Abstract
The chapter begins with an analysis of the historical context in which European universities were born. The time of the emergence of universities (the twelfth and thirteenth centuries) coincided with a major medieval transition period in Europe, characterised by changes both in social power structures and in the ecclesiastical thinking of the Catholic Church. The analysis is followed by a description of the emergence of the first universities – Bologna and Paris – which became the models for other universities. The idea of restoring the true and original university (reformatio) was followed at the new universities founded throughout Europe, even though each university developed its own version of the models of Bologna and Paris. The author examines why medieval universities had a uniform faculty structure and similarities in curricula. He also analyses the medieval student body, academic degrees, and the mobility of professors. In addition, the author reflects on scholasticism as a medieval science, collegiums as a form of collaboration and a solution to accommodation problems, and the university as a European social innovation.
The chapter closes by discussing the cornerstones and historical layers of medieval universities, which laid the basis for the development of modern European universities, including those founded in Finland.
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Notes
- 1.
The founding date of a university has symbolic, psychological and even political significance. However, it is often difficult to decide on the founding dates of even younger universities. For example, originally the foundation date of the University of Jyväskylä (in Finland) was set at 1934. The rationale was that it was in this year that the Teacher Training Seminary, which had been founded in 1863, became the College of Education. From the point of view of the functioning of the University, however, 1863 is a more appropriate year, since it was in this year that teacher education started in Jyväskylä. Besides, teacher education in Jyväskylä is still given in the same area, albeit on a larger scale, with partly the same curriculum and teaching methods.
- 2.
For example, it was not until 1291 that the University of Paris obtained a charter of this kind (Rüegg 2003a).
- 3.
The rights of the spiritual estate were based on privilegium canonis, a statute which aimed at protecting priests from secular authorities and against laymen. The most important outcome of this privilege was that all crimes committed by the spiritual estate had to be dealt with in ecclesiastical courts, because according to canon law, only a priest could judge another priest. In agreement with this principle, students and scholars could only be judged by canonical courts, where the judges were university masters.
- 4.
Together with rectors, bedells, or beadles or assistants of teachers, can be regarded as the oldest social institution of higher education. Included in the tasks of the bedells were, among others, carrying the masters’ books, opening and shutting classroom doors and informing about studies and studying (Rashdall 1936).
- 5.
This number is the same as that of the student nations at the University of Bologna. In addition, according to Rashdall (1936), the statutes of Paris and Bologna shared many points in common.
- 6.
For example, in Heidelberg, representatives of opposing doctrines ended up in a scuffle in 1440. Secular rulers (or prince-electors) solved the dispute by granting both doctrines recognition and the license to teach (Rüegg 2003a, p. 18).
- 7.
Trivium refers to three, the number of subjects taught, whereas quadrivium refers to four. Together they constituted the seven liberal arts (septem artes liberales) of the Roman classical ideal of education. Otherwise, however, there was no link between the universities and Roman education.
- 8.
Historians have suggested different etymologies for the word baccalarius (bachelier, or bachelor). According to Rashdall (1936, pp. 207–208), the etymology is unclear; it may even have been a slang term used by students to refer to a senior student, or bachelor.
- 9.
- 10.
Rüegg (2004, pp. 32–34) presents a largely similar analysis of the cornerstones of universities. He lists seven values central to scientific research and universities. Compared to Cobban , Rüegg places more emphasis on the publicity and openness of research, debate and knowledge.
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Välimaa, J. (2019). The Emergence of Universities in the Middle Ages. In: A History of Finnish Higher Education from the Middle Ages to the 21st Century. Higher Education Dynamics, vol 52. Springer, Cham. https://doi.org/10.1007/978-3-030-20808-0_2
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