By Walter Rüegg
This can be the ultimate quantity in a four-part sequence masking the advance of the college in Europe (east and west) from its origins to the current day, targeting a few significant issues considered from a ecu standpoint. The originality of the sequence lies in its comparative, interdisciplinary, collaborative and transnational nature. It offers additionally with the content material of what used to be taught on the universities, yet its major function is an appreciation of the function and buildings of the schools as visible opposed to a backdrop of fixing stipulations, rules and values. This quantity offers with the reconstruction and epoch-making growth of upper schooling after 1945, which ended in the triumph of contemporary technology. It strains the improvement of the connection among universities and nationwide states, academics and scholars, their goals and political actions. detailed recognition is paid to primary adjustments within the content material of training on the universities
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Additional resources for A History of the University in Europe: Volume 4, Universities since 1945
Consequently, more universities on the Continent began to test their 26 27 28 R. Dahrendorf, ‘Die europaischen Universitaten in einem veranderten sozialokono¨ ¨ ¨ ¨ ¨ der Universitat: ¨ Jahresvermischen Klima’, in W. ), Die Internationalitat sammlung 1982: Ansprachen und Referate, Zusammenfassung der Plenardiskussionen. Konstanz, 3. und 4. Mai 1982, Dokumente zur Hochschulreform, 50 (Bonn and Bad Godesberg, 1982), 12–139, quotation 136. J. Brennan and T. Shah, ‘Higher Education Policy in Great Britain’, in L.
A. Flitner and K. Giel) (Darmstadt, 1964), 255–66, quotation 259. B. vom Brocke, ‘Die Entstehung der deutschen Forschungsuniversitat, ¨ ihre Blute ¨ und Krise um 1900’, in Schwinges, Humboldt International (note 19), 367–401. W. Ruegg, ‘Humboldt in Frankreich’, in Schwinges, Humboldt International (note 19), ¨ 248–61. Cf. universities and similar institutions in existence between 1899 and 1945, in vol. III, 679–706. 12 Themes number of students and aspired, sometimes with success, to acquiring the status and freedoms of the universities.
The reason is that a ‘General Educational Institute’ was not established in Berlin, as had been planned, but instead a university was founded in 1810 on the basis of the modern idea of university reform. the liberal reform of the universities by schleiermacher and humboldt In the French model, given its final form by Napoleon, higher education dedicated to the training of higher civil servants and officers, and the academic professions under the control of the state, fell under a bureaucratically organized administration.