scholarly journals Professors in Humanities at Vilnius University and the Doctrine in the Period of Activities of Donatas Sauka

Literatūra ◽  
2020 ◽  
Vol 62 (1) ◽  
pp. 8-23
Author(s):  
Ingė Lukšaitė

The analysis of professors in Humanities at Vilnius University in 1948–1956, the period of studies and post-graduate course of Donatas Sauka, established that professors who had not accepted the doctrine of Marxism-Leninism and who had obtained their academic titles in independent Lithuania or pre-revolutionary Russia had left the university. During the first year of Soviet rule, a group of persons who had contributed to Lithuania’s incorporation into the USSR and undertaken to establish the doctrine at the university became professors. They were active in the 1940s and 1950s and created a climate of fear. Some lecturers who were neutral towards the doctrine had been granted the title of professors for their contribution to the science in order to raise the prestige of the university. A cluster of lecturers who attempted to interpret literature without applying primitive sociologisation was formed in the Department of Lithuanian Literature in mid 1950s. At the initiative of the Central Committee of the Lithuanian Communist Party, actions were taken (1956–1961) to force the group of young lecturers to follow the requirements of the doctrine. Having defied the requirements, they were dismissed. D. Sauka belonged to the group, but had retained his job as a lecturer without changing his views towards the doctrine. Some professors, associate professors, and students at the university participated in the ideological cleansing of the Department of Lithuanian Literature. They were later promoted. During the 1960s, among literary scholars only Jurgis Lebedys became a professor. At that time, high qualification requirements for obtaining a professor’s title were set in the USSR. Those who had obtained the titles of professors had different approaches towards the doctrine of Marxism-Leninism. Some showed support only formally and expanded the scope of analysed issues by slowly validating new fields of knowledge and developed individual thinking; others attained high qualification and performed the actions of implementing the doctrine required by the party leaders; still others sought their personal goals by using maintenance of the doctrine as a pretext. The guardians of the doctrine created obstacles for unwanted persons in becoming professors by trying to prevent them from defending their doctoral (post-doctoral) theses and publishing their articles and works; they tried to create a wall of silence around them. In the 1970s, D. Sauka and Vytautas Kubilius defended their doctoral (post-doctoral) theses; both of them had surpassed the topics defined by the doctrine and opened new fields of knowledge in Lithuanian literature and culture. Attempts were made to prevent them from defending their theses, but thanks to the vigilance of his colleagues, D. Sauka defended his thesis and became a professor after four years. The approval of V. Kubilius’s doctoral (post-doctoral) title lasted six years, yet one of the strongest literary critics and scholars was not granted the title of professor from the Soviet university. In the 1980s, a number of students at Vilnius University obtained titles of professors. The doctrine itself had changed at that time, the communist government avoided scandals, the level of mentality was higher at the university, and simultaneously, the behaviour of lecturers themselves was self-censored; some of the guardians of the doctrine had voluntarily abandoned their position and those who appreciated the works of their talented colleagues appeared. At the juncture of the 1980s and 1990s, professors of Vilnius University became more prominent in the society: these were personalities that developed individual thinking of their own and others, done valuable work for the culture of Lithuania, retained relations with the nation and had the goal of creating an independent state of Lithuania.

2019 ◽  
Vol 168 (2) ◽  
Author(s):  
Tõnu Tannberg

Abstract: Tartu State University in the sphere of interest of the state security organs in 1950 After the re-occupation of Estonia in 1944, the Soviets launched an extensive and diverse process of Sovietisation for building a new society. An important instrument in this campaign was the struggle that had been unleashed against so-called bourgeois nationalism. This ‘struggle’ culminated with the notorious 8th Plenum of the Central Committee of the Estonian Communist (Bolshevik) Party that was held in March of 1950, where the former Communist Party leader of the Estonian SSR Nikolai Karotamm was removed from his post and the campaign for purging ‘anti- Soviet elements’ from various spheres of life, which had already began in the first year of Soviet occupation, was given even more of a free hand. In the eyes of the regime, the Tartu State University of that time was also an important ‘nest of bourgeois nationalism’, for which reason it is not surprising that the state security organs demonstrated greater than usual interest in that institution. At the end of the 1940s, the 5th Section of the Tartu Department of the Estonian SSR Ministry of State Security scrutinised the university with the personal participation of the section head and a state security senior operative officer.49 The thorough ‘mapping’ of the university’s staff was carried out by the state security organs in the early spring of 1950. As a result of this, several lengthy reports were completed that provide an overview of the university’s network of agents and the ‘littering’ of the university ‘with anti-Soviet elements’. Yet these reports contain other interesting information. Valentin Moskalenko, who had only just been appointed Minister of State Security of the Estonian SSR at the start of 1950, reported to Moscow on the prevailing situation at the university in June of 1950.50 Yet it was not until September of that year that he notified the leadership of the Estonian SSR headed by Johannes (Ivan) Käbin, who ascended to power in March of 1950.51 It is noteworthy that statistical data on the network of agents operating at the university was also added to the end of the report sent to Moscow, but Käbin was not informed of that. V. Moskalenko’s report that was sent to Moscow is published below along with essential commentaries. Jaan Isotamm (1939–2014) translated and commented on this document within the framework of a long-past research project of the compiler of this publication. The compiler of this publication has also previously published a separate article that draws on the above-mentioned reports.


2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.


2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.


2019 ◽  
Vol 42 (2) ◽  
pp. 32-39
Author(s):  
LaNada War Jack

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.


2013 ◽  
Vol 42 (3) ◽  
pp. 37-42
Author(s):  
Ken Derry

Although none of the articles in this issue on the topic of religion and humor are explicitly about teaching, in many ways all of them in fact share this central focus. In the examples discussed by the four authors, humor is used to deconstruct the category of religion; to comment on the distance between orthodoxy and praxis; to censure religion; and to enrich traditions in ways that can be quite self-critical. My response to these articles addresses each of the above lessons in specific relation to experiences I have had in, and strategies I have developed for, teaching a first-year introductory religion course at the University of Toronto.


2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Besin Gaspar ◽  
Yenny Hartanto

Recently the university students are required by their institutions to have the TOEFL score in the fisrt year or in the last year of their study before graduation. Some other higher institutions require their students to submit TOEIC, not TOEFL, before graduation. Companies, in the recruitment process, require the applicants to submit TOEFL score to show their level of English proficiency. The first question is which one is more appropriate for job applicants in the compay: TOEFL  or TOEIC. Another question for university students before graduation is whether to have TOEFL  in the first year or in the last year before graduation. This article aims at answering the two questions raised. The first part will give an overview of various versions of TOEFL  and  TOEIC  and the second part proposes the appropriate English proficiency test  for the recruitment process for new employees and for the university graduates, that is, TOEIC for the company  and TOEFL  for universities  and  colleges. 


2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.


2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.


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