scholarly journals Hermann Cohen w drodze ku „Religii rozumu ze źródeł judaizmu”. Przystanek Breslau

2019 ◽  
Vol 14 (3) ◽  
pp. 21-35
Author(s):  
Ryszard Różanowski
Keyword(s):  
Academic Career ◽  
Educational Institution ◽  
Special Point ◽  
Theological Seminary ◽  
The Future ◽  
Religion Of Reason ◽  
The University ◽  
The 19Th Century ◽  
Hermann Cohen ◽  
The Way

Hermann Cohen on the Way to „Religion of Reason: Out of the Sources of Judaism” Breslau Stop On the way leading Hermann Cohen from his family Coswig to Marburg and — later — to Berlin, from a Jewish province to a multicultural metropolis, Breslau is a special point. The future philosopher came here in 1857, hoping for the future of fice of the rabbi, to begin studies at the newly established Jewish Theological Seminary. Here too, four years later, he enrolled at the university, opening up the prospect of an academic career. A special point, which allowed him to create in the next years an “impressive system” which is a bold attempt to present German and Judaism as identical or connected. Jewish and religious content was a permanent and constant component of Cohen’s works, and Religion of Reason and System of Philosophy form a whole. Already before the creation of works devoted to Kant, some features of Cohen’s philosophy of religion are revealed, which originated in his studies at Breslau, one of the most important Haskalah centers in the middle of the 19th century. Cohen found there an atmosphere conduciveto the later shaping of the science of the universal religion of reason. After many years, Cohen assessed the Jewish Theological Seminary as “the most important educational institution [of his] youth.”

scholarly journals Between prophecies and prognoses: Januário da Cunha Barbosa, slavery, and the future of the nation (1830-1836)

Tempo ◽  
2014 ◽  
Vol 20 (0) ◽  
Author(s):  
Danilo José Zioni Ferretti
Keyword(s):  
19Th Century ◽  
The Future ◽  
Literate Culture ◽  
The 19Th Century ◽  
The Way

This article aims at understanding the role played by the discussions about slavery and slave trafficking in the literate culture of Brazil in the 19th century, especially regarding the forms of figuring out the future of the nation. The way Canon Januário da Cunha Barbosa, an important politician and an illustrated intellectual, related projections of the future of the nation and treated the slavery issue (from 1830 to 1836) is analyzed. We discuss the use of projection modalities: prophecy and prognosis. Through them, Januário was involved in political discussions regarding the end of slave trafficking, and made political use of the Malê Revolt and Haitianism. The constitution of a horizon of antislavery expectation is indicated by the Canon, which is seen as one of the reasons to create the Brazilian Historic and Geographic Institute (1838).

Marburg School

2018 ◽  
Author(s):  
Paul Silas Peterson
Keyword(s):  
20Th Century ◽  
19Th Century ◽  
Empirical Knowledge ◽  
Metaphysical Realism ◽  
New Criticism ◽  
Thing In Itself ◽  
The University ◽  
The 19Th Century ◽  
Hermann Cohen

The Marburg School is a term used to describe a group of Neo-Kantian philosophers at the University of Marburg in the second half of the 19th century and early part of the 20th century. The New Criticism, as neo-Kantianism was also called, was sceptical of 19th-century materialism and naturalism. Friedrich Albert Lange (1828–1875) called for a return to Kant and his distinction between aprioristic and empirical knowledge. The classical Kantian metaphysical realism (‘thing in itself’) was nevertheless rejected in the Kantian renaissance. The key figures of the new critical and transcendental idealism at its zenith were Hermann Cohen (1842–1918) and Paul Natorp (1854–1924).

scholarly journals Free Education at the University of St. Volodymyr in the 19th Century

2021 ◽  
Vol 13 (2) ◽  
pp. 15-20
Author(s):  
Nataliia Sokolova
Keyword(s):  
Young People ◽  
19Th Century ◽  
Professional Training ◽  
Educational Institution ◽  
Scientific Paper ◽  
Religious Discrimination ◽  
Historical Sources ◽  
The Right ◽  
The University ◽  
The 19Th Century

The article highlights the features of professional training of students of the University of St. Volodymyr, who received the right to study at public expense in the 19th century. Under the conditions of elite education, accessible to a limited number of young people due to its high cost and social and religious discrimination, the institution of state-funded students allowed talented young people to obtain higher education and pursue a scientific or bureaucratic field. In modern Ukraine, where the issue of reducing the number of government orders, limiting the number of scholars, the historical experience of the University of Kiev is more relevant than ever. The article uses general scientific principles of historicism and objectivity and uses analytical, descriptive, comparative-historical methods. Their use allowed to examine the conditions of study, the level of professional training of students, as well as to involve new historical sources in scientific circulation. The research is conducted on the basis of a wide source base with the involvement of archival materials. For the first time, an attempt is made to analyse the scientific works of students who were dependent on the state or received a scholarship for writing a scientific paper. It is proved that the scientific level of student works written in the second half of the 19th century is much higher than in the works created in the first decades of the University of St. Voladymyr. It should be emphasized that the level of professional training of state-funded students is much higher than that of their own. The threat of being deprived of state financial aid forced students to attend lectures honestly, prepare for exams and constantly work on scientific research. Despite the success of student youth in the scientific field, the percentage of scholarship holders at the University of Kyiv was much lower than at other Ukrainian universities. Studying the conditions of study, the content of scientific works of students who were on state support in other universities of the Russian Empire will determine the level of professional training in each educational institution.

‘Following No Party But The Truth’: Petrus Van Musschenbroek’s Rhetorical Defence Of (Newtonian) Experimental Philosophy

2020 ◽  
pp. 143-174
Author(s):  
Pieter Present
Keyword(s):  
Experimental Philosophy ◽  
Academic Career ◽  
Dutch Republic ◽  
Dutch Society ◽  
Rhetorical Strategy ◽  
Experimental Philosopher ◽  
The University ◽  
The Way

The Dutch Republic played an important role in the dissemination of Newton’s philosophy. There, it found its earliest proponents, who were instrumental in the spread of Newton’s ideas on the Continent. One of these figures was Petrus van Musschenbroek (1692-1761), who took up professorships at the universities of Duisburg, Utrecht, and Leiden. In a letter to Newton written at the beginning of his academic career, van Musschenbroek explicitly stated that it was his aim to spread the ‘Newtonian philosophy’ in the university, and from there to the rest of Dutch society. In this article, I focus on van Musschenbroek’s activities in the context of his professorship at different universities in the Dutch Republic. I analyse the way van Musschenbroek presents Newton and his philosophy in his academic orations and the prefaces to the different editions of his textbook. I argue that van Musschenbroek implicitly uses a certain view on the institution of the university and its tasks as a leverage in his defence of ‘(Newtonian) experimental philosophy’ and his attack on the existing tradition of Cartesian philosophy in the university. I also show how van Musschenbroek was not consistent in presenting his philosophy as specifically ‘Newtonian’, and increasingly emphasised that he should not be seen as a ‘follower’ of Newton, but rather as an impartial ‘experimental philosopher’. This shift, however, can be seen as motivated by the same rhetorical strategy used by van Musschenbroek in his earlier defence of ‘Newtonian’ experimental philosophy.

scholarly journals Institutional identity of pedagogical education: problems and development trends

2021 ◽  
Vol 50 (2) ◽  
pp. 70-87
Author(s):  
Elena Yu. Ilaltdinova ◽  
◽  
Svetlana V. Frolova ◽  
Tatiana N. Sergeeva ◽  
◽  
...  
Keyword(s):  
Educational Institution ◽  
Educational Systems ◽  
Global Changes ◽  
Strong Impact ◽  
Institutional Identity ◽  
Literature Source ◽  
The Future ◽  
Source Study ◽  
Institutional Model ◽  
The University

Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.

scholarly journals HUMANITARIAN COMPONENT IN EDUCATION OF HEI GRADUATES IN MODERN “INTELLIGENT SOCIETY”

2021 ◽  
pp. 5-19
Author(s):  
Volodymyr Babayev ◽  
Volodymyr Korzhenko
Keyword(s):  
Educational Institution ◽  
Modern Society ◽  
The Future ◽  
Higher Educational ◽  
The University

the article deals with the specific features of the humanitarian component of the education of higher educational institution graduates and its improvement in the context of the development of the University for the Future; it is also suggested that specialists consider and discuss the modern society as an "intelligent society", which is capable of addressing dynamically socio-economic, political, military and other challenges of today's multicultural world.

scholarly journals Van Tomb Raider naar de toekomst: de ontwikkeling van een archeologische tentoonstelling

Paleo-aktueel ◽  
2021 ◽  
pp. 1-7
Author(s):  
Anne Ponten
Keyword(s):  
Learning Experience ◽  
Public Outreach ◽  
Master's Students ◽  
First Semester ◽  
The Past ◽  
The Future ◽  
University Museum ◽  
The University ◽  
Academic Year ◽  
The Way

From Tomb Raider to the future. The development of an archaeological exhibition. During the first semester of the academic year 2019/2020, master’s students of the Groningen Institute of Archaeology (GIA) of the University of Groningen collaborated with staff of the University Museum to create the exhibition DIG IT ALL, showcasing research of the GIA. This contribution is based on an interview the author had with Arjen Dijkstra, head of the University Museum, in which Dijkstra reflected on the cooperation between the archaeology students and the museum. According to Arjen, the collaboration was a complex but rewarding project, even if some guidance was initially needed to get everyone on the same page. All in all, the project resulted in a valuable learning experience for everyone, especially the students, and, according to Dijkstra, it revealed some unique features of the archaeological profession, for instance, the way archaeologists interact with human remains and, more generally, the way they view the past. Collaborations with scientists are never perfect, according to Dijkstra, and the museum had indeed experienced less fruitful collaborations than the current one. Scientists tend to have difficulty in adapting to the specific demands of a museum when presenting research. Fortunately, this was not a problem with the DIG IT ALL project. Dijkstra highlighted that the archaeologists had already put a lot of effort into public outreach, and he encourages the GIA to keep doing this in the future.

scholarly journals Etienne de Villiers as etikus van verantwoordelikheid

2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Dirkie Smit
Keyword(s):  
Final Section ◽  
Academic Career ◽  
Theological Ethics ◽  
The Third ◽  
Critical Engagement ◽  
University Of Pretoria ◽  
Oral Form ◽  
Responsibility Ethics ◽  
The University ◽  
The Way

Etienne de Villiers as ethicist of responsibility. The paper considered six ways to describe Etienne de Villiers as ethicist of responsibility. They broadly corresponded with chronological phases in his academic career. The first was the way in which he initially took responsibility to teach theological ethics in a methodologically reflective way. The second was the way in which he increasingly found answers to these methodological concerns in responsibility ethics as an approach. The third was the way in which he spent much time analysing the work of responsibility ethicists. This critical engagement led to a fourth phase, still ongoing, developing his own approach. Against this background, the paper argued that he had always been an ethicist of responsibility in the fifth sense that he addressed urgent moral challenges. Developing this, a final section claims that he was an ethicist of responsibility according to Weber�s description of science as vocation. The paper was read as key note presentation at the University of Pretoria on 09 November 2011, when D.E. (Etienne) de Villiers was honoured on the occasion of his retirement. On the specific request of the organisers, the speech was held in Afrikaans and the original oral form was retained here, including the personal rethorical style of the introduction and conclusion.

scholarly journals Get the Digital Edge: linking students’ attitudes towards digital literacy and employability at the University of Westminster

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Woods ◽  
Federica Oradini
Keyword(s):  
Focus Groups ◽  
Digital Literacy ◽  
Educational Institution ◽  
Literacy Skills ◽  
Digital Information ◽  
Corporate Communications ◽  
The Future ◽  
Information Skills ◽  
Students Attitudes ◽  
The University

The University of Westminster is located in London and is celebrating 175 years as an educational institution this year. A key part of the University's vision is in "building the next generation of highly employable global citizens to shape the future" (University of Westminster, 2013). This vision inspired us to look at the digital literacy skills our students need in order to be highly employable. In Spring 2012, the Information Services department at the University of Westminster secured Jisc funding to run a one year project exploring students' attitudes towards digital literacy and its relationship to employability for our students. The work is being carried out by a project board and a delivery group, which include members of staff from across the University who have an active interest in this area. We named the Project "DigitISE" (Digital Information Skills for Employability) and colleagues involved with the project take turns in writing for its blog http://blog.westminster.ac.uk/jisc-employability/blog/ A questionnaire was circulated to find out about students' attitudes towards digital literacy and this was followed up by some focus groups. The headline findings from the survey are that 87.6% of students love digital technology and 81.5% believe themselves to be digitally literate. Attitudes vary significantly between subject areas. For example, with regard to the statement that the digital literacy skills needed in the courses get more complex as students progress through the course, students from the Business School agreed significantly more with this than did students from the School of Law, Social Sciences, Humanities and Languages or Architecture. The focus groups have supported the questionnaire findings and highlighted that students are largely unaware of the training that is already available to them. Ideas of how to market future training more effectively will therefore be an important outcome of this work. A further focus group is planned to ask students what they think a digitally literate graduate should be / will look like. A one day conference, "Get the Digital Edge", is being held in March for students to discover more about the links between their digital literacy skills and their employment prospects. Workshops on offer include "Using Facebook & LinkedIn for job seeking", "Learning from the media", "Researching companies for a job interview" and "Managing your e-reputation", and will be run by experts in these areas. We also have invited a leading corporate communications company to speak at this event. Although the project will come to an end in Spring 2013, the findings will inform other University initiatives, including a proposal looking at embedding information skills into the curriculum and Learning Futures @ Westminster, which is considering the future of teaching and learning at the University. In summary, this presentation will include: ● an introduction to the project ● key findings of the questionnaire and focus groups ● a report on the "Get the Digital Edge" one day student conference ● plans for the future, including how the legacy of the project will be managed through other University initiatives References University of Westminster, (2013). Vision, mission and values.  Retrived from: http://www.westminster.ac.uk/about-us/our-university/vision-mission-and-values

The Future of Ratings Measurement

2002 ◽  
Vol 105 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Peter Danaher ◽  
Mark Balnaves
Keyword(s):  
New Media ◽  
Recording Technology ◽  
Media Environment ◽  
The Future ◽  
Pay Tv ◽  
The University ◽  
The Way

The new media environment is changing the ways in which television services are delivered and accessed, putting increasing strains on the long-standing conventional audience tracking methodology. Not only are people watching television in different ways, through the proliferation of services via internet and pay TV, but new recording technology is also giving them the power to select what they watch and when they watch it, even bypassing the ad breaks along the way. Peter Danaher, Professor of Marketing at the University of Auckland, looks at how the ratings industry is trying to address these challenges. Professor Danaher was interviewed by Mark Balnaves.

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