Kukubajska, Marija Emilija (2013) The Macedonian continuity within the European Educational Program of Erasmus Mundus. In: Еразмус конференција на УГД, УГД Ректорат, Штип. (In Press)
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Abstract
The global initiatives for inclusive standards of the EU Erasmus program have been already investing into the academic profiling within the Macedonian educational system. This process implies an obligation and a right for the Macedonian entities to identity their local, Balkan resources, and context. The continuity of human achievements contains core ideas shared among diverse people in history. Five hundred years prior to the Reformation period of Erasmus of Rotterdam, and five hundred years after his intellectual impact, the idea of free will that Erasmus opted for, remains operational. It permeates the foundations of the human rights to education, research and advancement of what is sustainable and valuable in the world of knowledge. Half a millenia before the Erasmus European influence, there were equivalent leaders here in Macedonia, who also acted as agents of change, within their authentic global educational mission. Those are the academic minds of Cyril and Methodius, and later Clemente, Nahum and other alumni of the Ohrid School (886 AD). Half a millenia after Erasmus, in Macedonia during the late 19th century, new kind of educational leadership is again identified: among the figures of the liberation movement for independent educational, social, cultural and ethnic rights and freedoms. Goce Delcev is among them, with his famous motto that so adequately fits the agenda of Erasmus Mundus today: I understand the world as a field for cultural competition among people. The continuity of the European intellectual achievements comprises of joint ventures of secular and spiritual institutions of knowledge. These intellectual ventures underwent rebirth during the Renaissance, when Erasmus (Desiderius) of Rotterdam (October 27th, 1460?) professed his theological, social and ethical disciplines. His freedom of expression defended the catholic humanism in a balanced duality: spiritual and intellectual values to be understood as god-given gifts for free will, free will that nevertheless does not equal destructive changes of the permanent spiritual and physical laws of life. This viewpoint of Erasmus reveals his option for tolerance, while maintaining the traditional significance of stable, organized and systematized regulations (standards) of knowledge. Tradition and tolerance for Erasmus implied both divine and human order of cooperation in self-determination and informed consent about the integration of the old and the new, within the never ending process of advancement changes. A comparative review indicates that the Medieval Ohrid School, preceded exactly what later the free will of Erasmus of Holland acted upon, in his Renaissance-Reformation search for balance between the spiritual and physical aspect of learning.
| Item Type: | Conference or Workshop Item (Speech) |
|---|---|
| Subjects: | Humanities > Languages and literature |
| Divisions: | Faculty of Philology |
| Depositing User: | Marija Kukubajska |
| Date Deposited: | 15 Mar 2014 16:33 |
| Last Modified: | 07 Aug 2015 10:01 |
| URI: | https://eprints.ugd.edu.mk/id/eprint/9464 |
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