NIEUWSBRIEF UNIVERSITEITSGESCHIEDENIS
LETTRE D’INFORMATION SUR L’HISTOIRE DES UNIVERSITÉS
2000, nr. 1
Lezingen en congressen/Conférences et congrès
Transformation and continuity in the history of universities. International Commission for the History of Universities (CIHU). Oslo, 10-11 Aug. 2000
The Death of Museums? Organised by University Museums in Scotland (UMIS). University of Glasgow, Scotland, 14-15 Sept. 2000
Management of University Museums. Finnish Cultural Centre, Paris, 18-19 Sept. 2000
Worlds of Learning. Communication, Media and Institutions from the Sixteenth to the Twentieth Century. Leiden University International Symposium. Netherlands Institute for Advanced Study (Wassenaar), 18-20 September 2000
Sedes scientiae. L'émergence de la recherche à l'Université. Séminaire d’histoire des sciences de l’Université catholique de Louvain 2000/2001
Transformation
and continuity in the history of universities
International Commission for the History of Universities (CIHU)
Oslo, 10-11 Aug. 2000
Program
Thursday 10 August 9 - 12. Plenary Session
Welcome, Professor Hilde de Ridder-Symoens, President of the CIHU
Welcome, Professor dr. med. Kaare Norum, Rector of the University of Oslo
Professor Serge Lusignan, University of Montreal, Canada, Between the Pope and the King: the Evolution of the Personal Status of University Members in Medieval France
Professor Robert Anderson, University of Edinburgh, Great Britain, Before and After Humboldt: an Alternative Tradition?
Professor Sverker Sörlin, Umeå University, Sweden: Why University History is a Contemporary Concern: On Analyzing the Role of Universities for Nations and Regions
General discussion
Thursday 10 August 14 -17. Parallel groups
Teaching and teachers in medieval universities
Transitions and new university formations 1750-1850
Women at the universities
Transformations after World War II
Friday 11 August 9-12. Parallel groups
University, state and church from medieval to early modern times
New challenges in the 17th and 18th centuries
Transitions in the research university, 1850-1930
University teachers in the 20th century
University models and university developments in the 20th century)
Universities, fascism, and anti-Semitism
Friday 11 August 14-17. Plenary session
Syntheses from group sessions by group leaders
Concluding discussion
Group Programs
Group 1: Teaching and teachers in medieval universities
Group leader: Professor Jacques Verger, Université de Paris
Münster-Swendsen, Mia, University of Copenhagen, The Making of the Masters -The Creation of Scholastic Identity in the Formative Period of the University of Paris (c. 1200-1260)
Livesey, Steven J., Professor, University of Oklahoma, 'Lombardus electronicus': Careers in the Arts and Theology Faculties before 1500. Commentators on Peter Lombard's Sentences and their University and Extra-University Lives
Woods, Marjorie Curry, Associate Professor, University of Texas at Austin, Transformation and Continuity in the Teaching of Rhetoric in Late Medieval Universities: The Case of the Poetria nova
Burigana, Riccardo, PhD, Director, Centro di Documentazione del movimento Ecomenico Italiano, Livorno, Italy, Teaching or inquisition? The disputation in the University of the Reformation (1502-1560)
Roy, Lyse, Université de Québec à Montréal, La carrière universitaire au 16 siècle. Les cas de Caen et de Dole
Group 2. University, state and church from medieval to early modern times
Group leader: Professor Hilde de Ridder-Symoens, Gent University
Latouille, Jean-Jacques, Université Lumière, Lyon, L'Université de Valence en Dauphiné - 'd'un projet pédagogique à une intention politique'
Morrissey, Thomas E., State University of New York, Padua in crisis and transition around 1400
Davies, Jonathan, USA, Studio, Stato, and State, The University of Florence and the Medici from Party Bosses to Grand Dukes
Group 3. New challenges in the 17th and 18th centuries
Group leader: Professor Helga Robinson-Hammerstein, Trinity College, Dublin
Lilley, Mark James, Trinity College, Dublin, Change and Continuity in Contention: The Reform of Scotland's Universities in the Sixteenth and Seventeenth Centuries
Wiesenfeldt, Gerhard, Max-Planck.Institut, Berlin, The Virtues of New Philosophies. Or: How the Leiden Philosophical Faculty Survived the Crisis of 1676
Fink-Jensen, Morten, Research Fellow, University of Copenhagen, The University of Copenhagen and the Challenge of New Scientific Ideas in the Early 17th Century
Boran, Elisabethanne, Trinity College, Dublin, The Hartlib circle and the reform of the seventeenth century university
Negruzzo, Simona, Dott.ssa, Dipartimento Storico Geografico, Università degli studi di Pavia, Le studium des Habsbourg. L'Université de Pavie entre Charles V et Joseph II
Brown, Michael, Trinity College, Dublin, Educating the Children of the Enlightenment: Didactic methods of morality in eighteenth century Scottish Universities
Finlay, Christopher J., Trinity College, Dublin, 'The Enlightenment' and Universities in 18th Century Europe
Group 4. Transitions and new university formations 1750-1850
Group leader: Professor Matti Klinge, University of Helsinki
Tishkin, Grigory, Professor, Academy of Culture, St. Petersburg, Transformations in St. Petersburg University's history in the XVIIIth century: politics and education
Uvarov, Pavel, Professor, Academy of Sciences of Russia, Moscow, The Beginning of the Russian Universities of the 18.-19. centuries: Difficulties and adaptive capacities of the idea of the University in the unfavorable ground
Howard, Thomas Albert, PhD, Ass. Professor, Gordon College, USA, The Theological 'Fakultät' and the founding of the University of Berlin
Held, Dirk t.D., PhD, Connecticut College, USA, Hellenism, Nationalism, and the Ideology of Research in Humboldt' s Universit
Powell, Mary Jo, PhD, Austin,Texas, How can you tell Tradition from Change: The Case of John Henry Newman's Oriel Reforms
Withrington, Donald J., Reader, University of Aberdeen, Constructing a new university tradition: the curious emergence of 'democratic intellectualism' as the distinctive mark of the Scottish Universities in the 19th century
Hofstetter, Michael J., Ass. Professor, Southwest State University, USA, The Romantic Idea of the University: Germany and England, 1770-1850
Lupo, Maurizio, Istitutio di Storia Economica del Mezzogiorno, Napoli, Public and Private in University History. Italian Mezzogiorno between the 18th and 19th century: a case study
Group 5. Transitions in the research university, 1850-1930
Group leader: Professor Roger Geiger, Pennsylvania State University College of Education
Michel, John L., Minnesota, USA, Reception of the Research Ideal by Physicists at the University of Chicago
Friedman, Robert Marc, Professor, University of Oslo, 'The Devil of Publicity'and the Emergence of Research Universities
Wisselgren, Per, PhD Student, Umeå university, Sweden, Private funding, disciplinary formation, and the transformation of universities - a Swedish fin-de-siècle case
Antzoulatou, Eleni and Elena Maniati, University of Athens, Greece, The Sciences in Higher Education in Greece during the 19th century and the rhetoric of modernization
Varriale, Roberta, Istituto di Storia Economica del Mezzogiorno, Napoli, The School of Law of the University of Naples between 1881 to 1923: a dynamic study through the analysis of newly-discovered documents
Group 6. Women at the universities
Group leader: Professor Anne-Lise Seip, University of Oslo
Rothblatt, Sheldon, Professor, University of California, Berkeley, The Founding of Women's Colleges in Britain and the US in the Second Half of the 19th Century
Pedersen, Joyce Senders, Lecturer, Odense university, Denmark, Inventing Tradition/Containing Change: The Women's Colleges in Late Nineteenth and Early Twentieth Century Cambridge
Ronne, Marta, PhD Student, Uppsala university, Sweden, Intellectual Outsiders. Women's university novels published 1900-1940 and their historical background
Hammar, Inger, Fil. dr., Lunds university, Sweden, Gender trouble in universities in late nineteenth century Sweden
MacLachlan, Anne J., PhD, University of California, Berkeley, The Inclusion of Women in American Higher Education - Institutional Adaptation and Resistance
Group 7. University teachers in the the twentieth century
Group leader: Professor Sivert Langholm, University of Oslo
Tyssens, Jeffrey, Professor, Vrije Universiteit Brussel, French University Teachers and their Trade Unions, 1945-1972. Interest Aggregation and Ideological Confrontation in a Period of Educational Expansion
Raemdonck, Liesje, Drs., Vrije Universiteit Brussel, In Quest of the Arts Professor, 1920-1950: Methodological Reflections on the Prosopographical Study of the Belgian University Staff
Schandevyl, Eva, Drs., Vrije Universiteit Brussel, Tensions between Scientific Ethos and Political Engagement: Belgian University Teachers and the Lysenko Case
Hansen, Else, PhD, National Archives of Denmark, Copenhagen, University Traditions in Denmark and Sweden, 1950 - 1990 - continuities and discontinuities
Potts, Anthony, La Trobe University, Australia, Becoming a Teacher Educator During the Golden Age of Higher Education
Group 8. University models and university developments in the 20th century
Group leader: Professor Sheldon Rothblatt, University of California at Berkeley
Rupp, Jan C.C., University of Amsterdam, American Models Transforming European Universities. The Fulbright Program in the Netherlands, 1950–1990
Auger, Jean-Francois, Université du Québec à Montréal, La recherche universitaire au service des industries: l'évolution des rapports avec les entreprises à la Faculty of Applied Science and Engineering de l'Université de Toronto, 1900-1980
Sarault, Julie, Université du Québec à Montréal, L'institutionalisation du modèle de l'enseignement supérieur français au Canada français: L'exemple de la Faculté des sciences de l'Université de Montréal, 1920-1945
Gagnon, Robert, Professor, Université du Québec à Montréal, La Seconde Guerre mondiale et l'émergence de la recherche au Québec
Pascual, Dr., Universitad Pública de Navarra, Spain, and Dr. Daniele Bucci, Università degli Studi della Tuscia, Italy, Medieval tradition and Italian innovations: background and evolution of the Spanish Colleges since 1939
Rich, Paul, Professor, Stanford University, and PhD student Guillermo De Los Reya, University of Pennsylvania, The History of the Residential Dilemma in Universities: Of Greeks, Dorms, and Colleges
Group 9. Universities, fascism and anti-Semitism
Group leader: Professor Notker Hammerstein, University of Frankfurt (?)
Ericksen, Robert P., Professor, Olympic College, USA, Denazification at Göttingen: Negotiating the Transition from a National Socialist to a Democratic University
Heschel, Susannah, Professor, Dartmouth College, New Hampshire, USA, The Theological Faculty at the University of Jena as a 'Stronghold of National Socialism'
Haber, Samuel, Professor emeritus, University of California, Berkeley, The Composite Legitimation of American Universities and the Exclusion of Jews from their Faculties, 1920-1945
Group 10. Transformations after World War II
Group leader: Research fellow Fredrik Thue, University of Oslo
Helsvig, Kim, Research Fellow, University of Oslo, Educational Politics and Pedagogics in Postwar Norway
Kalleberg, Ragnvald, Professor, University of Oslo, Academic Scholars and the Role of the Intellectual. A Historical-Comparative Perspective on German,American and Scandinavian Universities
Kolbe, Laura, docent, Helsingfors university, From memory to history: 1968 and women students in revolt (based on interviews)
Johnson, Alan, Senior Lecturer, Edge Hill University College, England, 'The Bible of the Free Speech Movement': Hal Draper's The Mind of Clark Kerr and the critique of the 'multiversity' revisited
Balsvik, Randi R., Professor, University of Tromsø, Norway, University and State in Africa 1960-1995. Why so much disruption in African Universities?
Bangash, Taqui, Professor, University of Peshawar, Pakistan, Third World Universities in the Postwar Era
Douglass, John A., PhD, Research Fellow, University of California, Berkeley, From Multi- to Meta-University: Organizational and Political Change at the university of California in the 20th Century and Beyond
The
Death of Museums?
Organised
by University Museums in Scotland (UMIS)
University
of Glasgow, Scotland, 14-15 Sept. 2000
The conference will address the following themes: Are museums a resource or a liability? What are the political and economic challenges we will face in future? Expenditure or investment? Current drain or future dividend? Can society afford museums? Are there social changes which will impact peculiarly on the museums and galleries profession? Collaboration - panacea or fantasy? Education or entertainment - in a globalised economy, which will dominate? Collecting and interpreting, or display and public understanding: where should the emphasis lie? Curatorial specialists, or collections generalists? Does IT virtual reality remove the need to visit museums or galleries? What happens to real visitor numbers? Technology as an end in itself, or as a means to an end.
These are general topic areas, and we expect delegates will wish both to examine certain aspects in greater detail, and to widen discussion into a variety of related issues. It is intended to publish the Proceedings. Participants will be able to see the newly created Kelvin Gallery in the Hunterian Museum.
Full information and registration forms at: http://www.gla.ac.uk/Museum/Conference/
(overgenomen
uit:
International
University Museum News 7)
Management
of University Museums
Finnish
Cultural Centre, Paris, 18-19 Sept. 2000
The seminar, organised by OECD's (Organisation for Economic Co-operation and Development) IMHE (Institutional Management in Higher Education), will focus on the role of university museums today, their organisation, management, governance and finance. It will be a practical seminar with case studies and examples of best practice. The target audience will be university museum managers, senior university management, and representatives from ministries and funding councils. The seminar will take note of the distinctiveness of university museums and collections and examine common issues and problems. For example, many curators feel their museum to be inadequately funded, or not a major concern of university management. They may feel that their museum is at the margin of university life although it might play a significant role - scientifically and culturally - and be an important showcase for the university.
At the same time, many university museums are at the forefront of developments in the wider museum world. The seminar, therefore, will also consider examples of good and imaginative practice - in fundraising for example, in widening public access, in integrating information resources, in marketing, in management and international collaboration.
Full information and registration forms at: http://www.oecd.org/els/pdfs/Imhe/docs/museum.pdf
(overgenomen
uit:
International
University Museum News 7)
Worlds
of Learning. Communication, Media and Institutions
from
the Sixteenth to the Twentieth Century
Leiden
University International Symposium
Netherlands
Institute for Advanced Study (Wassenaar),
18-20 September 2000
Provisional Programme
Monday,
18 September 2000
Session
I: Private versus Public Learning and Knowledge
Moderator:
Roger Chartier (Ecole des Hautes Etudes en Sciences Sociales, Paris)
One of the key moments in the history of learning and education is the transition from private to public educational and scholarly institutions. This phenomenon, which in various parts of the world has taken place at different times and in different ways, can be briefly described as follows: while private institutions began to act as public institutions, public institutions abandoned their private character. Libraries are a good example of this development and the result almost always was a better transfer of knowledge. In the era of the cybernet, however, the transfer of knowledge returns to the private domain. Because all knowledge has become public, the individual is now able to acquire private knowledge. These developments do not always take place in a harmonious or constant fashion, some reactions even being in complete contradiction with the general trend. The aim of this session is to highlight general tendencies as well as conflicting movements.
Speakers:
H.E. Bödeker (Max Planck-Institut für Geschichte, Göttingen), The Professional Reader in the seventeenth and Eighteenth Centuries
L. Braïda (Università di Milano), Lecture et Circulation des Livres en Italie au XVIIIe siècle
F. Bouza Alvarez (Universidad Computense di Madrid), La circulation del manuscrito en la España y el Portugal de los siglos de Oro (XVI-XVII)
Session
II: Worlds of Learning in East and West
Moderator:
Harm Beukers (Leiden University)
Scholarship in the three main Eurasian traditions (Mediterranean, Chinese and Indian) is usually associated with authority. In medicine, for instance, concepts and therapeutic approaches are attributed tot Hippocrates and/or Galen in the western tradition, or to Huang Ti in the East-Asian tradition. The formation of a corpus of authoritative texts is considered an essential element in such traditions. The question is to what extent such monoliths of knowledge, which in some cases continue to be of influence to this day, really remained constant in the course of time. Did they evolve, for example under the pressure of empirical findings or of the re-discovery of classical texts? In this session the question of authority will be discussed from the point of view of the scientific traditions of Western, Chinese and Muslim cultures.
Speakers:
L.I. Conrad (Wellcome Institute for the History of Medicine, London), The Dissemination of Scientific Knowledge in the Early Ottoman Near East: the Case of Al-Suyuti
P.U. Unschuld (Institut für Geschichte der Medizin, München), The Case of Chinese Medicine
A. Hamilton (Leiden University), Philosophy at Work between East and West
Tuesday,
19 September
Session
III: National versus International Scholarship
Moderator:
Hans Bots (Nijmegen University)
The Respublica Litteraria by definition has no borders. Yet, one may ask whether any knowledge about a scholar's geographical origin, religious background, and intellectual tradition do not imply a judgement, positive or negative, about his quality. Moreover, in the 18th and 19th centuries the scholarly community experienced a process of gradual nationalisation, brought about by developments such as the disappearance of latin as scholarly lingua franca and the consilidation of the national state. Among the by-products of this development are new national academies and scientific institutions. At the same time, notions about the aims of scholarship and science have changed. The central question of this session therefore is: for who's or what's sake is scholarly research and scientific investigation performed?
Speakers (definitive titles to be announced):
O. Ranum (Johns Hopkins University, Baltimore), The 16th and 17th Centuries
A. Goldgar (King's College, London), The 18th Century
W. Otterspeer (Leiden University), The 19th Century
Wednesday,
20 September
Session
IV: Forms of Censorship
Moderator:
Paul Hoftijzer (Leiden University)
In the early-modern period scholarly communication was much hampered by censorship of church and state. Of course, the control of the production, distribution and reception of knowledge and ideas took active forms, for instance by the prohibition of certain books or the prosecution of authors and publishers, but it could also be exercised in a more disguised manner, for instance through the imposition of self-censorship and forms of inhibition. The question arises, however, to what extent the motives of secular and spiritual censors were the same and also what the effectiveness of the instruments of censorship and control really was. To answer these questions the situation in the Dutch Republic, with its climate of 'tempered tolerance', will be compared to that in various other European countries.
Speakers:
M. Lehmstedt (Berlin), Germany and Central Europe
A. Secrétan (Centre National de la Recherche Scientifique, Paris), France
Th. Verbeek (University of Utrecht), The Netherlands
Session
V: 'High' versus 'Low', Official versus Unofficial Learning
Moderator:
Christiane Berkvens-Stevelinck (Leiden University)
'We have to give some freedom of inquiry, and even of dissent, above all to learned people', wrote Conrad Vorstius, professor of theology at leiden, tot Isaac Casaubon, 'otherwise we will look as if we were stopping the slow march of truth'. Some time between the Pauline passage noli altum sapere, sed time (Romans XI.20) and the Kantian imperative sapere aude, European culture put itself the question whether the search for knowledge was a sign of arrogance or courage, whether the freedom of enquiry was the privilege of the few or the right or the many. The whole conception of science and learning as either touching or something very secret (be it the arcana Dei or its counterparts, the arcana naturae and imperii), as something subversive, or the hallmark of an open society as something useful and popular, was at stake. It is against this background that a whole range of problems appear, considering the nature and function of knowledge itself, its social and political embedding, its intimate relations with religion.
Speakers:
W.Th.M. Frijhoff (Free University, Amsterdam), The Relationship between Religion and learning
J. Israel (University College, London), Dutch Radical Enlightenment Thought outside the Academic and Professional Scholarly Establishment
L. Daston (Max Planck-Institut für Wissenschaftsgeschichte, Berlin), [Title to be announced]
Sedes
scientiae. L'émergence
de la recherche à l'Université
Séminaire
d’histoire des sciences de l’Université catholique de Louvain 2000/2001
Le centre interfacultaire d’étude en histoire des sciences de l’UCL poursuit son séminaire annuel avec, pour l’année académique 2000/2001, le choix d’un thème qui s’inscrit dans les festivités entourant le 575ème anniversaire de la fondation de l’Université de Louvain. Il s’agit d’analyser la nature et l’évolution de la recherche et de l’enseignement scientifiques menés au sein de l’université durant plus de cinq siècles. Quelques contributions sont consacrées à d’autres institutions que celle de Louvain. Le domaine couvert est large et englobe aussi bien les sciences exactes que les sciences humaines.
Les contributions ont été rangées par ordre chronologique sans préjuger de l’ordre de passage durant l’année académique.
Service des archives : Documents pour l'histoire de la recherche à l'Université
Baudouin van den Abeele et Brigitte Van Wymeersch : Le quadrivium et le programme d'enseignement dans les premières universités
Danielle Jacquart : La médecine à la faculté de Paris
Godefroid de Callataÿ : L'enseignement de l'arabe à l'ancienne Université de Louvain
Jan Roegiers : L'histoire comme discipline universitaire dans l'ancienne université de Louvain (XVI-XVIIème siècle)
Patricia Radelet : Les jésuites, l'Université de Louvain et les recherches en physique
Frans Cerulus : ça tombe bien : la chute des corps à travers les notes d'étudiants de Louvain au XVIIème siècle
Brigitte Van Tiggelen : La chimie décolle à Louvain : Minckelers, van Bochaute et l'air inflammable
Marcel Watelet : Le plan IBERTI de réforme de l'enseignement des sciences et de la recherche à l'Université de Louvain en 1793
Celia von Lindern : Liebig et les premiers laboratoires de recherche en chimie dans les Universités
Jean Mawhin : Enseignement et recherche en analyse et mécanique à l'UCL : le cas de Pagani
Bernard Mahieu : Louis Henry, chimiste et réformateur de la formation scientifique
Paul Servais : Ch. de Harlez et le renouveau des études orientalistes
Marie-Claire Groessens-Van Dyck : Une théorie iconoclaste fait son entrée à Louvain : la prise de position évolutionniste d'Henri de Dorlodot
Luc Courtois : Paulin Ladeuze et l'introduction de la méthode critique dans l'exégèse à l'UCL
Bruna Gaino : Göttingen, Königsberg et ... Louvain : les laboratoires de physique expérimentale au tournant du XXème siècle
Helge Kragh : The Beginning of the World : Georges Lemaître and the Big Bang Universe
David Vanderburgh : Que recherche l'architecture? La réécriture de la discipline après 1970
Inscription (gratuite) et renseignements auprès de l’actuel président du Centre d’histoire des sciences, B. van den Abeele via le courrier électronique: vandenabeele@mage.ucl.ac.be
(Brigitte Van Tiggelen)
Éléments
d’histoire de la chimie
Cycle
2000/2001
Pour la troisième année consécutive, le cycle des Éléments d’histoire de la chimie s’organise autour de six journées d’études à thème. Cette initiative originale de formation en histoire des sciences, destinée plus particulièrement aux enseignants mais aussi à un large public, se double cette année d’un séminaire d’intégration des compétences en histoire des sciences dans le cadre des cours de sciences. Le cycle est par ailleurs devenu itinérant puisqu’à l’instar de l’année précédente, des séances auront lieu à Mons et à Louvain la Neuve, itinéraire auquel s’adjoint cette année Liège.
Les thèmes retenus pour ce cycle 2000/2001 sont les suivants :
Les grands chimistes – mécènes : Alfred Nobel et Ernest Solvay (25 octobre 2000)
Les débuts de la chimie organique Wöhler, Liebig et Chevreul (22 novembre 2000)
Les grands moments de la cristallographie (21 février 2001)
Les Halogènes (28 mars 2001)
Chimie et Alchimie (2 mai 2001)
Deux de ces thèmes touchent plus particulièrement l’histoire des universités : on connaît fort bien le rôle joué par Solvay dans la fondation de nouvelles institutions de recherche à l’ULB et il en sera question lors de la journée sur le mécénat des chimistes industriels. On connaît moins bien par contre l’apport de la Belgique et de l’Université de Gand à l’étude des halogènes. La première journée aura lieu le mercredi 25 octobre 2000 à 14 heures dans la Salle Couvreur à Louvain-en-Woluwe.
Renseignements et inscription (gratuite) auprès de B. Van Tiggelen, UCL, SC/PHYS/FYMA, chemin du cyclotron 2, 1348 Louvain-la-Neuve, vantiggelen@fyma.ucl.ac.be ou auprès de B. Mahieu, UCL, SC/CHIM/CRST, Place L. Pasteur 1, 1348 Louvain-la-Neuve, mahieu@inan.ucl.ac.be , tél. : +32 (0)10 472769
(Brigitte Van Tiggelen)