id
stringlengths 24
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| title
stringclasses 442
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stringlengths 151
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| question
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|---|---|---|---|---|
5a77beefb73996001af5a54c
|
University
|
The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.
|
Who are students in some countries predominatly funded by?
|
{
"answer_start": [],
"text": []
}
|
5a77beefb73996001af5a54d
|
University
|
The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.
|
Where does the funding and organization of students vary?
|
{
"answer_start": [],
"text": []
}
|
57319d4eb9d445190005e407
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What is a university formed through a bilateral treaty known as?
|
{
"answer_start": [
78
],
"text": [
"intergovernmental"
]
}
|
57319d4eb9d445190005e408
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
In terms of intergovernmental universities, what is EUCLID?
|
{
"answer_start": [
262
],
"text": [
"Pôle Universitaire Euclide, Euclid University"
]
}
|
57319d4eb9d445190005e409
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What is a mission of EUCLID as it relates to signatory nations?
|
{
"answer_start": [
377
],
"text": [
"sustainable development"
]
}
|
57319d4eb9d445190005e40a
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What type of school is the European University Institute?
|
{
"answer_start": [
629
],
"text": [
"post-graduate"
]
}
|
57319d4eb9d445190005e40b
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What type of study does the European University Institute focus on?
|
{
"answer_start": [
673
],
"text": [
"social sciences"
]
}
|
5a77bafdb73996001af5a535
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What is a university formed through a unilateral treaty known as?
|
{
"answer_start": [],
"text": []
}
|
5a77bafdb73996001af5a536
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What is a mission of EUCLID as it relates to the United Nations?
|
{
"answer_start": [],
"text": []
}
|
5a77bafdb73996001af5a537
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What type of school is the EUCLID?
|
{
"answer_start": [],
"text": []
}
|
5a77bafdb73996001af5a538
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What type of study does the EUCUD focus on?
|
{
"answer_start": [],
"text": []
}
|
5a77bafdb73996001af5a539
|
University
|
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.
|
What offers training in Asian law?
|
{
"answer_start": [],
"text": []
}
|
57319e32e99e3014001e6188
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
What was a focus of the National University of Ireland during the beginning of Irish Independence?
|
{
"answer_start": [
454
],
"text": [
"Irish language and Irish culture"
]
}
|
57319e32e99e3014001e6189
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
In what nation did the University Revolution occur?
|
{
"answer_start": [
499
],
"text": [
"Argentina"
]
}
|
57319e32e99e3014001e618a
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
In what year did Argentina's University Revolution occur?
|
{
"answer_start": [
557
],
"text": [
"1918"
]
}
|
57319e32e99e3014001e618b
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
What was the result of the University Revolution in Argentina?
|
{
"answer_start": [
488
],
"text": [
"Reforms"
]
}
|
5a77b8beb73996001af5a52b
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
What was a focus of Argentina during the beginning of Irish independence?
|
{
"answer_start": [],
"text": []
}
|
5a77b8beb73996001af5a52c
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
In what year did Ireland's University Revolution occur?
|
{
"answer_start": [],
"text": []
}
|
5a77b8beb73996001af5a52d
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
What was the result of the University Revolution in Ireland?
|
{
"answer_start": [],
"text": []
}
|
5a77b8beb73996001af5a52e
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
What is generally a university created or run by private donors?
|
{
"answer_start": [],
"text": []
}
|
5a77b8beb73996001af5a52f
|
University
|
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
|
Who collected a large amount of information on the Argentina language?
|
{
"answer_start": [],
"text": []
}
|
57319f1ee17f3d1400422281
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
In what year did the Robbins report say that universities should have four objectives to remain balanced?
|
{
"answer_start": [
3
],
"text": [
"1963"
]
}
|
57319f1ee17f3d1400422282
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
What nation did the 1963 Robbins Report focus on?
|
{
"answer_start": [
47
],
"text": [
"the United Kingdom"
]
}
|
57319f1ee17f3d1400422283
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
What should a university promote, according to the Robbins Report?
|
{
"answer_start": [
220
],
"text": [
"general powers of the mind"
]
}
|
57319f1ee17f3d1400422284
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
Universities should maintain what, according to the Robbins Report?
|
{
"answer_start": [
334
],
"text": [
"research in balance with teaching"
]
}
|
57319f1ee17f3d1400422285
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
The Robbins Report says universities should transmit what?
|
{
"answer_start": [
483
],
"text": [
"a common culture and common standards of citizenship"
]
}
|
5a77b4a8b73996001af5a521
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
In what year did the Robbins report say that men and women should have four objectives to remain balanced?
|
{
"answer_start": [],
"text": []
}
|
5a77b4a8b73996001af5a522
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
What nation focused on teaching?
|
{
"answer_start": [],
"text": []
}
|
5a77b4a8b73996001af5a523
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
What should men and women promote, according to the Robbins Report?
|
{
"answer_start": [],
"text": []
}
|
5a77b4a8b73996001af5a524
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
Men and women should maintain what, according to the Robbins Report?
|
{
"answer_start": [],
"text": []
}
|
5a77b4a8b73996001af5a525
|
University
|
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
|
The Robbins report says men and women should transmit what?
|
{
"answer_start": [],
"text": []
}
|
57319fb90fdd8d15006c6403
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
Ending with what century did religion play a smaller part in the curriculum of universities?
|
{
"answer_start": [
10
],
"text": [
"19th"
]
}
|
57319fb90fdd8d15006c6404
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
what model of university structure was being used throughout the world at the finish of the 19th century?
|
{
"answer_start": [
207
],
"text": [
"the German university model"
]
}
|
57319fb90fdd8d15006c6405
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
What was the focus of universities in the 20th century?
|
{
"answer_start": [
293
],
"text": [
"science"
]
}
|
57319fb90fdd8d15006c6406
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
Who was Sir Keith Murray?
|
{
"answer_start": [
580
],
"text": [
"chairman of the University Grants Committee"
]
}
|
57319fb90fdd8d15006c6407
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
What university did Sir Samuel Curran contribute to the creation of?
|
{
"answer_start": [
670
],
"text": [
"the University of Strathclyde"
]
}
|
5a77b3a4b73996001af5a517
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
Ending with what century did German play a smaller part in the curriculum of universities?
|
{
"answer_start": [],
"text": []
}
|
5a77b3a4b73996001af5a518
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
What model of university structure was being used throughout the world at the finish of the 20th century?
|
{
"answer_start": [],
"text": []
}
|
5a77b3a4b73996001af5a519
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
What were the focus of grants in the 19th century?
|
{
"answer_start": [],
"text": []
}
|
5a77b3a4b73996001af5a51a
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
Who formed a university in Germany?
|
{
"answer_start": [],
"text": []
}
|
5a77b3a4b73996001af5a51b
|
University
|
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
|
What became less accessible to the masses?
|
{
"answer_start": [],
"text": []
}
|
5731a0a1b9d445190005e411
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
At the end of what period would universities become alike to contemporary universities?
|
{
"answer_start": [
3
],
"text": [
"the end of the early modern period"
]
}
|
5731a0a1b9d445190005e412
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
What type of focus did universities have at the end of the early modern period?
|
{
"answer_start": [
280
],
"text": [
"mechanistic"
]
}
|
5731a0a1b9d445190005e413
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
What replaced theological studies in universities at the completion of the early modern period?
|
{
"answer_start": [
411
],
"text": [
"humanities"
]
}
|
5731a0a1b9d445190005e414
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
The change in universities towards the completion of the early modern period is credited with the formation of what entity?
|
{
"answer_start": [
593
],
"text": [
"the modern state"
]
}
|
5731a0a1b9d445190005e415
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
The study of the humanities at the end of the early modern period replaced the study of the work of what individual?
|
{
"answer_start": [
165
],
"text": [
"Aristotle"
]
}
|
5a77b0eeb73996001af5a503
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
At the end of what period would universities become a fixture?
|
{
"answer_start": [],
"text": []
}
|
5a77b0eeb73996001af5a504
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
What type of focus did universities have at the end of the modern state?
|
{
"answer_start": [],
"text": []
}
|
5a77b0eeb73996001af5a505
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
What replaced theological studies in universities at the completion of the modern state?
|
{
"answer_start": [],
"text": []
}
|
5a77b0eeb73996001af5a506
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
The change in universities towards the completion of the modern period is credited with the formation of what entity?
|
{
"answer_start": [],
"text": []
}
|
5a77b0eeb73996001af5a507
|
University
|
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
|
The study of the humanities at the end of the modern state replaced the work of what individual?
|
{
"answer_start": [],
"text": []
}
|
5731a21de17f3d1400422295
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
Scientists and universities were competing for what?
|
{
"answer_start": [
213
],
"text": [
"limited resources"
]
}
|
5731a21de17f3d1400422296
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
What type of education did private benefactors hope to provide to the public?
|
{
"answer_start": [
348
],
"text": [
"free"
]
}
|
5731a21de17f3d1400422297
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
Governments created universities to serve as what?
|
{
"answer_start": [
458
],
"text": [
"an alternative to traditional universities"
]
}
|
5731a21de17f3d1400422298
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
What type of entity created competition with government created universities?
|
{
"answer_start": [
719
],
"text": [
"private benefactors"
]
}
|
5a77ae98b73996001af5a4f9
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
Scientists and local governments were competing for what?
|
{
"answer_start": [],
"text": []
}
|
5a77ae98b73996001af5a4fa
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
What type of education did scientists benefactors hope to provide to the public?
|
{
"answer_start": [],
"text": []
}
|
5a77ae98b73996001af5a4fb
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
Governments created knowledge to serve as what?
|
{
"answer_start": [],
"text": []
}
|
5a77ae98b73996001af5a4fc
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
Why did local governments establish research?
|
{
"answer_start": [],
"text": []
}
|
5a77ae98b73996001af5a4fd
|
University
|
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
|
What could scientists not compete with?
|
{
"answer_start": [],
"text": []
}
|
5731a318b9d445190005e425
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What percentage of scientists from 1450–1650 in the Dictionary of Scientific Biography were taught in a university?
|
{
"answer_start": [
273
],
"text": [
"more than 80%"
]
}
|
5731a318b9d445190005e426
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
On the part of universities what was their reaction to giving up the Aristotelian system?
|
{
"answer_start": [
649
],
"text": [
"considerable reluctance"
]
}
|
5731a318b9d445190005e427
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What university was Melancthon from?
|
{
"answer_start": [
1059
],
"text": [
"University of Wittenberg"
]
}
|
5731a318b9d445190005e428
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What type of epistemology was adopted for a short period of time in European universities?
|
{
"answer_start": [
1260
],
"text": [
"Cartesian"
]
}
|
5731a318b9d445190005e429
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
The acceptance of new concepts and sciences by universities brought these ideas what?
|
{
"answer_start": [
1719
],
"text": [
"legitimacy and respectability"
]
}
|
5a77ab19b73996001af5a4e9
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What percentage of students from 1450-1650 in the Dictionary of Scientific Biography were taught at a university?
|
{
"answer_start": [],
"text": []
}
|
5a77ab19b73996001af5a4ea
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What university was Cartesia from?
|
{
"answer_start": [],
"text": []
}
|
5a77ab19b73996001af5a4eb
|
University
|
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
|
What type of epistemology was adopted for a short period of time in MIddle Eastern universities?
|
{
"answer_start": [],
"text": []
}
|
5731a4580fdd8d15006c6421
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
What type of epistemology served as the foundation of knowledge constructions and training scholars in universities?
|
{
"answer_start": [
215
],
"text": [
"Aristotelian"
]
}
|
5731a4580fdd8d15006c6422
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
The scientific revolution contributed to what, in terms of science?
|
{
"answer_start": [
582
],
"text": [
"autonomy"
]
}
|
5731a4580fdd8d15006c6423
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
There was disagreement between universities and scientists over schools focusing on science, and the idea of what?
|
{
"answer_start": [
949
],
"text": [
"a general scholar"
]
}
|
5731a4580fdd8d15006c6424
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
A hierarchy of scientific disciplines came out of what?
|
{
"answer_start": [
448
],
"text": [
"the scientific revolution"
]
}
|
5731a4580fdd8d15006c6425
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
Where did students after the scientific revolution put science on the scale of importance?
|
{
"answer_start": [
814
],
"text": [
"first"
]
}
|
5a77acd1b73996001af5a4ef
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
What type of epistemology served as the foundation of knowledge constructions and training students in universities?
|
{
"answer_start": [],
"text": []
}
|
5a77acd1b73996001af5a4f0
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
What did the scientific scholar contribute to, in terms of science?
|
{
"answer_start": [],
"text": []
}
|
5a77acd1b73996001af5a4f1
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
What resulted in a hierarchy of scholars?
|
{
"answer_start": [],
"text": []
}
|
5a77acd1b73996001af5a4f2
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
Where did scholars after the scientific revolution put science on the scale of importance?
|
{
"answer_start": [],
"text": []
}
|
5a77acd1b73996001af5a4f3
|
University
|
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
|
What was there an indiscernible impact on?
|
{
"answer_start": [],
"text": []
}
|
5731a51fe17f3d140042229d
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
The study of humanism among those studying math, astronomy and medicine is said to have caused what?
|
{
"answer_start": [
165
],
"text": [
"the scientific revolution"
]
}
|
5731a51fe17f3d140042229e
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Resisting what caused many scientists to court private benefactors?
|
{
"answer_start": [
705
],
"text": [
"changes in science"
]
}
|
5731a51fe17f3d140042229f
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Where might a scientist find a friendly private benefactor?
|
{
"answer_start": [
854
],
"text": [
"princely courts"
]
}
|
5731a51fe17f3d14004222a0
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Which historian argues that traditionalism in a university system hindered attempts to form new views on knowledge and nature?
|
{
"answer_start": [
479
],
"text": [
"Richard S. Westfall"
]
}
|
5a77aa20b73996001af5a4df
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
The study of humanism among those studying history is said to have caused what?
|
{
"answer_start": [],
"text": []
}
|
5a77aa20b73996001af5a4e0
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Resisting what caused many students to court private benefactors?
|
{
"answer_start": [],
"text": []
}
|
5a77aa20b73996001af5a4e1
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Where might a student find a friendly private benefactor?
|
{
"answer_start": [],
"text": []
}
|
5a77aa20b73996001af5a4e2
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
Which historian argues that traditionalism in a university system hindered attempts to form new views on medicine and mathematics?
|
{
"answer_start": [],
"text": []
}
|
5a77aa20b73996001af5a4e3
|
University
|
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
|
What may have been a significant factor in driving students away from the university?
|
{
"answer_start": [],
"text": []
}
|
57318c85a5e9cc1400cdc03b
|
Religion_in_ancient_Rome
|
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.
|
The members of what class were priests in ancient Rome?
|
{
"answer_start": [
63
],
"text": [
"elite"
]
}
|
57318c85a5e9cc1400cdc03c
|
Religion_in_ancient_Rome
|
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.
|
What kind of political separation did not exist in Rome?
|
{
"answer_start": [
128
],
"text": [
"church and state"
]
}
|
57318c85a5e9cc1400cdc03d
|
Religion_in_ancient_Rome
|
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.
|
What was the time span of the Roman Republic?
|
{
"answer_start": [
189
],
"text": [
"509–27 BC"
]
}
|
57318c85a5e9cc1400cdc03e
|
Religion_in_ancient_Rome
|
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.
|
Which God exemplified just rule for the Romans?
|
{
"answer_start": [
822
],
"text": [
"Jupiter"
]
}
|
57318c85a5e9cc1400cdc03f
|
Religion_in_ancient_Rome
|
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.
|
As a result of what war were many new temples built by victorious generals?
|
{
"answer_start": [
874
],
"text": [
"Punic Wars"
]
}
|
57318f2c05b4da19006bd2ac
|
Religion_in_ancient_Rome
|
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.
|
What characteristics were not inherent in Roman religious practice?
|
{
"answer_start": [
215
],
"text": [
"faith or dogma"
]
}
|
57318f2c05b4da19006bd2ad
|
Religion_in_ancient_Rome
|
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.
|
What was brought forth by religion in Rome?
|
{
"answer_start": [
468
],
"text": [
"social order"
]
}
|
57318f2c05b4da19006bd2ae
|
Religion_in_ancient_Rome
|
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.
|
What religious feature did each Roman home have?
|
{
"answer_start": [
554
],
"text": [
"household shrine"
]
}
|
57318f2c05b4da19006bd2af
|
Religion_in_ancient_Rome
|
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.
|
What type of celebrations made up the Roman calendar?
|
{
"answer_start": [
773
],
"text": [
"religious observances"
]
}
|
57318f2c05b4da19006bd2b0
|
Religion_in_ancient_Rome
|
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.
|
What religious group was in charge of Rome's sacred flame?
|
{
"answer_start": [
1015
],
"text": [
"Vestals"
]
}
|
5731906a497a88190024903f
|
Religion_in_ancient_Rome
|
The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.
|
How deities did the Romans have?
|
{
"answer_start": [
29
],
"text": [
"great number"
]
}
|
5731906a497a881900249040
|
Religion_in_ancient_Rome
|
The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.
|
What group was an influence to Roman culture?
|
{
"answer_start": [
150
],
"text": [
"Greeks"
]
}
|
5731906a497a881900249041
|
Religion_in_ancient_Rome
|
The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.
|
What sort of practices did the Greeks offer to Rome's culture?
|
{
"answer_start": [
269
],
"text": [
"religious"
]
}
|
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