Contemporary art is the art of today, produced in the second half of the 20th century or in the 21st century. Contemporary artists work in a globally influenced, culturally diverse, technologically advancing world, their art is a dynamic combination of materials, methods and subjects that continue the challenging of boundaries, well underway in the 20th century. Diverse and eclectic, contemporary art as a whole is distinguished by the lack of a uniform, organising principle, ideology, or "-ism". Contemporary art is part of a cultural dialogue that concerns larger contextual frameworks such as personal and cultural identity, family and nationality. In vernacular English and contemporary are synonyms, resulting in some conflation of the terms modern art and contemporary art by non-specialists; some define contemporary art as art produced within "our lifetime," recognising that lifetimes and life spans vary. However, there is a recognition; the classification of "contemporary art" as a special type of art, rather than a general adjectival phrase, goes back to the beginnings of Modernism in the English-speaking world.
In London, the Contemporary Art Society was founded in 1910 by the critic Roger Fry and others, as a private society for buying works of art to place in public museums. A number of other institutions using the term were founded in the 1930s, such as in 1938 the Contemporary Art Society of Adelaide, an increasing number after 1945. Many, like the Institute of Contemporary Art, Boston changed their names from ones using "Modern art" in this period, as Modernism became defined as a historical art movement, much "modern" art ceased to be "contemporary"; the definition of what is contemporary is always on the move, anchored in the present with a start date that moves forward, the works the Contemporary Art Society bought in 1910 could no longer be described as contemporary. Particular points that have been seen as marking a change in art styles include the end of World War II and the 1960s. There has been a lack of natural break points since the 1960s, definitions of what constitutes "contemporary art" in the 2010s vary, are imprecise.
Art from the past 20 years is likely to be included, definitions include art going back to about 1970. And early 21st cent. Both an outgrowth and a rejection of modern art". Many use the formulation "Contemporary Art", which avoids this problem. Smaller commercial galleries and other sources may use stricter definitions restricting the "contemporary" to work from 2000 onwards. Artists who are still productive after a long career, ongoing art movements, may present a particular issue. Sociologist Nathalie Heinich draws a distinction between modern and contemporary art, describing them as two different paradigms which overlap historically, she found that while "modern art" challenges the conventions of representation, "contemporary art" challenges the notion of an artwork. She regards Duchamp's Fountain as the starting point of contemporary art, which gained momentum after World War II with Gutai's performances, Yves Klein's monochromes and Rauschenberg's Erased de Kooning Drawing. One of the difficulties many people have in approaching contemporary artwork is its diversity—diversity of material, subject matter, time periods.
It is "distinguished by the lack of a uniform organizing principle, ideology, or -ism" that we so see in other, oftentimes more familiar, art periods and movements. Broadly speaking, we see Modernism as looking at modernist principles—the focus of the work is self-referential, investigating its own materials. Impressionism looks at our perception of a moment through light and color as opposed to attempts at stark realism. Contemporary art, on the other hand, does not have single objective or point of view, its view instead is unclear reflective of the world today. It can be, contradictory and open-ended. There are, however, a number of common themes. While these are not exhaustive, notable themes include: identity politics, the body and migration, contemporary society and culture and memory, institutional and political critique. Post-modern, post-structuralist and Marxist theory have played important roles in the development of contemporary theories of art; the functioning of the art world is dependent on art institutions, ranging from major museums to private galleries, non-profit spaces, art schools and publishers, the practices of individual artists, writers and philanthropists.
A major division in the art world is between the for-profit and non-profit sectors, although in recent years the boundaries between for-profit private and non-profit public institutions have become blurred. Most well-known contemporary art is exhibited by professional artists at commercial contemporary art galleries, by private collectors, art auctions, corporation
Spain the Kingdom of Spain, is a country located in Europe. Its continental European territory is situated on the Iberian Peninsula, its territory includes two archipelagoes: the Canary Islands off the coast of Africa, the Balearic Islands in the Mediterranean Sea. The African enclaves of Ceuta, Peñón de Vélez de la Gomera make Spain the only European country to have a physical border with an African country. Several small islands in the Alboran Sea are part of Spanish territory; the country's mainland is bordered to the south and east by the Mediterranean Sea except for a small land boundary with Gibraltar. With an area of 505,990 km2, Spain is the largest country in Southern Europe, the second largest country in Western Europe and the European Union, the fourth largest country in the European continent. By population, Spain is the fifth in the European Union. Spain's capital and largest city is Madrid. Modern humans first arrived in the Iberian Peninsula around 35,000 years ago. Iberian cultures along with ancient Phoenician, Greek and Carthaginian settlements developed on the peninsula until it came under Roman rule around 200 BCE, after which the region was named Hispania, based on the earlier Phoenician name Spn or Spania.
At the end of the Western Roman Empire the Germanic tribal confederations migrated from Central Europe, invaded the Iberian peninsula and established independent realms in its western provinces, including the Suebi and Vandals. The Visigoths would forcibly integrate all remaining independent territories in the peninsula, including Byzantine provinces, into the Kingdom of Toledo, which more or less unified politically and all the former Roman provinces or successor kingdoms of what was documented as Hispania. In the early eighth century the Visigothic Kingdom fell to the Moors of the Umayyad Islamic Caliphate, who arrived to rule most of the peninsula in the year 726, leaving only a handful of small Christian realms in the north and lasting up to seven centuries in the Kingdom of Granada; this led to many wars during a long reconquering period across the Iberian Peninsula, which led to the creation of the Kingdom of Leon, Kingdom of Castile, Kingdom of Aragon and Kingdom of Navarre as the main Christian kingdoms to face the invasion.
Following the Moorish conquest, Europeans began a gradual process of retaking the region known as the Reconquista, which by the late 15th century culminated in the emergence of Spain as a unified country under the Catholic Monarchs. Until Aragon had been an independent kingdom, which had expanded toward the eastern Mediterranean, incorporating Sicily and Naples, had competed with Genoa and Venice. In the early modern period, Spain became the world's first global empire and the most powerful country in the world, leaving a large cultural and linguistic legacy that includes more than 570 million Hispanophones, making Spanish the world's second-most spoken native language, after Mandarin Chinese. During the Golden Age there were many advancements in the arts, with world-famous painters such as Diego Velázquez; the most famous Spanish literary work, Don Quixote, was published during the Golden Age. Spain hosts the world's third-largest number of UNESCO World Heritage Sites. Spain is a secular parliamentary democracy and a parliamentary monarchy, with King Felipe VI as head of state.
It is a major developed country and a high income country, with the world's fourteenth largest economy by nominal GDP and sixteenth largest by purchasing power parity. It is a member of the United Nations, the European Union, the Eurozone, the Council of Europe, the Organization of Ibero-American States, the Union for the Mediterranean, the North Atlantic Treaty Organization, the Organisation for Economic Co-operation and Development, Organization for Security and Co-operation in Europe, the Schengen Area, the World Trade Organization and many other international organisations. While not an official member, Spain has a "Permanent Invitation" to the G20 summits, participating in every summit, which makes Spain a de facto member of the group; the origins of the Roman name Hispania, from which the modern name España was derived, are uncertain due to inadequate evidence, although it is documented that the Phoenicians and Carthaginians referred to the region as Spania, therefore the most accepted etymology is a Semitic-Phoenician one.
Down the centuries there have been a number of accounts and hypotheses: The Renaissance scholar Antonio de Nebrija proposed that the word Hispania evolved from the Iberian word Hispalis, meaning "city of the western world". Jesús Luis Cunchillos argues that the root of the term span is the Phoenician word spy, meaning "to forge metals". Therefore, i-spn-ya would mean "the land where metals are forged", it may be a derivation of the Phoenician I-Shpania, meaning "island of rabbits", "land of rabbits" or "edge", a reference to Spain's location at the end of the Mediterranean. The word in question means "Hyrax" due to Phoenicians confusing the two animals. Hispania may derive from the poetic use of the term Hesperia, reflecting the Greek perception of Italy as a "western land" or "land of the setting sun" (Hesperia
Javier Echevarría Rodríguez
Javier Echevarría Rodríguez was a Spanish bishop of the Roman Catholic Church. Until his death, he was the head of the Prelature of the Holy Opus Dei, he held doctorates in both civil and canon law. Within the Roman Curia, the governing body of the Catholic Church, he was a member of the Congregation for the Causes of Saints and the Supreme Tribunal of the Apostolic Signatura, he wrote a number of books on spirituality: Paths to God: Building a Christian Life in the 21st Century, Para servir a la Iglesia, Getsemaní, Eucaristía y vida cristiana. He wrote his reminiscences of St. Josemaria: Memoria del beato Josemaría. Pope Benedict XVI said on the fiftieth anniversary of Echevarria's ordination in 2005 that his pastoral work "provides effective help to the Church in her urgent evangelization of present-day society" and noted the prelate's concern for "culture and the sciences...the defense of life, the family and marriage, the formation and pastoral care of young people." Pope Francis lauded his "constant service of love to the Church and souls", underlining his "fatherly testimony of priestly and episcopal life".
Echevarría Rodríguez was born in Madrid, Spain, on 14 June 1932. He began work as the personal secretary of Josemaría Escrivá before being ordained a priest of Opus Dei on 7 August 1955. In 1954 Echevarría earned a Doctorate in Canon Law from the Pontifical University of Saint Thomas Aquinas, Angelicum. Echevarría was appointed the Secretary General of Opus Dei in 1975, upon the succession of Msgr. Escrivá by Father Álvaro del Portillo as Prelate, or head, of Opus Dei. Echevarría became Vicar General in 1982, when Opus Dei became, on the Pope's initiative, a personal prelature. With the death of Bishop Álvaro del Portillo on 23 March 1994, a period of mourning followed. Echevarría Rodríguez was elected by Opus Dei's General Council as the second Prelate of Opus Dei, he was subsequently confirmed by the Holy See on 20 April 1994, was appointed Titular Bishop of Cilibia by Pope John Paul II on 21 November 1994. He was consecrated a bishop by the pope, with Bishops Giovanni Battista Re and Jorge María Mejía as co-consecrators, on 6 January 1995.
When he became prelate he stated that his pastoral priorities were evangelization in the areas of the family and culture. During his term of office, the Opus Dei Prelature began stable formational activities in sixteen countries, including Russia, South Africa and Sri Lanka, he "helped steer Opus Dei toward a period of normalization after the controversies surrounding the canonization of Escrivá in 2002 and the turbulence of the Da Vinci Code."Echevarría Rodríguez served as the chancellor of the University of Navarra in Spain, the University of Asia and the Pacific in the Philippines, various other universities under the spiritual care of Opus Dei. He participated in the General Assembly of the Synod of Bishops for America in 1997 and of Europe in 1999, of the General Ordinary Assembly of 2001 and 2005. On Tuesday, 18 September 2012, he was appointed by Pope Benedict XVI to serve as one of the papally-appointed Synod Fathers for the October 2012 13th Ordinary General Assembly of the Synod of Bishops on the New Evangelization.
On 9 July 2005, Pope Benedict XVI greeted Echevarria on the fiftieth anniversary of his ordination, expressing his "esteem and affection": Governing your Prelature and contemplating in it the action of God’s grace, you never cease exhorting its members—with your example, with your writings, with your words and your pastoral trips—to remain faithful to the Lord with steadfast purpose. When you foster the eagerness for personal sanctity and the apostolic zeal of your priests and lay people, not only do you see the flock, entrusted to you grow, but you provide an effective help to the Church in her urgent evangelization of present-day society. In the terrain of culture and the sciences, you strive to spread the Christian message in all environments, as is seen in the established Pontifical University of the Holy Cross. You bear in your heart the defense of life, the family and marriage, the formation and pastoral care of young people. In 2014, at age 82, he appointed priest Fernando Ocáriz as Auxiliary Vicar, considering an "increase in the work of government required of the Prelate", as well as his age.
The Auxiliary Vicar is a position to be filled when needed, holding executive authority, foreseen in the statutes of Opus Dei. On 5 December 2016 he was admitted to the Campus Bio-Medico University Hospital due to a respiratory infection, where he was treated with antibiotics. On 12 December his condition aggravated leading to a respiratory failure that caused his death at 21:20 CET; the day after Msgr. Echevarría's death, Pope Francis wrote Fr. Ocariz giving condolences to him and all members of Opus Dei, thanking God for his "constant service of love to the Church and souls", underlining his "fatherly testimony of priestly and episcopal life" He wrote works on spirituality such as: Memoria del beato Josemaría – reminiscences of Blessed Josemaria Itinerarios de vida cristiana – reflections around the turn of the millennium on the ways of Christian life Para servir a la Iglesia – a homily on serving the Church Getsemaní – about praying in union with Christ in his passion Eucaristía y vida cristiana – about the centrality of the Eucharist in the life of a Christian Por Cristo, con Él y en Él: escritos sobre san Josemaría, Palabra, 2007, 1ª, 234 pp. Vivir la Santa Misa, Rialp, 2010, 1ª, 196 pp. Creo, creemos: textos procedentes de las Cartas pastorales dirigidas a los fieles de la Prelatura del Opus Dei durante el Año de la fe, Rialp, 2014, 1ª, 127 pp. Dirigir empresas con sentido cristiano, Eunsa, 2015, 1ª, 103
Wassily Wassilyevich Kandinsky was a Russian painter and art theorist. Kandinsky is credited as the pioneer of abstract art. Born in Moscow, Kandinsky spent his childhood in Odessa, where he graduated at Grekov Odessa Art school, he enrolled at the University of Moscow. Successful in his profession—he was offered a professorship at the University of Dorpat—Kandinsky began painting studies at the age of 30. In 1896, Kandinsky settled in Munich, studying first at Anton Ažbe's private school and at the Academy of Fine Arts, he returned to Moscow in 1914, after the outbreak of World War I. Following the Russian Revolution, Kandinsky "became an insider in the cultural administration of Anatoly Lunacharsky" and helped establish the Museum of the Culture of Painting. However, by "his spiritual outlook... was foreign to the argumentative materialism of Soviet society", opportunities beckoned in Germany, to which he returned in 1920. There he taught at the Bauhaus school of art and architecture from 1922 until the Nazis closed it in 1933.
He moved to France, where he lived for the rest of his life, becoming a French citizen in 1939 and producing some of his most prominent art. He died in Neuilly-sur-Seine in 1944. Kandinsky's creation of abstract work followed a long period of development and maturation of intense thought based on his artistic experiences, he called this devotion to inner beauty, fervor of spirit, spiritual desire inner necessity. Kandinsky was born in Moscow, the son of Lidia Ticheeva and Vasily Silvestrovich Kandinsky, a tea merchant. One of his great grandmothers was a Princess Gantimurova explaining the "slight Mongolian trait in his features". Kandinsky learned from a variety of sources while in Moscow, he studied many fields while including law and economics. In life, he would recall being fascinated and stimulated by colour as a child, his fascination with colour symbolism and psychology continued. In 1889, he was part of an ethnographic research group which travelled to the Vologda region north of Moscow.
In Looks on the Past, he relates that the houses and churches were decorated with such shimmering colours that upon entering them, he felt that he was moving into a painting. This experience, his study of the region's folk art, was reflected in much of his early work. A few years he first likened painting to composing music in the manner for which he would become noted, writing, "Colour is the keyboard, the eyes are the hammers, the soul is the piano with many strings; the artist is the hand which plays, touching one key or another, to cause vibrations in the soul". Kandinsky was the uncle of Russian-French philosopher Alexandre Kojève. In 1896, at the age of 30, Kandinsky gave up a promising career teaching law and economics to enroll in the Munich Academy where his teachers would include Franz von Stuck, he was not granted admission, began learning art on his own. That same year, before leaving Moscow, he saw an exhibit of paintings by Monet, he was taken with the impressionistic style of Haystacks.
He would write about this experience: That it was a haystack the catalogue informed me. I could not recognise it; this non-recognition was painful to me. I considered. I dully felt, and I noticed with surprise and confusion that the picture not only gripped me, but impressed itself ineradicably on my memory. Painting took on splendour. Kandinsky was influenced during this period by Richard Wagner's Lohengrin which, he felt, pushed the limits of music and melody beyond standard lyricism, he was spiritually influenced by Madame Blavatsky, the best-known exponent of theosophy. Theosophical theory postulates that creation is a geometrical progression, beginning with a single point; the creative aspect of the form is expressed by a descending series of circles and squares. Kandinsky's book Concerning the Spiritual In Art and Point and Line to Plane echoed this theosophical tenet. Illustrations by John Varley in Thought Forms influenced him visually. In the summer of 1902, Kandinsky invited Gabriele Münter to join him at his summer painting classes just south of Munich in the Alps.
She accepted, their relationship became more personal than professional. Art school considered difficult, was easy for Kandinsky, it was during this time. The number of his existing paintings increased in the beginning of the 20th century. For the most part, Kandinsky's paintings did not feature any human figures. Riding Couple depicts a man on horseback, holding a woman with tenderness and care as they ride past a Russian town with luminous walls across a river; the horse is muted while the leaves in the trees, the town, the reflections in the river glisten with spots of colour and brightness. This work demonstrates the influence of pointillism in the way the depth of field is collapsed into a flat, luminescent s
Journalism refers to the production and distribution of reports on recent events. The word journalism applies to the occupation, as well as citizen journalists using methods of gathering information and using literary techniques. Journalistic media include print, radio, and, in the past, newsreels. Concepts of the appropriate role for journalism vary between countries. In some nations, the news media are controlled by government intervention and are not independent. In others, the news media are independent of the government but instead operate as private industry motivated by profit. In addition to the varying nature of how media organizations are run and funded, countries may have differing implementations of laws handling the freedom of speech and libel cases; the advent of the Internet and smartphones has brought significant changes to the media landscape in recent years. This has created a shift in the consumption of print media channels, as people consume news through e-readers and other personal electronic devices, as opposed to the more traditional formats of newspapers, magazines, or television news channels.
News organizations are challenged to monetize their digital wing, as well as improvise on the context in which they publish in print. Newspapers have seen print revenues sink at a faster pace than the rate of growth for digital revenues. Journalistic conventions vary by country. In the United States, journalism is produced by individuals. Bloggers are but not always, journalists; the Federal Trade Commission requires that bloggers who write about products received as promotional gifts to disclose that they received the products for free. This is intended to protect consumers. In the US, many credible news organizations are incorporated entities. Many credible news organizations, or their employees belong to and abide by the ethics of professional organizations such as the American Society of News Editors, the Society of Professional Journalists, Investigative Reporters & Editors, Inc. or the Online News Association. Many news organizations have their own codes of ethics that guide journalists' professional publications.
For instance, The New York Times code of standards and ethics is considered rigorous. When crafting news stories, regardless of the medium and bias are issues of concern to journalists; some stories are intended to represent the author's own opinion. In a print newspaper, information is organized into sections and the distinction between opinionated and neutral stories is clear. Online, many of these distinctions break down. Readers should pay careful attention to headings and other design elements to ensure that they understand the journalist's intent. Opinion pieces are written by regular columnists or appear in a section titled "Op-ed", while feature stories, breaking news, hard news stories make efforts to remove opinion from the copy. According to Robert McChesney, healthy journalism in a democratic country must provide an opinion of people in power and who wish to be in power, must include a range of opinions and must regard the informational needs of all people. Many debates center on whether journalists are "supposed" to be "objective" and "neutral".
Additionally, the ability to render a subject's complex and fluid narrative with sufficient accuracy is sometimes challenged by the time available to spend with subjects, the affordances or constraints of the medium used to tell the story, the evolving nature of people's identities. There are several forms of journalism with diverse audiences. Thus, journalism is said to serve the role of a "fourth estate", acting as a watchdog on the workings of the government. A single publication contains many forms of journalism, each of which may be presented in different formats; each section of a newspaper, magazine, or website may cater to a different audience. Some forms include: Access journalism – journalists who self-censor and voluntarily cease speaking about issues that might embarrass their hosts, guests, or powerful politicians or businesspersons. Advocacy journalism – writing to advocate particular viewpoints or influence the opinions of the audience. Broadcast journalism – written or spoken journalism for radio or television.
Citizen journalism – participatory journalism. Data journalism – the practice of finding stories in numbers, using numbers to tell stories. Data journalists may use data to support their reporting, they may report about uses and misuses of data. The US news organization ProPublica is known as a pioneer of data journalism. Drone journalism – use of drones to capture journalistic footage. Gonzo journalism – first championed by Hunter S. Thompson, gonzo journalism is a "highly personal style of reporting". Interactive journalism – a type of online journalism, presented on the web Investigative journalism – in-depth reporting that uncovers social problems. Leads to major social problems being resolved. Photojournalism – the practice of telling true stories through images Sensor journalism – the use of sensors to support journalistic inquiry. Tabloid journalism – writing, light-hearted and entertaining. Considered less legitimate than mainstream journalism. Yellow journalism – writing which emphasizes exaggerated claims or rumors.
The rise of social media ha
Times Higher Education World University Rankings
Times Higher Education World University Rankings is an annual publication of university rankings by Times Higher Education magazine. The publisher had collaborated with Quacquarelli Symonds to publish the joint THE–QS World University Rankings from 2004 to 2009 before it turned to Thomson Reuters for a new ranking system; the publication now comprises the world's overall and reputation rankings, alongside three regional league tables, Latin America, BRICS & Emerging Economies which are generated by different weightings. THE Rankings is considered as one of the most observed university rankings together with Academic Ranking of World Universities and QS World University Rankings, it is praised for having a new, improved ranking methodology since 2010. The creation of the original Times Higher Education–QS World University Rankings was credited in Ben Wildavsky's book, The Great Brain Race: How Global Universities are Reshaping the World, to then-editor of Times Higher Education, John O'Leary.
Times Higher Education chose to partner with educational and careers advice company QS to supply the data. After the 2009 rankings, Times Higher Education took the decision to break from QS and signed an agreement with Thomson Reuters to provide the data for its annual World University Rankings from 2010 onwards; the publication developed a new rankings methodology in consultation with its readers, its editorial board and Thomson Reuters. Thomson Reuters will collect and analyse the data used to produce the rankings on behalf of Times Higher Education; the first ranking was published in September 2010. Commenting on Times Higher Education's decision to split from QS, former editor Ann Mroz said: "universities deserve a rigorous and transparent set of rankings – a serious tool for the sector, not just an annual curiosity." She went on to explain the reason behind the decision to continue to produce rankings without QS' involvement, saying that: "The responsibility weighs heavy on our shoulders...we feel we have a duty to improve how we compile them."Phil Baty, editor of the new Times Higher Education World University Rankings, admitted in Inside Higher Ed: "The rankings of the world's top universities that my magazine has been publishing for the past six years, which have attracted enormous global attention, are not good enough.
In fact, the surveys of reputation, which made up 40 percent of scores and which Times Higher Education until defended, had serious weaknesses. And it's clear that our research measures favored the sciences over the humanities."He went on to describe previous attempts at peer review as "embarrassing" in The Australian: "The sample was too small, the weighting too high, to be taken seriously." THE published its first rankings using its new methodology on 16 September 2010, a month earlier than previous years. The Times Higher Education World University Rankings, along with the QS World University Rankings and the Academic Ranking of World Universities are described to be the three most influential international university rankings; the Globe and Mail in 2010 described the Times Higher Education World University Rankings to be "arguably the most influential."In 2014 Times Higher Education announced a series of important changes to its flagship THE World University Rankings and its suite of global university performance analyses, following a strategic review by THE parent company TES Global.
The inaugural 2010-2011 methodology contained 13 separate indicators grouped under five categories: Teaching, citations, international mix, industry income. The number of indicators is up from the Times-QS rankings published between 2004 and 2009, which used six indicators. A draft of the inaugural methodology was released on 3 June 2010; the draft stated that 13 indicators would first be used and that this could rise to 16 in future rankings, laid out the categories of indicators as "research indicators", "institutional indicators", "economic activity/innovation", "international diversity". The names of the categories and the weighting of each was modified in the final methodology, released on 16 September 2010; the final methodology included the weighting signed to each of the 13 indicators, shown below: The Times Higher Education billed the methodology as "robust and sophisticated," stating that the final methodology was selected after considering 10 months of "detailed consultation with leading experts in global higher education," 250 pages of feedback from "50 senior figures across every continent" and 300 postings on its website.
The overall ranking score was calculated by making Z-scores all datasets to standardize different data types on a common scale to better make comparisons among data. The reputational component of the rankings came from an Academic Reputation Survey conducted by Thomson Reuters in spring 2010; the survey gathered 13,388 responses among scholars "statistically representative of global higher education's geographical and subject mix." The magazine's category for "industry income – innovation" came from a sole indicator, institution's research income from industry scaled against the number of academic staff." The magazine stated that it used this data as "proxy for high-quality knowledge transfer" and planned to add more indicators for the category in future years. Data for citation impact, comprising 32
A university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities provide undergraduate education and postgraduate education; the word university is derived from the Latin universitas magistrorum et scholarium, which means "community of teachers and scholars". While antecedents had existed in Asia and Africa, the modern university system has roots in the European medieval university, created in Italy and evolved from cathedral schools for the clergy during the High Middle Ages; the original Latin word universitas refers in general to "a number of persons associated into one body, a society, community, corporation, etc". At the time of the emergence of urban town life and medieval guilds, specialized "associations of students and teachers with collective legal rights guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.
In modern usage the word has come to mean "An institution of higher education offering tuition in non-vocational subjects and having the power to confer degrees," with the earlier emphasis on its corporate organization considered as applying to Medieval universities. The original Latin word referred to degree-awarding institutions of learning in Western and Central Europe, where this form of legal organisation was prevalent, from where the institution spread around the world. An important idea in the definition of a university is the notion of academic freedom; the first documentary evidence of this comes from early in the life of the University of Bologna, which adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom"; this is now recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation.
The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world. According to Encyclopædia Britannica, the earliest universities were founded in Asia and Africa, predating the first European medieval universities; the University of Al Quaraouiyine, founded in Morocco by Fatima al-Fihri in 859, is considered by some to be the oldest degree-granting university. Their endowment by a prince or monarch and their role in training government officials made early Mediterranean universities similar to Islamic madrasas, although madrasas were smaller, individual teachers, rather than the madrasa itself, granted the license or degree. Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasas became universities. However, scholars like George Makdisi, Toby Huff and Norman Daniel argue that the European university has no parallel in the medieval Islamic world. Several other scholars consider the university as uniquely European in origin and characteristics.
Darleen Pryds questions this view, pointing out that madaris and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Some scholars, including Makdisi, have argued that early medieval universities were influenced by the madrasas in Al-Andalus, the Emirate of Sicily, the Middle East during the Crusades. Norman Daniel, views this argument as overstated. Roy Lowe and Yoshihito Yasuhara have drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context; the university is regarded as a formal institution that has its origin in the Medieval Christian tradition. European higher education took place for hundreds of years in cathedral schools or monastic schools, in which monks and nuns taught classes.
The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and from cathedral schools. It is possible, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception, they were founded by Kings or municipal administrations. In the early medieval period, most new universities were founded from pre-existing schools when these schools were deemed to have become sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by The residence of a religious community. Pope Gregory VII was critical in promoting and regulating the concept of modern university as his 1079 Papal Decree ordered the regulated establishment of cathedral schools that transformed themselves into the first European universities; the first universities in Europe with a form of corporate/guild structure were the University of Bologna, the University of Paris, the University of Oxford.
The University of Bologna began as a law school teach