Introduction 1. Models for the memory 2. Descriptions of the neuropsychology of memory 3. Elementary memory design 4. The arts of memory 5. Memory and the ethics of reading 6. Memory and authority 7. Memory and the book Afterword Appendixes List of abbreviations Bibliography.

The Book of Memory: A Study of Memory in Medieval Culture

The concept of institutional mission and its redefinition are questions of current debate and discourse. Nevertheless, little direct historical analysis of the topic has appeared. Abraham Flexner (1930/1994) is perhaps first in deploring the alleged lack of "unity of purpose" (p. 179) or clear, overall mission. Flexner sees "not organisms: they are merely administrative aggregations" (p. 179); even so, modern American universities are increasingly models to the rest of the world. A modern term applied to universities, "mission" is the broadest word used to describe a university's basic purpose (Allen, 1988, p. 7). With the dawn of the new millennium and its projected societal transformations now appearing on the horizon, all parties concerned, especially institutions, employers, policy-makers, and legislators, can benefit from a deeper understanding of how and why the university mission has evolved. High technology and rapid globalization are altering work, leisure time, and formal schooling structures. At the heart of this new information society, academic institutions are pivotal organizations. Yet, they must remain flexible enough to respond to emerging social demands, technological change, and economic realignments. Many colleges and universities currently articulate formal, written statements of mission, aim, or goals. Ultimately, the life force of any enterprise is its mission, either stated or assumed. Hence, virtually all of today's policies and issues in higher education--from admissions to weapons technology--derive from institutional mission. To distinguish mission from mission statement, the latter is just a written product of the former. In the past, college and university statutes often laid out institutional aims. Beginning in the 1930s, American universities were the first to publish mission statements in their catalogues. In recent decades, British, Canadian, and other universities have followed suit by publishing mission statements in order to prove themselves accountable to the public. Today's mission statements are often based on the triad (20th-century) mission of the university: teaching, research, and public service. Particular institutions will add to these fundamental goals their own educational, social, political, or spiritual aims. The best statements of mission go to the core of the organizations' purposes while avoiding the use of trendy language. Fenske gives this definition of mission as a management concept: "mission is often used to express the aspirations, often unstated, that society has for institutions of higher education. These aspirations are consensual and represent the most general level of hopes and expectations people in general hold for colleges and universities" (1980, pp. 178-179). Possible disadvantages with mission statement establishment, notes Peeke (1994, pp. 8-12, 32), relate to its cursory nature, one lacking involvement by the majority of the organization's members and having little impact upon the actual management of the institution. He also cites advantages, such as developing a clear sense of purpose, facilitating decision-making, enhancing communication between and among internal and external stakeholder groups, aiding institutional evaluation and measurement, and clarifying marketing strategy. Thus, the mission establishment process--moving from abstract mission to institutional goals to concrete objectives--can promote organizational improvement. (1) The big challenge today, according to Berg, Csikszentmihalyi, & Nakamura (2003, pp. 40, 45-46), is to remain productive and valuable in a time of nonstop change. Therefore, university missions must be crafted and refined to meet the challenge: institutional strengths identified, mission-attentive hiring and leadership initiated, and academic tradition balanced with societal change. Philosophy is another source of ideas about what the mission of the university should be. …

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The Mission of the University: Medieval to Postmodern Transformations

As measured by the pace of city growth in western Europe from 1000 to 1800, absolutist monarchs stunted the growth of commerce and industry. A region ruled by an absolutist prince saw its total urban population shrink by one hundred thousand people per century relative to a region without absolutist government. This might be explained by higher rates of taxation under revenue-maximizing absolutist governments than under nonabsolutist governments, which care more about general economic prosperity and less about State revenue.

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Princes and Merchants: European City Growth before the Industrial Revolution

As the gateway to scientific thinking, an understanding of the scientific method is essential for success and productivity in science. This book is the first synthesis of the practice and the philosophy of the scientific method. It will enable scientists to be better scientists by offering them a deeper understanding of the underpinnings of the scientific method, thereby leading to more productive research and experimentation. It will also give scientists a more accurate perspective on the rationality of the scientific approach and its role in society. Beginning with a discussion of today's 'science wars' and science's presuppositions, the book then explores deductive and inductive logic, probability, statistics, and parsimony, and concludes with an examination of science's powers and limits, and a look at science education. Topics relevant to a variety of disciplines are treated, and clarifying figures, case studies, and chapter summaries enhance the pedagogy. This adeptly executed, comprehensive, yet pragmatic work yields a new synergy suitable for scientists and instructors, and graduate students and advanced undergraduates.

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Scientific method in practice

This article is concerned with the management of the symbolic life of academic organizations, an area strangely neglected in discussions of academic management. The adoption by higher education of the techniques of market-based businesses comes at a time when these businesses are being criticized for lack of attention to organizational culture. Academic institutions may best be understood as value-rational organizations grounded in strong cultures described as ideologies and belief systems. Some thoughts on the management of academic culture, on the management of meaning and social integration, are developed.

https://www.jstor.org/stable/pdfplus/3446547.pdf

The Management of Academic Culture: Notes on the Management of Meaning and Social Integration.

1. THE HISTORICAL BACKGROUND 2. INTELLECTUAL CENTRES 3. BOOKS AND LIBRARIES 4. THE REVIVAL OF THE LATIN CLASSICS 5. THE LATIN LANGUAGE 6. LATIN POETRY 7. THE REVIVAL OF JURISPRUDENCE 8. HISTORICAL WRITING 9. THE TRANSLATORS FROM GREEK AND ARABIC 10. THE REVIVAL OF SCIENCE 11. THE REVIVAL OF PHILOSOPHY 12. THE BEGINNINGS OF UNIVERSITIES INDEX

The Renaissance of the Twelfth Century.

The Renaissance of the Twelfth Century

At the time of its publication in 1923, Charles Homer Haskins' The Rise of Universities was considered remarkable for its erudition, succinctness, and balance. The historian Theodor Mommsen described it as "a work which has remained unsurpassed in the conciseness and vividness of its account." Eight decades after its appearance, it remains fresh and informative. It has not been surpassed, and is as invaluable as ever. Haskins traces the rise of the mediaeval university as one phase of the intellectual awakening in Europe in the late Middle Ages, in an effort to broaden our understanding of "the ancient and universal company of scholars." In the depth and breadth of its analysis, there is no better portrait of universities during their infancy in the Middle Ages. With great detail and precision, Haskins describes the university's curriculum, teaching, teachers, and students. Drawing deeply on his knowledge as one of the leading mediaeval scholars of his day, he provides an exceptionally vivid picture of student life of the time, through his analysis of their manuals, letters, and poetry. The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. At the same time, one cannot read Haskins without seeing the influences of the mediaeval university on contemporary Institutions of higher learning. The Rise of Universities reminds us that the university has not only been a crucible fostering intellectual inquiry and creativity, but continues after eight hundred years to be a center of teaching and learning. In his new introduction, Lionel S. Lewis develops Haskins' passing observation that "the university of the twentieth century is the lineal descendant of mediaeval Paris and Bologna," and considers the question of why universities came into being at the particular time in history when they did. The Rise of the Universities will be of interest to educators and students who wish to better understand the institutions in which they have lived, taught, and been taught.

The rise of universities

https://jps.library.utoronto.ca/index.php/renref/article/download/11669/8571

Charles H. Haskins

Papers

The Renaissance of the Twelfth Century.

The Renaissance of the Twelfth Century

The rise of universities

Renaissance and Renewal in the Twelfth Century

Studies in the history of mediaeval science