Universitetăt - osoben svjat na svoboda: statii, studii i slova
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Bulgarian |
| Veröffentlicht: |
Sofija
Nov Bălgarski Univ.
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | In kyrill. Schr., bulg. - Zsfassung in engl. Sprache u.d.T.: The university - a special world of freedom |
| Beschreibung: | 134 S. |
| ISBN: | 9545354437 9789545354434 |
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| adam_text |
СЪДЪРЖАНИЕ
Униберситетът като историческа форма и традиция
За Ноб български униберситет
Поглед към историята на униберситетското образобание
оглед на бисшето хуманитарно образобание у нас
Униберситетът
Униберситетът
Отвореното общество като проблем на личността
Висшето образобание и дисциплината на
идентифицирането
Класическото образобание
1
I
I
10
W:mou4u8o
на Ноб български униберситет
Визията за НБУ и значението
униберситета
Не мозкем да бъдем просто алтернатиба на образобанието
6
Едно разбиране за култура
The University: a special world of freedom. Abstracts
BOGDAN
THE UNIVERSITY:
A SPECIAL WORLD OF FREEDOM
Articles, studies, speeches
ABSTRACTS
New Bulgarian University
2006
This volume is dedicated to the
of New Bulgarian University
© Bogdan
©
©
Sofial618,
ISBN
ISBN
BETWEEN MODEL AND REALITY
The articles, studies, and speeches collected in this volume
and focused on the issues of education and the university,
have been delivered on various occasions after
proof of a certain type of attitude in the years of transition, but
also of the prevailing ideas accompanying the emergence of New-
Bulgarian University.
The year
private universities in Bulgaria, now belongs to the past. Today, the
Bulgarian society enjoys a considerable number of weH-estimated
public and private universities. The bad thing about them is that
they rely mostly on media image and approval by the state, and not
so much on their networking capacity and the related opportunities.
The good side of their significant achievements, however, is there,
too. Regardless of the usual depressive and inferiority-implying
tone of self-evaluation and public evaluation, they are already part
of a working system, even without being conscious of it.
Over the past decade, New Bulgarian University has been the
initiator of quite a few of these achievements. It gave rise to a
number of initiatives that are nowadays reality in the system of
higher
emphasized here. This should rather be NBU's principal
achievement, that is, the working unity of old and new embedded
in its organization, and the operating university community
developed on this basis.
Therefore, the main assumption of this volume is that
successful transformation calls for a certain type of winding
non-radical conformity between old and new. Yes, but the tone of
■f
¡E; unavoidable consequence that this book falls into the category of
^ radical publications on higher education over the past decade. So it
,| can easily
|, past, as far as the already expanding higher education in Bulgaria
?.
'I the actual university experience, both foreign and Bulgarian.
J
Й
still depend on my personal experience, and above all, on my three
types of experience as classical philologist, researcher in the field of
historical anthropology, and theoretician of the open society. These
three types of experience are the fundament of the model of a
liberal university institution presented in this volume.
Of course, there is one more ingredient: my experience at
NBU. It is the one that gives rise to the great difficulty of the
mismatch between model and reality. NBU is indeed a locus of
internal freedom for a large number of individuals communicating
and achieving their goals while struggling with the restrictions
imposed by the whole, and it is indeed a small model of a society
made of communities. Very often, though, these communities have
different images of the whole, which argue, and even fight with it.
That's why, to put it pessimistically, it could be claimed that the
liberal university model represents an ideal unattainability.
And this is where NBU's true achievement resides
pessimist stance, and in the firm belief that the model is reducible
to submodels, which in turn are reducible to implementable
projects. The same can also be put otherwise, by saying that the
whole, which NBU is, is a virtual ftame, and what is more realistic
is the multitude of small communities harmonizing their wills with
each other. And there is one more thing, the most real one: the
individual faculty members and students who are also outside the
small communities, and even more outside the university's whole.
The same formula can also be applied to the understanding of
any society. This is my reason to claim that New Bulgarian
University is a small society of higher capability and achievement,
which understands that it can never be fully independent and
concerned about its achievements becoming the achievements of i^
other Bulgarian universities, of the whole society, and now even of ^
the larger society of the European Union.
As far as the voicing of such a thought is permissible, NBU is |,
already mature enough to realize that it depends on its changeable ^
self, but is also open to one whole or another that involves it, of '|
which it knows that this whole needs NBU's self. These are, t§
I believe, the appropriate words to introduce the texts collected in f§
this volume, and to mark accordingly the 15th anniversary of
New Bulgarian University.
Bogdan
THE UNIVERSITY AS A HISTORICAL
FORM AND TRADITION
A text on the historical form of the university and the
modern need for change. The search is provoked for the unused
capacity of tradition through interpretation of the historical
elements of the university. An exploration which continues to
challenge the matrices of the dependability of universities on other
institutions, and of the enforcement of certain historical elements
of university communication at the expense of the oblivion of ^
others. A text which seeks to introduce innovative elements to the ^
university
form but have been erased by various ideologies.
"An auditorium with a cathedra finds its superior version in j§
the church auditorium with its pulpit to which it would be
difficult to speak from below, and its inferior version in the ~~
classroom with a podium for the teacher. It is clear that the
modern needs of secondary education, too, will require at a point
that the podium is removed, that the shape of the desks is changed,
and that they are placed freely in the room. Perhaps this will help
overcome an obsolete form of detachment of the teacher from the
students. The renovation of the aims and contents of education
should be assisted by an innovation of the forms of organization
of the teaching-and-learning communication. Therefore, we will
not be able to update university education without thinking of such
a sustainable and behavior-orienting element of the form of
university communication as the teaching ex cathedra."
ON NEW BULGARIAN UNIVERSITY
A text about the need for a new university in Bulgaria which
would educate more than clerks alone. The state university is
discussed, with its advantages, but also with its rigidity, as well as
the private university the way it should be
and rich in resources, which further determines the number of
•I students wishing to study there. The author depicts the image of
^
I
.Ü
§,
í
| one, made on a joint-stock basis, which takes its resources from
•§
Й
"IT" sponsor who, by providing them with funding, will make them
dependant in the best possible meaning of the word. In this
situation, when the responsibility passes to the student and to a
specific community, the first to feel relieved will be the parents.
Therefore, the private university will in fact prove more humane
than the state one. It spares the parental effort, and urges the
students to be more active. Active in any respect: both as learners
and as individuals demanding from those who teach them."
A VIEW ON THE HISTORY OF UNIVERSITY
EDUCATION IN TERMS OF HIGHER
EDUCATION IN THE HUMANITIES IN BULGARIA
The text discusses an array of problems related to the changes
in higher education during the transition to civil society and
market economy.
The historical development of the university is examined: the
European university of the 18th and 19th c, its earlier version of the t|
11th and 12th c, the higher schools of the Late Antiquity and ^
Byzantium, back to Pythagoras' school of philosophy established J:
in the 6th
On this basis, the author traces the elements inherited by the
present-day university, the transformations they have undergone, '|
and the changes needed today.
Й
"The fact that the university appeared above all as a special
type of community is revealed by its very name. 'Universitas'
means 'community'. This is how we today give expression to a
notion that was formed later in time: the range of programs,
faculties, and departments. It would be useful, however, to
remember the original meaning of the word. Deriving from the
idea of a corporation of citizens or of practitioners of the same
craft, the medieval meaning evolved from the idea of the
university as a community, a system of corporations mostly of
students and professors. Medieval universities developed diverse
forms of corporativity. In some cases, the management of the
corporation was in the hands of the students, and the Rector was
a student."
THE UNIVERSITY: PAST AND PRESENT
Explorations
practice, and introduction of the everyday notion of university.
Education is explored not as knowledge but as a public value, and
so are the benefits and harms resulting from such an interpretation.
Lecturing, in particular, is shown as a harmful tradition, as a
•f monologue of the knowledgeable professor, from where all
i^ problems of education in general arise. The idea is set forth of
^ changing the university and introducing diversity.
|, "Lecturing
?.
І
J
j§ drawn to their transformed version which we'd rather call a
~ conference, we should be aware of the similarity between the two
gestures. It is expressed in the equal disposition of all participants,
the avoidance of the cathedra, and the blurring of the line between
the more knowledgeable and the less knowledgeable ones. It is here
that the paradox of the historical form of the university resides. In
a certain way, the manners of the medieval university are closer to
our present-day needs. Consciously or not, today we follow the
track of the egalitarianism, the diversity, and the working chaos of
the early Middle Ages."
THE UNIVERSITY: IDEOLOGY AND REALITY
A text on
University Idea", whose Part One comprises texts dating back to
the early 19th century and the important age of the foundation of
the Berlin University
for reforms by
while Part Two presents mostly the German tradition
Gadamer and
from a book by Parsons and
analyzed as well as its contributions to the Bulgarian university .|
environment.
"A wonderful implication offered by the present anthology: |
the university is the focal point of functions which can also be find
elsewhere, individually and in various combinations. The power of
the university, as Jaspers claims insightfully, resides in the fact that ~~
it constructs the image of human universality versus the separate-
ness of individual existence within a society. If this statement,
however, is at the core of the university idea, as something general
enough, then it can obviously be implemented by other
institutions as well, for example, religious complexes and rites. As
Ortega
imply, the university has no idea of its own, nor has it some kind
of essence to be traced back to the Middle Ages or to the Early
Modern Times. What it has is a set of lasting issues which give
evidence of a single thing: that from the onset of the 19th century-
till the present, no changes have taken place at a certain level of
living. But at other levels such changes have occurred and should
be taken into account."
THE OPEN SOCIETY AS A PROBLEM OF THE INDIVIDUAL
The open society not just as an ideology but as a project. A
text on existence in Bulgaria through the endless matrix of the
open/close metaphor. The open and the close pass through the
theories of Soros, Popper, and
open society as an opportunity, too, for the individual to get rid of
■| his clear belonging and his simple biography which is always told
i^ in the same old way.
Ü
|, and one that makes us face an eternal structure which seems
2
'§
¿j
¿j years, however, showed that this transition is not an easy one. There
------
expressed through two comparable notions that mirror each other,
and thus make each other more understandable. The big advantage
of the open/close is that it carries a lasting image of human
existence
into an 'outside'. In Bulgaria, we are in a kind of 'inside'; in
Europe, we'll be in a kind of 'outside', although Europe, at present,
is a kind of extreme 'inside' which resists its own opening."
HIGHER
OF IDENTIFICATION
The university/individual relation is discussed, the similarities
between school and family, the historical development of the
university model, and the introduction of secondary-school
elements to the state university. As a counterpoint to the closed,
hierarchical and orderly university, the model of the liberal
university is explored which originates from the corporate structure
of some medieval universities, which was later adopted by the ^
English college of the Oxford and Cambridge type, and is best |
established in the USA. An emphasis is placed on the form of the
American university as capable of creating new professions and
contributing to social development. |
"Undoubtedly, what I am following is an Utopian discourse. j§
It is Utopian, however, not only due to my desire for renovation of
the old university, but also because every institutional philosophy
is Utopian compared to the rigid reality. Just like the form of
American society, and its ideology, which are both Utopian
compared to American reality. The question is in the relation
between the
may very well take the expression of a simple mismatch. However,
if reduced to projects,
happens."
CLASSICAL EDUCATION IN BULGARIA
A text on the form and ideals of classical education, on the
studying of the history and culture of ancient Hellenes and
Romans, on the Latin and Old Greek languages. The study
explores the reasons for the penetration of Greek and Roman
culture into the Bulgarian territory, provides historical data on the
•f existing relations, presents the individuals who contributed to the
!£;
^ Greek school over the Bulgarian school, the role of Greek schools
.| in the Bulgarian national revival, and university and secondary
§,
| "Although it was not the only initiator, the Department of
¡| Classical Philology actively took part in the foundation of the
Й
Sofia. Its opening in October
modern stage in secondary classical education in Bulgaria. If the
past invites comparison, then the advantages of the present should
include the improved public motivation behind classical education
in this school, and its closer relatedness to contemporaneity and
Bulgarian national culture. What I mean here is both the focus on
Old Bulgarian language and culture, and the connectedness of all
subjects in the curriculum to Bulgarian culture and history. Having
learned the lesson of the past, we gave up the formal aspect of old
classical education, and preserved mostly its humanitarian
potential. Thus, the opening of the National Secondary School of
Ancient Languages and Cultures corrected the extremity of the
educational reform after the 9th of September
has its followers in the face of the Secondary School of Humanities
in Varna and the
Long as the history of classical education in Bulgaria may be,
the future does not depend passively on it. The past is just a
mainstay
on our capacity to analyze, on the confidence we have in the cause
we serve, and last but not least, on our hard work."
SUSTAINABLE DEVELOPMENT AND STRATEGIC
PLANNING. THE EXPERIENCE
OF NEW BULGARIAN UNIVERSITY
On the confusion between the institution of the Sofia
University and New Bulgarian University, between closed state
education and private education aspiring to be open. A text about
the changes in New Bulgarian University, about the new type of
training and about the nature of the university's philosophy. £^
I
"To achieve sustainable development in a university
institution, the following prerequisites should be present:
university should operate as an active system meaning that it
should be organized in such a way that the interests of its |
individual units are in working opposition to the interest of the ¡§
entire institution;
ongoing clarification and specification, in view of the changing ~~~
reality and of the interests of the individual units;
should set targets and plan their fulfillment in quantitative terms;
4.
5.
evaluating the environment it operates in;
operate in cooperative association with other institutions."
NBU'S VISION
THE UNIVERSITY'S PROGRAMS OF STUDY
The text examines the role of New Bulgarian University's
strategic plan and of the setting of specific goals to the university
community. The relation is traced between the university's goals
and its mission. The model of study at the university is discussed,
•§
££;
^ individuality allowing them to be unproblematically involved in
,| various 'we-'environments, that is, capable of various types of
|, transition.
'I "Generally, we at NBU
Л
ʧ
graduation within a certain period of time, and graduation which,
in one way or another, will face the individual with a professional
area that will require certain maturity of him. On the other, we are
very stubborn when it comes to the fact that the process of study
trains not just professionals but also individuals of certain qualities
who can either make progress in their specific career, or change it
for another one because today's mobility and adaptability require
them to do so. Therefore we insist on qualities like independence,
ability to cooperate, to participate in projects, readiness to change,
readiness for research and adoption of new attitudes, ability to
work together for the fulfillment of a shared goal."
WE CANNOT BE JUST AN ALTERNATIVE
TO EDUCATION IN BULGARIA
A speech by
Trustees of New Bulgarian University, delivered at the official
ceremony for the university's 10th anniversary. An account of the
strong and hard times in the life of the university, about working
communities, about the promotion of the university's public
image, about the building-up of an alternative university and its
specific tasks. ^
"We have not yet achieved the required degree of aliveness in |,
our internal community, the required critical attitude of students
toward that which is offered to them. What is important, however,
is that throughout these
succeeded in creating an entire university form. A lot remains to be
done inside it, but the main points are already there. ~~
What we are doing is not complete; it goes on and will go on.
It will depend on those who partake in it. The more an
institutional form is capable of attracting the energy of those who
are involved in it, the more viable it is. I am a skeptic by nature:
I often give myself to a certain degree of pessimism, I claim that
this pessimism is constructive and insist on its constructiveness,
but indeed, there are things that can be done in a purely optimistic
way, because optimism is often more wrongful than constructive
pessimism is."
AN UNDERSTANDING OF CULTURE
A text for the opening of the university seminar "Science:
understood and made" which, in New Bulgarian University, is
aimed at encouraging the development of the
of education. Attention is paid to scholarly discourse, considered as
both work and culture; the relation is examined between language
■f and world in connection with speech and reality; cultures are
чј;
^ and science as ways of wholification.
| "As far as they are languages, cultures in this universe are sets
2
'I they are mechanisms for wholification. This is why big cultures
¿j unfailingly develop the important mechanism for connecting a
Й
~~ system of this type of wholification. But the latter is also
accomplished in the discourse of sciences. Of course, there are
sciences which do not operate with an idea of a whole world.
Following philosophy, the humanities usually practice in then-
discourses the transition from a given world to a whole world, and
present not only certain matter but are also interested in
accommodating it in some kind of whole world. This is why they
fail to appear scientific enough. Because their work resembles the
everyday wholification which every human being does. To this end,
some read novels, others poems, yet others listen to Mozart, or
look for a guru, say a shrink, to do this for them, or stick with a
group."
( Bayerische
Staatsbibliothek
\ |
| adam_txt |
СЪДЪРЖАНИЕ
Униберситетът като историческа форма и традиция
За Ноб български униберситет
Поглед към историята на униберситетското образобание
оглед на бисшето хуманитарно образобание у нас
Униберситетът
Униберситетът
Отвореното общество като проблем на личността
Висшето образобание и дисциплината на
идентифицирането
Класическото образобание
1
I
I
10
W:mou4u8o
на Ноб български униберситет
Визията за НБУ и значението
униберситета
Не мозкем да бъдем просто алтернатиба на образобанието
6
Едно разбиране за култура
The University: a special world of freedom. Abstracts
BOGDAN
THE UNIVERSITY:
A SPECIAL WORLD OF FREEDOM
Articles, studies, speeches
ABSTRACTS
New Bulgarian University
2006
This volume is dedicated to the
of New Bulgarian University
© Bogdan
©
©
Sofial618,
ISBN
ISBN
BETWEEN MODEL AND REALITY
The articles, studies, and speeches collected in this volume
and focused on the issues of education and the university,
have been delivered on various occasions after
proof of a certain type of attitude in the years of transition, but
also of the prevailing ideas accompanying the emergence of New-
Bulgarian University.
The year
private universities in Bulgaria, now belongs to the past. Today, the
Bulgarian society enjoys a considerable number of weH-estimated
public and private universities. The bad thing about them is that
they rely mostly on media image and approval by the state, and not
so much on their networking capacity and the related opportunities.
The good side of their significant achievements, however, is there,
too. Regardless of the usual depressive and inferiority-implying
tone of self-evaluation and public evaluation, they are already part
of a working system, even without being conscious of it.
Over the past decade, New Bulgarian University has been the
initiator of quite a few of these achievements. It gave rise to a
number of initiatives that are nowadays reality in the system of
higher
emphasized here. This should rather be NBU's principal
achievement, that is, the working unity of old and new embedded
in its organization, and the operating university community
developed on this basis.
Therefore, the main assumption of this volume is that
successful transformation calls for a certain type of winding
non-radical conformity between old and new. Yes, but the tone of
■f
¡E; unavoidable consequence that this book falls into the category of
^ radical publications on higher education over the past decade. So it
,| can easily
|, past, as far as the already expanding higher education in Bulgaria
?.
'I the actual university experience, both foreign and Bulgarian.
J
Й
still depend on my personal experience, and above all, on my three
types of experience as classical philologist, researcher in the field of
historical anthropology, and theoretician of the open society. These
three types of experience are the fundament of the model of a
liberal university institution presented in this volume.
Of course, there is one more ingredient: my experience at
NBU. It is the one that gives rise to the great difficulty of the
mismatch between model and reality. NBU is indeed a locus of
internal freedom for a large number of individuals communicating
and achieving their goals while struggling with the restrictions
imposed by the whole, and it is indeed a small model of a society
made of communities. Very often, though, these communities have
different images of the whole, which argue, and even fight with it.
That's why, to put it pessimistically, it could be claimed that the
liberal university model represents an ideal unattainability.
And this is where NBU's true achievement resides
pessimist stance, and in the firm belief that the model is reducible
to submodels, which in turn are reducible to implementable
projects. The same can also be put otherwise, by saying that the
whole, which NBU is, is a virtual ftame, and what is more realistic
is the multitude of small communities harmonizing their wills with
each other. And there is one more thing, the most real one: the
individual faculty members and students who are also outside the
small communities, and even more outside the university's whole.
The same formula can also be applied to the understanding of
any society. This is my reason to claim that New Bulgarian
University is a small society of higher capability and achievement,
which understands that it can never be fully independent and
concerned about its achievements becoming the achievements of i^
other Bulgarian universities, of the whole society, and now even of ^
the larger society of the European Union.
As far as the voicing of such a thought is permissible, NBU is |,
already mature enough to realize that it depends on its changeable ^
self, but is also open to one whole or another that involves it, of '|
which it knows that this whole needs NBU's self. These are, t§
I believe, the appropriate words to introduce the texts collected in f§
this volume, and to mark accordingly the 15th anniversary of
New Bulgarian University.
Bogdan
THE UNIVERSITY AS A HISTORICAL
FORM AND TRADITION
A text on the historical form of the university and the
modern need for change. The search is provoked for the unused
capacity of tradition through interpretation of the historical
elements of the university. An exploration which continues to
challenge the matrices of the dependability of universities on other
institutions, and of the enforcement of certain historical elements
of university communication at the expense of the oblivion of ^
others. A text which seeks to introduce innovative elements to the ^
university
form but have been erased by various ideologies.
"An auditorium with a cathedra finds its superior version in j§
the church auditorium with its pulpit to which it would be
difficult to speak from below, and its inferior version in the ~~
classroom with a podium for the teacher. It is clear that the
modern needs of secondary education, too, will require at a point
that the podium is removed, that the shape of the desks is changed,
and that they are placed freely in the room. Perhaps this will help
overcome an obsolete form of detachment of the teacher from the
students. The renovation of the aims and contents of education
should be assisted by an innovation of the forms of organization
of the teaching-and-learning communication. Therefore, we will
not be able to update university education without thinking of such
a sustainable and behavior-orienting element of the form of
university communication as the teaching ex cathedra."
ON NEW BULGARIAN UNIVERSITY
A text about the need for a new university in Bulgaria which
would educate more than clerks alone. The state university is
discussed, with its advantages, but also with its rigidity, as well as
the private university the way it should be
and rich in resources, which further determines the number of
•I students wishing to study there. The author depicts the image of
^
I
.Ü
§,
í
| one, made on a joint-stock basis, which takes its resources from
•§
Й
"IT" sponsor who, by providing them with funding, will make them
dependant in the best possible meaning of the word. In this
situation, when the responsibility passes to the student and to a
specific community, the first to feel relieved will be the parents.
Therefore, the private university will in fact prove more humane
than the state one. It spares the parental effort, and urges the
students to be more active. Active in any respect: both as learners
and as individuals demanding from those who teach them."
A VIEW ON THE HISTORY OF UNIVERSITY
EDUCATION IN TERMS OF HIGHER
EDUCATION IN THE HUMANITIES IN BULGARIA
The text discusses an array of problems related to the changes
in higher education during the transition to civil society and
market economy.
The historical development of the university is examined: the
European university of the 18th and 19th c, its earlier version of the t|
11th and 12th c, the higher schools of the Late Antiquity and ^
Byzantium, back to Pythagoras' school of philosophy established J:
in the 6th
On this basis, the author traces the elements inherited by the
present-day university, the transformations they have undergone, '|
and the changes needed today.
Й
"The fact that the university appeared above all as a special
type of community is revealed by its very name. 'Universitas'
means 'community'. This is how we today give expression to a
notion that was formed later in time: the range of programs,
faculties, and departments. It would be useful, however, to
remember the original meaning of the word. Deriving from the
idea of a corporation of citizens or of practitioners of the same
craft, the medieval meaning evolved from the idea of the
university as a community, a system of corporations mostly of
students and professors. Medieval universities developed diverse
forms of corporativity. In some cases, the management of the
corporation was in the hands of the students, and the Rector was
a student."
THE UNIVERSITY: PAST AND PRESENT
Explorations
practice, and introduction of the everyday notion of university.
Education is explored not as knowledge but as a public value, and
so are the benefits and harms resulting from such an interpretation.
Lecturing, in particular, is shown as a harmful tradition, as a
•f monologue of the knowledgeable professor, from where all
i^ problems of education in general arise. The idea is set forth of
^ changing the university and introducing diversity.
|, "Lecturing
?.
І
J
j§ drawn to their transformed version which we'd rather call a
~ conference, we should be aware of the similarity between the two
gestures. It is expressed in the equal disposition of all participants,
the avoidance of the cathedra, and the blurring of the line between
the more knowledgeable and the less knowledgeable ones. It is here
that the paradox of the historical form of the university resides. In
a certain way, the manners of the medieval university are closer to
our present-day needs. Consciously or not, today we follow the
track of the egalitarianism, the diversity, and the working chaos of
the early Middle Ages."
THE UNIVERSITY: IDEOLOGY AND REALITY
A text on
University Idea", whose Part One comprises texts dating back to
the early 19th century and the important age of the foundation of
the Berlin University
for reforms by
while Part Two presents mostly the German tradition
Gadamer and
from a book by Parsons and
analyzed as well as its contributions to the Bulgarian university .|
environment.
"A wonderful implication offered by the present anthology: |
the university is the focal point of functions which can also be find
elsewhere, individually and in various combinations. The power of
the university, as Jaspers claims insightfully, resides in the fact that ~~
it constructs the image of human universality versus the separate-
ness of individual existence within a society. If this statement,
however, is at the core of the university idea, as something general
enough, then it can obviously be implemented by other
institutions as well, for example, religious complexes and rites. As
Ortega
imply, the university has no idea of its own, nor has it some kind
of essence to be traced back to the Middle Ages or to the Early
Modern Times. What it has is a set of lasting issues which give
evidence of a single thing: that from the onset of the 19th century-
till the present, no changes have taken place at a certain level of
living. But at other levels such changes have occurred and should
be taken into account."
THE OPEN SOCIETY AS A PROBLEM OF THE INDIVIDUAL
The open society not just as an ideology but as a project. A
text on existence in Bulgaria through the endless matrix of the
open/close metaphor. The open and the close pass through the
theories of Soros, Popper, and
open society as an opportunity, too, for the individual to get rid of
■| his clear belonging and his simple biography which is always told
i^ in the same old way.
Ü
|, and one that makes us face an eternal structure which seems
2
'§
¿j
¿j years, however, showed that this transition is not an easy one. There
------
expressed through two comparable notions that mirror each other,
and thus make each other more understandable. The big advantage
of the open/close is that it carries a lasting image of human
existence
into an 'outside'. In Bulgaria, we are in a kind of 'inside'; in
Europe, we'll be in a kind of 'outside', although Europe, at present,
is a kind of extreme 'inside' which resists its own opening."
HIGHER
OF IDENTIFICATION
The university/individual relation is discussed, the similarities
between school and family, the historical development of the
university model, and the introduction of secondary-school
elements to the state university. As a counterpoint to the closed,
hierarchical and orderly university, the model of the liberal
university is explored which originates from the corporate structure
of some medieval universities, which was later adopted by the ^
English college of the Oxford and Cambridge type, and is best |
established in the USA. An emphasis is placed on the form of the
American university as capable of creating new professions and
contributing to social development. |
"Undoubtedly, what I am following is an Utopian discourse. j§
It is Utopian, however, not only due to my desire for renovation of
the old university, but also because every institutional philosophy
is Utopian compared to the rigid reality. Just like the form of
American society, and its ideology, which are both Utopian
compared to American reality. The question is in the relation
between the
may very well take the expression of a simple mismatch. However,
if reduced to projects,
happens."
CLASSICAL EDUCATION IN BULGARIA
A text on the form and ideals of classical education, on the
studying of the history and culture of ancient Hellenes and
Romans, on the Latin and Old Greek languages. The study
explores the reasons for the penetration of Greek and Roman
culture into the Bulgarian territory, provides historical data on the
•f existing relations, presents the individuals who contributed to the
!£;
^ Greek school over the Bulgarian school, the role of Greek schools
.| in the Bulgarian national revival, and university and secondary
§,
| "Although it was not the only initiator, the Department of
¡| Classical Philology actively took part in the foundation of the
Й
Sofia. Its opening in October
modern stage in secondary classical education in Bulgaria. If the
past invites comparison, then the advantages of the present should
include the improved public motivation behind classical education
in this school, and its closer relatedness to contemporaneity and
Bulgarian national culture. What I mean here is both the focus on
Old Bulgarian language and culture, and the connectedness of all
subjects in the curriculum to Bulgarian culture and history. Having
learned the lesson of the past, we gave up the formal aspect of old
classical education, and preserved mostly its humanitarian
potential. Thus, the opening of the National Secondary School of
Ancient Languages and Cultures corrected the extremity of the
educational reform after the 9th of September
has its followers in the face of the Secondary School of Humanities
in Varna and the
Long as the history of classical education in Bulgaria may be,
the future does not depend passively on it. The past is just a
mainstay
on our capacity to analyze, on the confidence we have in the cause
we serve, and last but not least, on our hard work."
SUSTAINABLE DEVELOPMENT AND STRATEGIC
PLANNING. THE EXPERIENCE
OF NEW BULGARIAN UNIVERSITY
On the confusion between the institution of the Sofia
University and New Bulgarian University, between closed state
education and private education aspiring to be open. A text about
the changes in New Bulgarian University, about the new type of
training and about the nature of the university's philosophy. £^
I
"To achieve sustainable development in a university
institution, the following prerequisites should be present:
university should operate as an active system meaning that it
should be organized in such a way that the interests of its |
individual units are in working opposition to the interest of the ¡§
entire institution;
ongoing clarification and specification, in view of the changing ~~~
reality and of the interests of the individual units;
should set targets and plan their fulfillment in quantitative terms;
4.
5.
evaluating the environment it operates in;
operate in cooperative association with other institutions."
NBU'S VISION
THE UNIVERSITY'S PROGRAMS OF STUDY
The text examines the role of New Bulgarian University's
strategic plan and of the setting of specific goals to the university
community. The relation is traced between the university's goals
and its mission. The model of study at the university is discussed,
•§
££;
^ individuality allowing them to be unproblematically involved in
,| various 'we-'environments, that is, capable of various types of
|, transition.
'I "Generally, we at NBU
Л
ʧ
graduation within a certain period of time, and graduation which,
in one way or another, will face the individual with a professional
area that will require certain maturity of him. On the other, we are
very stubborn when it comes to the fact that the process of study
trains not just professionals but also individuals of certain qualities
who can either make progress in their specific career, or change it
for another one because today's mobility and adaptability require
them to do so. Therefore we insist on qualities like independence,
ability to cooperate, to participate in projects, readiness to change,
readiness for research and adoption of new attitudes, ability to
work together for the fulfillment of a shared goal."
WE CANNOT BE JUST AN ALTERNATIVE
TO EDUCATION IN BULGARIA
A speech by
Trustees of New Bulgarian University, delivered at the official
ceremony for the university's 10th anniversary. An account of the
strong and hard times in the life of the university, about working
communities, about the promotion of the university's public
image, about the building-up of an alternative university and its
specific tasks. ^
"We have not yet achieved the required degree of aliveness in |,
our internal community, the required critical attitude of students
toward that which is offered to them. What is important, however,
is that throughout these
succeeded in creating an entire university form. A lot remains to be
done inside it, but the main points are already there. ~~
What we are doing is not complete; it goes on and will go on.
It will depend on those who partake in it. The more an
institutional form is capable of attracting the energy of those who
are involved in it, the more viable it is. I am a skeptic by nature:
I often give myself to a certain degree of pessimism, I claim that
this pessimism is constructive and insist on its constructiveness,
but indeed, there are things that can be done in a purely optimistic
way, because optimism is often more wrongful than constructive
pessimism is."
AN UNDERSTANDING OF CULTURE
A text for the opening of the university seminar "Science:
understood and made" which, in New Bulgarian University, is
aimed at encouraging the development of the
of education. Attention is paid to scholarly discourse, considered as
both work and culture; the relation is examined between language
■f and world in connection with speech and reality; cultures are
чј;
^ and science as ways of wholification.
| "As far as they are languages, cultures in this universe are sets
2
'I they are mechanisms for wholification. This is why big cultures
¿j unfailingly develop the important mechanism for connecting a
Й
~~ system of this type of wholification. But the latter is also
accomplished in the discourse of sciences. Of course, there are
sciences which do not operate with an idea of a whole world.
Following philosophy, the humanities usually practice in then-
discourses the transition from a given world to a whole world, and
present not only certain matter but are also interested in
accommodating it in some kind of whole world. This is why they
fail to appear scientific enough. Because their work resembles the
everyday wholification which every human being does. To this end,
some read novels, others poems, yet others listen to Mozart, or
look for a guru, say a shrink, to do this for them, or stick with a
group."
( Bayerische
Staatsbibliothek
\ |
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| building | Verbundindex |
| bvnumber | BV022265898 |
| ctrlnum | (OCoLC)162437434 (DE-599)BVBBV022265898 |
| format | Book |
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| id | DE-604.BV022265898 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T16:44:22Z |
| indexdate | 2024-08-10T01:05:18Z |
| institution | BVB |
| isbn | 9545354437 9789545354434 |
| language | Bulgarian |
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| physical | 134 S. |
| publishDate | 2006 |
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| publisher | Nov Bălgarski Univ. |
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| spelling | Bogdanov, Bogdan 1940-2016 Verfasser (DE-588)123545404 aut Universitetăt - osoben svjat na svoboda statii, studii i slova Bogdan Bogdanov Sofija Nov Bălgarski Univ. 2006 134 S. txt rdacontent n rdamedia nc rdacarrier In kyrill. Schr., bulg. - Zsfassung in engl. Sprache u.d.T.: The university - a special world of freedom Universität (DE-588)4061778-6 gnd rswk-swf Hochschulorganisation (DE-588)4160220-1 gnd rswk-swf Hochschule (DE-588)4072560-1 gnd rswk-swf Bulgarien (DE-588)4008866-2 gnd rswk-swf Bulgarien (DE-588)4008866-2 g Universität (DE-588)4061778-6 s DE-604 Hochschulorganisation (DE-588)4160220-1 s Hochschule (DE-588)4072560-1 s Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015476468&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015476468&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Bogdanov, Bogdan 1940-2016 Universitetăt - osoben svjat na svoboda statii, studii i slova Universität (DE-588)4061778-6 gnd Hochschulorganisation (DE-588)4160220-1 gnd Hochschule (DE-588)4072560-1 gnd |
| subject_GND | (DE-588)4061778-6 (DE-588)4160220-1 (DE-588)4072560-1 (DE-588)4008866-2 |
| title | Universitetăt - osoben svjat na svoboda statii, studii i slova |
| title_auth | Universitetăt - osoben svjat na svoboda statii, studii i slova |
| title_exact_search | Universitetăt - osoben svjat na svoboda statii, studii i slova |
| title_exact_search_txtP | Universitetăt - osoben svjat na svoboda statii, studii i slova |
| title_full | Universitetăt - osoben svjat na svoboda statii, studii i slova Bogdan Bogdanov |
| title_fullStr | Universitetăt - osoben svjat na svoboda statii, studii i slova Bogdan Bogdanov |
| title_full_unstemmed | Universitetăt - osoben svjat na svoboda statii, studii i slova Bogdan Bogdanov |
| title_short | Universitetăt - osoben svjat na svoboda |
| title_sort | universitetat osoben svjat na svoboda statii studii i slova |
| title_sub | statii, studii i slova |
| topic | Universität (DE-588)4061778-6 gnd Hochschulorganisation (DE-588)4160220-1 gnd Hochschule (DE-588)4072560-1 gnd |
| topic_facet | Universität Hochschulorganisation Hochschule Bulgarien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015476468&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015476468&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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