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How has the university been discussed between scientific mission, study and education since the beginning of the Bologna reform? The study examines this question using 1130 articles published in the weekly newspaper DIE ZEIT and the journal Forschung & Lehre in the period from 1999 to 2014 as examples. Thus, the connection between »research and teaching« as a description of the university tasks and its function to save and create identity, is taken into account. Furthermore, the study debates how university members and outsiders describe and evaluate the development of the university. The predominantly qualitative argumentation analyses repeatedly resort to descriptive-quantitative results to. Hence, both individual argumentation patterns and general debates around the subject of the university of the present are viewed upon.
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How has the university been discussed between scientific mission, study and education since the beginning of the Bologna reform? The study examines this question using 1130 articles published in the weekly newspaper DIE ZEIT and the journal Forschung & Lehre in the period from 1999 to 2014 as examples. Thus, the connection between »research and teaching« as a description of the university tasks and its function to save and create identity, is taken into account. Furthermore, the study debates how university members and outsiders describe and evaluate the development of the university. The predominantly qualitative argumentation analyses repeatedly resort to descriptive-quantitative results to. Hence, both individual argumentation patterns and general debates around the subject of the university of the present are viewed upon.
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How has the university been discussed between scientific mission, study and education since the beginning of the Bologna reform? The study examines this question using 1130 articles published in the weekly newspaper DIE ZEIT and the journal Forschung & Lehre in the period from 1999 to 2014 as examples. Thus, the connection between »research and teaching« as a description of the university tasks and its function to save and create identity, is taken into account. Furthermore, the study debates how university members and outsiders describe and evaluate the development of the university. The predominantly qualitative argumentation analyses repeatedly resort to descriptive-quantitative results to. Hence, both individual argumentation patterns and general debates around the subject of the university of the present are viewed upon.
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Der abschließende dritte Teil des interdisziplinären Symposions, in dem die Zeit vom Ersten Weltkrieg bis zur Machtergreifung der Nationalsozialisten behandelt wird, beschäftigt sich vor allem mit dem Phänomen des Antisemitismus in der Weimarer Republik und in Österreich, der sich in den verschiedenen Bereichen der Politik und Kultur (Literatur, Volkskunde, Musik) niederschlägt. Nicht unbeinflusst davon bleiben die innerjüdische Debatte sowie die Versuche jüdischer Autoren, in ihrem Werk einen eigenen jüdischen Standpunkt zu formulieren. Der Ausblick auf die Zeit nach 1945 zeigt, wie konstant stereotype Bilder des 'Jüdischen' auch bei gewandelter Einstellung die literarische Darstellung bestimmen. The third and final part of this interdisciplinary symposium deals with the period from the first World War to the ascendancy of the National Socialists, and concerns itself largely with the phenomenon of anti-Semitism in the Weimar Republic and in Austria and the way this is reflected in various areas of politics and culture (literature, ethnography, music). These developments are shown as having an influence on the debate between Jewish authors, artists and politicians themselves and on their attempts to formulate a specifically Jewish standpoint. A look beyond the year 1945 illustrates how stubbornly stereotyped images of what is 'Jewish' persist in literary works, despite the changes in attitude.
Jews --- Antisemitism --- Jews in literature. --- History --- Jews in literature --- Congresses
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