The Emergence Of Modern Universities In France 1863 1914

George Weisz offers a comprehensive analysis of the French university system during the latter half of the nineteenth and early twentieth centuries. Examining the major reforms of higher education undertaken during the Third Republic, he argues that the original thrust for reform came from within the educational system, especially from an academic profession seeking to raise its occupational status. Originally published in 1983. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Drawing on examples from Britain, France, and the United States, this book examines how scholars and scholarship found themselves mobilized to solve many problems created by modern warfare in World War I, and the many consequences of this for higher education which have lasted almost a century.

The first full-scale treatment of a period of dramatic expansion in French science.

History of Universities XXXIV/1 contains the customary mix of learned articles which makes this publication an indispensable tool for the historian of higher education. This volume offers a global history of research education in the ninteenth and twentieth centuries.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International License. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. History of Universities XXXIV/1 contains the customary mix of learned articles which makes this publication an indispensable tool for the historian of higher education. This volume offers a global history of research education in the ninteenth and twentieth centuries. This volume compares the training of scholars in different disciplines and countries across the globe in a century that laid the foundation for modern academia. The articles in this volume examine the different training "instruments" and methods for text-based disciplines (history and philology), laboratory sciences (such as chemistry), theoretical sciences (mathematics, for instance), fieldwork disciplines (linguistics and paleontology), and clinical science (medicine). They consider countries or societies in Europe, North America, South and East Asia, and Latin America, and analyze the roles of the state, nationalism and internationalism that shaped the institutions and policies for research education. Some of these articles are comparative, while the others are in-depth case studies of individual disciplines in specific countries at different stages of scientific developments. The introduction and conclusion of this volume bring together the important themes that run across the article and make necessary supplements to present a synthetic picture of the global history of research education.

This departure from the norm reveals a side to Proust that was capable of observing the class struggle in the Third Republic, a possibility that the author discovered in his studying and interpretation of A la recherche du temps perdu.

The early years of democracy in France were marked by a society divided by civil war, class war and violent conflict. Citizenship and Wars explores the concept of citizenship in a time of social and political upheaval, and considers what the conflict meant for citizen-soldiers, women, children and the elderly. This highly original argument based on primary research brings new life to debates about the making of French identity in the 19th century. Putting the latest theoretical thinking into empirical use, the author assesses how the function of the state and its citizens changed during the Paris Commune and Franco-Prussian War. The study considers fresh issues such as: *how the people coped with the collapse of their government *what the upheaval meant for the provinces of France *how the issue of citizenship affected religious identities *the differences between colonial Algeria and metropolitan France.

This book describes how the number of international students has grown in 150 years, from 60,000 to nearly 4 million. It examines the policies adopted towards them by institutions and governments round the world, exploring who travelled, why, and who paid for them. In 1860 most international students travelled within Europe; by 2010 the largest numbers were from Asia. Foreign students have shaped the universities where they studied, been shaped by them, and gone on to change their own lives and societies. Policies for student mobility developed as a function of student demand and of institutional or national interest. At different times they were influenced by the needs of empire, by the cold war, by governments' search for soft power, by labour markets, and by the contribution students made to university finance. Along with university students, others travelled abroad to study: trainee nurses, military officers, the most deprived and the most privileged schoolchildren. All their stories are a vital part of the world's history of education and of its broader social and political history.

The increasing investment in scientific knowledge, in its production, distribution and reproduction, is acquiring greater social significance. Everything that is regarded as knowledge in society has become a legitimate subject matter for academic investigations from various disciplines and for practitioners.

The Cult of the Modern focuses on nineteenth-century France and Algeria and examines the role that ideas of modernity and modernization played in both national and colonial programs during the years of the Second Empire and the early Third Republic. Gavin Murray-Miller rethinks the subject by examining the idiomatic use of modernity in French cultural and political discourse. The Cult of the Modern argues that the modern French republic is a product of nineteenth-century colonialism rather than a creation of the Enlightenment or the French Revolution. This analysis contests the predominant Parisian and metropolitan contexts that have traditionally framed French modernity studies, noting the important role that colonial Algeria and the administration of Muslim subjects played in shaping understandings of modern identity and governance among nineteenth-century politicians and intellectuals. In synthesizing the narratives of continental France and colonial North Africa, Murray-Miller proposes a new framework for nineteenth-century French political and cultural history, bringing into sharp relief the diverse ways in which the French nation was imagined and represented throughout the country’s turbulent postrevolutionary history, as well as the implications for prevailing understandings of France today.