scholarly journals Gheorghe Mârzescu și vocația libertății. Despre un profesor uitat al Facultății de Drept din Iași

2021 ◽  
Vol 65 (4) ◽  
pp. 516-539
Author(s):  
Dan Constantin Mâță ◽  
Keyword(s):  
Interwar Period ◽  
Legal Education ◽  
Civil Law ◽  
Scientific Study ◽  
University Education ◽  
The Status ◽  
Long Time ◽  
Legal Expert ◽  
The University ◽  
The Church

Professor Gheorghe Mârzescu's contribution to the development of legal education at the University of Iași is essential. A French legal expert, he was actively involved in the institutional and didactic consolidation of the Faculty of Law in its first years of operation. The fact that for a long time he did not have the status of professor shows us the difficult context in which the foundations of the university education from Iasi were laid. Through his works Gheorghe Mârzescu is the founder of the scientific study on civil law at the University of Iași. He was a follower of liberal values and a constant promoter of the principle of laicization, which is why he openly came into conflict with the representatives of the Church. Despite this complexity, the life and work of Professor Gheorghe Mârzescu are less well known today, often being mistaken for his son, an important politician at the beginning of the interwar period. This article aims to bring back to life some of the complex valences of this personality, emphasizing its founding role and the vocation of freedom that he has permanently promoted.

scholarly journals OKRES DWUDZIESTOLECIA MIĘDZYWOJENNEGO A ROZWÓJ NAUKI PRAWA RZYMSKIEGO W POLSCE

2016 ◽  
Vol 11 (4) ◽  
pp. 161
Author(s):  
Bożena Czech-Jezierska
Keyword(s):  
Interwar Period ◽  
Legal System ◽  
Legal Education ◽  
Legal Culture ◽  
Scientific Discipline ◽  
Scientific Activity ◽  
University Education ◽  
Roman Law ◽  
Teaching Activity ◽  
The University

The Period of the Interwar Period – The Development of Roman Law StudiesSummary The interwar period was a historical stage that was full of events in a world of science. The scientific activity reflected patriotism at the time. The energy engaged by the Polish scholars in developing and popularizing all the fields of science seemed to be the energy engaged in rebuilding of Polish State. Despite the difficulties with building up a consistent legal system, the interwar period is said to be respectful to ancient legal culture and rules. Legal education and the place of Roman law in it were indicators of significant role of this science. At the same time they statued an excellent school of juridical thinking and introduction into the modern law. University education of jurists was held in the six universities in: Cracow, Lviv, Warsaw, Lublin, Vilnius and Poznan. Roman law was taught at these universities partucularly by: Stanisław Wróblewski, Ignacy Koschembahr- Łyskowski, Leon Piniński, Marceli Chlamtacz, Wacław Osuchowski, ks. Henryk Insadowski, Franciszek Bossowski, Włodzimierz Kozubski, Zygmunt Lisowski. Apart from teaching activity, Roman law specialists also developed scienitific initiative. The author described development of Roman law science and studies during the rebuilding of Polish statehood. Therefore she analysed the place of Roman law in the university legal education system and the tendencies of Roman law scholar’s studies to whom it owed the significant position of scientific discipline. This issue is still waiting for a complex description and analysis. This will help to investigate multidirectional character of Polish Roman law scientists studies during the interwar period and their contribution to the global Roman law studies. The interwar period was stage unusually rich in events in the word of science. The scientific activity became the word of the patriotism then, the energy put by Polish scholars into the development and popularizing all fields of science was an energy put into the reconstruction of you Polish. In spite of the difficulties building the consistent legal system up caused which, the period between wars was characteristic of a respect to principles of the legal culture. A legal education was one of her indicators, and in it – the place of the Roman law, constituting the excellent school of the legal thinking and leading into the contemporary law. University educating jurists was held then in six universities: in Cracow, Lviv, Warsaw, Lublin, Vilnius and Poznan. They laid the Roman law out there among others: Stanisław Wróblewski, Ignacy Koschembahr-Łyskowski, Leon Piniński, Marceli Chlamtacz, Wacław Osuchowski, rev. Henryk Insadowski, Franciszek Bossowski, Włodzimierz Kozubski, Zygmunt Lisowski. Apart from teaching activity specialists in Romance studies also developed the scientific initiative. The author described the development of the learning, including teachings, of Roman law in times of the reconstruction of the statehood. She analysed the place of the Roman law therefore in the university legal education and lines of enquiry of professors which the Roman law owed holding in the university item due to him of the scientific discipline to. This issue is waiting for a complex scientific description and analysis, that will help to investigate the multidirectional character of their interests and also the place of their scientific output in the global Roman studies.

University Education and English Ecclesiastical Lawyers 1400–1650

2011 ◽  
Vol 13 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Richard Helmholz
Keyword(s):  
Thirteenth Century ◽  
Legal Education ◽  
University Education ◽  
Legal Practice ◽  
Negative Opinion ◽  
Ius Commune ◽  
The Law ◽  
The Church ◽  
Academic Study

Most recent historians have expressed a negative opinion of the quality of legal education at the English universities between 1400 and 1650. The academic study of law at Oxford and Cambridge, they have stated, was easy, antiquated and impractical. The curriculum had not changed from the form it assumed in the thirteenth century, and it did little to prepare students for their careers. This article challenges that opinion by examining the inner nature of the ius commune, the law that was applied in the courts of the church, and also by examining some of the works of practice compiled by English civilians during the period. Those works show that the negative opinion rests in part upon a misunderstanding of the nature of legal practice during earlier centuries. In fact, concentration on the texts of the Roman and canon laws, as old-fashioned as it seems to us, was well suited for the tasks advocates and judges would face once they left the academy. It also provided the stimulus needed for advance in the law of the church itself; their legal education made available to potential advocates and judges skills that would permit a sophisticated application of the ius commune, one better suited to their times. The article provides evidence of how this happened.1

Latin in Early Poland and An Attic Drama of the Renaissance Period

1953 ◽  
Vol 22 (65) ◽  
pp. 85-87
Author(s):  
T. Hudson-Williams
Keyword(s):  
Sixteenth Century ◽  
Official Language ◽  
Whole School ◽  
The People ◽  
Renaissance Period ◽  
The Status ◽  
Young Queen ◽  
Polish Language ◽  
The University ◽  
The Church

The Polish nation adopted Christianity in A.D. 966, but the new faith was very slow in reaching the people, as the services were all in Latin and the clergy were unacquainted with the language of the country. Even the elementary schools were conducted in Latin. The pupils sat in a hut on the bare earthen floor in summer and on bundles of straw in winter.Except in the institutions in which the instructors were immigrant Germans, where the instruction was given in German, Latin was the only language used in the schools of Poland. The Latin Psalter was the only book in the whole school; the pupils had no exercise books; but they managed to learn some grammar and arithmetic and sang the Latin songs used in the services of the Church. In these circumstances education could make but little progress. Before the end of the thirteenth century the higher clergy issued an edict forbidding the appointment of any person who did not know the Polish language, and enforced the decree with all the authority of the Church; but, as in other European countries, Latin was the official language of the Polish University. The Academy of Cracow was founded by Casimir the Great and raised to the status of a University in 1400, richly endowed by the young Queen Jadwiga, who at her death bequeathed to it all her jewels.In the sixteenth century the University attained great fame, and Germans, Czechs, Hungarians, and Swiss came in numbers to hear the lectures of the professors, especially the great astronomer Copernicus.

Wykładowcy prawa rzymskiego w Oksfordzie i w Cambridge w XVIII wieku

2017 ◽  
Vol 15 (2) ◽  
pp. 87-104
Author(s):  
Łukasz Jan Korporowicz
Keyword(s):  
19Th Century ◽  
18Th Century ◽  
Civil Law ◽  
Social Position ◽  
Academic Careers ◽  
University Education ◽  
Roman Law ◽  
Social Prestige ◽  
Late 18Th Century ◽  
The University

The article contains characteristics of the fourteen professors who gained their appointment to the Regius Chair of Civil Law in Oxford and Cambridge in the 18th century. Their academic careers as well as their many out-of-academia duties are described in the article. The analyses of the collected materials allowed the author to assert that the condition of teaching Roman law in the 18th-century England resembled the general crises of the university education in England in the aforementioned epoch. For most of the lecturers the academic posts were more or less sinecures that provided a social prestige and honourable social position. Only the late 18th century brought some changes in the methods of teaching Roman law and in the appointments of the professors. To a fuller extent these changes could not be observed to bring expected effects before the mid-19th century.

Humboldtian Man vs. Utopian Future: On the Mission of University in the Modern World

2021 ◽  
pp. 47-51
Author(s):  
Liana A. Tukhvatulina ◽  
Keyword(s):  
Social Institution ◽  
Educational Process ◽  
University Education ◽  
Modern World ◽  
University Reform ◽  
Academic World ◽  
The Future ◽  
The Status ◽  
The University ◽  
Quantitative Indicators

The article analyzes the significance of Wilhelm von Humboldt’s philosophical ideas about the model of the organization of university education in light of modern challenges. The fundamental ideas of the Humboldt’s project are dis­cussed. The “fictitiousness” of the university as a social institution was the most important advantage of Humboldt's educational strategy. The educational agenda here is not determined by institutional interests, which means that it turns out to be flexible and does not seek to maintain the status quo. At the same time, it is the destruction of “fictitiousness” and the university's establishment as a “real” social institution that becomes one of the most important symptoms of the crisis in the modern academic world. One of the vivid expressions of this crisis is the priority of quantitative indicators of the educational process's effectiveness. The key difference of a modern university is its aspiration for the future. In turn, an appeal to the future turns out to be a pseudo-strategy of the educational process, since the future itself is an unattainable goal. At the same time, Hum­boldt’s project suggested that only in the image of a person does the ultimate goal of education find unlimited development opportunities. The author believes that returning to the “Humboldtian man” can be an important task for university reform in the modern world.

FitzRalph's Antimendicant ‘proposicio’ (1350) and the Politics of the Papal Court at Avignon

1984 ◽  
Vol 35 (3) ◽  
pp. 376-390 ◽  
Author(s):  
Janet Coleman
Keyword(s):  
Fourteenth Century ◽  
Political Issue ◽  
Marsilius Of Padua ◽  
The Status ◽  
University Support ◽  
Papal Court ◽  
The University ◽  
Theology Faculty ◽  
The Church ◽  
Dominant Part

The conciliar movement is often seen as the major political issue in which the universities of Oxford, Paris and the newer universities became actively embroiled during the fourteenth century and thereafter. It was the last and most ambitious product of the medieval vision of government by consent and representation that had evolved during the fourteenth century, and it marshalled the resources of theorists and practitioners of politics, of arts and theology faculty lecturers, of canon and civil lawyers, of monarchical publicists and papal hierocrats. In general, conciliarism drew upon the university-trained in a manner not previously seen on such a scale. During the Great Schism (1378–1449), the universities assumed exceedingly important roles in the affairs of the universal Church, with the University of Paris playing a dominant part from the start in proposing the via concilii. Pierre d'Ailly was, like Gerson, Conrad of Gelnhausen and Henry of Langenstein, and like the earlier Marsilius of Padua, a Paris scholar. And it has recently been argued that university support for the Basle conciliar programme was motivated not only by an attachment to the ideal of conciliar government but also by the hope of reforms which would improve the status of university-trained doctors in the Church. While the bulk of controls proposed by the conciliar movement concerned the reduction of papal control, a few aimed more explicitly at promoting the interests of graduates.

scholarly journals PHILOSOPHY IN THE FIELD OF EDUCATIONAL SERVICES PROVIDED BY THE UNIVERSITY AS A BUSINESS

2021 ◽  
Vol 31 (2) ◽  
pp. 147-154
Author(s):  
I.V. Zhurbina
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Point Of View ◽  
The Other ◽  
University Education ◽  
Educational Model ◽  
The Status ◽  
Human Thinking ◽  
The University ◽  
Opening Up

The paper discusses the status of philosophy in the context of the increasing commercialization of higher education, which turns the university into a business. It shows that the neoliberal policy of the commercialization of higher education changes the structure of the educational process dramatically and brings humanism as an educational model inextricably linked with the development of humanitarian disciplines to the limit. In the era of capitalization of knowledge, the principle of utilitarianism becomes dominant. The paper gives reasons for the need to overcome the neoliberal tendency of the educational process dehumanization and return to humanitarian disciplines, which preserve the culture of human thinking in today’s world. The paper finds that the construction of the process of university education according to the being-in-place model actualizes thinking, which brings an individual back from the inertia of non-thinking existence. The paper describes specificity of philosophy as a practice of thinking and language which preserves the foundations of human existence and develops the hermeneutic type of thinking of an individual as “persona”. The hermeneutic type of thinking is focused on a person’s self-understanding of oneself as a personality. At the same time, it contributes to understanding the Other, a dialogue with whom opens up the opportunity not only to look at oneself in a different way, but also to understand the “point of view” of the Other, thereby opening up a different horizon of seeing the world in general.

scholarly journals Legal clinic gender sensitive method for law students

Temida ◽  
2008 ◽  
Vol 11 (3) ◽  
pp. 5-25
Author(s):  
Nevena Petrusic ◽  
Slobodanka Konstantinovic-Vilic ◽  
Natalija Zunic
Keyword(s):  
Teaching Method ◽  
Legal Education ◽  
Gender Issues ◽  
Law Students ◽  
University Education ◽  
Rights Protection ◽  
Law Faculty ◽  
Gender Education ◽  
Practical Model ◽  
The University

In this paper, the authors discuss models of integrating gender issues, gender perspective and some gender aspects into the university education. In that context, the authors particularly focus on the concept of clinical legal education in legal clinics offering a specific practical model of teaching gender studies. Legal clinics provide for an innovative approach to gender education of prospective legal professional. The teaching method used in these legal clinics is aimed at raising students' awareness of gender issues and common gender-related biases. In the recent period, the Legal Clinic at the Law Faculty in Nis has achieved excellent results in the Clinical legal education program on the women's rights protection, which clearly proves that legal clinics have good prospects in general legal education.

scholarly journals Academic Subject Problem: Epistemological Crisis and Its Overcoming

2019 ◽  
Vol 27 (12) ◽  
pp. 144-157 ◽  
Author(s):  
M. B. Sapunov ◽  
A. A. Polonnikov
Keyword(s):  
University Education ◽  
Discursive Practices ◽  
Academic Subject ◽  
Education Change ◽  
Linguistic Code ◽  
The Status ◽  
The University ◽  
Object Ontology

The paper focuses on the analysis of ontological, epistemological and pedagogical terms of changes in education, first of all – on the status of an academic subject. From the ontological perspective, they are related to transfer from “object” ontology to communication-and-activity one, in terms of epistemological approach – from naturalism to transcendentalism, whereas with regard to pedagogical perspective – from autocratic-disciplinary organization of the academic process to a student-oriented pattern. The first part of the article describes academic subject’s functions in the process of educational reproduction. An academic subject is interpreted not so much from the perspective of the knowledge it contains, but as a complex linguistic code which organizes and regulates educational interaction. Its basics and structure, a mechanism of constituting educational reality are described, as well as the design specifics that hamper changes in education. The authors dwell on the distinction between an academic and scholarly subject. Part two of the article contains criticism of an academic subject practice in the university education. The central event here is attributed to differentiation and diversification of the form of academic subject, disintegration of its integrity into local autonomous linguistic fields. The conclusion formulates the idea how to overcome an academic subject crisis, which heart is discursive transformation of its representation practice. Based on Gilles Deleuze’s ideas, the authors consider the transformation of discursive practices in which an academic subject is embodied to be the condition for education change.

Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

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