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… their social and historical context; * to train yourself in critical thinking and analytic skills; * to reflect upon the underlying philosophical assumptions of the discipline(s) you are studying at your own faculty; * to reflect upon the Western canon and its supposed superiority. Course 1: The Birth of Reason The first course will take you on a journey of discovery from Antiquity to early Modernity. You will study and contextualize the amazing world views of leading thinkers of Antiquity (the … rights. You will • learn to recognise the theoretical assumptions underlying the dominant paradigms of today’s global society; • be able to analyse, evaluate, and reflect upon the complex arguments brought forward by the great thinkers studied in this course; • enhance your critical thinking and flexibility of mind. Course 2: Modernity and Its Discontents The second course will cover the emergence of new ideas that structured modern life and society up to today. Many leading ideas and … from the political, social, and cultural world (such as political ideologies, naturalised world views, and optimism about the potential of science) as well as opposition against them can be traced to Enlightenment thinkers and Romantic views. This course will present major Western thinkers (Descartes, Locke, Voltaire, Rousseau, Kant, Tocqueville, Hegel, Marx, Schopenhauer, Nietzsche, Freud, Weber, Arendt) who shaped modern society and culture from the eighteenth to the twentieth century. …

… their social and historical context; * to train yourself in critical thinking and analytic skills; * to reflect upon the underlying philosophical assumptions of the discipline(s) you are studying at your own faculty; * to reflect upon the Western canon and its supposed superiority. Course 1: The Birth of Reason The first course will take you on a journey of discovery from Antiquity to early Modernity. You will study and contextualize the amazing world views of leading thinkers of Antiquity (the … rights. You will • learn to recognise the theoretical assumptions underlying the dominant paradigms of today’s global society; • be able to analyse, evaluate, and reflect upon the complex arguments brought forward by the great thinkers studied in this course; • enhance your critical thinking and flexibility of mind. Course 2: Modernity and Its Discontents The second course will cover the emergence of new ideas that structured modern life and society up to today. Many leading ideas and … from the political, social, and cultural world (such as political ideologies, naturalised world views, and optimism about the potential of science) as well as opposition against them can be traced to Enlightenment thinkers and Romantic views. This course will present major Western thinkers (Descartes, Locke, Voltaire, Rousseau, Kant, Tocqueville, Hegel, Marx, Schopenhauer, Nietzsche, Freud, Weber, Arendt) who shaped modern society and culture from the eighteenth to the twentieth century. …

… & open science, also known as UM’s core values. Each academic develops in one, two or three main domains: the core activities As a university, we give our academics room to grow while ensuring a balance between the core tasks of our university. We do this by paying attention to the core activities: education, research and (for some faculties) patient care. Each academic develops in their own way Besides developing on UM’s core values and the core activities, each academic can further develop in certain specialities; the elective components in education, research and patient care, but also leadership and societal impact. An academic’s development depends on both personal talents and ambitions, as well as on … Academic Teachers and Teaching Experts The overall goal of these academic profiles is to align expectations as to what an academic does in the position of Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Understanding this facilitates both the development as well as the assessment approach for Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Assessment Components UM Core ValuesA B Conducting research Conducting research Disseminating …

… & open science, also known as UM’s core values. Each academic develops in one, two or three main domains: the core activities As a university, we give our academics room to grow while ensuring a balance between the core tasks of our university. We do this by paying attention to the core activities: education, research and (for some faculties) patient care. Each academic develops in their own way Besides developing on UM’s core values and the core activities, each academic can further develop in certain specialities; the elective components in education and research, but also leadership and societal impact. An academic’s development depends on both personal talents and ambitions, as well as on organisational needs. The … Academic Teachers and Teaching Experts The overall goal of these academic profiles is to align expectations as to what an academic does in the position of Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Understanding this facilitates both the development as well as the assessment approach for Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Assessment Components UM Core ValuesA B Conducting research Conducting research Disseminating …

… of Asylum A man was sitting at a café on the Vrijthof waiting for his coffee. At the table next to him, an older woman and her adult daughter were enjoying a slow breakfast, and he couldn’t help but eavesdrop on their conversation. The woman was scanning the paper and suddenly said “huh” in a very interested way. Her daughter looked up from her breakfast. “What’s up?” “Have you heard about the UK and Austria’s plans to work together on a deal for sending back illegal asylum seekers?” “A little … started taking back control of their own borders? I think the cooperation with Rwanda would send the message to illegals that they can’t just come in uninvited.” Out of the corner of his eye, the eavesdropping man saw the daughter grimace. He supposed this was a point of contention between her and her mother. The daughter started talking at a mile a minute, holding out her right hand to list off points on her fingers. “The UK’s initial plan was so controversial for a few reasons. The first is the … apply for asylum in the UK to Rwanda, where Rwanda would do all of the processing. If an asylum claim was granted, the person would not be allowed to go to the UK, where they originally wanted to apply for asylum, but would have to claim it in Rwanda. This could mean that someone with absolutely no networks in Rwanda could end up there, whereas if someone applied in the UK, it could be because they have family or friends there who could help them settle. Another issue is Rwanda itself. Would they be …

… proposed types of caps on student numbers. Equally, we fully support the proposals aimed at familiarising international staff and students with the Dutch language and giving Dutch students the opportunity to use Dutch at an academic level. Beyond this joint response, we would like to draw attention to the special position of institutions in border regions, as mentioned in both the bill and the explanatory memorandum. With a view to the continuity of Maastricht University and its importance for … its special position as an international institution in a border region to be explicitly recognised and further specified in the law. A ministerial policy line, even if it offers the border regions room to manoeuvre, provides insufficient certainty in this respect. The law itself or, at a minimum, a governmental decree would provide adequately for the appropriate range of foreign-language study programmes in border regions. Here we are referring to both existing and new programmes, the latter of … prosperity of the region. Maastricht University currently has 23,000 students and—together with the Maastricht academic hospital—more than 11,000 employees, making it by far the largest employer in the region. But the university is of greater significance than the employment opportunities it offers. It is acknowledged by the regional authorities, the business community and societal parties alike as a source of socioeconomic and intellectual power that is indispensable for the residents of Limburg …

… Model letter 3 – Assessment Committee To: Dean of Faculty: From: Principal Supervisor: Cc: (co-)supervisors, UM PhD Office, Chair of the assessment committee: Date: Reference: Doctoral candidate: Subject: Assessment Committee doctoral thesis: Attachment: In case of a Joint/Double Doctorate, the signed cooperation agreement Dear Dean, Recently the supervisory team assessed the doctoral thesis: of . The thesis consists of a scientific … in the Doctoral Regulations2. Therefore, we now ask you to appoint a chair of an assessment committee3 as well as the members of the assessment committee4, in accordance with the Doctoral Regulations5, in order to ask the committee whether the thesis can be admitted to the doctoral defence. We propose to appoint as chair and member of the Assessment Committee: Name: Personal Title: Phone: Email address: Title of the Chair/Position: The (co)supervisors confirm that the person mentioned above is … proposed chair of the assessment committee confirm that the persons mentioned above are prepared to act as members of the assessment committee. I agree M od el le tt er 3 – A ss es sm en t C om m itt ee The (co)supervisors also confirm that the PhD candidate is informed and that the composition of the assessment committee as proposed meets the criteria and restrictions as mentioned in the Doctoral Regulations6, including that a co-author of one or more scientific treatises forming part of the …

… Day PBL task A man was sitting at a café on the Vrijthof waiting for his coffee. At the table next to him, an older woman and her adult daughter were enjoying a slow breakfast, and he couldn’t help but eavesdrop on their conversation. The woman was scanning the paper and suddenly said “huh” in a very interested way. Her daughter looked up from her breakfast. “What’s up?” “Have you heard about the UK and Austria’s plans to work together on a deal for sending back illegal asylum seekers?” “A little … started taking back control of their own borders? I think the cooperation with Rwanda would send the message to illegals that they can’t just come in uninvited.” Out of the corner of his eye, the eavesdropping man saw the daughter grimace. He supposed this was a point of contention between her and her mother. The daughter started talking at a mile a minute, holding out her right hand to list off points on her fingers. “The UK’s initial plan was so controversial for a few reasons. The first is the … apply for asylum in the UK to Rwanda, where Rwanda would do all of the processing. If an asylum claim was granted, the person would not be allowed to go to the UK, where they originally wanted to apply for asylum, but would have to claim it in Rwanda. This could mean that someone with absolutely no networks in Rwanda could end up there, whereas if someone applied in the UK, it could be because they have family or friends there who could help them settle. Another issue is Rwanda itself. Would they be …