25
Jan

Kandinsky was a Russian painter, considered to be a pioneer of abstract and one of the most outstanding avant-garde painters of all time. Art and sound were one in the same to him. Part of his goal as an artist was to depict and share his synesthesia experiences. The result is a painting that is complex and visually stimulating, with color combinations that reverberate.

Guided by our own, we will take you through the evolution of Kandinsky’s art from Russia to France.

Date: Thursday, 28 january @ 17:30 

Price: Students: €9   
If more than 15, price is €8; Non-Students: €12; Free for children under 11

Place: Palacio de Cibeles
Plaza de Cibeles, 1, 28014 Madrid, Spain

The length of the tour is approximately 1 hour. Tour is @ 18:00.

Tickets are purchased at the door.

If you want to register please click here

22
Jan

Will Technology Replace Faculty?

Written on January 22, 2016 by Santiago Iñiguez in Arts & Cultures & Societies

santiagoBy Santiago Iñiguez de Onzoño, Dean of IE Business School and President of IE University

“There is a fear, expressed frequently, that technology will replace professors. But I can say emphatically and unequivocally, THAT IT WILL NOT SUBSTITUTE THEM” (Bill Gates, Road to the Future, 1995; capital letters in the original)

In the present and future context of growing integration between technology and teaching, the role of the teacher will become decisive, moving from that of the conductor of the learning process to managing online modules. The new breed of teacher will not only require a deep understanding of the area of study, but also be skilled in online teaching methodologies, the use of educational platforms, and in managing information and multimedia materials.

Attracting teachers to this new environment will not be easy, partly because so many academic institutions’ collegial government requires substantial quorums to approve major curriculum changes. This collegial approach, which has deep roots in academia, could hinder a transformation process that requires a rapid response to the changes taking place, or be slow to adapt the role of academics to the new needs of education.

The other institution that could delay the adoption of new teaching methods and the integration of technology and teaching is tenure, which gives senior academic staff a lifetime position, regardless of how they perform or their commitment to innovation. Only those with a true academic vocation, with a firm commitment to teaching, will be motivated to operate change. Read more…

20
Jan

Museo-del-PradoEl jueves 11 de febrero, a las 19.00h, ofreceremos en el Aula Magna, por primera vez, una sesión de “Obras Maestras del Museo del Prado” para toda la comunidad IE.

Una excelente ocasión de acercarnos más al Prado, para descubrir y disfrutar del museo de una forma diferente.

Consistirá en un recorrido virtual por el Museo a través de algunas de las mejores obras y artistas como Las Meninas de Velázquez, El Jardín de las Delicias de el Bosco o El 2 y 3 de mayo de Goya entre muchas otras.

En esta sesión participarán Nuria de Miguel, Secretaria General de la Fundación Amigos del Museo del Prado, y Lola Martínez Ferrando, profesora de protocolo del Museo.

Si desea registrarse en este evento haga click aqui

18
Jan

What Humanities mean

Written on January 18, 2016 by Susana Torres Prieto in Arts & Cultures & Societies

1127By Susana Torres Prieto, Professor of Humanities at IE University and IE Business School.

We often hear –though maybe less often than we should­– especially in academic circles, the debate about the crisis of the Humanities in our current world. Within academic circles, particularly among Humanities scholars, it bears the grim tint of a lost war against a powerful enemy, the Sciences, as if the Sciences and the Humanities did not share many more things than those that set them apart. Such antagonism, based upon the fallacy of using different and incompatible methods (inductive vs. deductive), easily challenged in the fields of medicine or historical linguistics, or the misrepresentation of truth as something empirically testable has led us, to a certain extent, to the mess we are in now.

As Emilio Lledó reminded us in the speech given on the occasion of his reception of the prize Princesa de Asturias last October, the Humanities are essential for an education for freedom and justice. The term Humanities, as defended by Prof. Lledó, carries within a myriad of meanings that have been added to the original term since its first usage, and whose close analysis would help us understand why they are so radically necessary.

In a recently published book bearing the title The Human and the Humane, the Classics Professor of the University of Southern Denmark, Christian Høgel, traces back the history of the term in order to explain two of the main meanings currently associated with humanity nowadays, namely, human as humane, humanitarian, and human as pertaining to human beings, from which its associations with Humanities as an academic discipline derive.

From the first instances of the use of humanitas in Stoic circles as a term linked to natural law, and therefore as a guarantor of general rights for human beings (27) to the very famous, though often wrongfully attributed, line of “homo sum: humani nihil a me alienum puto”, a line by a character of Roman comedy by Terence, Høgel is able to navigate through the history of the term, and, most importantly, though its semantic associations in the course of almost 2,000 years to prove a clear point: that the defence of rights and, eventually, as we will see, the defence of peace lies in what makes us human by contrast to other living beings in the world: our capacity for reasoning and, most importantly, for communication.

Probably the first person who made that association, that a morally impeccable behaviour could be taught, and therefore learnt, was Cicero, and to his works and examples Høgel dedicates one whole chapter of his book in which he clearly proves another main point of the book, that the humanitas, in any of the meanings we assign to it today, is a Roman invention. He conclusively demonstrates that, at the beginning, it was the term chosen to translate both the Greek philantropia (meekness) and paideia (education) (44), but that its link to  the defence of human rights is fully Roman, to by precise, fully Ciceronian. Moreover, Cicero admitted that humanitas could be universal and could be transmited. Admittedly, Cicero’s conceptualization of humanitas as an educational concept was to be buried until the emergence of the concept of studia humanitatis in the early Renaissance, and in between the concept of humanitas was going to be used either as an equivalent to ‘meekness’ or ‘hospitality’, or either as a way of defining the non-divine nature of Christ, his humanity. In this fascinating journey through the uses in Late Antiquity and the Middle Ages, Prof. Høgel uses examples from Lactantius and Petronius, from Thomas Aquinas to Meinhard of Bamberg and John of Salisbury, to explain and lead us to the (re)adoption of the Ciceronian concept in the early Renaissance in the extensive use of the studia humanitatis. And then Høgel explains a fact that is little known today, that the Humanities, as a discipline of study, commenced as a philological endeavour, not a philosophical one. The studia humanitatis was linked to the reassessment and renovation of Latin vocabulary and structures as copied from Ancient sources, and it therefore focused on the study of Latin Classics, regardless of the type of text, in order to achieve a better form of literary language, and, by those means, an educational ideal (102). It would not be until the end of the 14th century when the connection between ‘ideal’ or ‘beautiful’ form of expression linked to a ‘ideal’ or ‘moral’ type of man was made, the same connection of concepts that Cicero, with his Stoic background, had made almost 1,500 years ago. And almost a century more had to pass until the later Humanists, Colet, More and, most importantly Erasmus, in trying to find moral reasons to oppose religious wars in the lines of the Bible, applying, again, a philological principle, the so-called ‘grammatical method’ considered that the study of Humanities, the persuasiveness of the discourse, was the best tool human beings had to avoid bloodshed and to defend their rights (108).

Despite the philological background of his author, this book is not only a detailed and serene defence of philology as an academic discipline (almost extinct today) but an impassioned argument of what is it that links the Humanities and its study to the human-ness in all of us, regardless of our occupation, and why its opposition to any other academic discipline is as inane as trying to separate speech from thought.

15
Jan

matrioshka-maidanThursday, January 28th 2016, 6pm, at Refectory (Segovia)

Probably the greatest contribution of Russia to European culture, or at least the most acknowledged, has been the Russian 19th century novel, which encompassed as few other literary traditions the struggle for modernity as well as visions of a better future. Nowadays, Russian society struggles between past and present narratives, moving between official and underground accounts of her past and present. By confronting Russia’s past and present depictions of herself we might be able to discern which elements are still permanent of Russia’s vision of Russia.

Speakers:  Prof. Catriona Kelly, University of Oxford and Pilar Bonet, correspondent of El País in Russia. Moderator: Susana Torres, Associate Professor IE University

If you wish to attend please register here

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