Erasmus

This article explores the impact of Catholic confessionalism on humanist scholarship by focusing on the edition of Augustine of Hippo’s collected works produced by the Leuven theologians in 1577–8. This edition replaced Erasmus’ controversial version and claimed to provide an authoritative, Catholic text. Yet an analysis of the paratextual presentation shows that the result was a neutralised Augustine, rather than a paragon of Tridentine Catholicism. The editors avoid controversial theology, while silently copying substantial parts of Erasmus’ censurae and marginal notes. Local politics and publishing interests explain the intriguing survival of Erasmus and exemplify the disparate implementation of Trent in Catholic Europe.

La diffusione dell’Utopia di Thomas More coincide con momenti di straordinaria tensione politica e sociale. La sua fortuna editoriale, col favorire un’ampia circolazione delle idee dell’autore anche negli ambienti vicini alla Riforma radicale, poteva suscitare prima o poi il desiderio di tradurle in pratica. Quando ai primi di maggio del 1525 apparve il libretto luterano contro i contadini tedeschi, la loro rivolta aveva raggiunto la massima espansione. Lutero attaccava con veemenza Thomas Müntzer, associandolo ai contadini nell’accusa di banditismo per delegittimarne l’azione e smascherarlo come falso profeta. Müntzer possedeva tuttavia una cultura notevole e conosceva Erasmo, Platone e probabilmente anche More. La condivisione dei beni, che avvicinava Platone e l’umanista More al cristianesimo evangelico, sarà per il riformatore di Allstedt – diventata l’anti-Wittenberg – un sogno profetico da realizzare in un Regno terreno di Cristo senza empi e peccatori, regolato da principi di moralità e giustizia in coerenza con la parola di Dio. Ma Lutero, con la sua realistica apologia della repressione, poneva le premesse teoriche per il massacro di Frankenhausen e la nascita di un ethos militare della Riforma.

La diffusione dell’Utopia di Thomas More coincide con momenti di straordinaria tensione politica e sociale. La sua fortuna editoriale, col favorire un’ampia circolazione delle idee dell’autore anche negli ambienti vicini alla Riforma radicale, poteva suscitare prima o poi il desiderio di tradurle in pratica. Quando ai primi di maggio del 1525 apparve il libretto luterano contro i contadini tedeschi, la loro rivolta aveva raggiunto la massima espansione. Lutero attaccava con veemenza Thomas Müntzer, associandolo ai contadini nell’accusa di banditismo per delegittimarne l’azione e smascherarlo come falso profeta. Müntzer possedeva tuttavia una cultura notevole e conosceva Erasmo, Platone e probabilmente anche More. La condivisione dei beni, che avvicinava Platone e l’umanista More al cristianesimo evangelico, sarà per il riformatore di Allstedt – diventata l’anti-Wittenberg – un sogno profetico da realizzare in un Regno terreno di Cristo senza empi e peccatori, regolato da principi di moralità e giustizia in coerenza con la parola di Dio. Ma Lutero, con la sua realistica apologia della repressione, poneva le premesse teoriche per il massacro di Frankenhausen e la nascita di un ethos militare della Riforma.

Erasmo, la polemica sull'Antico e l'Italia
di Stefano Colonna

ABSTRACT (it) & (en)

Nel 1528 Erasmo da Rotterdam scrive il Ciceronianus, un testo sulla purezza della lingua di Cicerone che contiene un'invettiva contro la cultura antiquariale applicata in ambito cristiano e ricorda che non si potrà più «[...] effigiare la Vergine madre così come Apelle una volta dipingeva Diana», oppure «Santa Tecla con quella sembianza con la quale si ritrasse Laide» né tanto meno adornare «[...] le nostre chiese  di statue del genere di quelle onde un tempo Lisippo abbellì i templi degli dei [...]».
Veniva così colpita al cuore la pratica del ciceronianesimo praticata dai letterati e dagli artisti italiani dal tempo di Petrarca e poi Coluccio Salutati, Gasperino Barzizza ed Angelo Poliziano e, ancora, in pieno Rinascimento, Pietro Bembo e Iacopo Sadoleto e infine il meno noto, ma sempre indispensabile per i nostri studî, fondamentale contributo di Martino Filetico che, allo studio della perfetta lingua latina di Cicerone aggiunge quello, altrettanto importante, della lingua greca creando un binomio inscindibile che darà luogo alla creazione dell'Hypnerotomachia Poliphili del 1499.
Questo lavacro ciceroniano della cultura antiquariale italiana passava attraverso il recupero dell'archeologia e della letteratura dei classici ma anche e soprattutto del mito di Roma considerata come il centro ideale dell'Antico e anche, nei progetti politici dei papi del Rinascimento a partire da Alessandro VI Borgia, il fulcro della costituenda Italia.
D'altro canto il Sacco di Roma del 1527 fu motivato anche dalla volontà di punire i presunti eccessi della città eterna per cui il Ciceronianus del 1528 sembra sancire l'immediata ratifica degli avvenimenti storici e voler chiudere un'epoca corrispondente alla massima espansione del Rinascimento italiano e della Renovatio Urbis.
La Terza Accademia Romana di Fulvio Orsini cercherà di restaurare nella Galleria Farnese intorno all'anno 1600 la cultura antiquariale in ambito controriformistico grazie agli ossimori “catechistico-didattici” della “Teoria degli Affetti” di Pomponio Torelli ma si esaurirà lasciando il passo alla nascente estetica protobarocca.
Il Ciceronianus è dunque un testo importante anche se finora sottovalutato perché segna l'inizio della fine di quella stagione di felice connubio tra la cultura cristiana e l'estetica antiquariale rinascimentale dando inizio ad un lento ma irreversibile processo di diversificazione iconografica sotto il segno della Riforma e della Controriforma.

Erasmus, the controversy on the Antique and Italy

by Stefano Colonna

ABSTRACT (en)

In 1528 Erasmus of Rotterdam wrote the Ciceronianus, a text on the purity of Cicero’s language which includes an invective against the use of antiquarian culture within the Christian sphere and reminds that it will no longer be possible to “represent the Virgin Mother as Apelles once depicted Diana”, or “Saint Tecla showing the features with which Laide was portrayed”, let alone adorn “[…] our churches with statues of the kind with which once Lysippos embellished the temples of pagan gods […]”.
Thus, a decisive attack was inflicted upon the practice of Ciceronianism carried out by Italian artists and men of letters, since the times of Petrarch, to those of Coluccio Salutati, Gasperino Barzizza and Angelo Poliziano and, furthermore, during the Renaissance, Pietro Bembo and Iacopo Sadoleto, and lastly, the less famous, yet fundamental for our studies, Martino Filetico, who, to the study of Cicero’s perfect Latin language, added that, equally important, of Greek language, creating an indissoluble binomial which will pave the way to the conceiving of the Hypnerotomachia Poliphili of 1499.
This Ciceronian influence on Italian antiquarian culture was aided by the rediscovery of archaeology and classical literature, and especially by the myth of Rome, considered the ideal centre of the Antique and also, in the popes’ political plans during the Renaissance from Alexander VI Borgia onwards, the fulcrum upon which Italy was to be built.
In other respects, the Sack of Rome of 1527 was also animated by the intention of punishing the alleged excesses of the Eternal City, thus the Ciceronianus of 1528 seems to establish the immediate ratification of these historical events and aims to put an end to an era corresponding to the apex of the Italian Renaissance and the Renovatio Urbis.
Fulvio Orsini’s Third Roman Academy will try to re-establish this antiquarian culture in the Farnese Gallery around 1600, thanks to the “catechetical-didactic” paradoxes of Pomponio Torelli’s “Theory of the Affetti”, but it will fade and leave way to the raising proto-Baroque aesthetics.
Therefore, the Ciceronianus is an important text, even if it has been underestimated so far, as it marks the end of that season of prosperous combination of Christian culture and antiquarian aesthetics during the Renaissance, starting a long yet irreversible process of iconographic diversification under the sign of the Reformation and Counter Reformation.

(english translation by Giulia Martina Weston)

Context:
The constant influx of refugees causes dramatic and fundamental changes in socio cultural, political, economic as well as educational landscape of the European Union.
European values such as tolerance and solidarity are put under stress as racial and xenophobic attitudes towards refugees among Europeans seem to prevail. This hostile atmosphere creates the cultural discourse full of stereotypical and prejudiced notions, which are strengthened by the negative portrayal of refugees in the media and popular culture. This inconsistent and negative attitude that refugees receive from the local communities is directly linked to the problem of discrimination.
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Aims:
Being aware of the complexity of the problem, a multinational team for Erasmus + Project, under the title Refugees Matter: from Challenges to Opportunities, consisting of 6 European countries, such as Lithuania, Italy, The Netherlands, Spain and two schools from Turkey, is formed to address the following objectives:
• form an open and balanced perception of refugees and their cultures through research, analysis, counter narratives, intellectual dialogue, and direct encounters;
• transfer, share and gain good experiences as well as useful and manageable practices regarding social inclusion of refugees and the way host countries accept and treat them;
•  focus on such competencies as social and civic responsibilities, a sense of initiative and leadership, cultural awareness and creativity, digital competence, and English language skills.

The target participants:
The Project includes 140 core participants (50 teachers, school staff and 90 students, aged 16-19, directly participating in transnational meetings and students learning/teaching/training activities) and approximately other 400 participants (family members, local authorities, refugees, politicians,  etc.) are  involved into the process of the Project implementation.
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The philosophy of the Project:
The Project seeks to analyse the problem of negative and hostile refugee treatment from different angles so that a holistic approach was formed encouraging students and the communities to obtain balanced views on refugee crisis.  The emphasis is places on the promotion of critical thinking and leadership skills as well as personal initiative with a perspective to make a change in the refugee perception: from prevailing xenophobic and stereotypical attitudes to more tolerant and emphatic ones.

Traditionally, internships are viewed as a supervised work practice and experiential learning where student have the opportunity to apply the previously learnt theories from school in real-life situations. Several studies have been written on the benefits of internship programs and explored the perspective of the interns, schools and different organizations as well. Nowadays, an internship abroad is more seen from the students’ point-of-view as an element of „Erasmus lifestyle experience” than gaining useful, practical work experience in the hotel industry.
There any many factors and stakeholders involved that form the experience of the students who participate in internship programs. Internships in any hotel establishments provide a real sense of working and the Erasmus students have to face different adversities such as culture shock, poor remuneration, longer working hours, lack of rapport with the other workers and other sociocultural adaptation difficulties. Thus, these experiences can determine the future career goals of the interns.
The aim of this paper is to explore the impact of different stakeholders on the experience of the students. Implications for the hospitality industry and educational institutions and suggestions for future studies are offered.

A partir d’entretiens menés auprès d’étudiants effectuant ou ayant réalisé des séjours à l’étranger, cet article se penche sur l’importance de ces expériences dans la construction de soi de ces jeunes adultes. Après en avoir proposé une typologie, il développe des aspects des échanges culturels au cœur de ces expériences. La mobilité étudiante y est envisagée comme une modalité particulièrement intéressante de réponse à la double exigence de l’épreuve de la jeunesse : se construire à travers des expériences à l’étranger tout en restant insérer dans un parcours scolaire et en développant des compétences qui faciliteront l’intégration au monde professionnel.

This paper compares Chaucer's subtle satiric attitude toward pilgrimage and relics in the Canterbury Tales with the more overtly polemical tone of Erasmus's yet more polemical account.  I suggest that the name of the Tabard Inn, from which the pilgrims set off on their trip, is an allusion to one of the most famous of Becket's relics.

Warfare ideologies in Europe basically changed in the Early Modern period. This period  is  the  age  of  Reformation,  of  which  Desiderius  Erasmus  was  one  of  the earliest  prominent  thinkers.  Concerning  warfare,  Erasmus  can  be  understood  as a  representative of pacifism, but at the same time, it can be argued that he was the first reformer with a specific theory of justification of war. In this respect, Erasmus had several followers from every part of Europe, including Hungary. This
Hungarian “apprentice” was István Magyari, who was also the first representative of  Hungarian  military  science.  This  paper  uncovers  and  examines  the  common points of Erasmus and Magyari in their theory of justification of war, and Magyari’s divergence from Erasmus’ thinking.

The Erasmus Programme is a European Union (EU) student exchange programme that aims to boost skills and employability, as well as modernise education, training, and youth work. The Erasmus Impact Study (EIS) aims to answer two major questions. Firstly, it analyses the effects of Erasmus student mobility in relation to studies and placements on individual skills enhancement, employability and institutional development. Secondly, it examines the effects of Erasmus teaching assignments/staff training on individual competences, personality traits and attitudes, as well as the programme's impact on the internationalisation of higher education institutions (HEIs).

I am very excited to announce the publication of a Special issue on “The Uses of History in Religious Controversies from Erasmus to Baronio” (Renaissance Studies, 35, 2021, no. 1).

The journal can be accessed by clicking here (FREE ACCESS for a limited time only): https://onlinelibrary.wiley.com/toc/14774658/2021/35/1 .



Special Issue Articles:

Stefan BAUER:
The uses of history in religious controversies from Erasmus to Baronio;

Stefan BAUER:
Pontianus Polman re-imagined: how (not) to write a history of religious polemics;

Marie BARRAL-BARON:
A Church without history? Luther and historical argument in the context of humanist polemics;

Sam KENNERLEY:
Students of history, masters of tradition: Josse Clichtove,
Noël Beda and the limits of historical criticism;

David V. N. BAGCHI:
The historical argument in early Reformation controversy revisited: the Council of Constance in the writings of Eck and Cochlaeus;

Harald BOLLBUCK:
Searching for the true religion: the Church History of the
Magdeburg Centuries between critical methods and confessional polemics;

Thomas S. FREEMAN:
1077 and all that: Gregory VII in Reformation historical writing;

Gianmarco GIULIANI:
Reformatio or restauratio? The rehabilitation of Pope Gregory VII in Catholic historiography after Trent

En el presente trabajo analizaremos como desde la Unión
Europea se aprueba el Programa Erasmus +, que permite la movilidad
docente en un periodo que comprende 2014-2020. La autora realiza
asimismo, un conjunto de propuestas que permiten una optimización de la
solicitud.

Numbers of students  participating in Erasmus Exchange Programme are constantly increasing. Although the  motives associated with this  programme have been studied extensively,  relatively little is known about academic attractiveness of a host country. The purpose of this paper was identified indicators which have statistical influence on a number  of  students coming to Poland for Erasmus Programme. To find a theoretical explanation of the factor  that makes Poland academically attractive, statistical data analysis was conducted. The findings have implications for those who are responsible for creating the exchange programme and for policy-makers involved in higher education process.

For almost 500 years scholars have been asking “Was Martin Luther a Humanist?” The common answer is “no” because, “It is not an obvious step to turn to Luther as a Christian Humanist. He was renowned or notorious – depending on one’s interpretation – for his debate on the freedom of the will with Erasmus of Rotterdam. ” Therefore, to answer this question one must turn to this infamous debate which seems to clearly decry Luther’s Christian Humanism. However, as in many things, there must be settled an issue of semantics and definitions. Who were these two men? Why this debate? And what is Humanism? Once these questions have been answered, an overview of the Humanist statements within the debate on Free Will published by both Martin Luther and Desiderius Erasmus will be made to determine an answer. Once it is determined if Martin Luther was a Humanist or not, the next logical step is to ask whether or not those who followed Luther, the Lutherans, are humanist. The journey to truth is a long and winding path, but must begin with a first step, and so it begins.

The aim in publishing the European Realm of Education in light of the OBSER-Erasmus project is to present the two years of research conducted among students from five chosen countries of the European Union (Romania, Bulgaria, Poland, Holland, and Great Britain) – all of whom participate in the Socrates-Erasmus program.
The selection of countries participating in the project – done by the European Commission – was not random. For it enables a confrontation of educational markets in regard to the local needs of countries having a relatively brief period of membership in the European Union with the educational markets of the “old Union”.
An analysis was carried out that factors in the degree and correctness of realizing the premises of student exchange within the framework of the Socrates-Erasmus program. At the same time we have undertaken to examine the set of issues associated with the expectations of participants and their understanding of mobility.
The participants of the project were in accord that further realization of the premises of the Erasmus program is becoming a motor of economic development. Here we have in mind if only the support of well-educated staff who understand European realities and who, upon returning to their home countries, thereby become of significant assistance in the local setting. Invaluable is the realm of intercultural exchange, and this is an immanent part of the program. Once again do we apply the thoughts found in the Report to UNESCO of the International Commission on Education for the Twenty-first Century by Jacque Delors, “Learning: the Treasure Within” (1996), which states that higher education is marvelously situated to take advantage of globalization (e.g., its opportunities for cooperation and agreements) in the aim of overcoming knowledge deficits and enriching dialogue.
The subject matter of the report also highlights the need to extend help to participants of the Socrates-Erasmus program so that those individuals unflaggingly continue to upgrade their qualifications. Toward this end we need to create mechanisms that are compatible with the specific requirements of member-countries and that would allow the issue of certificates of knowledge and skills. This is one condition for proper comparison of acquired qualifications. The European Credit Transfer System plays such a role in this area.
By way of introduction to the report we have chosen to offer selected articles that were gathered in the course of discussions and conferences that preceded the presentation of research findings. Individual researchers into the problematic of mobility (understood as the free flow of thoughts, staff, and students within the framework of European Union member-countries) exhibit differing priorities. Moreover, the very term “European Realm of Education” seems to evade definition. For it is a multidimensional, heterogeneous, and dynamic concept. This helps explain the choice of subject material that enables an interdisciplinary examination of the problematic proposed in this publication’s title.
The reader will find here general information that describes the Erasmus program together with accounts of the experiences of both coordinators and participants themselves. Study of these articles will indicate that assuring mobility and the need to care for the multidimensional, utilitarian quality of education (which is the basis of “tomorrow’s competencies”) is an especially difficult challenge in this cognitive civilization.
The authors, in being aware of how swiftly state-of-the-art knowledge and skills lose that status, hold the position that in all fields there is real need to foresee and indicate effective ways to reduce knowledge deficits.

In historiography, the predominant portrayal of Charles V is that of a ruler
hostile  to  the  Reformation.  Various  authors,  notably  those  unfavourably  inclined  towards  the  Habsburgs,  show  him  as  a  defender  of  the  Catholic orthodoxy and an opponent of any heresy. He is alleged to have lacked tolerance and endorsed the papacy, as well as to have used military force to combat Lutheranism. In this context, authors draw attention to the Battle  of Mühlberg (1547), where the imperial army under Charles V’s command crushed the Protestant forces, leaving the battlefield strewn with the bodies  of 8,000 killed and wounded.
In this paper, I seek to revise the false and overly demonised image of the  Emperor, one that is particularly frequently encountered in authors of evangelical provenance. In my opinion, the notion of a militant Emperor-Catholic which the figure of Charles V has come to evoke effectively diverts one’s  attention away from the ideological substrate on which his vision of Christianity evolved: Charles’s religiousness and his association with the teachings of Erasmus of Rotterdam. If this context is disregarded, one cannot hope to  understand the approach of the Emperor to Martin Luther and Lutheranism. Consequently, Charles’s idea of Christianity should be outlined in order to demonstrate how it translated into relations with Luther and his movement. The chief proposition I am going to argue is as follows: influenced by
Erasmus’ thought, Charles V remained open to Christian humanism, understood Lutherans and sought conciliation with them; however, his attitude  was neither appreciated nor acknowledged by the Protestant princes of the Reich, to whom Luther was an instrument allowing to make a bid for greater power and independence, nor was his appeal to the papacy, which rejected everything that was new as a threat to the fossilised dogmas. It is in this light that I will subsequently evaluate the impact that Charles V and Luther  had on the Western civilisation.

Erasmus - Early Modern Moral Philosophy - Renaissance - Philosophia Christi  - St Paul - Augustine - Platonism - Agricola - Taylor - Plato - Aristotle - Cicero - Varro - Stoicism - Epicurianism - Pico - Valla - Montaigne - Coornhert - Lipsius - Geesteranus - Walaeus - Hobbes - Geulincx - Bontekoe - Spinoza - De Courcelles - Pascal -  Theology - Philosophy

The stereotypical image of Marcus Tullius Cicero as the best orator and the worst  poetaster in the history of literature was born as far back as in Antiquity. It swiftly spread with the development of instituted schooling and became an integral part of the portrayal of Graeco-Roman culture, passed down from generation to generation within Western civilization.  In the present paper we shall outline the characteristics of the stereotype of Cicero the Poet along with its influence on Classical Studies and humanistic culture writ large. Special focus will be put on  extracting the very roots of this stereotype. Furthermore, it will be shown that the particular case of Cicero the Poet ought to be reconsidered in the context of a wider process we have been witnessing in recent times: the disintegration of traditional  models which, paradoxically, offers many appealing  opportunities for Classical Studies to better understand the  past and to develop in new, ground-breaking directions.

Art historians have long looked to letters to secure biographical details; clarify relationships between artists and patrons; and present artists as modern, self-aware individuals. This book takes a novel approach: focusing on Albrecht Dürer, Shira Brisman is the first to argue that the experience of writing, sending, and receiving letters shaped how he treated the work of art as an agent for communication.

In the early modern period, before the establishment of a reliable postal system, letters faced risks of interception and delay. During the Reformation, the printing press threatened to expose intimate exchanges and blur the line between public and private life. Exploring the complex travel patterns of sixteenth-century missives, Brisman explains how these issues of sending and receiving informed Dürer’s artistic practices. His success, she contends, was due in large part to his development of pictorial strategies—an epistolary mode of address—marked by a direct, intimate appeal to the viewer, an appeal that also acknowledged the distance and delay that defers the message before it can reach its recipient. As images, often in the form of prints, coursed through an open market, and artists lost direct control over the sale and reception of their work, Germany’s chief printmaker navigated the new terrain by creating in his images a balance between legibility and concealment, intimacy and public address.

This study seeks to investigate and examine the motivations as well as the expectations of higher education exchange students. The motivation of the study is geared at understanding the underlying notion of the so-called Erasmus-generation. The study employed a sample of nearly one thousand international student participants from the European Union and Erasmus+ partner countries for a time frame of one and two semesters long Erasmus+ learning mobilities and traineeship participants respectively. The analysis shows that intercultural competences, language skills and flexibility were the key skills acquired. The findings from this study can be used to aid HR managers, international departments and other stakeholders in planning and decision making.

Studying abroad as part of a degree has become commonplace for many students in European and other developed countries. Universities actively promote opportunities as part of internationalization strategies. Whilst research has looked into the ‘abroad’ aspect of study abroad, there is less literature on the ‘study’ aspect, and in particular, the effects that the period has on academic achievement. This article provides evidence that studying abroad has a beneficial effect on overall academic achievement. The article compares the final degree grades of students at Sheffield Law School (UK) who participated in a year studying abroad, with those who did not. Interviews with students across the period deepen the qualitative dimension to the research by exploring how students felt about their academic experience. Whilst few students opt to go abroad for the purposes of improving grades, most feel that the additional confidence and maturity, alongside deeper knowledge of their subject and a break in the pattern of their studies, contributes to their higher achievement.

El Gran Canciller Gattinara acompañó a Carlos V en momentos muy críticos para la Historia de España y de Europa. Su mano se adivina en la pacificación de Castilla tras la guerra de las Comunidades, en la reconstrucción de la Cristiandad tras el Saco de Roma y el desafío de la Reforma luterana o en la eficaz organización del gobierno de un Imperio de dimensiones gigantescas, que abrazaba Europa y América. Discreto y silencioso, fue -según algunos- el arquitecto oculto del Imperio de Carlos V. Por tal motivo ha sido valorado positivamente o negativamente, como idealista o como refinado maquiavélico. Lejos de fáciles simplificaciones el lector contemplará las luces y sombras de un personaje complejo, humanista, amante de las artes, lector de Erasmo y de Dante pero también supersticioso y dependiente de soñadores y astrólogos para tomar decisiones tanto en su vida privada como en la pública.

This text aims at providing bilingual (Latin-Polish) edition of Erasmus’ letter addressed to John Sixtin (Sixtinus), the Frisian student in England and his friend. The humanist described a dinner party at Oxford which became the learned conversation. In the presence of John Colet, a leader of English humanists, Erasmus presented like a famous poet the improvised “fable” (fabula) about Cain who persuaded the guardian angel to relinquish a few of the celestial grains from the Eden. His speech to the guardian of Paradise appears to be demonstration of rhetorical artfulness. Although his arguments are full of falsehood and simulation, he crushes angel’s confidence and makes him an accomplice in God’s deceiving. Interpreting in the context of early modern rebirth or rise of eloquence, Erasmus’ myth emphasizes primarily a heuristic value of mythological stories and almost persuasive omnipotence of rhetoric.

Bu yazı Türk İşbirliği ve Koordinasyon Ajansı Başkanlığı Balkanlar ve Doğu Avrupa Birimi Temmuz 2019  Yaz döneminde yapılan stajın çalışmasıdır.
Soğuk Savaş sonrası Sovyetler Birliği’nin dağılmasıyla birlikte Avrupa Birliğinde görülen genişleme politikalarından yararlanarak “Visegrad Dörtlüsü” olarak anılan gruptaki ülkelerden Polonya ve Slovakya Avrupa Birliğine 2004 yılında üye olmayı başarmışlardır. Bahsi geçen gelişme ile ekonomilerinde gözle görülür bir değişim olan bu ülkeler üzerine ekonomik alanda bir araştırma çalışması yapılmaktadır. Çalışmanın ana amacı olarak hızla gelişmekte olan Polonya ve Slovakya’nın, siyasi ve ekonomik anlamda ilişkiler geliştirdikleri Türkiye özelinde ekonomik alanda işbirliği fırsatları üzerine odaklanılmıştır. Belirtilen amaç doğrultusunda bu ülkelerde ki eğitim, turizm, inşaat, tekstil ve otomotiv gibi alanlarda çeşitli kurumlardan alınan veriler incelenerek analiz yapılmaya çalışılacaktır.

The relation between body and soul from a topical, rhetorical and literary point of view in some works of Erasmus of Rotterdam. He expressed some thoughts about medicine, physicians and Lutheran faith in the Praise of medicine, Letter to Beatus Renanus and the dialogue Inquisitio.

Введение: в статье отражена необходимость использования инструментов продвижения инновационного образовательного продукта в рамках реализации концепции «Europe of knowledge» на базе интеграции образования, исследований и инноваций.

Материалы и методы: в процессе написания статьи авторами использовались такие методы, как описательный, анализ научной литературы по вопросам продвижения и внедрения инновационного продукта в сфере образования средствами, которые призваны способствовать научной популяризации не только в ученой среде, но и в широких массах гражданского общества.

Результаты исследования: представлена необходимость использования параметров выставочной деятельности для внедрения и реализации образовательных программ («Теmpus», «Erasmus+» и др.) и установления взаимоотношений вузов с представителями бизнес-сообществ из стран-партнеров. Выявлено различие в механизме воздействия в зависимости от характера целевой аудитории (абитуриент, студент или представитель бизнес-сообщества). Представлены элементы стержневых целей стратегии «Europe 2020» (в частности, в контексте приоритета стремительного роста), а также компоненты семи первостепенных инициатив, определяющих схему стратегического развития стран-членов ЕС на период до 2020 г. в сфере образования.

Обсуждение и заключения: компетентно оформленная выставочная экспозиция, грамотно подготовленные рекламно-информационные материалы, работа с представителями бизнес-сообществ и вузами-партнерами в рамках образовательной выставки может значительно повлиять на количество заявок на принятие участия в программе «Создание потенциала в сфере высшего образования». Продвижение инновационного продукта с использованием некоторых маркетинговых инструментов имеет дифференцированный характер, опосредованный особенностями его позиционирования на рынке.

Περίληψη

Οι εκπαιδευτικοί μέσω των ευρωπαϊκών προγραμμάτων Erasmus+ KA1 έχουν τη δυνατότητα να επιμορφωθούν σε άλλες ευρωπαϊκές χώρες, αποκτώντας πολύτιμες γνώσεις και δεξιότητες, χρήσιμες για την προσωπική τους ανέλιξη αλλά και για την ποιοτική αναβάθμιση του σχολείου τους. Καθοριστικό παράγοντα επιτυχίας του όλου εγχειρήματος, ώστε να έχει θετικό και με διάρκεια αντίκτυπο σε άτομα και ομάδες, αποτελεί η πολυδιάστατη διάχυση των σχετικών δράσεων, καθώς και η γόνιμη αξιολόγηση της διάχυσης και του αντίκτυπού του σε κάθε στάδιο εξέλιξής του. Σημαντικό ρόλο τόσο στην επιτυχή έκβαση του σχεδίου όσο και στην αφομοίωση των θετικών στοιχείων που προκύπτουν από την υλοποίησή του παίζει και η κουλτούρα του σχολείου που μπορεί να λειτουργήσει υποστηρικτικά στην όλη διαδικασία. Στην παρούσα ανακοίνωση αρχικά εξετάζουμε θεωρητικά τα περί διάχυσης, αντίκτυπου και αξιολόγησης των προγραμμάτων Erasmus+ και στη συνέχεια παραθέτουμε τα αποτελέσματα που είχε η υλοποίηση ενός τέτοιου σχεδίου στο σχολείο μας σε σχέση με τις προαναφερθείσες παραμέτρους.

Desiderius Erasmus of Rotterdam’s (1466-1536) Enchiridion militis Christiani is widely considered to be one of his greatest works after the The Praise of Folly, and Adagia. The Enchiridion was first written in 1502 as a handbook on how to be a good Christian knight. In this paper I intend to discuss how the Enchiridion reflected upon the English nobility and gentry at the court of the young king Henry VIII of England (r. 1509-1547), and whether or not they in turn responded or reformed their manners to fit the humanist model proposed by Erasmus in the Enchiridion. This paper uses a recently rediscovered English manuscript translation of the Enchiridion which is dated to 1523 and currently housed in the British Library (Additional MS 89149) as its main primary source. In using a contemporary translation to the period in question, I hope to observe how the verbiage of the translator reflects the English views of Erasmus and Humanism in these last few years prior to the beginning of the English Reformation in 1530. Furthermore, I will discuss how this study of the Enchiridion fits into the already extant historiography on the subject, citing a number of monographs and articles dating from the 1960s to the present including Roberto Weiss’s 1967 monograph Humanism in England during the Fifteenth Century, Anne M. O’Donnell’s 1980 study of “The Rhetoric and Style in Erasmus’s Enchiridion militis Christiani”, and James Mearns’s 2010 study of Erasmus’s influences upon other humanists.