Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
(1965).
None
Transnational Intellectual Networks
The university system, both in America and abroad, has always claimed a universal significance for its research and educational models. At the same time, many universities, particularly in Europe, have also claimed another role--as custodians of national culture. Transnational Intellectual Networks explores this apparent contradiction and its resulting intellectual tensions with illuminating essays that span the nineteenth- and early-twentieth-century nationalization movements in Europe through the postwar era.
KOLLEG UND HORORAR
None
Dialectics
This book explores a disputational approach to inquiry. Such a focus on disputation is useful because it exhibits epistemological process at work in a setting of socially conditioned interactions. This socially oriented perspective reflects the anti-Cartesian animus of the dialectical approach to epistemology. It strives to avert the baneful influence of the egocentric orientation of recent approaches in the theory of knowledge. The traditional and orthodox emphasis on the epistemological questions How can I convince myself? and How can I be certain? invites us to forget the fundamentally social nature of the ground rules of probative reasoning—their rooting in the issue of how we can go about convincing one another. The dialectic of disputation and controversy provides a useful antidote to such cognitive egocentrism by affording a point of departure in epistemology which blocks any temptation to forget the crucial fact that the buildup of knowledge is a communal enterprise subject to communal standards.
Interpretation and Meaning in the Renaissance
This book investigates theories of interpretation and meaning in Renaissance jurisprudence.
Grace, Talent, and Merit
Poor students experienced a kind of upward mobility that was not uncommon in old-regime Europe. They were also objects of controversy. and as such they reveal the many dimensions of the issue of opening careers to talent. At stake were socially and politically sensitive questions about the relative importance of nature and nurture, of natural talent and 'birth', in realizing human potential; about the proper reconciliation of collective imperatives and individual freedom, of hierarchical stability and progress; about how national systems of education should be structured; about the kind and degree of upward mobility the society and the culture needed and could tolerate. This 1988 book shows how a cluster of familiar eighteenth-century ideas about grace, talent, and merit shaped a formative social experience for men whose importance is still celebrated today, as well as for members of the educated elite who were and have remained obscure.
Gender and the Modern Research University
In the 1890s, German feminists fighting for female higher education envied American women their small colleges. Yet by 1910, German women could study at any German university, a level of educational access not reached by American women until the 1960s. This book investigates this development as well as the cultural significance of the tremendous debate generated by aspiring female students. Central to Mazón's analysis is the concept of academic citizenship, a complex discourse permeating German student life. Shaped by this ideal, the student years were a crucial stage in the formation of masculine identity in the educated middle class, and a female student was unthinkable. Only by emphasizing the need for female gynecologists and teachers did the women's movement carve out a niche for academic women. Because the nineteenth-century German university was the model for the modern research university, the controversy resonates with contemporary American debates surrounding multiculturalism and higher education.
Knowledge and Religion in Early Modern Europe
The interplay between knowledge and religion forms a pivotal component of how early modern individuals and societies understood themselves and their surroundings. Knowledge of the self in pursuit of salvation, humanistic knowledge within a confessional education, as well as inherently subversive knowledge acquired about religion(s) offer instructive instances of this interplay. To these are added essays on medical knowledge in its religious and social contexts, the changing role of imagination in scientific thought, the philosophical and political problems of representation, and attempts to counter Enlightenment criteria of knowledge at the end of the period, serving here as multifaceted studies of the dynamics and shifts in sensitivity and stress in the interplay between knowledge and religion within evolving early modern contexts.
