Research on embryo donation and receipt continues to grow, highlighting how specific national contexts shape views and experiences. The present article reports on a qualitative study on embryo donation and receipt in Australia. Interviews were conducted with 15 participants: embryo donors and those seeking to donate (6), embryo recipients and those seeking donors (3), people with embryos in storage or previously in storage (5), and egg donors where resulting embryos were donated to a third party (1). A deductive thematic analysis (...) identified four key themes: understandings of embryos as cells, potential children, and/or children; a focus on relationships between “siblings”; importance of language and “family words” in discussing relationships; and extended family members having difficulty understanding the concept of embryo donation. The article concludes with a consideration of the implications of the findings in terms of the practice of embryo donation and the policies that surround it. (shrink)

Partial proceedings of the 17th World Congress, International Association for Philosophy of Law and Social Philosophy, Bologna, 1995.

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.

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)

In 1924 the Fascist University was founded in Bologna. This essay reconstructs the foundation of this study centre, its cultural purposes and contacts with the academic world Giovanni Gentile had frequent relations with this cultural centre. On March 9th, 1930 he participated in a crowded lecture making a speech that was to remain unknown. It is published here and analyzed in relation to his complete works and the reactions aroused in Bologna and in the national cultural environments. The (...) essay ends with the circumstances that led to the closing of the Fascist University in 1933 and the consequences they caused. (shrink)

Gerard of Bologna (d. 1317) was the first Carmelite master at the University of Paris in the Middle Ages. In Quaestio 6, article 1 of his incomplete Summa theologiae, Gerard discusses the issue of teaching and learning. During the course of his discussion he summarises his understanding of the process of cognition in human beings and he considers God, angels and human beings as teachers. Gerard insists on the necessity of the teacher-student relationship in the handing on of human (...) knowledge. (shrink)

In the Italian universities, there was traditionally a strong alliance between natural philosophy and medicine, which however was all to the advantage of the latter; its teachers were better regarded and better paid than others in the faculty of Arts and Medicine, and this led to career paths that sought out the teaching of medicine as soon as possible. This article examines a reversal of this trend observable in sixteenth-century Bologna and some other Italian universities , leading to careers (...) concentrating on natural philosophy and on the interpretation of Aristotelian works. It appears that financial incentives were part of the context leading to specialization in philosophy. An appendix listing the careers of nearly 200 teachers of natural philosophy in Bologna between 1340 and 1600 illustrates the developments. (shrink)

At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse the changes (...) in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards. (shrink)

La transcription, la traduction et l’étude du libelle d’un petit procès daté de 1435 extrait d’un registre judiciaire (liber maleficiorum) de Bologne permet de comparer les abus sexuels perpétrés par des hommes à l’encontre des filles et des garçons. Pour exprimer une agression sexuelle sur une petite fille, on emploie les mêmes mots que ceux qui servent à désigner le viol d’une femme. Pour décrire la violence commise sur un garçon, on use du vocabulaire de la sodomie. Ce constat permet (...) de montrer qu’à la fin du Moyen Âge, c’est bien la pénétration qui crée l’acte sexuel et que ce que les textes désignent par “vice sodomite” peut souvent avoir le sens moderne de “pédophilie” vis-à-vis des garçons. (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)

Tekst analizira nacin na koji nastavnici i studenti u cetiri univerzitetska centara u Srbiji percipiraju problem efikasnosti studiranja u novom bolonjskom univerzitetskom okruzenju. Empirijska baza podataka na kojoj pociva prezentovana analiza sastoji se iz dve vrste podataka, kvantitativnim i kvalitativnim, koji su prikupljeni uz pomoc dve vrste metodoloskih instrumenata - anketnim upitnikom i produbljenim intervjuom, pri cemu je kvantitativni deo istrazivanja sproveden na sva cetiri univerziteta, a kvalitativni deo samo na Beogradskom univerzitetu. Dobijeni rezultati analize mapiraju kljucne faktore koji uticu (...) na efikasnost studiranja kao i neke od prvih strukturnih izmena u odnosima moci izmedju razlicitih socijalnih aktera koji interaguju unutar novo reformisanog univerzitetskog polja. (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 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 essay discusses the changes promoted in European universities by the ‘Bologna Process’ and the ‘European Higher Education Area’. Through an analysis of the main policy documents and mechanisms, the paper demonstrates that the European Higher Education Area is designed to dismantle academic autonomy across the continent. Before setting out to examine this transnational policy process, the paper specifies in its first part the meaning of academic autonomy – a particular European creation, as it argues – through an overview (...) of the historical material. (shrink)

Bartholomaeus Arnoldi (b. c. 1465, d. September 9, 1532) (also called Usingen after his birthplace), began as a philosopher in the via moderna school and later became a member and a theologian of the Order of Augustinian Hermits. Together with Jodocus Trutfetter, he was the most prominent philosopher in Erfurt in the early sixteenth century. Usingen’s main authorities were John Buridan, William of Ockham, Gregory of Rimini, Peter of Ailly, and Gabriel Biel. The focus of his teaching was on (...) a “common view of the via moderna,” which was strongly involved in semantic–metaphysical questions. Usingen stressed the importance of logic as a necessary tool for gaining scientific knowledge, but it was his works on natural philosophy, in particular, that were respected by his contemporaries. In natural philosophy, he generally followed the tradition of Buridan. His discussion on the theory of supposition follows Ockham. On the relationship between theology and philosophy, he strongly posited the unity of truth by allowing certain theological truths a sufficient degree of plausibility as truths in natural philosophy. This view was partly based on Lawrence of Lindores. (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 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 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)

Seneca's 90th Epistula moralis is one of the very few Stoic accounts of the origin of political bodies. Seneca references Posidonius and probably draws on earlier Stoic material too. The review summarizes and discusses Zago's important contribution to the question of sources for this letter.

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)

In the last years, starting from the study of the foundations of human rights, Pier Cesare Bori has focused his research on the exegesis of Genesis 1, 26-28, according to which man is created in the image of God. In the Christian framework the imago Dei has led to different interpretations: a charismatic and eschatological, an ontological and a functional one. To solve the contradictions between these different exegesis of imago Dei Bori has suggested to consider a larger context, looking (...) not only at the Christian tradition, but also at the other monotheisms, cultures and religions. The proceedings here presented are the result of this attempt to develop new approaches to the study of the topic of imago Dei. It has been undertaken by an international group of scholars from different research fields (history, theology, hermeneutics, philosophy, exegesis) during a few days of scientific exchange and dialogue. (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)

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)