South African University history: a historiographical overview

University history has traditionally been the domain of the commemorative publication which presented institutions in a very favourable light, full of the boasts of growth and achievement. In considering university histories, it is useful to examine this traditional approach as well as more recent scholarly developments in the study of the history of institutions of higher learning internationally. In South Africa, most universities have some form of published history, although these vary greatly in scope, depth and critical approach. This article briefly considers volumes produced on South African universities and their past in the twentieth and early twenty-first centuries. Trends and approaches evident in this wide variety of publications are highlighted. Questions such as the choice of moments of origin and commemoration, the effect of Apartheid on the retelling of the past and the use of either an autobiographical or a collaborative approach are considered. The comparative lack of histories of former ‘non-white’ universities is also explored, while the predominance of interest in matters of institutional identity in the post-Apartheid context is highlighted.     

21世纪高校人文地理学教学改革与实践——中山大学的探索

学科发展的根本在于人才培养,而人才培养的基石是课程体系。目前中国约有150多所高校开设了人文地理学专业,由于学科背景不同,形成了多种人文地理学教学课程体系,由此培养的学生知识结构也千差万别。在此背景下,本文基于中山大学实施人文地理学本科教学改革和教学计划调整的研究实践,在对比探讨国内外各代表院校人文地理学专业学科课程设置特点的基础上,结合本专业就业形势、历史传统、师资情况,提出了以"宽基础、强专业、重实践"为基本导向,以"突出精品、减量增效、资源共享、彰显个性、完善体系"为基本原则的课程改革计划,对人文地理学的教学改革、课程设置提出了基于实践的规范建议。希望此经验有助于国内各院校人文地理学教学改革的进一步深化,也为其他相关专业的教学改革和课程设置提供参考。     

Higher Education Excellence and Local Economic Development: The Case of the Entrepreneurial University of Twente

By tradition or intellectual necessity, universities pursue a main objective: increasing and transferring knowledge that is internationally relevant for the whole of mankind. But new powerful socio-economic forces are demanding universities to be engaged in regional economic development and their knowledge to be relevant in terms of local employment, university spin-offs and growth. These two objectives are traditionally considered as not complementary or even mutually exclusive. Through a case study regarding the Dutch University of Twente, this article shows that local economic relevance and international excellence are not incompatible objectives: they were not at the University of Twente; they can be reached even in a new born and poor endowed university, located in a peripheral, depressed and not industrialized countryside. This article argues that a strong entrepreneurial vision and the adoption of a different concept of knowledge may be the key for other small and peripheral European universities, in order to reach both local economic relevance and international excellence. The article will contribute and enrich the regional studies debate, introducing to it some higher education policy issues and ideas.     

‘Partially provided’: geography at the University of Toronto, 1844–1935

In universities, as in everyday life, there is a fundamental need for geographical knowledge, even when no formal departments exist to provide instruction. This need was true in the University of Toronto during the decades before Griffith Taylor was appointed in 1935 to the first university Chair in geography in English‐speaking Canada. Using matriculation and annual university course examinations, university calendars and the papers of President Falconer and Professors James Mavor and Harold Innis, I trace the development of geography at the University of Toronto from the mid‐nineteenth century to the arrival of Taylor. Courses taught in selected aspects of physical and human geography in the Departments of Geology, Political Economy and History are particularly significant. Underlying this instruction, and also the desire to establish a geography department, was an acute awareness of the fundamental importance of geography to help understand a large regionally complex homeland, and a wider world.     

The Local Shape of Revolution: Reflections on Quantitative Geography at Cambridge in the 1950s and 1960s

The "quantitative revolution" in human geography which swept across so many universities in the 1950s and 1960s had its main diffusion centers in a few locations which were to have global significance. Two critical early centers were the University of Washington in the Pacific Northwest and Lund University in southern Sweden. But the experience of change was different in different locations as the general forces of perturbation sweeping around academia were translated into local eddies with local repercussions. Here, small and somewhat random quirks at the outset, led eventually to fundamental divergences between adoption and rejection. The theme is illustrated by reference to changes which occurred at Cambridge, one of England's two oldest universities, as seen from the perspective of someone who—as undergraduate, graduate student, and later, faculty member—was caught up in these changes and took some small part in propagating them. Special attention is given to the role of two environmental scientists, Vaughan Lewis and Richard Chorley, in introducing changes and the way in which later developments in human geography drew on preceding experiences in physical geography. The reasons behind the "Cambridge variant" and the questions of how intellectual DNA is passed across the generations are discussed.     

'The Holiest Campus', its Decline and Transformation: The University of New England, 1946–79

In the mid-1960s and possibly earlier the University of New England (UNE), located at Armidale in rural New South Wales, was reputed to be 'the holiest campus' in Australia. The article finds a considerable body of evidence to give credibility to this view. It argues that UNE was relatively religious because it drew more of its students from the most devout social groups in Australia than other universities and because those students were then proselytized by religious societies that operated effectively and with strong clerical support in a small, cohesive institution. The ethos of UNE was broadly Christian, perhaps more so than that of metropolitan universities.
After 1965 there was a substantial decline in religious practice, belief and influence at UNE, as apparently at other Australian universities and in Australia as a whole. In the case of UNE, secularization was more than a decline in civil or social religion, more than a process of decline through differentiation: in the first half of the 1960s over half of the student body was highly religious but by the late 1970s the proportion had fallen to one-fifth to one-quarter. Associated with this decline was a transformation of religious activity marked by the reassertion of Christian denominationalism and the emergence of a non-Christian spiritual sensibility.     

民国时期中西交通史课程设置

"中西交通史"列为大学课程之一,在中国为时并不太晚。1920年留美归国的陈衡哲在北大开设"欧亚交通史",盖为中西交通史进入大学课程之始。1930—1940年代,随着相关中外研究著作和译著的日益增多,在大学讲授中西交通史性质课程者明显增加,如张星烺、郑鹤声、郑师许、周传儒、王国秀、陈受颐、向达、孙毓棠、郭廷以、张维华、叶国庆、朱谦之、翁独健、姚从吾、冯承钧、韩儒林、白寿彝、方豪等。作为一种专门化程度较高的课程,中西交通史并非一般教员所能胜任,而且因其在大学史学系课程中的地位并不突出,没有制度化的保证,故该课程的开设常随教员流动而时断时续。     

中世纪欧洲大学生学习及生活费用的考察

大学日常生活史愈益为当代学者所关注。本文则主要对一位中世纪欧洲大学生的总花费及各项主要费用在其中所占的比例作了大致的估算。从总体来看,在中世纪欧洲各大学,膳宿费、获得学位所支出的各项费用和听课费占了大学生花费的绝大部分,而现代大学中学生每学年开学交纳的高额入学注册费在中世纪大学则微乎其微。而且,不同时代、不同地区、不同专业、不同阶层的大学生的花费亦有差别。大学通常本着贫富有别的原则收费,从而使贫富学生获得相对等同的教育机会,而教俗统治者和富人的捐资助学也为学生完成大学教育作出了贡献。可见,让贫穷学生进入大学并完成其学业可以不必通过降低收费标准,而是可以通过减免或免除其部分费用的方法来实现。但总的来看,在中世纪欧洲,就读大学的费用是昂贵的,绝大部分大学生仍然是占人口极少数的富有阶层的子弟。     

The strange case of the Freudian case history: the role of long case histories in the development of psychoanalysis

Sigmund Freud's five long case histories have been the focus of seemingly endless fascination and criticism. This article examines how the long case-history genre developed and its impact on the professionalization of psychoanalysis. It argues that the long case histories, using a distinctive form that highlighted the peculiarities of psychoanalytic theory, served as exemplars in the discipline. In doing so, the article extends John Forrester's work on "thinking in cases" to show the practical implications of that style of reasoning. The article illustrates how the form disappeared once the theoretical basis of the movement was set. The genre never became institutionalized, although the content of the five long case histories did, because of Freud's accepted role as theoretician of psychoanalysis.     

From the government to the university: Efforts to write national history in the early Republic

ABSTRACT

From the controversies surrounding the National History Bureau in the early Republic to the short-lived National Historiography Office at Peking University, the traditional undertaking of writing dynastic history experienced many crises during the transformative Republican era. The National History Bureau was merged with Peking University as part of Cai Yuanpei’s efforts to separate the field of national historiography from the government and shift it toward universities, as well as his efforts to further reform the university system. In comparing the staff members and aims of the National History Bureau and the National Historiography Office of Peking University, the latter clearly represented an update in terms of concepts and methods. The purpose of the History Bureau’s shift from “dynastic” to “popular” history, which apparently intentionally imitated the German academic system, was to render national historiography and other related research independent of the government, cast off the traditional moral burden of “condemning evildoers and praising the virtuous,” and gradually move forward on the path of specialization for national historiography within the university system. The National Historiography Office’s various editing plans amply demonstrate this tendency. The many winding detours that the “national history” efforts took between dynastic and popular history both expressed the entanglement of new and old ideas within academic circles, and revealed the contemporary struggle between the government and universities.     

Men Want Something Real: Frank Buchman and Anglo-American College Religion in the 1920s

In 1925 a Princeton University alumnus told a group of faculty that "men want something real." He felt that students at Princeton and other universities were trapped in institutions historian George Marsden later described as increasingly secularized and secularizing. Their education was too theoretical and their Christianity was too conventional. Caught in such a place, young men wanted some kind of real-life experience, unmediated by books or instructors. They wanted excitement and intensity, the kind their predecessors found in the Great War. In place of immorality, or conventional Christianity, evangelist Frank Buchman organized a cell group movement where men could get an exciting religious experience. He repackaged Anglo-American evangelicalism so it would appeal to modern young people. The movement began in America, but soon included elite college students in Britain as well. It focused particularly on "key men," vital to Buchman's goal of remaking the world.     

A People's History of Industrial Philadelphia: Reflections on Community Oral History Projects and the Uses of the Past

Abstract: In this article the author reflects on three community oralhistory projects he conducted in Philadelphia between 1978 and1984. Brief histories of these projects are used as an opportunityfor reflections on urban folk history, and some of the forcesand often unacknowledged "purposes" of the oral historian thatshape interviews and the history that emerges from them.     

Teaching Geography to Non-geographers at Glasgow Caledonian University

This paper discusses the teaching of geography to 'non-geographers' at Glasgow Caledonian University (GCU). GCU is one of the so-called 'new' universities in the UK and it shares with many of these institutions a mission to facilitate access to groups that have traditionally been under-represented in higher education. Human geography is one of the six subject area streams within the interdisciplinary social sciences degree programme, although geographical subject matter is taught in many other degree programmes, in each of GCU's three faculties. The arrangements for teaching human geography at GCU present pedagogical challenges for staff. Means to address these problems have been implemented. In this case study, it is argued that the experience of teaching human geography to 'non-geographers' at GCU may be of more general significance to the discipline, to the teaching of geography in both 'old' and 'new' universities and to those responsible for the delivery of mainstream geography degree programmes.     

Centenary of the Department of Geography,University of Aberdeen

ABSTRACT

Prior to the amalgamation of Aberdeen’s two medieval universities in 1860, Geography had been taught to undergraduate students at both King’s and Marischal Colleges since at least the late 16th Century. First mooted in the early 1900s, it was not until 1919 that a lectureship in Geography at Aberdeen was created and a ‘Department of Geography’ came into being. In this contribution we chronicle how, over a century, the Geography department has evolved, highlighting developments in the curriculum and research-related activities. The early decades of the Department were shaped by John McFarlane, the first and only full-time appointee in Geography until his retirement in 1945. The post-World War II period, led by Andrew O’Dell, saw Geography develop into a large and influential Department. During the 1960s and 1970s, the Department (and University) experienced unprecedented levels of growth. Student numbers, research output and income accelerated apace. In the recent past national assessments of research and teaching quality and institutional restructuring have prompted further change. As the Department enters a second century it remains committed to delivering a high quality education to undergraduate and postgraduate students and to the pursuit of excellent geographical research.     

Three Ideas of the University

What is a university? In the nineteenth century John Henry Newman famously spoke of “the idea of a university.” This phrase has dominated all discussions of the nature of the university since. Most contemporary writers are against any attempt to theorise the university in terms of a single idea. But against the now standard view that universities should only be characterised empirically as institutions that perform many different activities, I attempt to defend the idea of the university, not by reviving a single idea of the university but by suggesting that there are, at root, three ideas of the university. These are rival ideas, and strictly incommensurable, though they often exist together in a state of tension in actual universities. I call them the eternal, the immortal, and the immediate ideas of the university.     

Leo Fouché and history at Wits University, 1934–1942

Leo Fouché, the first Professor of History at Pretoria University, was the surprise choice to replace W.M. Macmillan, the first Professor of History at Wits University, following his resignation in 1933. Fouché served at Wits from 1934 to 1942, departing to take up the post of chairman of the South African Broadcasting Corporation. His tenure at both Pretoria and Wits was assessed negatively in the official histories of the two universities. In Ad Destinatum: Gedenkboek van die Universiteit van Pretoria 1910–1960, A.N. Pelzer ignored Fouché’s major contribution in building up history at Pretoria and focussed instead on his failure to serve the Afrikaans movement. In Wits: The Early Years, B.K. Murray represented the conservative Fouché as a major disappointment, both as a researcher and as a teacher, following his productive and progressive-minded predecessor. In this article, an attempt is made to present a more detailed and rounded assessment of his tenure at Wits. While he published little, and his syllabus changes, with their narrow focus on white South African history, did not outlast him, his tenure was generally a positive one for the Department of History. Student numbers grew substantially, an additional staff post was secured, and postgraduate research was actively promoted. Three of his postgraduate students went on to distinguished academic careers in history.     

战时大学校园中的国民党:以西南联大为中心

During the Anti-Japanese War, universities became an important arena for the competition between GMD and CCP, as well as the contention among various nationalist factions. The GMD branch in the National Southwest Associated University was the most active one among its university party branches during the wartime. About half of the professors joined the GMD, and the university authorities also tolerated professors and students in other parties and factions. The professors made up a heterogeneous group that included “democratic fighters” like Wen Yiduo and “faithful party members” like Yao Congwu. The co-existence of intellectual elites belonging to different parties and factions created a highly tolerant “fortress of democracy” on campus. Translated by Zhou Weiwei from Lishi Yanjiu 历史研究 (Historical Research), 2006, (4):125–148     

How Finance Penetrates its Other: A Cautionary Tale on the Financialization of a Dutch University

If any organization ought to be immune to the forces of financialization, it is a publicly funded university in corporatist Europe. Shielded from the intrusion by financial metrics, values and professionals through a strong historically rooted tradition of self‐management by powerful professional guilds, continental universities should largely have avoided the marketization and managerialization of Anglophone universities. Not so, this case study of a Dutch public university suggests. From 1995 onwards, a shift in real estate management—devolving responsibilities from the Dutch state to universities—served as a Trojan horse for financialization, triggering changes in organizational culture and a power shift from teaching and research professionals to accountants, real‐estate developers, financiers and their ilk. This case suggests that the power of finance is such that no societal domain is immune. The paper ends with a call for more non‐metropolitan case studies of financialization and argues that the only hope for salvation is a more self‐conscious defense of traditional academic values by the guardians of higher learning themselves.     

南京大学土地利用学科发展回顾与展望

南京大学是国内较早开展土地利用研究的高校之一。1949年后特别是改革开放以来,南京大学土地利用学科取得了突飞猛进的发展,目前已形成了一个相对完整的跨学科发展体系。经过长期的研究凝练,学科目前已逐步形成了"土地利用与规划"、"土地经济与政策"、"土地评价与整治"三个重点研究领域,并在"城市土地利用管理"和"农户土地利用行为"等方面形成了一定的研究特色。今后,南京大学将围绕"全面实现国内一流优势学科,达到国际同类研究一流水平"的目标,通过凝聚力量争取重大科研项目,引进或培养领军人物,加强重点实验室建设等战略举措,建成与国际接轨的具有南京大学特色的土地利用学科体系。     

Hermeneutics without Historicism: Heidegger,MacIntyre, and the Function of the University

Martin Heidegger and Alasdair MacIntyre both claim that universities perform important philosophical functions. This essay reconstructs Heidegger’s and MacIntyre’s views of the university and argues that they have a common source, which I call hermeneutics without historicism. Heidegger and MacIntyre are hermeneutical philosophers: philosophers who are sensitive to the ways in which thought is mediated by interpretation and conditioned by history and culture. But both of them reject the relativistic historicism sometimes associated with a hermeneutical approach to philosophy. This desire to have it both ways leads Heidegger and MacIntyre to attach tremendous importance to activities that take place in universities but nowhere else. The essay also asks whether MacIntyre’s defenders should be troubled by the similarities between his account of the function of the university and Heidegger’s. I argue that they should not, because, while Heidegger’s account of the university has obvious moral and political failings, these failings result not from non-historicist hermeneutics as such, but from specific features of Heidegger’s version of it.