1.1. Look at the map of Europe with some Universities marked. Do you know them? Pronounce their titles.

Vilnius – VU, Minsk – the BSU, Moscow – MSU named after M.V. Lomonosov, St. Petersburg – SpU, Warsaw – WU, London --– LU, Oxford – ОU, Hall – Humberside University (HU), Paris – Sorbonne.

1.2. Continue the list of universities you know (heard or read about, visited…): pronounce and make a comment, if any.

☼1.3. Gather information to complete table 1.1.

Table 1.1.

Number of universities in:
my town	my country	Europe	the world

1.4 Read the material about Humboldt University - the type of university we call now “classical”. After reading answer the following questions:

1. Do you have universities of classical type in your town?

2. How would you call the type of university that is opposed to the classical one and is called “Anglophone” in the text?

 To ease your reading we split the text into 2 parts and gave you the vocabulary for each part before the text itself

at core – в сердцевине declare – заявлять invocation – обращение к (призыв) trauma – травма obvious – очевидно (очевидный) appeal – обращение (содержание обращения) celebrated – праздновать, отмечать army (pl. armies) – армия vanquish - побеждать

shattered realm – разбуженная вотчина theologian – теолог incarnate – воплощенный potency – потенция source – источник anthropology – антропология synthesize – синтезировать coherent worldview – целостный взгляд на мир posit - устанавливать the riches – богатства

Humboldt University

“The German university is at core healthy,” declared the historian and head of the German Rektorenkonferenz (Counsil of University Presidents) Hermann Heimpel at the education reform conference in Bad Honnef in 1955. The Prussian minister of culture in the Weimar Republic Carl Heinrich Becker had made the same claim in 1919 after the catastrophe of the First World War. The invocation of the German university tradition at times of national trauma had obvious appeal. This tradition had produced internationally famous scientists and thinkers, and served as a model for the world until 1914. Moreover, it was a tradition whose origins lay in the celebrated Prussian revival in the early nineteenth century after Napoleonic armies had vanquished the Prussians in Jena in 1806 and divided much of the kingdom with Russia. One of the few flourishing universities of the Enlightenment, in Halle, was lost, and the king charged the diplomat Wilhelm von Humboldt with renewing education in his shattered realm. Under the sign of German idealistic philosophy, he and his colleagues, thee theologian Friedrich Schleiermacher and the philosopher Gottlieb Fichte, produced a model of university education that was incarnated in the Humboldt University in Berlin in 1809.

Its potency as a moral source lay in its institutionalization of a neohumanist anthropology that idealized the classical Greek vision of beauty and the unity of knowledge and culture. This unity was located in the university’s philosophical faculty, which was to integrate and synthesize the research of the different disciplines into a coherent worldview. The philosophy of German idealism posited its educational task as the cultivation of a universal humanity by internalizing the riches of high culture.

departure – явление, отправная позиция cameralism – камерность utilitarian – утилитарная praxis – acquisition – понимание subsequent dutes – следующие из этого обязанности anglophone – англоговорящие (страны) mature adults – зрелые люди quasi-parental role – роль квазе-родителя regimented prestructured

prepackaged – заранее упакованное research findings – достижение науки collaboration – сотрудничество virtual – виртуальная equality – равенство mutual participation – общее участие awakened – разбуженный cultivated – культивированный possess – обладать internal – внутренний hierarchy – иерархия

This vision was a new departure. Hitherto, the Central European universities had provided technical and vocational training, with the disciplines of cameralism, law, medicine, and theology. If this utilitarian tradition continued in the Anglophone countries, the new German university would not follow suit. In the temporary distance to praxis, students would internalize the universal culture of the day, an ideal preparation for the latter acquisition of specific skills required for the fulfillment of subsequent duties as administrators in the Prussian provinces. The state would provide financial support but not interfere in the development of science.

The model had several elements. The new university was to be a corporation of professors who organized themselves into autonomous faculties. Both professors and students were to enjoy academic freedom. Unlike in the Anglophone countries at the time, only mature adults were expected to attend university, which played no quasi-parental role. The students would not enroll in regimented, prestructured courses of study with scheduled examinations. Instead, they would construct their own course of study and attend the lectures and seminars that interested them. These lectures and seminars were not designed to transmit prepackaged knowledge but to expose the student to the latest research findings and interpretations, which they were expected to develop in collaboration and virtual equality with professors. Teaching thus could not be separated from research. Through the academic freedom to construct their own course of study and by the mutual participation in research - in the quest for “truth” - the students’ critical faculties would be awakened and cultivated, and their judgment developed. “The university teacher is no longer a teacher,” Humboldt wrote, “the student no longer the leaner; instead he researches himself.” In theory, the classical German university model possessed no internal hierarchy.

(from German intellectuals and the Nazi past by A. Dirk Moses, pages 131-132)

☼ 1.5 Read Appendix 1 about extended classification of universities (presented in Russian in the article «Российская высшая школа: на пути к новым институциям») and give English equivalents (in written form) of (1)all types of universities and (2) different roles the university teachers play in different types of universities. Sum up the result of your work in a two sentence resume.

☼ 1.6 Translate the following text from a Belarus legislation source into English underlining the key words (only nouns) of the message.