The history of religions and francophone research in Europe: Main disciplinary trends in Switzerland,France, Belgium and Luxemburg

This article provides an overview (as of September, 2008) of the state of the field of l’histoire des religions in the four french-speaking countries of Europe. It discusses the pioneers, along with their followers and influence, the position of principle institutions regarding teaching in the field, and the general orientations of each university, along with distinct emphases that reflect recent socio-political and cultural developments. This detailed panorama brings to light the relative weakness of french-speaking research in the field of l’histoire générale des religions. It calls attention to tensions between the former high status of this academic area, more than half of a century ago, and the disrepute into which its comparativist project has fallen over the last decades. It asks how French secularism ‐ and the growing secularization of western societies more generally ‐ may have influenced perceptions of the discipline, its orientations, and its position in today's academic market academic market. It also considers the impact of declining comprehension of religious phenomena among younger generations and correlated concerns with popularisation.     

生活事件对民族院校大学生心理的影响——以某高校搬迁校区为例

通过访谈法和问卷法调查了生活事件对民族院校大学生心理的影响。研究结论如下:(1)生活事件(校区搬迁)对民族院校大学生一般焦虑心理的产生有重要的影响。(2)民族院校大学生的现实性焦虑和轻度焦虑之间差异显著;焦虑心理得分在性别、年级、专业之间呈现显著差异,而在民族、家庭所在地之间差异不显著。(3)民族院校大学生在心理适应性方面普遍在中等水平以上,而且差异不显著;心理适应性得分在性别、年级、民族、家庭所在地和专业之间差异是不显著的。(4)民族院校大学生焦虑心理和心理适应性具有负相关,且这一相关极为显著。     

Cultivating the Places of Knowledge

The discussion of universities anddemocracy has conventionally dealt first andforemost with the curriculum, or with thespirit of openness and tolerance whichcharacterises the scientific inquiry. In thisarticle I have added a discussion of thesituatedness of knowledge and knowledgeproduction, and, consequently, a discussion ofthe situated character of other roles of theuniversity, including the democratic role. Inthe light of the regress of political partiesand traditional popular movements – phenomenawhich seem to be true both as regardsmembership numbers and as regards level ofactivity – the role as a locally andregionally situated meeting place for avitalisation and defence of democracy seems apromising one for the contemporary university.The article has also emphasised the linksbetween culture, social capital (``the socialfabric') in the surrounding society, and theeconomic growth and welfare of the city andregion. With concepts such as Bildung (oreducation), civic competence (or civility), andculture, and I have tried to draw our attentionto the actual ``places of knowledge,' whoseimportance will certainly grow in the years tocome. The care, the cultivation, and thequalification of these places into supportinginfrastructures for cultural life, creativity,industry, and democracy should be seen as acoherent, holistic mission. It needsrecognition, and articulation, by all those whoare interested in the university as asignificant social factor: politicians,industry, the cultural sector, localcommunities, and, obviously, the academiccommunity itself.     

抗战时期内迁贵州医疗机构、院校与贵州的公共卫生事业发展

由于特殊的历史地理原因,抗战前贵州近代化事业推进缓慢,公共卫生事业发展更是滞后,抗日战争的爆发为贵州提供了发展契机。通过对原始文献的考证及文本分析,对抗日战争时期内迁贵州的多所医疗机构、医学院校与贵州公共卫生事业发展进行研究,以认识特定时期内迁机构与地方医学发展的关系。抗战时期内迁贵州医疗机构、医学院校传播现代医学知识,保障人民健康,参与公共卫生服务,为推动公共卫生事业的发展起到了积极作用。     

Ethics, Academic Freedom and Academic Tenure

Universities can and have existed without academic freedom and academic tenure. But academic freedom is necessary for a university dedicated to the pursuit of knowledge in a democratic society. Both academic freedom and academic tenure are not only rights but also carry with them moral obligations. Furthermore academic tenure is the best defense of academic freedom that American universities have found. Academic tenure can be successfully defended from the many contemporary attacks to which it is being subjected only insofar as it is necessary to defend academic freedom, and only if all involved in the system of tenure observe the ethical requirements that the system demands.     

Navigating the ‘space between’ the Black/White binary: a call for Jewish multicultural inclusion

ABSTRACT

In the twenty-first century, diversity and multicultural analysis of race often falls along a Black/White binary paradigm. Therefore, those who are perceived to be White are often left out of the discussion of diversity and multicultural education (DME) in the United States. This absence is particularly true for American Jews of Ashkenazi descent. In academic circles today, the notion of ‘Whiteness’ is often used as a determining factor for overlooking antisemitism while addressing issues of racism aimed at other racial and ethnic groups in the United States. Data show that acts of antisemitism continues to rise in the U.S., especially on college campuses. Due to a lack of acknowledgment in the university classroom, Jews continue to be overlooked in multicultural academic thought, which can have wide-ranging consequences for Jews and non-Jews alike.