Text: Unknown philosopher
Unknown philosopher
In 1209, the British just established Oxford College, which caused a lot of turmoil, and the conflict between Oxford students and local residents continued to expand to the extent that Oxford University could no longer exist. But the reason for this is not a big deal, why is it fermenting to this extent a little bit?
What was the beginning of the university as a guild?
Universities first appeared in Italy in the 10th century AD. The time when the guilds came into being is not much different from the time when the city arose. In the 11th and 12th centuries, guilds grew further in the course of the development of the city as a form of economic organization, which had not only an economic nature, but also social, political and religious organizations.
In this organization, members help and support each other, and they also need to abide by a common code of ethics.
Originally, the university was also a guild organization that sought to obtain some kind of legal status by seeking concessions and charters, etc., in order to grant broad freedom to academic activity.
At the same time, the university, like other guilds, is committed to safeguarding the interests of its members within the group, and regulates and restricts competition in the same industry through a series of regulations and systems. These guild organizations played an important role in the social and economic life of medieval European cities.
The reason for the formation of the university
The emergence of universities stems from the development and needs of many aspects, and is a complex historical process. Its origins can be traced back to the early Middle Ages, when cities and trade organizations were experiencing a boom, and the dissemination of cultural knowledge and the exchange of knowledge among scholars were enhanced and strengthened.
The early form of the university was mainly a church school, with church clergy serving as teachers on a part-time basis. The educational content of these schools is mainly theological and philosophical, and the purpose is to serve the church.
However, due to the development of the economy and cities, society has become more and more complex, and the emergence of government management agencies and various organizations has increased the demand for knowledge and management talents.
Unable to meet the society's demand for more teachers and free education, some non-church secular or private schools began to emerge and gradually meet the needs of urban residents and society. This also provides a foundation for the development of the university.
The development of urban guild organizations also provided a lesson for university organizations. Universities began to attract scholars and students and to teach and research by charging fees for education. Despite the variety of forms of management of the university, the university has a certain autonomy as a special guild organization.
Teachers and students began as a mentor-apprentice relationship, but with the establishment and development of universities, the emergence of student guilds helped to maintain teaching order and improve administrative efficiency.
Over time, universities have gradually emerged. The rise of universities is a gradual process and there is no clear time definition. Some of the old universities developed from earlier ecclesiastical schools, but the 12th and 13th centuries were the early stages of the rise of universities.
These universities borrowed from the model of guild organization and developed unique characteristics in terms of academic research and student organization. Different universities have also gained a certain degree of autonomy and independence through struggle and struggle for privileges in the process of establishment and development.
Therefore, the emergence of universities stems from the development of urban and industrial organizations, the need for knowledge and managerial talents, and the limitations of the church to meet the educational needs of society.
The university uses guilds as a model and has a certain autonomy in teaching and research, becoming centers for the dissemination of knowledge and culture. It is a gradual historical process that reflects the complexity and transformation of the social and intellectual sphere in medieval Europe.
What are the ways in which the UK change has worked for universities?
Britain has a long tradition of democracy and the rule of law, influenced by the early democracies of ancient Greece and Germania, and the primitive contractual relations that prevailed in society were the epitome of early democracy. The British historical and cultural tradition is rich, which is manifested in gentlemanly manners, and determines its stability and conservatism.
Gradual reform is a way of national change and progress in the UK, and it is also part of the British cultural model, in which the good things of tradition are preserved as much as possible. In the midst of the Oxford student turmoil, the dynasty adopted the method of granting privileges and charters to the university to ease the contradictions, and maintained a gradual view of change.
The "True Face" of the Oxford Student Turmoil
In the Middle Ages, the University of Oxford in England was first established, attracting many scholars and students, but they faced housing problems when they arrived, because in the early days of the university there was no fixed dormitory, and students and teachers had to rent local houses and even teach at home.
This caused discontent and distrust among the local citizens, who were hostile to the arrival of students and faculty, and saw the university as a pesky "cuckoo bird" in its nest.
This contradiction gradually intensified, leading to the famous "town and school" contradiction that was popular in the Middle Ages. In 1209, an Oxford student mistakenly killed a local woman during archery Xi and then chose to escape, causing great dissatisfaction among the local citizens.
The mayor and citizens searched the student dormitories, several students were arrested in connection with the incident, and two or three students who lived with the fleeing students were sentenced to death. The conflict between the town and the university could not be effectively mediated, and King John of England was unable to solve the problem and eventually turned to the pope for help.
Pope Innocent III issued a royal decree requiring citizens who executed students to make atonement for their sins, and as atonement they had to walk barefoot to the students' cemeteries, while citizens of Oxford were to follow on foot and protect the bodies of their victims until burial.
This incident marked the end of the Oxford student turmoil in England. The feud heightened tensions between the University of Oxford and the local citizens, while also highlighting the role of the king and the pope in mediation.
Structural factors of political power in the early Middle Ages
Religious belief is a product of a particular stage of human historical development. In the early Middle Ages, people lived a difficult life, with frequent wars and social unrest. In this case, the Christian Church seized the moment well and became the spiritual leader of the people of medieval Europe.
The emergence of religious beliefs had a decisive impact on the course of the history of Western Europe. It was not until 1377 that the pope returned to Rome, but by this time the power in the hands of the pope could no longer resist the secular power of the time.
The attitude of the king and the nobility towards the university changed
During the Middle Ages, the attitudes of kings and nobles towards universities were complex, sometimes friendly, sometimes hostile. In general, kings and nobles held a certain level of support and encouragement for universities, as they recognized that the knowledge and talent they provided were essential to the development and stability of the country.
At the same time, kings and nobles also tended to control the operation and management of universities in order to better maintain the power position of the royal family and aristocracy in society.
But when political and economic interests are involved in universities, the attitude of kings and nobles can become unfriendly. For example, when some kings or nobles tried to weaken the power and privileges of the university, trying to bring the intellectual resources and wealth of the university under their control.
It can be seen that the attitudes of kings and nobles towards universities are complex and multifaceted, and their attitudes will change due to political, economic, religious and other factors.
The University of Oxford may have had a high degree of independence compared to other contemporaneous universities in continental Europe, mainly because the King of England gave the University more local privileges in addition to the Pope.
University faculty and students enjoy many privileges and advantages, but these privileges and advantages also cause dissatisfaction among the citizens, leading to frequent conflicts and contradictions between the two sides.
In the process of resolving the conflict, the king clearly favored the university and granted it judicial and economic privileges, which clearly violated the rights and interests of the citizens, increased the dissatisfaction and resentment of the citizens, and deepened the contradictions between the two sides. The ensuing increase in conflicts and contradictions also had an impact on the stability and unity of British society.
Is the Pope more partial to the university?
In the early days of their existence, universities were fragile in power and resources, and needed the approval of the Pope to establish their corporate status. The Pope granted the university privileges and immunities from military service, taxes, and judicial proceedings, while receiving special favors and immunities.
The church also tried to incorporate the local church into its own organization in order to control the university. However, the control of the church over the university was not fully realized, and the faculty guilds within the university sought to become an autonomous body and maintain a certain degree of autonomy.
By the late Middle Ages, the University of Oxford, in order to protect its privileged position, was dependent on the king and resisted the intervention of its citizens. Although the university relied on the king to protect its privileges, it was not controlled by the crown but was directly controlled by the pope.
The King adopted a policy of non-interference in the internal affairs of the University, and to safeguard the interests of the University and to guarantee its freedom and privileges. Universities are loyal to the king, but they are not responsible for realpolitik.
The Church had great wealth and influence during the Middle Ages, which provided financial support for the establishment and development of universities. Many colleges were founded with church funding, and especially before the Reformation, the universities produced many clergy and clergy. The Church not only controls the university financially, but also maintains its control by controlling what the university teaches.
The University of Oxford had considerable freedom under the jurisdiction of the Bishop of Lincolnshire until 1254. The rector of the university is elected by the faculty and appointed by the confirmation of the bishop. However, as time went on, the relationship between the rector and the bishop became strained, and the university, in order to protect its own interests, sought to free itself from the control of the church and the bishop.
Although the university was granted the right of confirmation by the rector in 1368, the conflict with the church remained. During the Reformation in England, universities drifted away from Roman Catholicism, and the state used them as a tool to unify the state religion.
1209 Oxford student turmoil is the key to solving
The roots of the Oxford student turmoil can be traced back to the fact that the teachers and students of Oxford University are in the camp of change, and they have been fighting and fighting tirelessly. Their efforts and struggles led to their eventual gains in more rights.
On the other hand, the holders of power, the royal family, existed as a conservative camp. In the Oxford student turmoil of 1209, the royal family was representative of the conservative camp.
If the royal family unduly favors universities, it may cause a larger loss of faculty and students, leading to a large loss of elite talent in society. Therefore, the royal family balances the interests of both parties and achieves common development by properly protecting the university and encouraging the development of citizens. This wisdom is a manifestation of the conservative camp.
In the Oxford student turmoil, both the royal family and the pope chose to protect the students, causing the citizens to make concessions, which created the conditions for the settlement of the incident. Finding mutually acceptable terms and compromise points is the key to solving the problem. Then after the incident, the two sides discussed and argued and finally reached a compromise.
The Oxford student turmoil reflects the conflict between the two camps. Oxford's students and citizens alike belong to the camp of change, and they also seek limits on power and freedom.
In England, restrictions on royal power were seen as a quest for freedom. They believe that freedom is the right to have corresponding powers and obligations. If their rights are not guaranteed, they may resist and rebel. Therefore, they pursued their rights by restricting the royal power, and changed the law in time to meet the needs of reality.
epilogue
Although the Oxford Student Rebellion of 1209 may seem like a minor incident today, it was the struggle and checks and balances between the entire English society, the pope, and other forces.
What began as an academic controversy turned into a serious violent conflict. Although the details are not clear, a large number of teachers and students left to found Cambridge University, which became a strong competitor to Oxford, which had a considerable impact on later British academic research.