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• Introduction: A Dwelling of Learning and Wisdom
• Part I. The Institutional and Cultural Context: Chapter 1. The Academic Community and Its Overseers
• Chapter 2. Teaching and Learning
• Chapter 3. The University in Context
• Chapter 4. The Culture of the Book
• Part II. New Directions and Developments in University Learning: Chapter 5. The Rise of the Humanities
• Chapter 6. Specialization and Scientific Innovation
• Chapter 7. From Theory to Practice
• Chapter 8. The Religious Turn

A pathbreaking history of early modern education argues that Europe's oldest university, often seen as a bastion of traditionalism, was in fact a vibrant site of intellectual innovation and cultural exchange. The University of Bologna was among the premier universities in medieval Europe and an international magnet for students of law. However, a long-standing historiographical tradition holds that Bologna-and Italian university education more broadly-foundered in the early modern period. On this view, Bologna's curriculum ossified and its prestige crumbled, due at least in part to political and religious pressure from Rome. Meanwhile, new ways of thinking flourished instead in humanist academies, scientific societies, and northern European universities. David Lines offers a powerful counternarrative. While Bologna did decline as a center for the study of law, he argues, the arts and medicine at the university rose to new heights from 1400 to 1750. Archival records show that the curriculum underwent constant revision to incorporate contemporary research and theories, developed by the likes of Rene Descartes and Isaac Newton. From the humanities to philosophy, astronomy, mathematics, and medicine, teaching became more systematic and less tied to canonical texts and authors. Theology, meanwhile, achieved increasing prominence across the university. Although this religious turn reflected the priorities and values of the Catholic Reformation, it did not halt the creation of new scientific chairs or the discussion of new theories and discoveries. To the contrary, science and theology formed a new alliance at Bologna. The University of Bologna remained a lively hub of cultural exchange in the early modern period, animated by connections not only to local colleges, academies, and libraries, but also to scholars, institutions, and ideas throughout Europe.
(source: Nielsen Book Data)

• Introduction historique
• Sources
• Méthode d'édition
• Formulaire de serments
• Listes des immatriculés et gradués, 1602-689, avec un supplément 1721-1781.

"In 1602 the German nation of the University of Orléans decided to separate the registration of new members from the texte des rapports in the Livres des procurateurs, 1444-1602. The registres matricules that were subsequently used show that in the seventeenth century many young people from a great diversity of European countries found their way to Orléans. Apart from the genuine students, many were 'tourists', though considered by the authorities as 'étudiants universitaires'. Joining the German nation offered the newly enrolled the privilege of being part of a university community that had traditionally been favoured by the French kings with special privileges, such as royal protection in time of war and, more importantly, freedom of religion. A majority of these student-tourists came from the nobility or from urban patrician families"-- Provided by publisher.

• A Note on Transcriptions Contents of Montpellier Codex Fascicle 7 Introduction
• 1 Adam de la Halle's Presence in the Final Fascicles of the Montpellier Codex
• 2 Adam and Petrus de Cruce: The 'Aucun...' Opening and Questions of Chronology
• 3 People and Places: Adam and an 'Entre...' Motet Tradition
• 4 Petrus in the Montpellier Codex
• 5 Non-Plainchant Tenor Quotations: Unwritten Songs and Questions of Compositional Ownership Conclusions Bibliography.
• (source: Nielsen Book Data)

This book offers new insights into the musical, poetic, and curatorial reception of thirteenth-century composers' works in their own time. It uncovers, beneath the surface of an anonymous motet book, unsuspected interactions between authors and traces of compositional identities.
(source: Nielsen Book Data)

• Preface 1: Introduction Part I: From Mechanics to Graduates 2: The Crown and Anchor Tavern 3: Education for Whom? 4: Useful Knowledge 5: The Birkbeck Schools 6: Ravenscroft's Birkbeck Bank 7: Governing the College 8: What is a University? Part II: Pleasure and Preferences 9: Art and Architecture 10: Dancing the Polka 11: The New Woman 12: Minoritised Communities Part III: Student Life 13: 'Tea and Kippers' 14: Rabbits v. Hares
• Or, Social Lives 15: Man v. Rabbits 16: Students' 'Joy-Night' Part IV: War and Politics 17: Worlds at War, 1914-1918 18: Worlds at War, 1939-1945 19: Reds in the Classroom 20: Radical Intellectuals Part V: Classrooms 21: Science in the World 22: Disciplines 23: Numerical Automation
• Or, Computing 24: Paranormal Sciences 25: Teaching Part VI: Battles for Birkbeck 26: 'Birkbeck's Unique Mission?' 27: Containing the Crisis Part VII: Conclusion 28: Into the Twenty-First Century.
• (source: Nielsen Book Data)

Birkbeck traces the 200-year history of Birkbeck, University of London from its founding at a time when social elites deplored the notion of educated working people to the present day. Joanna Bourke writes a lively history of the institution, and how it contributed to the shaping of modern British higher education. Two hundred years ago, Birkbeck was founded as the London Mechanics' Institution (LMI). When it was established in 1823, one third of all men and half of all women were unable to read or write. British elites were vehemently hostile to educating working people. The country was in political turmoil and it was feared that education would destroy society. This was the context in which the LMI was established. From its foundation, it was unique. Birkbeck traces its history from 1823 to the present, with Joanna Bourke using the history of Birkbeck to reflect on life and culture in London over the past two centuries. What does it mean to be educated? Why have Birkbeck's students been prepared to give up so much in order to study for a higher degree? How does education help us become fully human and self-fulfilled by learning how to use all our faculties - knowledge, imagination, sympathy? The story of Birkbeck contains some blood, oceans of scholarly sweat, and not a few tears. But it is also a story of laughter, intellectual excitement, scholarly eccentricity, collective as well as personal ambition, and, most of all, the quirky passions and personalities that make up the Birkbeck community. It is a story of a unique university but also of higher education of Britain. It shows how knowledge can empower people to better themselves and improve the world.
(source: Nielsen Book Data)

• Préface. Les échos du monde
• Introduction. Pour une histoire multi-située de la Cité internationale universitaire de Paris
• Emprises sur la ville. Les relations entre la Cité universitaire, Paris et Gentilly (1945-1985)
• Un intellectuel catholique à la tête de la Cité universitaire. Robert Garric (1958-1967)
• "La Cité en ébullition". Jeunesse étudiante et action collective à la Cité internationale universitaire de Paris, de 1945 aux années 1968 contestations, mobilisations et circulations
• Le Maghreb à la Cité internationale universitaire de Paris. Une histoire politique et sociale (1925-2011)
• De la Maison de la France d'Outre-mer à la Résidence Lucien Paye ou comment un empire se défait. De l'Union française à la coopération
• L'Asie à la Cité internationale universitaire de Paris depuis 1950. Entre identités plurielles et cosmopolitisme culturel
• La Maison du Brésil pendant les "années 1968". Entre internationalisme des réseaux universitaires et nationalisme des militaires
• Nino
• La Maison de l'Argentine, entre péronisme, dictature militaire et démocratie (1995-1988)
• Une francophonie implicite ?
• Pour une sociohistoire de la langue à la Cité internationale universitaire de Paris
• Le directeur Ruggiero Romano, la Maison de l'Italie et la Cité universitaire de Paris. Micro-histoire d'une nomination (1953-1957)
• La réorganisation du sport dans la Cité universitaire d'après-guerre. Entre autonomie associative et enjeux institutionnels
• Le Théâtre de la Cité internationale universitaire. Du théâtre étudiant à la scène dédiée à la création contemporaine
• La santé des étudiants à la Cité internationale universitaire de Paris. Entre ardente nécessité et obsolescence de circonstance
• Conclusion. Les" mondes mélés" de la Cité
• État des lieux bibliographiques et sources établi par Dzovinar Kévonian.

"Fondée dans les années 1920 à la confluence de l'impérialisme culturel français et de l'internationalisme pacifiste, la Cité internationale universitaire de Paris connaît une nouvelle phase de son développement dans la seconde moitié du XXe siècle, marquée par la décolonisation, la guerre froide et la politisation de la génération du baby-boom. De la reconstruction d'après-guerre aux mobilisations des années 1968, des relations complexes de la France avec ses anciennes colonies à celles qu'elle entretient avec les dictatures militaires d'Europe septentrionale et d'Amérique du Sud, cet ouvrage collectif retrace le demi-siècle d'un "campus monde " unique en son genre et offre une synthèse inédite d'histoire sociale et transnationale sur une institution représentant pour les sciences sociales un fascinant observatoire de la mondialisation."--Page 4 of cover.

• Frontmatter
• CONTENTS
• FIGURES AND TABLES
• Introduction: A Habitation of Learning and Wisdom
• Part I The Institutional and Cultural Context
• 1 The Academic Community and Its Overseers
• 2 Teaching and Learning
• 3 The University in Context
• 4 The Culture of the Book
• Part II New Directions and Developments in University Learning
• 5 The Rise of the Humanities
• 6 Specialization and Scientific Innovation
• 7 From Theory to Practice
• 8 The Religious Turn
• Epilogue
• APPENDIX: PREFACE TO THE TEACHING ROLL FROM 1586 -1587
• ABBREVIATIONS
• NOTES
• BIBLIOGRAPHY
• ACKNOWLEDGMENTS
• INDEX

A pathbreaking history of early modern education argues that Europe's oldest university, often seen as a bastion of traditionalism, was in fact a vibrant site of intellectual innovation and cultural exchange. The University of Bologna was among the premier universities in medieval Europe and an international magnet for students of law. However, a long-standing historiographical tradition holds that Bologna-and Italian university education more broadly-foundered in the early modern period. On this view, Bologna's curriculum ossified and its prestige crumbled, due at least in part to political and religious pressure from Rome. Meanwhile, new ways of thinking flourished instead in humanist academies, scientific societies, and northern European universities. David Lines offers a powerful counternarrative. While Bologna did decline as a center for the study of law, he argues, the arts and medicine at the university rose to new heights from 1400 to 1750. Archival records show that the curriculum underwent constant revision to incorporate contemporary research and theories, developed by the likes of Rene Descartes and Isaac Newton. From the humanities to philosophy, astronomy, mathematics, and medicine, teaching became more systematic and less tied to canonical texts and authors. Theology, meanwhile, achieved increasing prominence across the university. Although this religious turn reflected the priorities and values of the Catholic Reformation, it did not halt the creation of new scientific chairs or the discussion of new theories and discoveries. To the contrary, science and theology formed a new alliance at Bologna. The University of Bologna remained a lively hub of cultural exchange in the early modern period, animated by connections not only to local colleges, academies, and libraries, but also to scholars, institutions, and ideas throughout Europe.
(source: Nielsen Book Data)