se concretizaram com a Revolução Francesa, íntima e radicalmente, modificando os paradigmas de poder. Essa “revolução” não poderia não capitalizar também destinatários, escopos e valores da instrução superior, provocando nela uma reforma integral e substancial, sobre a qual destacam-se, principalmente, alguns imprevistos e resultantes paradoxais que estão, contemporaneamente, na base de críticas relevantes, voltadas à universidade moderna. POR - Palavras-chave: Universidade. Liberdade. Criatividade. Estado.ITA - La parabola dell’università: dalla disciplina dell’obbedienza alla codificazione della libertàITA - RiassuntoNell’analisi della parabola trasformativa che ha interessato le università, dalla fondazione medievale fino ad oggi, sono focalizzati gli eventi centrali che l’hanno maggiormente determinata, ossia i cambiamenti prima culturali poi politici e sociali che avviati con il sorgere della modernità (XVI secolo) si sono affermati con la diffusione dell’Illuminismo e si sono infine concretizzati con la Rivoluzione francese, e hanno intimamente e radicalmente mutato i paradigmi del potere. Questa “rivoluzione” non poteva non investire anche destinatari, scopi e valori dell’istruzione superiore, provocandone un’integrale e sostanziale riforma di cui vengono principalmente sottolineati alcuni imprevisti e paradossali risultati che oggi probabilmente sono alla base di alcune importanti criticità che interessano l’università moderna.ITA - Parole chiave: Universitá. Libertá. Creativitá. Stato.ENG - The parable of the university: the discipline of obedience to coding of freedomENG - AbstractIn the analysis of the transformative parable that has concerned the university, from the medieval foundation until now, and focused on the central events that have most determined them, i.e., the cultural and social-political changes that started with the rise of modernity (XVI century), have emerged with the spread of the Enlightenment and were finally materialized with the French Revolution, and have deeply and radically changed the paradigms of power. This “revolution” could not invest recipients, purposes and values of higher education, causing an integral and substantial reform, on which we highlight some unexpected and paradoxical results that today are probably the base of some important critical issues directed to the modern university.ENG - Keywords: University. Freedom. Creativity. State.SPA - La parábola de la universidad: La disciplina de obediencia a codificación de la libertadSPA - ResumenEn el análisis de la parábola de transformación que ha afectado a la universidad, desde la fundación medieval hasta ahora, se han centrado en los acontecimientos centrales que más han determinado, es decir, los cambios antes de esa política cultural y social que comenzó con el surgimiento de la modernidad (siglo XVI) han surgido con la difusión del Iluminismo y fueron finalmente materializado con la Revolución Francesa, y han cambiado profundamente y radicalmente los paradigmas de poder. Esta “revolución” no podía también invertir a los destinatarios, objetivos y valores de la educación superior, causando una reforma integral y sustancial es destacado principalmente algunos resultados inesperados y paradójicos que hoy son probablemente la base de algunas cuestiones críticas importantes que afectan a la universidad moderna.SPA - Palabras clave: Universidad. Libertad. Creatividad. Estado.

scholarly journals Introduction

Social Text ◽  
2021 ◽  
Vol 39 (1) ◽  
pp. 1-19
Author(s):  
Nathan Snaza ◽  
Julietta Singh
Keyword(s):  
Ethnic Studies ◽  
Affect Theory ◽  
The Other ◽  
Educational Institutions ◽  
Special Issue ◽  
Critical Ethnic Studies ◽  
New Materialisms ◽  
Ecological View ◽  
The One ◽  
The University

Abstract This introduction to the special issue “Educational Undergrowth” proposes an ecological view of educational institutions and practices, one that foregrounds the porosity of borders so that entities and institutions that can sometimes seem distinct are thought of as always entangled. The editors elaborate this ecological view by drawing on theories of coloniality, especially the work of Sylvia Wynter (and her human/Man distinction) and Stefano Harney and Fred Moten (in The Undercommons). In this framing, the university appears as a specific, but not isolated, part of a colonial ecology structured around producing Man. This allows both for critical accounts of how coloniality shapes institutions such as schools and universities, always in relation to many other institutions and sites, and for speculative experiments in queer, decolonial, abolitionist education. The introduction intervenes in contemporary leftist debates about the university in particular and education more generally by offering a way of attuning to critical, abolitionist, and decolonial projects as specific but intraactive outgrowths of the colonial ecology and myriad disruptive projects (happening both in and outside of institutionalized schools). On the one hand, educational undergrowth accounts for how resources circulate unevenly in the colonial ecology so that the “growth” of some people, institutions, and projects is possible only because others are deprived, defunded, and disinvited. On the other hand, it draws on affect theory, new materialisms, and work in decolonial and critical ethnic studies to valorize otherwise marginal, bewildering, errant educational encounters that are always taking place in the undergrowth of the university.

The French Revolution

2019 ◽  
Author(s):  
Thomas Carlyle
Keyword(s):  
French Revolution ◽  
George Eliot ◽  
History Writing ◽  
Critical Studies ◽  
Intellectual Engagement ◽  
History Of ◽  
Select Bibliography ◽  
Almost All ◽  
Louis Xv ◽  
The French Revolution

‘It is I think the most radical Book that has been written in these late centuries . . . and will give pleasure and displeasure, one may expect, to almost all classes of persons.’ Carlyle Thomas Carlyle's history of the French Revolution opens with the death of Louis XV in 1774 and ends with Napoleon suppressing the insurrection of the 13th Vendémaire. Both in Its form and content, the work was intended as a revolt against history writing itself, with Carlyle exploding the eighteenth-century conventions of dignified gentlemanly discourse. Immersing himself in his French sources with unprecedented imaginative and intellectual engagement, he recreates the upheaval in a language that evokes the chaotic atmosphere of the events. In the French Revolution Carlyle achieves the most vivid historical reconstruction of the crisis of his, or any other, age. This new edition offers an authoritative text, a comprehensive record of Carlyle's French, English, and German sources, a select bibliography of editions, related writings, and critical studies, chronologies of both Thomas Carlyle and the French Revolution, and a new and full index. In addition, Carlyle)s work is placed in the context of both British and European history and writing, and linked to a variety of major figures, including Edward Gibbon, Friedrich Nietzsche, George Eliot, John Stuart Mill, Hegel, and R. G. Collingwood.

The Fitzwilliam episode

1966 ◽  
Vol 15 (58) ◽  
pp. 115-130
Author(s):  
R.B. McDowell
Keyword(s):  
French Revolution ◽  
The Other ◽  
Coalition Government ◽  
Whig Party ◽  
The French Revolution ◽  
The Revolution

The French revolution split the English whigs over profound issues of principle. One section, of which Fox was the most prominent member, viewed the revolution, at least in its earlier stages, with considerable sympathy and argued that the war with France could have been avoided. The other section accepted Burke’s interpretation of the revolution and at the beginning of 1793 supported the government’s intervention in the European war. And from the middle of 1792 the possibility of a coalition between this latter section and Pitt was in the air. One factor which delayed the formation of a coalition government was the attitude of the duke of Portland, ‘the natural leader’ of the whig party. Portland, who combined pride of birth with a sense of duty, some political shrewdness and strong opinions which he expressed, when writing, with considerable fluency, seems to have inspired genuine respect and even affection amongst those who worked with him. But he was hesitant, and in the early nineties, while accepting Burke’s views on the revolution, he did not wait to split his party. The existence of the whig party, ‘a union of persons of independent minds and fortunes formed and connected together by their belief in the principles by which the revolution of 1688 was founded’, was essential, he believed, to the welfare of the country. The whig party ‘which alone is entitled to be distinguished by the name of party’, he asserted, ‘must be as eternal as I conceive the constitution of this country to be’.

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