Social Movement and Discourse: The Case of the University Reform Movement in 1961 in Puebla, Mexico

1990 ◽  
Vol 9 (1) ◽  
pp. 79 ◽  
Author(s):  
Wil Pansters
Keyword(s):  
Social Movement ◽  
Reform Movement ◽  
University Reform ◽  
The University

Chiliasm and the Hussite Revolution

1957 ◽  
Vol 26 (1) ◽  
pp. 43-71 ◽  
Author(s):  
Howard Kaminsky
Keyword(s):  
Religious Practice ◽  
Point Of View ◽  
Reform Movement ◽  
University Reform ◽  
The Poor ◽  
National Movement ◽  
The University ◽  
Large Groups

“… non estimemus fabulam illam quasi veram, quam quidam dicunt, quod instabit seculum bonum, in quo nullus erit malorum, et quod nihil paciantur, sed gaudio ineffabili sint prediti.” (From a Taborite commentary on Apocalypse, c. 1425.)In the years following John Hus' martyrdom the movement he had led developed from a Prague University reform movement into a national reformation. Ideas that had formerly existed as topics for discussion among university intellectuals were established as actual religious practice among large groups of people, of all estates and with widely varying interests and viewpoints. As each such group entered the national movement it necessarily contributed its own viewpoint, with the result that every extension of the reform involved almost as many difficulties for the Hussites as for the Catholics. Of course there had always been differences among the university masters themselves, the inevitable conservative-radical dichotomy based ultimately on differences of spiritual temperament that exist within any group. But far more significant was the social polarization that took form as the concept of reform held by the upper estates was opposed by programs deriving from the point of view of artisans, peasants, and “the poor.”

Reform universities, revolutionize societies. The Expansion of a Latin American Student Movement

2021 ◽  
Vol 31 (1) ◽  
pp. 183-199
Author(s):  
Natalia Bustelo ◽  
Keyword(s):  
20Th Century ◽  
Latin American ◽  
Student Movement ◽  
Reform Movement ◽  
American Student ◽  
University Reform ◽  
The Subject ◽  
The University ◽  
Student Demands ◽  
Student Intervention

The article reconstructs the student intervention during the first decades of the 20th century to link the University Reform, movement started in the middle of 1918 in Córdoba, Argentina. By highlighting the students’ revolutionary enthusiasm and the continental spread, the article seeks to show that the newness of 1918 was the inscription in the left of the student demands, until then in agreement with the oligarchic republics. So it proposes that the well-known Latin American and anti-imperialist identity of the Reform, as characterized by the historiography on the subject, only takes shape in the middle of twenty decade.

A Mathematical Turn

2018 ◽  
Author(s):  
Richard Oosterhoff
Keyword(s):  
Fifteenth Century ◽  
University Reform ◽  
Late Medieval ◽  
Nicholas Of Cusa ◽  
Devotio Moderna ◽  
Court Politics ◽  
Spiritual Reform ◽  
The University

Lefèvre described his own mathematical turn as a kind of conversion. This chapter explains what motivated his turn to mathematics, considering the place of mathematics in fifteenth-century Paris in relation to court politics and Lefèvre’s own connections to Italian humanists. But more importantly, Lefèvre’s attitude to learning and the propaedeutic value of mathematics drew on the context of late medieval spiritual reform, with its emphasis on conversion and care of the soul. In particular, Lefèvre’s turn to university reform seems to have responded to the works of Ramon Lull, alongside the devotio moderna and Nicholas of Cusa, which he printed in important collections. With such influences, Lefèvre chose the university as the site for intellectual reform.

THE REFORM OF SPANISH UNIVERSITIES DURING THE SECOND REPUBLIC: INFLUENCES, OBJECTIVES AND ACTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 227-247
Author(s):  
Álvaro Ribagorda ◽  
Keyword(s):  
University Education ◽  
University Campus ◽  
University Reform ◽  
Second Republic ◽  
Silver Age ◽  
University Teachers ◽  
Science And Culture ◽  
Spanish Universities ◽  
Modernization Process ◽  
The University

At the beginning of XX Century there was a great advance in Spanish science and culture, but not in universities. The Second Republic launched a great university reform inspired by other European and American universities. The introduction of research, new studies plans, and the proliferation of university colleges, were some of the keys to the new Spanish university model. The project of the university reform of the Second Republic was actively developed until the summer of 1936, when many faculties, engineering schools, research laboratories, residences and other institutions of the Madrid Campus were already opened. The experience of Madrid was adopted by other Spanish uni-versities. In some cases, pedagogical and research methodologies have been at the forefront internationally. Access to university education and research for women has become ubiquitous. Among the university teachers were leading representatives of the Silver Age of Spanish sci-ence and culture. However, this project of reforming Spanish universi-ties was thwarted by the mutiny of July 18, 1936, one of the goals of which was to stop the modernization process launched by the Second Republic. The mutiny led to a bloody civil war, during which the new-ly opened faculties of the university campus became a zone of fierce fighting, buildings were destroyed, as was the entire university reform project.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Campaigning for the Female Vote in the Scottish Independence Referendum: Comparing Women For Independence and Women Together

2018 ◽  
Vol 27 (2) ◽  
pp. 145-168 ◽  
Author(s):  
Craig McAngus ◽  
Kirstein Rummery
Keyword(s):  
Social Movements ◽  
Social Movement ◽  
Gender Gap ◽  
Women's Movements ◽  
Women's Issues ◽  
Face To Face ◽  
Strong Position ◽  
Organisational Structures ◽  
Scottish Independence ◽  
The University

The 2014 Scottish independence referendum campaign saw a surge of campaigning activity from groups on both sides of the debate. The mainstream elements of the campaign were criticised for not bringing enough attention to women's issues, and so Women For Independence (WFI) and Women Together (WT) were created in order to try and alleviate these concerns. This paper aims to compare the two organisations to ascertain whether or not they can be classified as part of wider social movements. Utilising data from the Scottish Political Archive at the University of Stirling, as well as face-to-face interviews and email conversations with activists from both groups, this paper explores the organisational structures and framing strategies of the two groups, as well as the opportunities and constraints they faced when it came to achieving their goals. Whilst WFI can be classified as a Social Movement Organisation operating within both the pro-independence and women's movements, WT cannot be classified in this way and simply existed as a useful campaigning label during the independence referendum. WFI still continues to exist as a healthy, autonomous entity that, should a second independence referendum be called, will be in a strong position to campaign for the female vote and overturn the persistent gender gap that exists in support for Scottish independence.

scholarly journals ‘Between life and death’: On land, silence and liberation in the capital city

2014 ◽  
Vol 70 (1) ◽  
Author(s):  
Stephan F. De Beer
Keyword(s):  
Social Movement ◽  
Mission Statement ◽  
The Other ◽  
Capital City ◽  
Capital Cities ◽  
Life And Death ◽  
University Of Pretoria ◽  
The One ◽  
The University ◽  
The City

This article reflects on the unfinished task of liberation – as expressed in issues of land – and drawing from the work of Franz Fanon and the Durban-based social movement Abahlali baseMjondolo. It locates its reflections in four specific sites of struggle in the City of Tshwane, and against the backdrop of the mission statement of the Faculty of Theology at the University of Pretoria, as well as the Capital Cities Research Project based in the same university. Reflecting on the ‘living death’ of millions of landless people on the one hand, and the privatisation of liberation on the other, it argues that a liberating praxis of engagement remains a necessity in order to break the violent silences that perpetuate exclusion.

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