INHALT

Editorial … 7-10

I. Abhandlungen

Tina Maurer:
Universitätsrefom im Mittelalter. Wesen und Inhalt anhand französischer und deutscher Beispiele … 11-25

University reforms are decisive not only for their own respective development but also for the durability of the university as an institution. In the Middle Ages, different stakeholders were responsible for university reforms, all of them having distinct aims and reasons: In the first place, the church approached reforms because of its guardian role to keep university education in line with orthodoxy. Secondly, teachers and students were responsible for the reformation of university constitutions, including reassessments and simplifications. Thirdly, several clerical and secular authorities – serving as patrons or even founders – achieved to take possession of their university by means of reforming. These reformations intended to assure knowledge for the sake of domination. Both the older universities in France, developed by habit, as well as the younger ones in the German Empire, often founded by sovereign princes or other local rulers, provide examples of four main reasons for reform: 1. Christian orthodoxy of education and degrees, 2. scholars’ discipline and internal order, 3. attraction of the studies and 4. reassessments and simplifications of the university’s constitution. It led to three steps of medieval university reforms: after (I) the internal consolidation as an institution follows a period of (II) regional alignment and one of (III) territorial integration. The first arrangements for the consolidation of a universitary studium can already be defined as a reform, e.g. the adjustment of a university’s constitution or the reconstruction of an interrupted or aggrieved studium. The same holds true for rearrangements of universities, even though neither changes that served as consolidations of a university nor as reconstruction after a break-up were called ‘reform’. The fact that only new foundations of universities in the Middle Ages were explicitly designated as ‘reform’ is based upon the ideal conception of university which was first of all only an arrangement of a studium as university, not a university reform defined in the article.

Sebastian Kusche:
Konfessionalisierung und Hochschulverfassung. Zu den lutherischen Universitätsreformen in der zweiten Hälfte des 16. Jahrhunderts … 27-44

The 16th century was one first epoch of reforms for the german universities: The reforming impact of humanism as well as the modernizing effect of the Reformation and the far reaching curricular and methodical reforms of Melanchthon and Sturm (both at Catholic and Protestant universities) were followed by one last reform on some Lutheran universities (for example Wittenberg, Leipzig and Tübingen) that aimed at a renewal of the Lutheran church in the competition of the three denominations in the old Reich. The comparison of the policy of the german lutheran princes on their universities in the second half of the Reformation-century points out specific features of Lutheran university-reforms, mainly concerning the institutionalization of the early modern states influence in the constitutions of the universities. The historical research shows, that special political and ecclesiastical circumstances have led to different strategies of the authorities to strengthen their access. It also makes clear, that the reality of the university-orders was far off the political requirements. At older universities, as Leipzig and Wittenberg, a traditional understanding of academical autonomy was still alive and limited the interventions of the early modern state. Researching this aspect could help to provide a reasonable outlook on the Lutheran universities in the 16th century, which were more than „institutes of the state“.

Eckhard Wirbelauer, Norbert Schappacher:
Zwei Siegeruniversitäten: Die Straßburger Universitätsgründungen von 1872 und 1919 … 45-72

Two victories resulting in two universities, of different nationality and language, but in the same city of Strasbourg, even in the same buildings: this is the rather exceptional constellation addressed in the present article, confronting the Kaiser-Wilhelms-Universität founded after the German annexation of Alsace in 1871 with the French Université de Strasbourg that was newly installed after World War I. Referring to existing literature as well as preliminary results of ongoing research, the initial founding periods of both universities are highlighted from different points of view, such as language issues, the situation near the respective national border, regional alsatian agenda, religious peculiarities, national(istic) discourses, claims to being a model university, etc. Several disciplinary specificities are mentioned. They characterize both universities, esp. in their beginnings, and are often related to the unusually young and competent professorial staff that was selected to give life to these prestigious national institutions. Their attitudes with respect to the preceding war and victory, which had cradled the universities, deserve particular attention; they determined their agenda, from questions of teaching all the way to research goals and practice.

Moritz Mälzer:
„Die große Chance, wie einstens die Berliner Universität so heute eine Modell-Universität zu schaffen“. Die frühen 1960er Jahre als Universitätsgründerzeiten … 73-92

In the history of the German universities the early 1960s represent a period of transition. In response to the growing numbers of students the German Council of Science and Humanities recommended the foundation of several new universities. The article deals with three memorandums for new institutions of higher education that were published in reaction to this recommendation: Hans Werner Rothe’s plan for a new campus-university in Bremen, the Council of Science and Humanities’ proposals for “Kollegienhäuser” and a new kind of research university, as well as the memorandum of the Federal Association of Student Unions for new universities. All three memorandums reflect the initial euphoria that was connected with the creation of new universities. At the same time they represent very different approaches to adapt the university to the needs of their time.

Gregor Pelger:
„Eine einzige ununterbrochene und noch nicht abgeschlossene Tragödie“. Über die Durchsetzung der Wissenschaft des Judentums im 19. Jahrhundert … 93-109

The Wissenschaft des Judentums (scientific study of Judaism) appeared in the early 19th century in Germany and claimed in its specific academic program a juxtaposition of the recently developed historical-critical hermeneutics and the demand for total political emancipation. For Leopold Zunz, one of the founders and most famous protagonists of the Wissenschaft des Judentums, the refusal of political equality for the Jews caused a neglect of their science and on the other hand only the academic study of Jewish history, culture and religion could bring the desired equal status. Otherwise the Jewish academic staff remained small in Germany through the 19th century. For example in Prussia, the access to university was possible only for a short period of ten years between 1812 and 1822 until an order of the cabinet refused any Jewish academic participation in higher ranks. The status of ‘full professor’ required the Christian faith. On this background the situation for scholars of the Wissenschaft des Judentums was even worse. Since the 1820s scholars like Zunz had started various attempts to establish a chair for the Wissenschaft des Judentums which all tragically failed. In the first place the essay describes the troublesome and unweary enterprise for academic representation by various scholars of the Wissenschaft des Judentums. Furthermore the text takes a closer look on the different approaches of the various attempts. The diversity of scientific attitudes within the Wissenschaft des Judentums led finally to different forms of rabbinical seminaries, which appeared since the 1850s and offered exceptional opportunities for the academic study of Jewish history, culture and religion during the 19th century.

Jan Jeskow:
Die Universitätsfinanzierung in Preußen und Thüringen in der Zwischenkriegszeit … 111-137

Until today the scientific university history largely neglects the governmental demand for the regulation of science by financial subsidization and its long- and short -term effects on university profiles. However financial resources give an ideal opportunity for reconstructing and comparing interpersonal and inter-institutional relations, dependencies and priorities. Firstly, the article analyses the general conditions of the financial administration and assesses the management at the university level after the First World War. Using an institutional and administrative perspective, it focuses especially on governmental accesses of the Reich and the Länder to the university budget and on the results of these impacts. Secondly, on a micro level it examines changes of university research profiles by analyzing the governmental subsidization of particular subjects. Did a one-sided transfer of functions occur in support of largescale research at non-university research institutions and did the fundamental research at universities become less important? Did the scientific discourses – especially during the period of National Socialism – become homogenized to such an extent that only few paradigms were dominating? And which role did the political and the personal acceptance of scientists play in the process of subsidization? Or did a competitive situation exist between scientists at universities and at non-university research institutions within the political power structure of the national-socialist polycracy? To what extent could the scientific system of National Socialism be regarded as functionally working?

Jorunn Sem Fure:
Die Universität Oslo während der Besatzungszeit. Neuordnung, Anpassung, Kollaboration und Widerstand … 139-154

The German occupation of Norway had some dramatic effects for the university in Oslo. The joint attempt from the German occupation authorities and the Norwegian collaboration government, based on the Norwegian Nazi-party, to change Norwegian political, cultural and academic life according to national socialist values and political programs, put the academic leadership, professors and students in a difficult position. Strategies of coping ranged from flight and exile, underground resistance work and open protest to negotiations aiming at minimizing the level of pressure and conflict. The strategy of open confrontation, driven by an activist circle of professors and students, resulted in the ultimate conflict, whereupon Reichskommissar Joseph Terboven in November 1943 closed the university and arrested 20 professors and 1.200 students, of which 650 were later deported to the Concentration camp Buchenwald and an SS-school in Sennheim. The students, who were seen as an Aryan elite with a great potential in the future of a Greater Germanic unit, were partly subjected to political re-education and partly treated as political prisoners. The attempts to change the university and its recruitment policy into a political instrument for national socialist academic interests could claim some successes, but although even after the arrest of the elected Head Master and his replacement by a party member, the conflicts dominated and the climax ended with the student deportation, which ultimately cost 17 lives.

Peter Burg:
Das Projekt einer Europäischen Universität des Saarlandes (1948-1957) im Spiegel eines ‚saar-französischen’ Memorandums … 155-175

In its first term in 1949 the European Council recommended the establishment of a European University. The project gained support in some universities, especially in the University of the Saarland, which had been founded with substantial French support in 1948. The recommendation harmonized with the concepts of the government of the Saarland headed by Johannes Hoffmann, who had adopted the idea of European integration as his political guideline and intended a status of autonomy for the occupied country. A memorandum written in this spirit by a French Father of the Society of Jesus, who was of origin from the Saarland, suggested to search for a Europe-based solution. The policy of the university, which was dominated by the French in the decade of its founding, corresponded exactly to the ideas developed in the memorandum. When J.-F. Angelloz, a French scholar of Germanic philology, was rector, the European character of the university was being emphasized. As an example, the university installed departments devoted to international comparisons and founded an institute of European studies as a “crown and symbol of the univer-sity”. The lectures were given in German and French, rarely also in English. Professors were preferably hired from foreign countries and there was an uncommonly high percentage of international students. International relations were intensely cultivated in academic affairs and in research. However, the financial sup¬port expected from European institutions failed to be realized and finally the project of a European University of the Saarland was abandoned when the citizens of the Saarland voted against the European Saar statute in 1955. In the opinion of the advocates of the project such a university had to be the “soul of Europe”. It becomes evident, how far the enthusiasm for Europe has been superseded by a more realistic down-to-earth approach.

Heike Bungert:
Globaler Informationsaustausch und globale Zusammenarbeit: Die International Association of Universities, 1950-1968 … 177-191

In 1950, the International Association of Universities (IAU) was founded as a forum for global cooperation, networking and intellectual exchange. The article explains the impetus for founding the organization, delineates the IAU’s operational mechanisms, and examines the areas in which the IAU became mainly active, i.e. the realms in which global exchange seemed especially necessary.

II. Editionen

Jürgen John:
Geistiger Neubeginn? Eine Jenaer Denkschrift 1945 über die Rolle der deutschen Intelligenz … 193-239

The edition presents a memorandum written by four professors of the Jena University in late summer 1945 after the breakdown of the NS-regime and before the reopening and denazification of the German universities. The memorandum discusses the behaviour of the German intellectual elite (“Intelligenz”) during the “Third Reich” and her destination for the intellectual reconstruction of Germany. The memorandum is a very prominent, characteristic and evident example for the mental pattern of the “pure remained spirit” wide spread in the university milieu, for the efforts of the university elites to explain the relations between “power and spirit” during the “Third Reich” in another, a contrary sense, and for their pretension of mental leadership. The introducing text describes and discusses the background and the context of the memorandum, the careers of its authors and the mental surroundings of the debates about the “mentally new beginning” and the “idea of university” in the post war time.

III. Miszellen

Hartmut Röhn:
„… Damals waren hier andre Zustände“. Julius Hoffory an der Friedrich-Wilhelms-Universität zu Berlin (1883-1892) … 241-251

Julius Hoffory, born in Denmark in 1855, studied from 1873-1880 in Copenhagen, Strasbourg and Berlin under Konrad Gislason, Ludvig Wimmer, Bernhard ten Brink, Karl Müllenhoff and Wilhelm Scherer. In 1883, he was appointed lecturer in Nordic languages and literature at the Friedrich-Wilhelms-Universität. In 1887 he became professor in this field, which meant the final establishment of Nordic studies in Berlin. A terminal illness forced him to retire already in 1892. He died in 1897 at the age of only 42. His academic work is accordingly limited. His linguistic studies are more important than his literary ones, which are considered outdated today. His most prominent disciple, Andreas Heusler (1865-1940), followed him in the chair. More important than his academic studies was Hoffory’s commitment to spreading modern Scandinavian literature in Germany. In cooperation with Samuel Fischer he founded the Nordische Bibliothek (1889-1891, 17 vol.), and introduced contemporary Scandinavian authors in Germany for the first time. He made a decisive contribution to the final breakthrough of Henrik Ibsen in Germany.

IV. Aus den Universitätsarchiven

Frank E. W. Zschaler:
Das Eichstätter Universitätsarchiv – neue Institution in einer alten Wissenschaftslandschaft … 253-256

The University Archives of the Catholic University Eichstätt-Ingolstadt were officially established in 2004. First discussions on the necessity of an archives foundation started already about ten years before on the initiative of two historians, Rainer A. Müller (early modern history) and Heinz Hürten (modern and contemporary history). In 2000 their concept could be realized in a more informal kind. Today the archives are an operating unit of the university, open for scientific and public use. The collections include files, pictures and other material from the central administration, departments and institutions and partly of the predecessors of the university, a college of philosophy and theology and a college of education, since 1950, as an exception since 1900.

V. Rezensionen

Thomas Woelki:
Stadt und Universität im europäischen Mittelalter. Zu einigen Neuerscheinungen … 257-259

Reinhard Mehring:
Berliner Universitätsphilosophie im späten Wilhelminismus. Neue Quellen … 259-266

Björn Hofmeister:
Nation, Wissenschaft und Politik. Professoren und Studenten zwischen Jahrhundertwende und Zwischenkriegszeit … 266-268

Levke Harders:
Marginalisierung in Wissenschaft und Wissenschaftshistoriographie … 268-273

Manfred Straube:
Neupublikationen aus Jena zur Universitäts- und Wissenschaftsgeschichte … 273-277

Rafael Ramis Barceló:
The Beginnings of the Legal Institutionalization of the University and the Birth of the Jurist Before Modernity ... 277-280

Vincent Sieveking:
Kumuliertes Inhaltsverzeichnis des JbUG, Bände 1 (1998) – 12 (2009) … 281-294

Autorenverzeichnis … 295-296