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The role of educational programmes and their influence on personal development (self-education) is indisputable. The aim of this article is to reflect on my personal experiences from a summer school completed in July 2023 at Oxford University. Using a very specific example, I try to explain the motivations that led me to attend the summer school and the possible practical effects in my professional and personal life. Numerous discussions and debates with colleagues from very different cultural backgrounds were very beneficial during my stay in Oxford. As part of these debates, reflection of practice, sharing of experiences, but also guided activities within the educational programme, I will try to describe several areas in which I observe contribution and benefit. Finally, I will use a practical example (essay) to show how the discussions in this course influenced me in thinking about problems and stimuli in my professional life while working on a development co-operation project in Kenya.

The role of educational programmes and their influence on personal development (self-education) is indisputable. The aim of this article is to reflect on my personal experiences from a summer school completed in July 2023 at Oxford University. Using a very specific example, I try to explain the motivations that led me to attend the summer school and the possible practical effects in my professional and personal life. Numerous discussions and debates with colleagues from very different cultural backgrounds were very beneficial during my stay in Oxford. As part of these debates, reflection of practice, sharing of experiences, but also guided activities within the educational programme, I will try to describe several areas in which I observe contribution and benefit. Finally, I will use a practical example (essay) to show how the discussions in this course influenced me in thinking about problems and stimuli in my professional life while working on a development co-operation project in Kenya.

The life of John Henry Newman occupies almost the entire span of the XIX century. He was an Oxford man until 1845, date of his conversion to Catholicism. In 1851 he was involved in the development of what would be the Catholic University of Ireland, whose aim was to educate young English-speaking Catholics from various parts of the world. The enterprise, with Newman at its head, lasted only a few years, but his speeches and articles written to prepare the reception of this initiative and to transmit his vision of what this new university center was called to be, remained. They form the basis for his well know work, “The Idea of a University”, a reference text for any person involved with university life., John Henry Newman vivió en la casi totalidad del siglo XIX. Fue un hombre de Oxford hasta 1845, en que se convierte al catolicismo. En 1851 se embarca en la puesta en marcha de la Universidad Católica de Irlanda, pensada para acoger a jóvenes católicos de habla inglesa de diversas partes del mundo. La empresa, con Newman a la cabeza, dura muy pocos años, pero permanecen los discursos y artículos que redactó para preparar el terreno y transmitir cómo quería que fuera ese nuevo centro universitario. De ahí surge la conocida obra Idea de una Universidad, texto de referencia para cualquier persona relacionada con la vida universitaria.

Předkládaná práce se zabývá literaturou v hrabství Oxford ve Velké Británii. Seznamuje čtenáře s popisem měst v hrabství Oxford a detailně popisuje Oxfordskou univerzitou. Předkládá fakta o spisovatelích, kteří zde žili či studovali a popisuje publikace, které byly napsány o tomto kraji. Pozornost je zaměřena hlavně na autory, kteří psali o studentském životě na univerzitě v Oxfordu. Konkrétně se jedná o autory, Dorotha L. Sayersová, Max Beerbohm, Matthew Arnold, Brandon Thomas a Thomas Hardy. Práce předkládá detailní popis děl uvedených autorů a jejich analýzu. Cílem této práce je zmapovat výše uvedené a rozebrat anglická dila, prózu, drama, poezii, výše zmíněných autorů. Cílem analýzy je dokázat autorův vztah k hrabství Oxford., The submitted paper deals with the literature in Oxfordshire in Great Britain. It supplies the reader with the descriptions of settlements in Oxforshire and a detail description of Oxford University. It gives facts about authors who lived in Oxfordshire or who studied there and it also describes publications which were written about these places. Attention is payed to the authors who wrote about student's life at the Oxford University. Specifically the authors are Dorotha L. Sayers, Max Beerbohm, Matthew Arnold, Brandon Thomas and Thomas Hardy. This paper gives a detailed description of their works and analyzes them. The aim of the paper is to describe the above mentioned, analyzed English publications, novels, plays and poems and the aim of the analysis is to prove the writer's relationship to Oxfordshire., Katedra anglistiky a amerikanistiky, Dokončená práce s úspěšnou obhajobou

Reprinted from the Indiana Magazine of History, Vol. 52, Beard discusses how he and Walter Vrooman founded Ruskin College, a British labor center where the workingman's education cound be pursued

Before coming to SAIS, Dr. Leonard was a self-proclaimed east Tennessee hillbilly from Kingsport, Tennessee going to the University of Tennessee. During that time, he says the most important person was Ghandi and he wanted to live in one of Ghandi’s ashrams. So during his junior year he applied and got accepted to one of the ashrams, but Ghandi was killed during January of his senior year. He was less interested in going to India then because he couldn’t meet Ghandi. He heard that there was an Aramco scholarship, Arabian American Oil Company scholarship, to SAIS…which he applied for and got. He came up to SAIS Easter weekend to interview with Colonel Bill Eddy, who was the first minister to Saudi Arabia and was on the board of SAIS. At that time, he says, SAIS and the Middle East industry were very closely integrated. SAIS was located at its old address on Florida Avenue and the Middle East Institute was on 16th Street. A graduate of the class of ’48, Bill Marsh (sp?), was executive secretary of the Middle East Institute. Dr. Leonard was at the Middle East Institute at SAIS and started the study of Arabic at SAIS with George Mecdesey (sp?), who was a Lebanese kid brought up in Detroit. Mecdesey’s family sent him back to Lebanon when he was 13 or 14 to be a Jesuit priest. Mecdesey was studying and was about 20 when World War II began. He signed up at the embassy and was drafted. Though he knew Arabic and French, the army sent him to the South Pacific. Mecdes]sy was so impressed by the young counsels at the embassy that he decided that that was what he wanted to do. While he was in the army, he met a good Meronite girl from Detroit and they got married. They started having children and eventually had around 11. He came to Georgetown to do the Foreign Service masters and taught at SAIS to help support his family. Mecdesey later went to Princeton where he had a fight with Hiti (sp?). Mecdesey corrected Hiti in class and Mecdesey was right so Hiti hit the ceiling. Accord

Duque de Osuna e Infantado, Copia de la ed. de Oxford de 1674, La h. 41 plegada

Las vistas de óptica fueron un género especial de grabado originario de Inglaterra ampliamente difundido en Europa durante la segunda mitad del siglo XVIII, destinadas a ser vistas a través de cosmoramas como una forma de entretenimiento, http://catalogue.bnf.fr/ark:/12148/cb41463152s/PUBLIC (9/3/2011), Las vistas de óptica fueron un género especial de grabado originario de Inglaterra ampliamente difundido en Europa durante la segunda mitad del siglo XVIII, destinadas a ser vistas a través de cosmoramas como una forma de entretenimiento

Las vistas de óptica fueron un género especial de grabado originario de Inglaterra ampliamente difundido en Europa durante la segunda mitad del siglo XVIII, destinadas a ser vistas a través de cosmoramas como una forma de entretenimiento, Inscripción al pie: "62.e VUE D'OPTIQUE Representant / Omnium Sanct.rum Basilica, in Universitate urbis Osfordiae = L'Eglise de tous les Saints dans l'Université d'Oxford.", Las vistas de óptica fueron un género especial de grabado originario de Inglaterra ampliamente difundido en Europa durante la segunda mitad del siglo XVIII, destinadas a ser vistas a través de cosmoramas como una forma de entretenimiento

Être étudiant dans une filière d’élite implique-t-il de développer un rapport éthique au monde social ? À partir d’une enquête comparée sur les représentations du monde social chez les étudiants de Sciences Po Paris et de l’Université d’Oxford, le présent article vise à éclairer les systèmes de justification mis en œuvre par les étudiants scolarisés dans ces établissements. L’analyse met au jour l’émergence d’un principe de légitimation des inégalités sociales alternatif au mérite : celui de la responsabilité, qui permet aux élèves de résoudre la tension entre les privilèges exorbitants dont ils bénéficient et le constat d’inégalités sociales et scolaires accrues. Toutefois, alors que l’on s’attendait à ce que ce sens de la responsabilité soit tourné vers l’institution, il apparaît avant tout tourné vers le « self », c’est-à-dire vers le développement et l’épanouissement personnel de l’individu. C’est particulièrement le cas des étudiants d’Oxford, pour qui la légitimité collective dans un contexte caractérisé par des fortes inégalités sociales tient à la morale de chacun. Par ailleurs, le discours des étudiants atteste, notamment en France, de la prégnance d’un discours de la responsabilité à l’égard de la société, qui joue à la fois comme justification et comme signal distinctif. De ce point de vue, l’analyse du principe de responsabilité atteste de la pertinence des analyses sur l’importance de la dimension morale dans les processus de construction de la distinction sociale., To what extent does morals still matter for students in elite institutions today? Drawing on a comparative ethnography, this article explores the different ways Oxford University and Sciences Po Paris students explain and justify their social status and position. Comparing their social representations of the school system and Labour market, it appears that responsability emerges in both cases as an alternative principle of justification to the traditionnal concept of merit. This sense of responsability then allows students to diminish the tension between their own privileges and the recognition of increasing social inequalities, when the rhetoric force of merit has been weakened by the unjustice of social reproduction. If the definition of responsability provided by students varies between institutions, the emergence of this notion confirms the existence of a moral dimensions associated with the process of internalizing social distinction, when literature on elites focuses on cultural and economic dimensions.

A bifolium from a Passional made at and for a religious community in the north of England, c. 1150. A ‘Passional’ was a liturgical book containing Lives of saints (including accounts of their martyrdoms or ‘passions’) to be read on their feast days throughout the year. This fragment contains part of the Life of S. Sylvester. After the Dissolution of the English monasteries (1538-9), many books such as this were pulled to pieces and the parchment reused, in this case as a wrapper for administrative documents relating to the estates of a secular lordship in the north-west of England. Acquired from an unnamed friend, probably in the 1950s, by Sir Roger Mynors (d. 1989), Corpus Professor of Latin at Oxford University; acquired from his estate by Prof. R. M. Thomson.