Volume XV of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.
British Archives is the foremost reference guide to archive resources in the UK. Since publication of the first edition more than ten years ago, it has established itself as an indispensable reference source for everyone who needs rapid access on archives and archive repositories in this country. Over 1200 entries provide detailed information on the nature and extent of the collection as well as the organization holding it. A typical entry includes: name of repositiony; parent organization ; address, telephone, fax, email and website; number for enquiries; days and hours of opening; access restrictions; acquisitions policy; archives of organization; major collections; non-manuscript material; finding aids; facilities; conservation; publications New to this edition: email and web address; expanded bibliography; consolidated repository and collections index
University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
While the question of how rhetoric lost authority to modern philosophical and scientific inquiry has drawn much scrutiny, we have paid less attention to how values that were once bound up with rhetoric were rearticulated after its demise. This volume explores how persuasion ceased to be the seemingly self-evident objective of rhetoric and became, instead, a variable and substantive focus for discussion in its own right. After rhetoric ceded much of its centrality to logic and empirical procedures, the significance and implications of persuasion were the subject of renewed attention in a range of different fields, including philosophy, law, poetry, novels, botany, cultural criticism, historiography, political thought, and public lecturing. Persuasion after Rhetoric in the Eighteenth Century and Romanticism maps how values of persuasion were adapted and diversified in ways that still resonate with current arguments about conviction, understanding, and belief. Contributors address the figurations of persuasion in a range of theorists and writers, from Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Edmund Burke, and Mary Wollstonecraft, to Samuel Richardson, Jane Austen, Thomas De Quincey, Thomas Campbell, William Hazlitt, Heinrich Heine, William Lloyd Garrison, and Frances Ellen Watkins Harper. This collection offers a detailed account of persuasive interests at the threshold of modernity. It also prompts us to rethink persuasion now that its continued efficacy seems at risk in a fragmented public sphere.
Presenting a concise history of British universities and their place in society over eight centuries, this book gives an analysis of the university problems and policies as seen in the light of that history. It explains how the modern university system has developed since the Victorian era, giving attention to changes in policy since the WWII.
Scotland has long been known for its emphasis upon an educated clergy, yet little serious historical attention has been given to how this was actually fostered. This book begins to fill that gap. While a thoroughly historical study in Scottish church history and historical theology, the book also serves as a springboard for reflection and application to the work of theological education today with the evangelical Presbyterian and Reformed community.
As Superintendent of Fife, John Winram played a pivotal role in the reform of the Scottish Church. Charting his career within St Andrews priory from canon to subprior, Linda Dunbar examines the ambiguity of Winram's religious stance in the years before 1559 and argues that much of the difficulty in pinning down Winram's views stems from the mis-identification of John Knox's un-named reforming sub-prior with Winram. In fact, as the book shows, this early reformer was probably Winram's own sub-prior, Alexander Young. The various reforming influences on Winram, and the gradual change in his religious stance is charted, together with his robust attempts at Catholic reform with St Andrews and his profound effect upon John Knox during the siege of the castle. In 1559, Winram eventually decided to side with the Protestants. The book concludes with an analysis of the difficulties experienced by Winram and the preponderance of accusations against him which led to his final relinquishing of office in 1577. In his transition from a Catholic to a Protestant reformer, Winram's experience is typical of that of many of his contemporaries in Scotland and in Europe.
During the seventeenth century Scots produced many high quality philosophical writings, writings that were very much part of a wider European philosophical discourse. Yet today Scottish philosophy of the sixteenth and eighteenth centuries is widely studied, but that of the seventeenth century is only now beginning to receive the attention it deserves. This volume begins by placing the seventeenth-century Scottish philosophy in its political and religious contexts, and then investigates the writings of the philosophers in the areas of logic, metaphysics, politics, ethics, law, and religion. It is demonstrated that in a variety of ways the Scottish Reformation impacted on the teaching of philosophy in the Scottish universities. It is also shown that until the second half of the century--and the arrival of Descartes on the Scottish philosophy curriculum--the Scots were teaching and developing a form of Reformed orthodox scholastic philosophy, a philosophy that shared many features with the scholastic Catholic philosophy of the medieval period. By the early eighteenth century Scotland was well placed to give rise to the spectacular Enlightenment that then followed, and to do so in large measure on the basis of its own well-established intellectual resources. Among the many thinkers discussed are Reformed orthodox, Episcopalian, and Catholics philosophers including George Robertson, George Middleton, John Boyd, Robert Baron, Mark Duncan, Samuel Rutherford, James Dundas (first Lord Arniston), George Mackenzie, James Dalrymple (Viscount Stair), and William Chalmers.
Cathedrals of Learning: Great and Ancient Universities of Western Europe provides a conspectus of the great Western European universities, pithily tells their life stories, showcases their architectural heritage, and describes the art, literary, and natural history collections they have accumulated over the centuries. This book profiles the ancient universities and their distinctive organizational cultures, reveals their customs, ceremonies, and traditions, their quirks and quiddities, recounts their complicated histories, describes their architectural wonders (libraries, museums, anatomy theaters, botanical gardens) and treasures (rare manuscripts, antiquities, paintings, and objects d'art of all kinds), and introduces their famous alumni, distinguished scholars, Nobel Prize-winning scientists, and famously eccentric personalities. It is a book for scholars, researchers, and anyone interested in these ancient institutions that remain centers of learning in the contemporary world. - Contains a collection of mini biographies, pen portraits of some of the world's most venerable universities - Offers twelve institutional biographies that can be used to compare universities and their complex histories - Written in an easy and rigorous style, with accessible coverage - Compiled by a leading figure in information science, with a wide experience of great universities and the trends with which they are associated