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Walter Rüegg's A History of the University in Europe: Volume 3, PDF

By Walter Rüegg

By means of concentrating on the liberty of medical learn, educating and research, the medieval college constitution was once modernized and enabled discoveries to develop into a certified, bureaucratically-regulated task of the college. This opened the way in which for the successful march of the average sciences, and ended in scholar movements--resulting within the college being finally forged within the function of a fortress of political fight in a world-wide struggle for freedom. additionally to be had: quantity 1: Universities within the heart a long time 0-521-36105-2 Hardback $140.00 C quantity 2: Universities in Early smooth Europe (1500-1800) 0-521-36106-0 Hardback $130.00 C

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Additional resources for A History of the University in Europe: Volume 3, Universities the Nineteenth and Early Twentieth Centuries (1800-1945) (A History of the University in Europe)

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L’Universita` tra Otto e Novecento: i modelli europei e il caso italiano (Naples, 1994), 277ff. M. Isnenghi, ‘Per una storia delle tesi di laurea. Tracce e campioni a Padova fra Ottocento ` L’istruzione e Novecento’, in F. De Vivo and G. ), Cento anni di universita. superiore in Italia dall’ Unita` ai nostri giorni (Naples, 1986), 102–5. 13 ¨ Walter Ruegg What were the reasons for the success of this scientific spirit? Comparison between the French, German and British models leads to a surprising conclusion: the success of the scientific spirit increased insofar as a model adapted the corporate autonomy of the traditional university to the freedom of its members in teaching, study and research.

31 The new method is therefore worthy of the name ‘nuclear’ because it targets the nucleus, the philosophical essence and the historical or physical origin of natural and spiritual phenomena. This new scientific spirit, whose ‘enthusiasm and joy’ (Begeisterung und Seligkeit) according to Niebuhr, enlivened the first years of the University of Berlin;32 this nuclear method pushed research to the innermost core of all things and opened the way to the surge of the modern university. 28 29 30 31 32 ¨ F.

The freedom that i believe in is what fills m y h e a r t ’ 45 Unlike Paulsen who – uselessly – wanted once again to make philosophy as a secondary school discipline the foundation in the literal sense of the academic elite, Virchow thought philosophy had played its role in education at the end of the nineteenth century. At the end of his speech, he recalled that at Berlin University, the ‘academic education of students [offered] a great deal of freedom’, ‘which assigned and conceded responsibility without restriction, in order that each become independent in his own way’.

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