The genealogy of judgement: towards a deep history of academic freedom

The classical conception of academic freedom associated with Wilhelm von Humboldt and the rise of the modern university has a quite specific cultural foundation that centres on the controversial mental faculty of 'judgement'. This article traces the roots of 'judgement' back to the Protestant Reformation, through its heyday as the signature feature of German idealism, and to its gradual loss of salience as both a philosophical and a psychological concept. This trajectory has been accompanied by a general shrinking in the scope of academic freedom from the promulgation of world-views to the offering of expert opinion

Academic freedom in Europe: time for a Magna Charta?

This paper is a preliminary attempt to establish a working definition of academic freedom for the European Union states. The paper details why such a definition is required for the European Union and then examines some of the difficulties of defining academic freedom. By drawing upon experience of the legal difficulties beset by the concept in the USA and building on previous analyses of constitutional and legislative protection for academic freedom, and of legal regulations concerning institutional governance and academic tenure, a working definition of academic freedom is then derived. The resultant definition which, it is suggested, could form the basis for a European Magna Charta Libertatis Academicae, goes beyond traditional discussions of academic freedom by specifying not only the rights inherent in the concept but also its accompanying duties, necessary limitations and safeguards. The paper concludes with proposals for how the definition might be tested and carried forward

Academic freedom: in justification of a universal ideal

This paper examines the justification for, and benefits of, academic freedom to academics, students, universities and the world at large. The paper surveys the development of the concept of academic freedom within Europe, more especially the impact of the reforms at the University of Berlin instigated by Wilhelm von Humboldt. Following from this, the paper examines the reasons why the various facets of academic freedom are important and why the principle should continue to be supported

Exploring language as the “in-between”

Assuming a performative notion of language, this contribution addresses how language functions as a symbolic means and asks for its function for the dialogical self. In accordance with a non-individualistic notion, individuals are related to each other within and by virtue of an in-between. This in-between is called “spacetime of language”: a dynamic evolving across time, perceived as linguistic forms with their chronotopology and the positionings of the performers (self as-whom to other as-whom). With respect to the linguistic forms, the specificity of language functioning is described by Bühler’s term of displacement. The effect of displacement is to generate sharedness by inducing a movement the partners follow, going beyond their actual, sensitive contact. Symbolic displacement, expanding Bühler’s notion, is particularly interesting with regard to the dialogical self: it permits the social construction of several perspectives on self, other, and reality—positions and voices informing the self’s performances

Landscape science: a Russian geographical tradition

The Russian geographical tradition of landscape science (landshaftovedenie) is analyzed with particular reference to its initiator, Lev Semenovich Berg (1876-1950). The differences between prevailing Russian and Western concepts of landscape in geography are discussed, and their common origins in German geographical thought in the late nineteenth and early twentieth centuries are delineated. It is argued that the principal differences are accounted for by a number of factors, of which Russia's own distinctive tradition in environmental science deriving from the work of V. V. Dokuchaev (1846-1903), the activities of certain key individuals (such as Berg and C. O. Sauer), and the very different social and political circumstances in different parts of the world appear to be the most significant. At the same time it is noted that neither in Russia nor in the West have geographers succeeded in specifying an agreed and unproblematic understanding of landscape, or more broadly in promoting a common geographical conception of human-environment relationships. In light of such uncertainties, the latter part of the article argues for closer international links between the variant landscape traditions in geography as an important contribution to the quest for sustainability

Ecology good, aut-ecology better; Improving the sustainability of designed plantings

© 2015 European Council of Landscape Architecture Schools (ECLAS). This paper explores how contemporary ecological science, and aut-ecology in particular, can improve the sustainability of designed vegetation. It is proposed that ecological understanding can be applied to design at three levels: 1) as representation, 2) as process, and 3) as aut-ecology, representing a gradient from the least to the most profound. Key ecological interactions that determine the success of designed plantings are explored via a review of relevant ecological research, challenging some widely held but unhelpful constructs about how both semi-natural and designed vegetation actually function. The paper concludes that there are real benefits to integrating aut-ecological understanding in the design of vegetation at all scales but that this will require ecological theory to be taught as a design toolkit rather than largely as descriptive knowledge

The Principles of Campus Conception: A Spatial and Organizational Genealogy.What knowledge Can We Use from a Historical Study in Order to Analyse the Design Processes of a New Campus?

International audienceThis chapter participates to the interest of scholars concerning the relationship between spatial structure and organisational practice. Most researches analyse this relationship through built-up spaces and few studies are focusing on design phase. The study of design processes – organisational and spatial – raises methodological challenges and interrogate how the relationship between these processes could be analysed. In order to discuss the nature of the relationship between both designs: organisational and spatial, this contribution relies on an analysis of the conception processes of a campus.The hypothesis is that a genealogical approach of the history of campus architecture could reveal some specific properties of the campus and could generate a tool – an analytical framework – in order to explore the campus design project processes

Microfoundations

The paper argues that the microfoundations programme can be understood as an implementation of an underlying methodological principle, methodological individualism, and that it therefore shares a fundamental ambiguity with that principle, viz, whether the macro must be derived from and therefore reducible to, or rather consistent with micro-level behaviours. The pluralist conclusion of the paper is not that research guided by the principle of microfoundations is necessarily wrong, but that the exclusion of approaches not guided by that principle is indeed necessarily wrong. The argument is made via an examination of the advantages claimed for dynamic stochastic general equilibrium models, the relationship between parts and wholes in social science, and the concepts of reduction, substrate neutrality, the intentional stance, and hypostatisation