Studenci Uniwersytetu Krakowskiego w późnym średniowieczu:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Kraków
Wydawnictwo "Avalon"
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache |
| Beschreibung: | 402, [3] s. il. - graph. Darst. 22 cm. |
| ISBN: | 9788360448830 |
Internformat
MARC
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| 035 | |a (OCoLC)705960568 | ||
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| 245 | 1 | 0 | |a Studenci Uniwersytetu Krakowskiego w późnym średniowieczu |c Krzysztof Boroda |
| 264 | 1 | |a Kraków |b Wydawnictwo "Avalon" |c 2010 | |
| 300 | |a 402, [3] s. |b il. - graph. Darst. |c 22 cm. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Zsfassung in engl. Sprache | ||
| 610 | 2 | 7 | |a Uniwersytet Jagielloński w Krakowie |0 (DE-588)1012007-5 |2 gnd |9 rswk-swf |
| 648 | 7 | |a Geschichte 1400-1509 |2 gnd |9 rswk-swf | |
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| 689 | 0 | 2 | |a Geschichte 1400-1509 |A z |
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Datensatz im Suchindex
| _version_ | 1804143439282962432 |
|---|---|
| adam_text | SPIS TREŚCI
WSTĘP
............................................................. 5
1. Zakres chronologiczny i terytorialny
............................... 10
2.
Stan badań
......................................................
ii
3.
Źródła
.......................................................... 15
4.
Techniki badawcze
............................................... 21
ROZDZIAŁ I
Uniwersytet Krakowski na tle procesu kształtowania się uniwersytetów
europejskich
......................................................... 23
1.
Fundacja Uniwersytetu Krakowskiego w
1364
roku i jego działalność
w
XIV
wieku
.................................................... 27
2.
Odnowienie uniwersytetu za panowania Władysława Jagiełły
........... 32
3.
Struktura organizacyjna uniwersytetu
............................... 33
4.
Topografia budynków uniwersyteckich
.............................. 36
5.
Budynki
........................................................ 39
6.
System wynagradzania wykładowców
............................... 42
7.
Tok studiów
..................................................... 43
8.
Rozwój naukowy uniwersytetu w latach
1400-1509 ................... 46
ROZDZIAŁ
II
Liczebność i struktura rekrutacji terytorialnej studentów
................... 51
1.
Liczba studentów
................................................ 52
2.
Królestwo Polskie
................................................ 55
3.
Królestwo Węgier
................................................ 66
4·
Śląsk
........................................................... 74
5.
Czechy i Morawy
................................................. 79
6.
Prusy
.......................................................... 81
7.
Niemcy
......................................................... 85
8.
Wielkie Księstwo Litewskie, Pomorze Zachodnie, Nowa Marchia
i ziemia lubuska
................................................. 88
9.
Inne
........................................................... 91
401
ROZDZIAŁ III
Pochodzenie społeczne studentów
...................................... 97
1. Struktura społeczna immatrykulowanych
........................... 107
2.
Struktura społeczna promowanych
................................. 111
3.
Mieszczanie
..................................................... 115
4.
Szlachta
........................................................ 127
5.
Nieokreśleni
.................................................... 139
ROZDZIAŁ
IV
Promocje bakałarskie i mistrzowskie a długość studiów
.................... 147
ROZDZIAŁ
V
Studenckie mieszkania
................................................ 173
1.
Hospicja w domach mieszczańskich
................................ 174
2.
Bursy
.......................................................... 182
3.
Szkoły parafialne i szpitale
........................................ 199
4.
Kolegia profesorskie
.............................................. 204
ROZDZIAŁ
VI
Strój i przedmioty codziennego użytku
.................................. 211
1.
Strój
........................................................... 211
2.
Przedmioty codziennego użytku
................................... 218
ROZDZIAŁ
VII
Książka w życiu studenta
.............................................. 223
ROZDZIAŁ
VIII
Koszt studiów i źródła ich finansowania
.................................. 243
1.
Opłaty na rzecz uniwersytetu
...................................... 244
2.
Koszta utrzymania
............................................... 250
3.
Koszta dodatkowe
................................................ 252
4.
Budżet studencki
-
symulacja
..................................... 252
5.
Źródła finansowania studiów
...................................... 254
ROZDZIAŁ
IX
Społeczność studencka a miasto
........................................ 265
402
ROZDZIAŁ
X
Studencka tożsamość grupowa
......................................... 279
PODSUMOWANIE
.................................................... 297
WYKAZ SKRÓTÓW
.................................................. 305
BIBLIOGRAFIA
...................................................... 307
ANEKSY
............................................................ 325
PLANY
............................................................. 374
TABLICE
........................................................... 377
SUMMARY
......................................................... 382
INDEKS OSÓB
....................................................... 387
INDEKS MIEJSCOWOŚCI
............................................. 399
Summary
This book offers a portrait of late-medieval
(1400-1509)
student community at the
Cracow Academy. The study includes such details as the number of admitted students,
their social background, places of origin, the time they spent at the university and the
level of their success in earning a Bachelor s degree or a Master s degree. The portrait
would be incomplete without various aspects of students everyday life, such as their liv¬
ing conditions, students attire, the cost of studying and sources of funding, and the im¬
pact of studying on students intellectual development.
The materials used in this study include surviving university
matricules,
college
archives, records of Rector s and ecclesiastical courts in Cracow in the 15th century,
statutes of the Senate and other university institutions, recorded texts of university
speeches, lists of attended lectures, accounts of various university institutions and of in¬
dividuals, and finally, literary works.
Data on the number of students matriculated every year at the Cracow Academy
and on their places of origin and social background indicates that the period under
study may be divided into two parts characterized by two different structures of aca¬
demic community. In the first half of the
15
century, an average number of students
admitted annually was about
130.
Some students came to the university from Silesia
(mostly from Upper Silesia) and from the Kingdom of Hungary (mostly from eastern
Slovakia), but the majority came from the Kingdom of Poland. In successive decades of
the first half of the
1
5th century, Polish students comprised from
60
to
70
per cent of ma¬
triculated students,
70
per cent of Bachelors and
70
to
80
per cent of Masters. In the
case of students from the Kingdom of Poland, the number of undergraduates from
urban and rural areas was balanced although students from towns or cities were more
likely to graduate from the university with a Bachelors or Master s degree than peas¬
ants sons. Studying for a Bachelor s degree lasted usually two or three years, followed
by additional three to four years of studying for a Master s degree. The effectiveness of
studying, measured by the number of graduates, was relatively low. For Bachelor pro¬
grammes, the effectiveness did not exceed ten per cent of those who had enrolled two
or three years earlier. It rose to the level of twenty percent around the year
1450.
In the
case of Master degree studies, the rate was even lower, ranging from four to six per cent.
In the first part of our period under study, most students were accommodated either
383
in parish schools or civic hospices. Existing colleges provided only
40
to
50
accommo¬
dation places, so their role was marginal.
In the second half of the 15th century, that is, in the second part of the period
analyzed in this study, an average number of admitted candidates increased to
230
a
year; and by the beginning of the
Іб 1
century, it had grown to
330
a year. The Cracow
Academy had become a major academic centre attracting not only candidates from the
Kingdom of Poland, Upper Silesia or eastern Slovakia, but also from central Slovakia,
Lower Silesia and Royal Prussia (former Teutonic Prussia), which made it a serious
competitor with the University of Leipzig. More and more students came also from
Hungary proper and Transylvania although these territories had been traditional re¬
cruitment areas of the Vienna University. From the 1470s onwards, the university in
Cracow had also students from eastern and southern Germany. As a result of greater
popularity of the university among foreign students, the proportion of natives amongst
all matriculated candidates decreased to
40
per cent. Similarly, the proportion dropped
to
30-40
per cent amongst Bachelor degree graduates and to
45-55
percent of Master
degree graduates. The figures imply that for foreign students, the Cracow Academy was
attractive as a place of gaining a Bachelors degree, not a Master s degree. Between the
1450s and the 1480s, the effectiveness of studying for a Bachelor s degree tended to in¬
crease, reaching, on average, the level of
25
per cent and as much as
35
per cent among
Silesian and Hungarian students. Simultaneously, the time necessary to complete the
studies tended to shorten. The situation changed in the 1490s and at the beginning of
the 16th century, when in spite of a continuous increase in the number of students, there
was a substantial drop in the number of graduates. Another tendency was for Bache¬
lors educated in Cracow not to continue studying for a Masters degree there. The pe¬
riod also witnessed a growing popularity of university education among city and town
dwellers who, at the beginning of the
Іб 1
century, constituted about
60
per cent of ad¬
mitted candidates from the Kingdom of Poland and in the first decade of that century,
made up
80
per cent of graduating Bachelors and Masters.
The second half of the 15th century was the time when old colleges were built up
and new ones were established. By the end of the century, colleges in Cracow had been
able to accommodate
200
to
250
students at prices comparable to those charged by
parish schools. At the same time, service standards offered by colleges were usually
relatively high, so they could easily compete with expensive civic hospices. At the end
of the
1
5th century, the total number of places provided by colleges and by parish schools
was sufficient to accommodate all students (unless admission was exceptionally high).
University authorities used this fact to exercise greater control over students and to re¬
strict their contacts with the citizens of Cracow. One of the methods to achieve this was
introducing a ban on lodging in civic hospices longer than several weeks right after ar¬
riving in the city.
384
Judging by the number of students and the range of its recruitment area, Cracow
Academy in the first half of the
1
5th century was an academic centre of average size and
of relatively narrow local reach. In the second half of the
1
5th century, the number of ma¬
triculations gave Cracow a status of a medium-size university. The fact that students
were recruited from a much wider area, however, helped in the university s advance¬
ment from a local to a regional, central European, educational centre, able to compete
with the University of Leipzig or Vienna.
Among admitted candidates from the Kingdom of Poland, in the first half of the
15*
century, about fifty per cent were townspeople, at least forty per cent belonged to
the gentry, and no more than ten per cent were peasants. The proportion of gentlemen
and peasants among students is only provisionally estimated because of the lack of de¬
tailed prosopographical studies which would enable historians to distinguish between
those two groups among students who were registered as coming from rural areas.
Nevertheless, total cost of studying, combined with low income of peasant families and
low quality of education provided by village parish schools make one inclined to assume
that the abovementioned ten per cent of peasant children at the Cracow Academy may
be an overoptimistic estimate. In the case of students coming from Polish towns and
from among Polish gentry, a random prosopographical study shows that the two groups
were represented by students from all possible strata within both groups, from the elite
to lower layers.
From time to time, the Academy experienced sudden drops in the number of ma¬
triculations. Such a short-term decline was usually caused by various natural disasters,
political conflicts and wars. Long-term upwards or downwards trends in the number
of admitted students were connected with a variety of interrelated factors of economic,
political and social character.
Most students, even those of relatively high social standing, suffered from a higher
or lower degree of poverty. Students property consisted of books, clothes and several
other objects of everyday use. Although in individual cases it could happen that, by the
standards of the time, the total value of students possessions was high (as much as
30
florins), in the majority of cases, students property was worth much less. One of the
reasons for that was that not all students possessed their own books, which, until the
popularization of print in Cracow at the beginning of the
16*
century, were relatively
expensive.
The analysis of students private collections of books reveals that the fact that
young people were at university did not inspire them to create collections reflecting
their unique, individual interests. Most books in students libraries were handbooks
from university reading lists or books with a potential of being useful in graduates pro¬
fessional lives. Even a considerable fall in the prices of books in the
16*
century did not
result in students purchasing more volumes.
385
Academic
community and the citizens of Cracow were joined by strong economic
bonds. By using hospices, students became an important, though irregular at times,
source of income and a stimulating force on the local market of services. Another thing
is that students benefited from the availability of credit, which enabled them to cover
the cost of studying and deal with minor financial difficulties.
Researchers have pointed to the existence of youth subcultures in the Middle Ages
and early modern period. Such subcultures were to originate from peer groups or
groups of young people sharing occupational experience, for instance, apprentices. The
question arises whether students should also be perceived as a uniform, peer-occupa¬
tional group. Students age range was very broad, encompassing people between the
ages of
14
and
40.
Moreover, they were nationally diverse and national differences were
sometimes sharp. At the same time, however, all undergraduates shared certain chara¬
cteristics, such as apparel (official university uniforms and everyday clothes emulating
those of royal courtiers ), literacy and more frequent than average contact with books.
In spite of these similarities, though, students of the Cracow Academy ought not to be
treated as a uniform community aware of its uniqueness and having a well-defined
group identity. In fact, two different identity models may be distinguished. One was
created by the university itself which, by legal regulations and didactic measures, pro¬
moted an image of students as an ideal community, setting a good example of life in an
ideal state. Hierarchy in this community was to derive itself from individuals functions
and personal merits (wisdom or decency) rather than from students social background.
Students following university regulations which forbade to carry weapons, to maintain
unnecessary contacts with women and lay people, or to wear inappropriate clothes,
were similar in their identity to monks. In opposition to this officially promoted vision
of university community, there was an alternative one, developing among students
themselves. They built their identity around the idea of being different from, or more
precisely, superior to peasants (a negative reference group) and similar to, or at least as¬
piring to be similar, the court circles (a positive reference group). This alternative iden¬
tity manifested itself by means of contesting university bans by carrying weapons, wear¬
ing courtly clothes and maintaining contacts with women. This may imply that some
students preferred laymen s lifestyle and that their self-esteem, based on their sense of
being an elite, was very high.
386
|
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| id | DE-604.BV036768948 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:47:41Z |
| institution | BVB |
| isbn | 9788360448830 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020685836 |
| oclc_num | 705960568 |
| open_access_boolean | |
| owner | DE-12 DE-B220 |
| owner_facet | DE-12 DE-B220 |
| physical | 402, [3] s. il. - graph. Darst. 22 cm. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Wydawnictwo "Avalon" |
| record_format | marc |
| spelling | Boroda, Krzysztof Verfasser aut Studenci Uniwersytetu Krakowskiego w późnym średniowieczu Krzysztof Boroda Kraków Wydawnictwo "Avalon" 2010 402, [3] s. il. - graph. Darst. 22 cm. txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache Uniwersytet Jagielloński w Krakowie (DE-588)1012007-5 gnd rswk-swf Geschichte 1400-1509 gnd rswk-swf Student (DE-588)4058167-6 gnd rswk-swf Uniwersytet Jagielloński w Krakowie (DE-588)1012007-5 b Student (DE-588)4058167-6 s Geschichte 1400-1509 z DE-604 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020685836&sequence=000005&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=020685836&sequence=000006&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Boroda, Krzysztof Studenci Uniwersytetu Krakowskiego w późnym średniowieczu Uniwersytet Jagielloński w Krakowie (DE-588)1012007-5 gnd Student (DE-588)4058167-6 gnd |
| subject_GND | (DE-588)1012007-5 (DE-588)4058167-6 |
| title | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu |
| title_auth | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu |
| title_exact_search | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu |
| title_full | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu Krzysztof Boroda |
| title_fullStr | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu Krzysztof Boroda |
| title_full_unstemmed | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu Krzysztof Boroda |
| title_short | Studenci Uniwersytetu Krakowskiego w późnym średniowieczu |
| title_sort | studenci uniwersytetu krakowskiego w poznym sredniowieczu |
| topic | Uniwersytet Jagielloński w Krakowie (DE-588)1012007-5 gnd Student (DE-588)4058167-6 gnd |
| topic_facet | Uniwersytet Jagielloński w Krakowie Student |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020685836&sequence=000005&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=020685836&sequence=000006&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT borodakrzysztof studenciuniwersytetukrakowskiegowpoznymsredniowieczu |