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The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

This paper studies how the concept of "Diversity, Equity & Inclusivity" (DE&I) has been instrumentalised "in lieu" of effective policies to tackle racism and racial inequity in Higher Education and in particular in Library and Information Science (LIS). The author takes stock of the research output devoted to this topic in Social Sciences and Humanities (SSH) in order to ascertain European LIS's involvement in it or lack thereof. The paper analyzes the results of a preliminary qualitative survey of some European LIS scholars on how racially and ethnically "diverse" their departments and student population are.

How do European Arts and Humanities (A&H) graduates contribute to their economies and societies? This paper aims to answer this challenging research question by analysing data from the 2018 pilot Eurograduate survey of graduates. The article explores the monitoring of employment dynamics and considers the labour market outcomes of A&H graduates compared to other graduate groups. Our analysis enables an understanding of the utilisation of A&H graduates' knowledge and skills in the current employment market (job-qualification match) and more specifically, their contribution to legal, social and cultural occupations. The dataset variables enable an exploration of the multiple contributions made by A&H graduates to other aspects of contemporary society. Specifically, we examine graduates' volunteering activity during and after their degree, alongside other forms of civic engagement, including political and social action. The findings contribute to the broader debate on the value and impact of A&H degrees beyond measurements of graduate earnings.

To what extent are differently 'Europeanising' school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised "Schola Europaea" and state-organised schools with a European profile in Germany (Europaschulen). I argue that solidarity is anchored in universalising ideals of humanitarianism, intercultural harmony, and political participation centred around the individual and her skills rather than a sense of a 'thick' pan-European community. The 'transnational' scale of solidarity manifests as interpersonal relationships beyond national affiliations, based on affective, religious, and ethical commitments to vulnerable others or on rational political action to ensure human and civil rights. Meanings and scales of solidarity are decoupled from the Europeanising ethos of the schools and from the different organisational logics in which they are embedded; instead, they reflect the disciplinary logics of the school subjects and curricular contexts where they are most often mobilised: religion, ethics, and politics. The paper ends with a discussion of these findings within broader debates on transnational solidarities and Europeanisation in education.

The slogan that prefaces the paper provides the theoretical caveat for the tensions, limitations, and contradictions of academic discourses in conjuring the daily realities of the era of the ‘refugee crisis' in Greece. This paper has the form of a dialogue between a sociologist and photographer (Myrto) and a political theorist and activist (Anna) who investigate different forms of the ways the ‘refugee crisis' is changing the socio-political landscapes in Greece. The multiple aspects of our identities provide valuable tools with which we unpack the multiple and contradictory narratives of researching, learning, and disseminating in the current milieu. In particular, we are interested in the ways we shape knowledge and the tension between the epistemological and the ontological ways of knowing. In other words, by moving from theory to praxis and back, we are attempting to reconcile the problem of knowing and the problem of being part of a specific crisis milieu. For example, how can we use crisis as a research methodology? What can we learn from the ongoing ‘refugee crisis' in relation to issues of citizenship, belonging, and the future of the European project? Furthermore, the paper attempts to transcend discursive borders between social sciences and the humanities by analysing the deeply performative, situated and embodied practices of doing research in moments of crisis. For example, how to navigate multiple, and at times contradictory, aspects of one’s identity without returning to outmoded discourses of positivism and objectivity? [ABSTRACT FROM AUTHOR]

The recognition that geo-technologies are playing an increasingly important role in historical research led to a meeting in Barcelona in December 2007, attended by fifty leading academics and GIS practitioners from Europe, with additional representation from leading North American experts. The conference benefited from previous meetings in Florence (2000), Ghent (2002), Amsterdam (2004), Belfast (2005), Berlin (2006), and Mainz (2007). The three-day Barcelona conference had three key aims: (1) to survey the use and maturity of historical GIS; (2) to hold an inclusive, facilitated discussion on the feasibility and requirements for a European historical GIS; and (3) to develop a white paper on how to advance historical GIS within Europe. A network of networks was a major proposal to come from the Barcelona meeting, and its outlines and rationale are advanced in this white paper. [ABSTRACT FROM AUTHOR]

The Humanities have a problem with visibility both in the public sphere and in the academic system itself, and they have an organisational problem when compared with other sections of the academic system. They also have a funding problem, particularly in a European context, i.e., in the framework of the European research policy. The topic of this position paper is the essential role of the Humanities when dealing with the European project, the framing of Europe. In this respect, in contrast to the natural and social sciences, the Humanities need specific models of research funding, more individualised and of more interdisciplinary character. Additionally, they may need more multi-national centres for advanced studies on a European level, thus also solving their visibility and organisational problems. [ABSTRACT FROM AUTHOR]

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Abstract This paper proposes transparency and reflexivity as two principles to be incorporated in initiatives wherein data from multiple national contexts are integrated. The necessity of these principles is derived from an ongoing study tasked with identifying and describing national bibliographic databases for research output within the social sciences and humanities (SSH) in Europe. The study is carried out within the context of the COST Action "European Network for Research Evaluation in Social Sciences and Humanities" (ENRESSH). Within ENRESSH, it is emphasised that national bibliographic databases can be instrumental in enhancing the visibility of research within SSH. Hence, one of the aims of ENRESSH is to identify and describe currently existing databases and eventually design a roadmap for a European database that would include data on research output within SSH from different European countries. The study shows that there are considerable challenges in merely acquiring a basic description of the content of databases embedded in different national contexts. To make sense of the content it is necessary to acknowledge the role of context in information systems. Emphasising context, as will be shown, it is possible to elucidate the nature of the encountered challenges as well as to highlight aspects to be incorporated in designs of research information systems. [ABSTRACT FROM AUTHOR]

The application of e-Science technologies to disciplines in the arts and humanities raises major questions as to how those technologies can be most usefully exploited, what tools and infrastructures are needed for that exploitation, and what new research approaches can be generated. This paper reviews a number of activities in the UK and Europe in the last 5 years which have sought to address these questions through processes of experimentation and targeted infrastructure development. In the UK, the AHeSSC (Arts and Humanities e-Science Support Centre) has played a coordinating role for seven projects funded by the Arts and Humanities e-Science Initiative. In Europe, DARIAH (Digital Research Infrastructure for the Arts and Humanities) has sought to develop a deeper understanding of research information and communication in the arts and humanities, and to inform the development of e-infrastructures accordingly. Both sets of activity have indicated a common requirement: to construct a framework which consistently describes the methods and functions of scholarly activity which underlie digital arts and humanities research, and the relationships between them. Such a ‘methodological commons’ has been formulated in the field of the digital humanities. This paper describes the application of this approach to arts and humanities e-Science, with reference to the early work of DARIAH and AHeSSC. [ABSTRACT FROM AUTHOR]

This paper reviews the current status of medical humanities courses in Canadian undergraduate medical school curricula as a foundation for ethics and professionalism training. It studies relevant literature and compares the course offerings of the 17 Canadian medical schools as presented on the official school websites and course calendars. It discusses how medical humanities courses have grown to become an integral part of the medical education syllabus in many schools. Programs specifically dedicated to humanities are also reviewed. [ABSTRACT FROM AUTHOR]

In the last twenty years the educational policy of the European Union has sought two objectives: on the one hand, to make the citizens aware of the common European identity and on the other hand, to enable them to make Europe the most dynamic and competitive knowledge-based economy in the world. Education is seen as the most effective tool to face the current challenges in Europe in the context of globalization and economic crisis. It is therefore essential to raise the proper orientation to the present European Education crossroads. The hypothesis of this paper is that the education policy raised at European level does not respond with rigor and depth to the current challenges in Europe since it is predominantly subject to a target of economic progress and growth and to a professional training. Neither does it propose a comprehensive education within a code of ethics that achieves to alleviate the profound moral failings of the current crisis, their breeding ground consisting of nihilism and moral relativism. [ABSTRACT FROM AUTHOR]

This article provides an introduction to the 20th Anniversary Special Issue of the Journal of Classical Sociology. It begins with some brief observations on the key developments that have shaped the disciplinary core of sociology over the past decades. It goes on to reflect on the role of classical sociology in Europe and beyond, drawing attention to its continuing presence in British and Anglo-American intellectual circles. Far from existing in a bubble of academic ivory towers, the paradigms emerging from disputes in the social sciences in general and in sociology in particular are profoundly shaped by wider historical trends – notably those influenced by different forms of collective action, as illustrated in the impact of social movements on the university sector in the late 1960s. In light of recent calls for 'the decolonization of academia', we ask to what extent sociology can, and should, strive to go beyond the hegemony of the 'Western' canon. Having given a succinct overview of the 20-year history of JCS, we elucidate the different formats of the material published in the journal, stressing the importance of editorial flexibility. On a more substantive note, we point out that the thematic scope of the work published in JCS has been wide-ranging and inclusive – not only because of its editors' broad conception of 'classics' and 'classicality', but also because of the interdisciplinary spirit permeating the journal. This commitment, as we explain, manifests itself in the wide range of thinkers and topics discussed – from a multiplicity of perspectives – in the journal. We also grapple with noteworthy challenges posed by the academic publishing industry in the early 21st century, including the difficulties arising from peer-review processes. Finally, we express our gratitude to those who have contributed to this 20th Anniversary Special Issue and emphasize the journal's commitment to defending the legacy of classical sociology. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on the journal "Theoria." He states that from 2003 to 2009 the journal established itself as a global resource of philosophical papers in Europe and Spanish-speaking countries. The author says that "Theoria" has been acknowledged by the European Reference Index for the Humanities (ERIH) list of the European Science Foundation and the ISIS Arts and Humanities Citation Index. He mentions the journal's members of the board from that time on, including Fernando Broncano, Josep Corbí, and José Ferreirós, whom he considers responsible for the achievements of "Theoria." He adds that the journal is expecting submissions for its 2010 chapter.

The European Journal of Criminology was launched 10 years ago. In this article, the journal’s founding editor, David J. Smith, reflects on the journal’s contribution to European criminology. The article recalls the ambitions for the journal when the idea was first discussed, and looks back over the first nine volumes to assess the extent to which these ambitions have been fulfilled. It argues that the study of crime must draw on both humanist and scientific traditions. Because its moral and political dimensions are inescapable, criminology is bound to have a contested relationship with government. The weaknesses of the journal so far have been on the humanist and critical side, with an associated lack of deep and detailed qualitative research. Among the many strengths are lively and varied comparative studies, research using innovative methods, and articles that open up new fields and shift the emphasis away from minor offending by juveniles. Building on this base, this article discusses the role the journal should play in creating the future of European criminology. [ABSTRACT FROM PUBLISHER]

Were teachers, of the early modern era not longing for the present? Most colleges of that time did not offer a history course. Still, they did teach a lot about the past since the teaching consisted in the reading of the works of ancient writers. This is because ancient science and literature were considered much more advanced than the science and literature of the Middle Ages. Hence, teaching ancient languages and history was thought the best way of preparing students for life in the society of the time. [ABSTRACT FROM AUTHOR]

The article discusses the role of humanism in the social sciences and humanities. According to the author, modern humanism is a reaction to historical threats to the dignity of human life and is related to critical theory. It is suggested that modern humanism is also related to the movement within the humanities and social sciences known as the cultural turn. Details on attitudes towards humanism throughout the 20th and 21st centuries are presented. Particular focus is given to the relationship between World Wars I and II on European humanism. Other topics include multiculturalism, happiness, and social theorist Michel Foucault.

The article discusses the role of history in European humanism. Particular focus is given to history's role in education, the role of historiography in modern European humanism, and the relationship between human beings and time. According to the authors, pre-conditions for humanism also existed in non-European cultures such as that of China. Details on the role of Greek and Roman imperialism in European culture are presented. Other topics include ethics, the role of history in oratory, and the European tradition of teachers of the humanities known as umanistas.

The article aims at contributing to understanding the European Research Area (ERA), from the perspective of science policy coordination. It first looks at ERA as an evolution of European science policy, shaped by ideas as to what science policy is and should be, by its own history and by evolutions in national systems. The article argues that in a context of an apparently increasing concern with societal challenges and priority-setting, institutional developments in Europe mark a trend away from mission-oriented policies and towards diffusion-oriented policies. The article looks in detail at national structures, resources and programmes in social sciences and humanities which are subjected to the coordinating influence of a changing European policy landscape. As new elements in European policy increase the coordinating influence of the European level on the national, the article concludes on the way the differences in resources and structures affect the way different countries participate in the ERA. [ABSTRACT FROM AUTHOR]

The article focuses on the usefulness and purpose of color that reflects different personality in every part of the world. It is said that color makes the cutting edge of visual approached to vision. According to the author, color senses speculates the implications of the history and can best fit to every man's distinction. Moreover, color in the southern part of Europe is being enjoyed by children and women as it is also being used in war.

Focuses on the importance of the relation of Europe to its history of war. Criticism of the Iraq War by Europeans; Centrality of the state in Europe; Result of the Napoleonic Wars; Revitalization of the nation-state form; Influence of the nation-state and ethnic nationalism on the situation in Yugoslavia.

English. While the 'cult wars' of the 1970s--1980s largely ended in the USA with the Fishman decision (1990), between 1994 and 2000 mass suicides and homicides perpetrated respectively by the Solar Temple, Aum Shinri-kyo, Heaven's Gate and the Restoration of the Ten Commandments of God revived anti-cult feelings which eventually led to administrative and legislative action in several European countries. The author criticizes two anti-cult explanations of the incidents, one based on brainwashing and the other on psychopathology and fraud, and suggests that scholars of new religious movements and critics of 'cults' may both learn from these cases and start a fruitful dialogue by revisiting the original literature on thought reform and the works of Robert Jay Lifton and Edgar H. Schein. Ultimately, and without denying that 'cults' may carry out illegal activities other than those involving the actual loss of human lives, as far as 'critical incidents' are concerned content-neutral models of persuasions and influence should be supplemented by an examination of which ideologies may be more conductive to suicide and violence. French. Les 'guerres des sectes' des années 1970--1980 se terminent en bonne partie aux Etats-Unis avec l'arrêt Fishman (1990). Mais des suicides et homicides 'sectaires' des années 1994--2000 (Ordre du Temple Solaire, Aum Shinri-kyo, Heaven's Gate, Restauration des Dix Commandements de Dieu) provoquent un sursaut 'anti-sectes' qui, en Europe, va jusqu'à des rapports parlementaires et à de nouvelles lois dans certains pays. L'auteur critique deux interprétations des suicides-homicides, fondées l'une sur le lavage de cerveau et l'autre sur la psychopathologie, et suggère qu'un dialogue entre les chercheurs et ceux qui voudraient prévenir les 'dérives sectaires' est possible, en revenant sur les thèses de la 'réforme de la pensée' telles que R.J. Lifton et E.H. Schein les avaient... [ABSTRACT FROM AUTHOR]

Over the course of its history, Europe has shown itself capable of the best and the worst. Among the best is that it was able to create the conditions for unprecedented material progress, a progress replete with possibilities and abounding in political and social values. Among the worst is the fact that it gave rise to two world wars, which actually were its own wars. However, Europe has recovered and today the "cradle of the West" is full of vitality. What is more, it is also a focal point of civilization, which other continents admire and emulate. Europe is now at crossroads, somewhat confused at the end of what Hobsbawm has called the short century. It is no idle thing that the events of 1989 that so perplexed the international community took place on continental soil. Europe is now looking for a concept of itself that must inevitably be sought, at least in part, in its historical roots.