Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
KU Leuven will celebrate its 600th anniversary in 2025, making it one of Europe’s oldest universities. Our institution has the double honour of being the oldest university in the Low Countries and the oldest extant Catholic university in the world. The University that is now known as KU Leuven was founded with the papal bull “Sapientie immarcessibilis”. This was issued by Pope Martin V on 9 December 1425 after the city of Leuven had requested permission for the foundation of the University with the support of John IV, Duke of Brabant, and the city’s clergy.
In 2002, KU Leuven concluded an association agreement with fourteen Flemish university colleges. The agreement was part of the harmonization efforts that changed the course of the European higher education system with the Bologna declaration of 1999. The academic degree programmes offered by these university colleges have been fully integrated into KU Leuven since 2013. The University now offers degree programmes on campuses in eleven different cities.
Today, KU Leuven accommodates 50,000 students, spread across the various campuses in Leuven and elsewhere in Flanders. The University and University Hospitals Leuven each employ almost 10,000 people. For research, KU Leuven ranks among the world’s finest. KU Leuven has become a cosmopolitan institution in a rapidly changing urban environment. Its unique profile reconciles cutting-edge science with quality of life and openness to talent.
The emphasis in this course is on the emotions which people experience with respect to their country, its history and culture. The complex history of the Low Countries, with its different nations, its many links to the wider European world and beyond, and its traditions of economic success and cultural excellence, provides a good example of the range of issues on which human emotions focus and in this way shape history. From the civic pride in the medieval cities, over the rifts caused by the Dutch revolt, to the issue of regional identities in a unifying Europe, the course of Low ountries history is followed chronologically.
Special attention is given to the history prior to the twentieth century and the many ways in which this history has shaped contemporary society and has left numerous traces in the country and the minds of the people. For the recent history emphasis is on the constantly shifting meanings of people’s historical memories under the influence of such issues as nationalism and regionalism, wartime experiences, migrations in the modern world etc. In this sense the course opens the debate on the specific position of small countries in larger political zones
This course analyses the European (dis-)integration process in the context of the international relations since World War II. It examines to what extent, how and why European countries cooperated, integrated and competed between 1945 and today. The course also explains how and why both ‘Europe’ and ‘integration’ were defined in different ways during this period. In a chronological way this course will focus on: the construction of a European order: the increased cooperation between EC/EU Member States, focus on internal interaction, the place of Europe in the world: Europe’s position during the Cold War, and Europe’s relations with its external environment (other states and international institutions), focus on external interaction. With the aim of better understanding European integration and international relations, this course will also deal with several analytical concepts, such as ‘interests’, ‘norms’, ‘security dilemma’, ‘social learning’, ‘entrepreneurship’, ‘context’, ‘domestic factors’, ‘legitimacy’.
As it is impossible to discuss in one semester all dimensions of ‘International Relations and European Integration since WWII’, the main focus of the course is a) on the interrelationship between east-west relations and European integration and b) on the major turning points and structural changes and problems in the course of European history since 1945. By continuously making a link between events and developments in the previous decades and current events and developments, this course aims at illuminating and explaining recurrent themes and underlying processes and structures in the process of European integration.
Introduction: Milestones in European integration and co-operation.
Concepts and theory-building.
Institutional structure: Governance â€“ EU institutions/bodies and involvement of actors and stakeholders. Decision-making procedures. Policy instruments.
European policies: Development, implementation and evaluation of core European policy projects and accompanying policies.
Current issues in the framework of European integration and co-operation.
We start with an introduction to the human being as an interactional creature, whose life starts in the relations with the parents. In 12 sessions we look at how parent-child relations changed from the Old Testament to the Gospels and further till contemporary art. In each session we discuss ca. 10 paintings in detail, using concepts from philosophy, psychology and art history, relating them to the mentality of their era, moving from Antiquity to the posthuman. This allows us to recapitulate the history of Europe in a nutshell with focus on the changes in emotionality. These paradigm shifts have a vital effect on the different languages used in paintings: body, gestures, clothes (fashions), images, words and spatial expression.
The purpose of this course is to initiate the student in aspects of Eastern (foremost Far-Eastern) thought from the perspective of comparative philosophy, or, alternatively, to enlighten aspects of western thought or of universalizing conceptions of philosophy through comparison and contrast with Eastern thought. This is done by interactive lectures as well as by discussing texts that have been read in advance by the students. At the end of this course the student should be able
to have a feeling for and a balanced judgment on the diversity of conceptions of philosophical thought and its relation to practices
to apply such insights to one or a few specific topics such as the ones mentioned below under ‘contents’.
to give diligent comments on philosophical texts on issues such as the ones mentioned (texts that do not presuppose philological expertise in the intellectual traditions in question).
The aim of this course is to make students familiar with the most important themes and questions in the domain of Philosophy of Technology, from both a continental and analytic perspective. More specifically, we will consider, among other things, the link between technology on the one hand and, for example, science, ethics, and politics on the other.
At the end of the course, the student has a critical insight into these questions and themes. This means, among other things, that he/she can clearly distinguish the different positions, and can explain the arguments pro and contra these positions. In addition, the student has a good understanding of the links between the concepts that take a central place in the domain of Philosophy of Technology.
In this course an attempt is made to understand the nature of philosophy as it manifests itself in the long run, throughout its history from Greek antiquity up to the present day.
Introducing some relevant figures and works from the history of Western Philosophy, we shall see the kind of questions thinkers have asked, the interplay of philosophy and sciences, as well as the conversation of philosophy with fine arts and religion. References to – and comparisons with non-western intellectual traditions shall be made too.
This should be achieved somehow in concreto: i.e., starting from a direct acquaintance of important philosophers and reflecting on the ways they have understood the philosophical project. Some attention will be paid to their investigation of both the physical and the human worlds, as well as to the use of distinct intellectual practices.
All the above will be looked at diachronically, from the perspective of the course of history.
Basic concepts of cost accounting and cost information for policy decisions
Characteristics of an investment, financial calculation, investment criteria
Analysis of the annual account:
Horizontal and vertical analysis, ratio analysis, notes to the financial statements, social balance sheet
Financing techniques with own or foreign funds
The aim of the course is that students will become acquainted with the specific situation of theological studies at a Catholic university (personal motivation and professional expectations of academic studies in theology, the position of theology in the university, acquaintance with practical conditions of the study). Students will acquire a general insight in theology as a science, its history, its subdivision in various disciplines, the diversity of its methodologies. Students can formulate meaningful theological questions and develop a sensitivity for analysing the complexity of theological questions and understand and are able to make appropriate use of central theological concepts (like e.g., revelation, context, experience, community, Church, eschatology, etc.). Students will learn how to read the Hebrew Bible and the New Testament as a piece of literature instructive for faith and theology. Overall students are able to follow the theological classes, offered in the Bachelor’s programme of Theology and Religious Studies.