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Nordic Journal of Educational History Vol. 3, no. 1 (2016), pp. 25–45 ISSN (online): 2001-9076 ISSN (print): 2001-7766 Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century Tone Skinningsrud Randi Skjelmo Abstract • Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elemen- tary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity. Keywords • eighteenth and nineteenth century elementary education, citizenship education, eighteenth and nineteenth century educational legislation, history of Norwegian education, compulsory school- ing, educational uniformity, educational unification Introduction: Regional -
Oslo Katedralskoles Historie 1153–1800 Skolen Og Tiden
Oslo katedralskoles historie 1153–1800 Einar Aas Oslo katedralskoles historie 1153–1800 Skolen og tiden Redaksjon: Anders Langangen, Vibeke Roggen, Hilde Sejersted, Tore Haakensen og Arild Eilif Aasbo Oslo 2016 (Skolens våpenskjold i mindre utførelse) ©Stiftelsen Oslo katedralskole, Oslo 2016 Redaksjon: Anders Langangen, Vibeke Roggen, Hilde Sejersted,Tore Haakensen og Arild Eilif Aasbo Boken er satt med Palatino Linotype 11 pkt/13 pkt Grafisk tilrettelegging: Bokproduksjon SA/Ove Olsen ISBN 978-82-992654-7-8 (e-bok) Redaksjonens forord På Oslo katedralskole lå det et 500 sider langt manuskript fra 1930-tallet. Det var et utkast til Oslo katedralskoles historie fra ca. 1150 til omkring 1800, skrevet av Einar Aas (1857–1941). Den som tok initiativet til å gjøre noe med dette var Anders Langangen, pensjonert lektor ved skolen, og gjennom mange år en drivkraft for beskjeftigelse med skolens historie. I 2012 fikk han med seg to tidligere kolleger, Hilde Sejersted og Tore Haakensen, samt Arild Eilif Aasbo, et barnebarn av Aas. Gjen- nom to år arbeidet denne gruppen med å omforme håndskrif- tet til en digital versjon, og, ettersom arbeidet skred frem: med å gjennomgå teksten. Det var på dette tidspunktet at Vibeke Roggen ble invitert med i redaksjonen; hun er førsteamanu- ensis i latin ved Universitetet i Oslo med forskningsarbeider relatert til Oslo katedralskole i eldre tid. Manuskriptet som redaksjonen har hatt som utgangspunkt for sitt arbeid, bærer preg av å være et utkast. Det er tydelig mindre gjennomarbeidet enn Aas’ publiserte skolehistorier: Stavanger katedralskoles historie 1243–1826 (1925) og Kristi- ansands katedralskoles historie 1642–1908 (1932), foruten Kristia- nia katedralskoles historie i det nittende århundre (1935). -
Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century
http://www.diva-portal.org This is the published version of a paper published in Nordic Journal of Educational History. Citation for the original published paper (version of record): Skinningsrud, T., Skjelmo, R. (2016) Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century. Nordic Journal of Educational History, 3(1): 25-45 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136793 Nordic Journal of Educational History Vol. 3, no. 1 (2016), pp. 25–45 ISSN (online): 2001-9076 ISSN (print): 2001-7766 Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century Tone Skinningsrud Randi Skjelmo Abstract • Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elemen- tary education, show that policy after 1814 emphasised national uniformity more than before. -
Johan Ernst Gunnerus As a University Reformer of the Enlightenment
Det Kongelige Norske Videnskabers Selskabs Skrifter (Kgl. Norske Vidensk. Selsk. Skr. 2011(2), 23-62) Johan Ernst Gunnerus as a University Reformer of the Enlightenment John Peter Collett John Peter Collett Professor, Forum for University History, University of Oslo, and Department of History and Classical Studies, NTNU, Trondheim Email: [email protected] Abstract In 1771 J.E. Gunnerus outlined a reform of the University of Copenhagen. The reform plan was commissioned by J.F. Struensee who at the time was the ruler of Denmark and Norway and was part of a wide reform movement aiming at a thorough modernization of the Danish states. The article summarizes parts of the university reform project and discusses them in the context of Enlightenment philosophical thinking on the nature of scientific knowledge. One by- product of the university reform proposal was a projected university in Norway. The reform proposals came to a standstill when Struensee was overthrown in 1772. Key words: J.E. Gunnerus, J.F.Struensee, Nordic Enlightenment, University reform. Introduction In the summer of 1771 Bishop Johan Ernst Gunnerus in Trondhjem received an order from the King summoning him to Copenhagen as Aspects of Johan Ernst Gunnerus' life and work. DKNVS Skrifter 2, 2011 soon as the duties of his diocese would allow him. The letter, signed by the King’s cabinet secretary, Johann Friedrich Struensee, announced that further instructions would be given him upon his arrival in the capital.1 Gunnerus arrived in Denmark in September and was received by Struensee, who was no longer a cabinet secretary. -
Myths of Peace and Nature Within the Norwegian Regime of Goodness
Myths of Peace and Nature within the Norwegian Regime of Goodness Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Philosophy in Culture, Environment and Sustainability Submitted by Helle Veiersted Centre for Development and the Environment University of Oslo Blindern, Norway October 2006 Table of Contents 1. Introduction..........................................................................................................................1 Theory and Methodology.......................................................................................................3 2. The Founding Fathers of the Peace and Nature Myths....................................................7 2.1. The “Eco-Pacifist” Myth.................................................................................................7 2.1.1 Searching For a Norwegian Identity.........................................................................9 2.2. Niels Treschow – A Philosopher of Goodness .............................................................12 2.2.1. The State Organism................................................................................................13 2.3. Henrik Wergeland – The Peace Messiah......................................................................15 2.3.1. Justice Before Power..............................................................................................19 2.3.2. Wergeland’s Peace and Aid Philosophy................................................................21 2.4. Bjørnstjerne -
Kampen Om Trykkefriheten Karl Johan Og Den Norske Presse 1814-1844
Universitetet i Sørøst-Norge Tittel Tittel Fakultet for humaniora, idretts- og utdanningsvitenskap — — Navn Doktoravhandling nr. 78 2020 Kristian Nymark Kampen om trykkefriheten Karl Johan og den norske presse 1814-1844 Kristian Nymark Kampen om trykkefriheten Karl Johan og den norske presse 1814-1844 En doktoravhandling innen Kulturstudier © 2020 Kristian Nymark Fakultet for humaniora, idretts- og utdanningsvitenskap Universitetet i Sørøst-Norge Bø, 2020 Doktoravhandlinger ved Universitetet i Sørøst-Norge nr. 78 ISSN: 2535-5244 (trykt) ISSN: 2535-5252 (online) ISBN: 978-82-7206-573-6 (trykt) ISBN: 978-82-7206-574-3 (online) Denne publikasjonen er lisensiert med en Creative Commons lisens. Du kan kopiere, distribuere og spre verket i hvilket som helst format eller medium. Du må oppgi korrekt lenke til lisensen, og indikere om endringer er blitt gjort. Se fullstendige lisensbetingelser på https://creativecommons.org/licenses/by-nc-sa/4.0/deed.no Trykk: Universitetet i Sørøst-Norge Nymark: Kampen om trykkefriheten Forord De siste fire og et halvt årene har jeg hatt glede av å være ansatt som stipendiat i politisk kultur og universitetslektor ved Høgskolen i Telemark, Høgskolen i Sørøst-Norge og Universitetet i Sørøst-Norge. Det foreliggende avhandlingsarbeidet hadde ikke kommet på plass uten den hjelpen og støtten jeg har mottatt fra flere hold. Først og fremst må jeg takke min hovedveileder Kai Østberg for hans interesse, engasjement og høye kunnskapsnivå. Kais skarpe blikk og oppmuntrende tilbakemeldinger har bidratt til fremdriften og min egen tro på prosjektet. Biveileder Morten Nordhagen Ottosen har, med sine store kunnskaper om europeisk politisk historie på første halvdel av 1800-tallet, særlig hjulpet meg med å løfte blikket opp fra den skandinaviske halvøy. -
Durham E-Theses
Durham E-Theses The doctrine of the church in Norway in the nineteenth century Kaasa, Harris, E. How to cite: Kaasa, Harris, E. (1960) The doctrine of the church in Norway in the nineteenth century, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/8395/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. THE DOCTRINE OF THE CHURCH IN NORWAY IN THE NINETEENTH CENTURY t>7 Karris E. Eaasa Subiritted to the University of Durham in partial fulfilment of the require• ments for the degree of Doctor of PhilosODhy. June, I96O. :< ABSTRACT OF THESIS THE r^OCTRIKE OF THE CHURCH IN NORWAY IN THE NINETEENTH CENTURY The object of the thesis is to trace the doctrine of the Church in Norway during the 19th century, a period of unique importance both In the thought and Church-life of the country. -
Studenter Og Elever Ved Christiania Katedralskole Som Har Begynt På Skolen I Årene
1 Studenter og elever ved Christiania katedralskole som har begynt på skolen i årene 1800 - 1822 Anders Langangen Oslo 2018 2 © Anders Langangen Hallagerbakken 82 b, 1256 Oslo Oslo 1. februar 2019 Andre utgave med opplysninger om «oplagte» stipendier. Christopher Hansteen 1802 Niels Henrik Abel 1821 Gregers Fougner Lundh 1806 Jørgen Wright Cappelen 1821 Waldemar Thrane 1806 Carl Wilhelm Boech 1822 Gregers Fougner Lundh 1806 Amund Lammers 1823 Henrich Anker Bierregaard 1809 Hans Helle Juel Ingier 1823 Conrad Nicolai Schach 1812 Otto Gilbert David Aubert 1824 Hans Riddervold 1813 Lauritz Martin Esmarck 1824 Mauritz Christopher Hansen 1814 Henrik Arnhold Wergeland 1825 Bernt Michael Holmboe 1814 Kield Nicolai Gothard Andresen 1825 Baltazar Mathias Keilhau 1816 Carl Fredrik Motzfeldt 1827 Peder Carl Lasson 1816 Lorentz Christian Langberg 1828 Henrik Stoltenberg 1818 Bernhard Dunker 1828 Carl Gustav Maschmann 1819 3 Under Jacob Rasch tid som rektor fikk skolen et nytt sted å være i 1718, Dronningens gate 15. Her var skolen til 1823 da Stortinget overtok hele bygget og skolen flyttet til Treschowbygget i Prinsens gate. Selve skolelokalet lå i 2dre etasje. Der var det et stort felles værelse for alle lektiene. Bare den såkalte mesterlektien var avdelt med en skillevegg. Ved siden av skolerommet var det et stort og et mindre rom hvor skolens bibliotek og en samling av noter ble oppbevart. I bygningen var det ellers rom for rektor med familie, for konrektor og for hørerne med en avdeling for hver til bøker klær m.m. Undervisningen ble gitt av hørere og rektor, konrektor. Den nederste hører underviste i 1ste og 2dre lektie samlet, og det hendte også at han tok 3dje lektie. -
The Places They Are Cycling Lton 2021 ”Turistguide” Intro ENG.Qxp Layout 1 2021-08-09 10:59 Sida 2
LToN 2021 ”turistguide” intro ENG.qxp_Layout 1 2021-08-09 10:59 Sida 1 Ladies Tour of Norway - the places they are cycling LToN 2021 ”turistguide” intro ENG.qxp_Layout 1 2021-08-09 10:59 Sida 2 Content and how to use This guide is made mainly for media to describe the history, activity, culture, key points and other interes- ting things along the route of this years Ladies Tour of Norway. The guide is made both in Norwegian and English. Sarpsborg, Mysen and Halden are finish areas we have used earlier. It’s also nice to welcome Norefjell and we are really looking forward to go to the mountains. Welcome also to Drammen and Drøbak who both are new to Ladies Tour of Norway. The race is growing both in size and interest. Our TV-distribution this year is the biggest ever with live transmissions on TV2 Norway, Eurosport and NOS in the Netherlands. This cultural guide is not about the race and the sporting issuses. Those you will find in our Technical guide, placed on our website: www.ladiestour.no. We hope this guide will be useful and that you will use it a lot to get to know more about the places we are visiting during the race. I’m confident there are a lot of information here you didn’t know about before. Roy Moberg Race director LToN 2021 ”turistguide” etp.1 ENG.qxp_Layout 1 2021-08-09 18:56 Sida 1 Thursday August 12th Halden–Sarpsborg, 141,5 km LToN 2021 ”turistguide” etp.1 ENG.qxp_Layout 1 2021-08-09 18:56 Sida 2 The first stage is taking part in the original area of Ladies Tour of Norway. -
Biologiens Historie
Botanikkens og biologiens historie Halvor Aarnes A..., at Mennesket nedstammer fra en eller anden mindre højt organisert Form. Den Grundvold, paa hvilken denne Sluttning er bygget, vil aldri blive rokket,..... ADet er utroligt, at alle disse Kendsgerninger ikke skulde tale Sandhedens Sprog@ Charles Darwin: Menneskets afstamning og parringsvalget. 2. Udgave Gyldendalske boghandel. Nordisk forlag. 1909 1 8HalvorAarnes 2002. Rev. 23.05.2007 Innholdsfortegnelse Land- og hagebruk - grunnlaget for vår sivilisasjon ........................................................... 3 Grekerne i antikkens Hellas la grunnlaget for vestlig vitenskap ...................................... 6 Astronomi og verdensbilde .............................................................................................. 11 Skapelsesmyter ................................................................................................................. 16 Gresk-romersk kultur og vitenskap ................................................................................. 20 Renessansen - ny interesse for den antikke tradisjon .................................................... 26 Akademier, planteanatomi og tidsskrifter ...................................................................... 29 Linné skapte det latinske tonavnsystem ........................................................................ 32 Frankrike og biologi ........................................................................................................... 35 Zoologi, anatomi og fysiologi .............................................................................................. -
6. Doctoral Studies at the University of Oslo from 1811 to Phd Berit Johnsen
6 Doctoral Studies at the University of Oslo from 1811 to PhD Berit H. Johnsen Introduction Academic degrees from bachelor to doctor have been part of university insti- tutions from the Middle Ages. Norway is a young university nation compared to many other European countries. In 1811 Universitas Regia Fredericiana was founded in Christiania, currently Oslo, where the first doctoral degree was defended already in 1817 before the approval of the first University Act (Amund- sen, 1962; Anderson, 2004; Collett, 2011a; 2011c; Cox, 2000; http://www.muv. uio.no/uio1811-idag/merkeaar/). This article provides an outline of the development of the doctoral degree system in education and special needs education from the foundation of the first Norwegian university to the present day. For obvious reasons the historical pres- entation is intertwined with the development of the university in general and with the establishment and further development of the educational disciplines. Due to the limited article format a full contextual location has yielded to a few glimpses. The point of departure in the following discussions is the presenta- tion of the early doctoral degree followed by the establishment of education as a university discipline and the changing financial situation for possible doctoral candidates. The initial debate on so-called structured doctoral degrees which started in the years after the Second World War marked a historical shift lead- ing to a long-term development towards a new and systematically organised Citation of this chapter: Johnsen, B. H. (2013). Doctoral studies at the University of Oslo from 1811 to PhD. In B.