The relevance of the study has two sides — individual and general. In its essential aspect, it is the development of achievements of predecessors by consistently taking into account the latest data on trends and changes in the interconnected spheres of education, economics and culture. In the individual aspect, it is about improving the professional means of improving the efficiency of teaching foreign languages in order to form students with a high level of linguistic-professional competence. Public relevance is the goal (...) of educating young people in a new patriotic direction, because today, due to various global influences, the classical principles of life in the agrarian system, created in recent centuries, or in the industrial society, are devalued due to various global influences. The purpose of the study in a broad sense was to highlight the causes and consequences of the European religious Reformation as the main factor in accelerating the movement of the whole of Western Europe to the position of the world leader that previously belonged to China. We see precis e tasks in the integrated analysis on the basis of the latest discoveries of many humanities and exact sciences in the educational, economic and cultural systems of Germany and other successful European states. On this basis, we hope to fulfill the public task which is to make significant proposals in the plans and practice of higher education reform in Ukraine. The methodology of the study relies on the best classical means, on the principle of historicism and the continuity of the connection between the material and the ideal, a modern multidisciplinary approach. For the highest effectiveness of the research, we will use the latest scientific data and recommendations of the innovators who collect and use these data. The results of the study mostly follow from the mentioned new discoveries. They testify that in ancientt history, in the role of locomotives of civilizational progress in the western part of Eurasia, direct descendants of the inventors of agriculture acted, among which the especially great contribution belongs to the ancestors of Ukrainians from the territories of Trypillya and the Great Trypillya. It is indicated that during the existence of the Great Trypillya, future German farmers acquainted themselves with the technologies of the Great Trypillya, so the German language, through borrowed words, became part of the Indo-European family. It is noted that after the collapse of the Great Trypillya, the Germans and Slavs became neighbors along the meridian Elbe. In the age of steppe invasions, future Ukrainians and Germanic tribes did not get in contact, and the influence of the Roman Empire was mostly experienced by western lands. Emphasis was placed on the evolution of ideological, religious and other paradigms in the territory of Germany after the collapse of the Holy Roman Empire, which determined the development of the nation for the next hundreds of years. The religious and philosophical paradigmatic origins of those unique features of culture and education that during the nineteenth century were emphasized. brought Germany to the position of the scientific and technological leader of the world. The high role of German neo-humanism and the Berlin Research University were noted. In the final section, special attention is paid to religious issues and to the destructive impact on social and other processes in the German immigration flows of Islamists. The conclusions focus on the competition of several important paradigms in the education of modern Germany and the proposals made to incorporate German experience in legislation and the use of the Bologna process. An important caution is made regarding the choice of Germany's strategy for the development of the scientific and educational complex 'within the framework of the Lisbon project. This country has become a world leader not only in alternative energy, but also in the implementation of the fourth industrial revolution. We consider an example of this leadership like the regular world conferences in Davos, which involve the majority of influential politicians and economists. (shrink)

The fifteen essays in this volume are taken from a symposium held in July 2008 at the University of Bologna, with contributions coming from ethology, evolutionary psychology, neuroscience, and anthropology, and with some sophisticated psychology of religion. The essays are of such high caliber and so free of wooden materialism that they are well positioned to invoke or provoke ongoing query.If one simply grows weary of the creationism vs. neo-Darwinian battles, it comes as a liberating moment when you can (...) cast your Darwin-friendly eyes "downward" into the realms where evolutionary traits are observable in a roughly delineated way. Yes, and you can get predictions too. Peirceans will note that these scientists are .. (shrink)

This collection of specially commissioned essays is the first of its kind in English on the work of Antonio Negri, the Italian philosopher and political theorist. The spectacular success of Empire , Negri's collaboration with Michael Hardt, has brought Negri's writing to a new, wider audience. A substantial body of his writing is now available to an English-speaking readership. Outstanding contributors—including Michael Hardt, Sergio Bologna, Kathi Weeks and Nick Dyer-Witheford—reveal the variety and complexity of Negri's thought and explores its (...) unique relevance to modern politics. Negri is one of the most sophisticated analyists of modern political philosophy. Philosophers and critics alike find his work both difficult and exhilarating, engaging as it does with Marx, Spinoza, Deleuze, Guattari, Tronti and others. This book is ideal for readers who want to get to grips with Negri's key themes, in particular his theories on labour, capital, power, the state and revolution. It makes a great introduction to his work for students of political philosophy, as well as providing a comprehensive critical approach for Negri enthusiasts. (shrink)

Considerable historiographical controversy surrounds the question of why and how Copernicus decided to overturn the prevailing Earth-centered representation of the heavens. This essay summarizes some key elements of an explanation first laid out in The Copernican Question: Prognostication, Skepticism, and Celestial Order (2011) and subsequently expanded with further evidence in Copernicus and the Astrologers (2016). Copernicus’s defining problem situation is to be found in his involvement in a culture of astrological prognostication during his student days in Bologna (1496–1500). Just (...) before Copernicus’s arrival in the fall of 1496, Giovanni Pico della Mirandola’s attack on the foundations of astrology appeared from a prominent Bologna publisher. This publisher also produced several of the prognostications authored by Domenico Maria di Novara, in whose house Copernicus lodged. Among Pico’s many charges was a claim that astrologers do not agree on the order of the planets. Although the word “astrology” appears only once in Copernicus’s extant writings, it is certain that he was aware of Pico’s account of the astrologers’ disagreements on the matter of planetary order. The Copernican Question sets forth an inference about how and why Copernicus turned to heliocentrism that claims to be not only plausible but also the likeliest to correspond to what actually happened. (shrink)

The Bologna Framework for higher education has agreed on three “cycle descriptors”—knowledge, skill and general competence—which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification framework these descriptors initiated a new debate on the possibility of Bildung within higher education in Norway. Pursuing this question of whether the triad knowledge, skill and general competences makes possible or (...) prevents Bildung within higher education I argue that regardless of how one conceptualizes Bildung, one must say something about the kind of thinking that initiates a process transforming knowledge to become internalised so as to influence one’s choices and actions. A vital aim for the initiative of the Bologna process as envisioned in the Bologna Declaration 1999 was to develop a “Europe of Knowledge”. Underpinning this and other educational documents it appears that lack of knowledge is seen as an important explanation to todays many challenges. A confidence in knowledge per se as having a transformative power in itself seems to be a belief supporting the knowledge policy that dominates official documents. Following Kierkegaard and his critique of becoming objective as nurturing disinterestedness, I am critical to an understanding of knowledge as transformative in itself if knowledge primarily is understood as objective knowledge. In this paper I argue that in order to take responsibility for the knowledge one holds, a thinking which Kierkegaard calls subjective is an important contribution to one kind of thinking involved if knowledge shall initiate a transformation of one’s life and thus foster responsibility. (shrink)

This article explores the likely impact that the Bologna Declaration will have on the field of women’s and gender studies in the UK. While the UK higher education sector as a whole has been slow to take up the opportunities and challenges presented by Bologna, this article argues that women’s and gender studies may gain particularly from a European reorientation. Women’s and gender studies currently has to struggle for both national resources and recognition, and so has little to (...) lose and much to gain from actively engaging in the process of Europeanization of degrees. The author advocates for UK women’s and gender studies practitioners to take a leading role in this process, in order to facilitate the potential benefits for the field. (shrink)

The Bologna process forces a reframing of the theological education. In the autor's mind, it affords chances for an improved quality during the first two cycles. The change from an input-oriented to an output-oriented leaming provides a better professional competences. In addition, the Bologna process provokes to profile theology in an interdisciplinary context. The article outlines the profile of Theological Ethics as a self-contained discipline, connectedwith both, the other theolgical disciplines and the adjacent sciences, such as medicine, law, (...) and sociology. According to this, the authors discuss the advantages and the risks ofthe two-cylcle, BA/ma education and draw the conclusions for the further curriculas in theological ethics. A coml)lon competence-based core-curriculum is presented in order to get joint standards and to improve student's mobility. (shrink)

SUMMARY The apothecary occupied a liminal position in early modern society between profit and healing. Finding ways to distance their public image from trade was a common problem for apothecaries across Europe. This article uses the case of a Bolognese apothecary, Filippo Pastarino, to address the question of how early modern apothecaries chose to represent themselves to political authorities and to the wider public. ‘Mercy’, alongside ‘craft’, was a pillar of apothecaries’ social identity. By contrast, no matter how central financial (...) transactions (‘money’) were to their activity, apothecaries did not want to be perceived as merchants. Thus, the assistance and advice apothecaries provided to patients and customers resulted as central aspects of their social role. In this context, Bolognese apothecaries aimed to defend their current status, which had been challenged by naturalist Ulysses Aldrovandi, city authorities and local monasteries. However, Pastarino's claims can also be seen as antecedents to the self-legitimizing strategy that seventeenth-century artisans deployed when faced with the need to enhance their new status as natural philosophers. The present study attributes a name, a date of birth and a shop to Filippo Pastarino, revising previous interpretations. More broadly, by focusing on how these artisans defended their position in the city it enriches our understanding of the self-representation of apothecaries. (shrink)

Descartes is well known as a mathematician and natural philosopher. However, none of Descartes's biographers has described the invitation he received in 1633 to fill a chair in theoretical medicine at the University of Bologna, or the fact that he was already sufficiently known and respected for his medical knowledge that the invitation came four years before his first publication. In this note I authenticate and contextualize this event, which I refer to as the ‘Bologna affair’. I transcribe (...) the letter written to the Bolognese Senate announcing efforts to bring Descartes to the university and explain the events that led to Descartes receiving the invitation. While many questions about the Bologna affair cannot be answered because of the paucity of the historical record, I conclude that the event invites us to consider again the larger historiographical issue of how best to integrate the history of medicine with the history of science and philosophy during the early modern period. (shrink)

The Republic of Macedonia has been a part of the Bologna process since 2003. The Ministry of Education, law and policy makers and higher education institutions have actively engaged with its main concepts. In parallel with this, since the adoption of the law on higher education in 2008 and the reform of the Accreditation and Evaluation Board, there have been numerous changes and amendments culminating in the fast-tracked adoption of a new law at the beginning of 2015. Some of (...) its solutions created a huge debate among the academic community, other intellectuals and students themselves, resulting in the postponement of that law and a kind of legal vacuum. In such turbulent circumstances, individual higher education institutions had to consider how and to what extent to adopt and develop relevant standards and guidelines, comply with the legal framework and promote good practice. The aim of this paper is to present how these three aspects, Bologna standards and guidelines for Quality Assurance, a national legal framework and an institutional approach are being reflected, merged and implemented at a relatively young higher education institution. It questions the impact of these three elements on each other and how one institution’s drive for improvement is affected. This is done through a qualitative analysis of the three-fold perspectives. The conclusions and recommendations are expected to be of use to policy makers in the country and region as they evaluate how international trends and good practice fit into the socio-economic and political conditions of RM and similar countries. At the same time, it can demonstrate how far institutional quality assurance and progress can be implemented and recognized in the country itself and by some international stakeholders. It can also prove that the South East European University is a national leader in this field as RM has no functioning QA evaluation system, while SEEU has managed to create a well structured and operating one, based on international and institutional experiences. (shrink)

The paper addresses the topical issue of implementing the Bologna system in the Russian higher education since its entering the common educational environment in 2003 and that of English as a Medium of Instruction as a language of instruction in Russian universities. The article presents the analysis of the current sources on the topic surveying the data on EMI in the higher educational institutions in Russia and abroad. The data show significant advancement in the system of EMI in foreign (...) countries whereas in Russia the process of establishing such a system is still under development. The undertaken research reveals sufficient discrepancies between the present day demands for the formalized layout of the EMI structure in the Russian higher education system and it's functioning in work. The author dwells on the topic at hand highlighting the importance of not only maintaining the structure of English as a Medium of Instruction in Russian universities but also designing and implementing the national system of such instruction in correlation with the global standards. (shrink)

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss (...) whether these are suitable. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:1. The impetus of Herbert Grundmann's work on researching the religious lives of women in the thirteenth century has led to a reinterpretation of many aspects of this complex subject. Even today, some points remain unclear. At times it seems as if we are confronted with a play in which the actors – the sisters, friars and the papal curia – move in a manner which is difficult to (...) decipher and could even be described as contradictory.In particular, Herbert Grundmann carried out a study on the development of female forms of monastic life which were linked with both the Franciscan and Dominican Friars; however, he neglected to give sufficient attention to the role of the papal curia in both Orders. The action of the papacy was considered merely an answer to demands made by nuns or friars – without grasping the fact that such decisions were due to a complex papal design in the reorganization of regular life.The history of the development of regular communities of religious women has a clear and systematic development. The women originally known as the pauperes dominae inclusae were not institutionally linked to the Order of Friars Minor until 1227, indicating the emergence of Apostolic guidelines to establish and build a new form of monastic life for women which was directly subject to papal authority. Until now, this aspect of religious foundations has not been the subject of scholarly attention, which has instead focused on the initiatives of the "founders" and risked taking the actual work out of context.The present article outlines the steps in the gradual legalization of the "Dominican" Sisters. Its findings are largely based on Jordan of Saxony's correspondence, which has not been given adequate scholarly consideration. Jordan was a Parisian master who entered the Order in 1220. He was subsequently elected Provincial Superior of Lombardy and in the following year until his death in 1237 was General Master of the Order. He also played a significant role in the foundation of the monastery of St. Agnese in Bologna.2. The complexity of the correspondence poses various problems. Not only because its very composition is based on continual discovery but also because of an almost total absence of historical information, which makes certain aspects difficult to interpret. Despite this, there is great interest in the reconstruction of significant moments in the constitutional history of the Order of Friars Preachers – a subject which has been enriched by the studies of Gert Melville as well as those of Sonderforschungsbereich himself.Jordan of Saxony's correspondence is composed of thirty-seven letters addressed to Diana of Andalo, who had professed religious vows before Dominic, and had played a leading role in creating the convent of St. Agnese in Bologna . Five of Jordan's letters were sent to Diana's convent and a further eight were sent to the general community.Beginning with the valuable observations of Angelo Walz, the most studied aspect of the correspondence has been feminine religious life with a particular focus on the spiritual themes which were elaborated on by Jordan. This is evident simply by referring to the observations of Raoul Manselli and Andrea Tilatti. The survival of Jordan's letters is due to the need to prove both their origins and their institutional link to the Order of Preachers. Since the 1430s, the nuns understood that by convincing both the Order and the Roman Curia of this, they might avoid the danger of losing the continued cura of the friars.Using this collection as a starting point, I intend to consider the institutional developments of the Bolognese Monastery, as well as female monasticism linked to the Order of Preachers.3. The Vita beatae Dianae was composed shortly after the middle of the thirteenth century. Despite its title, it primarily.. (shrink)

One of the purposes of the Bologna Process was to facilitate the construction of a Europe of Knowledge through educational governance, yet it fails to reach its purpose because of several unexplained assumptions that undermine the conceptual standing of the whole project; it is the purpose of this paper to bring these assumptions to light. -/- A knowledge economy cannot exist without the knowledge workers which were previously formed in educational institutions, therefore the project for a Europe of Knowledge (...) is usually linked with the educational policies especially those affecting the higher education institutions. -/- One such policy area is the Bologna Process which explicitly traces its purpose to the construction of an educational system that will facilitate the smooth delivery of employable graduates to the European labor market. This presentation has two purposes. First to show through a textual analysis of the Bologna ministerial declarations how the subject of higher education is constructed to single out the European citizen, understood in a narrow sense as the employable, mobile and skilled graduate. Second, to show that the notion of citizenship used in the Bologna declarations is ill-construed. -/- Starting from T. H. Marshall’s classical distinction between the three understandings of citizenship (civic, political, and social), this paper will show that the Bologna discourse on citizenship borrows and mixes illegitimately from the three notions, without making it explicit why such a hybrid notion of citizenship is used in the first place. (shrink)

The following paper shows that prior to Ockham’s doctrine on the intuition of non-existents, two Parisian theologians had already developed, in opposition to Duns Scotus, their own theories on the possibility of having intuitive cognition of non-existent or absent things. The article uses the editions of the two theologians’ Quodlibeta prepared by the author.

To the extent that philosophy deals with the blush, it is almost always as the pink blush of shame. Such is philosophy’s seeming obsession with the latter, there remains the risk of something important being lost in translation when it comes to those examples in the literature that mention the blush. I intend to focus on one such example, a scene from Robert Antelme’s The Human Race, the story of the student from Bologna, in which Antelme describes the student’s (...) blushing response to being randomly selected by an SS soldier from a bedraggled line of prisoners for a roadside execution. I will turn to Lisa Guenther and Giorgio Agamben for their reading of Antelme’s account, not, I should stress, to evaluate their respective analyses of shame, but that which may have been overlooked as a result, namely confusion. I will turn also to Jean-Paul Sartre, again, not in relation to shame, rather for his brief, but no less important, phenomenological account of blushing. I will refer to recent social psychology research suggesting that confusion is a knowledge emotion – something like embarrassment. All this in support of the argument, that when Antelme writes of the student – ‘ Il a l’air confus’, we are bound to take them both, the student and Antelme, the blusher and the beholder, at their word – to maintain our distance so that the scene might speak for itself and in so doing reveal signs of life. (shrink)

Philosophy & Social Criticism, Volume 48, Issue 7, Page 977-991, September 2022. To the extent that philosophy deals with the blush, it is almost always as the pink blush of shame. Such is philosophy’s seeming obsession with the latter, there remains the risk of something important being lost in translation when it comes to those examples in the literature that mention the blush. I intend to focus on one such example, a scene from Robert Antelme’s The Human Race, the story (...) of the student from Bologna, in which Antelme describes the student’s blushing response to being randomly selected by an SS soldier from a bedraggled line of prisoners for a roadside execution. I will turn to Lisa Guenther and Giorgio Agamben for their reading of Antelme’s account, not, I should stress, to evaluate their respective analyses of shame, but that which may have been overlooked as a result, namely confusion. I will turn also to Jean-Paul Sartre, again, not in relation to shame, rather for his brief, but no less important, phenomenological account of blushing. I will refer to recent social psychology research suggesting that confusion is a knowledge emotion – something like embarrassment. All this in support of the argument, that when Antelme writes of the student – ‘Il a l’air confus’, we are bound to take them both, the student and Antelme, the blusher and the beholder, at their word – to maintain our distance so that the scene might speak for itself and in so doing reveal signs of life. (shrink)

This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once human organizational, (...) national or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism. (shrink)

The history of science is increasingly directing its attention to the diachronic examination of women's involvement within spaces dedicated to scientific inquiry. While this field of study boasts rich and meticulous historiography, delving into the sixteenth century leaves the impression of encountering either a noticeable absence of women in the realm of natural history or an underexplored period in this regard. Undoubtedly, within the Italian context of the time, the cultural milieu shaped by the Counter-Reformation further heightened the social challenges (...) faced by women.Notwithstanding these challenges, a noteworthy female figure emerges in the latter half of the sixteenth century – Francesca Fontana, the second wife of the natural history scholar Ulisse Aldrovandi (1522–1605). From an overall view of the sources, Fontana seems to assume a pivotal role in the realization of collections and works attributed to the eminent naturalist. This study aims to delineate the role played by Fontana within Aldrovandi's ‘officina naturale.’ By examining the available documents in a chronological order, my aim is to provide insights into the evolution of her education and her practical and technical skills, harnessed in the pursuit of her husband's enterprises and scholarly contributions. (shrink)

The present volume is one of a type we should soon expect to be seeing more of in philosophy of medicine. Philosophy of medicine has now been around long enough that entire careers, or at least substantial portions of careers, can and have been devoted to it. This is an important milestone in the field.This is true, even though, as the author indicates in the introduction, this is not solely a book of philosophy of medicine. Investigations in philosophy of medicine, (...) and the essays included in this volume in particular, can not only contribute to “the development of philosophy of medicine as a discipline” but can also “test and help revise some of [philosophy of science’s] views” . Thus, this book is intended as a contribution both to philosophy of medicine as a specific discipline and to philosophy of science generally. Both of these aspects of the book could attract the attention of the current audience.The book focuses .. (shrink)

This paper reviews the recent writing of Sergio Bologna and Carlo Formenti. These authors are proposed as post-workerist dissenters with respect to Hardt and Negri’s conceptualisation of contemporary capitalism. Therefore, while the latter has risen to prominence within Anglo-American academia astheradical account of the political economy of the knowledge economy, the work of Bologna and Formenti is here presented as providing alternative accounts of contemporary capitalism and its dynamics. In doing so, this work challenges the Anglo-American reception of (...) post-operaismo. However, these analyses are also assessed by showing the many similarities they share with Hardt and Negri’s account. These similarities are argued to pose immanent limits, impeding this post-workerist dissent’s ability to carryoperaismobeyond Hardt and Negri. (shrink)