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Sunday, June 30, 2019

Galen

From Wikipedia, the free encyclopedia

Galen
Galenus.jpg
Eighteenth-century portrait by Georg Paul Busch
BornSeptember 129 AD
Diedc. 210 AD
OccupationPhysician

Aelius Galenus or Claudius Galenus (Greek: Κλαύδιος Γαληνός; September 129 AD – c. 200/c. 216), often Anglicized as Galen and better known as Galen of Pergamon (/ˈɡlən/), was a Greek physician, surgeon and philosopher in the Roman Empire. Arguably the most accomplished of all medical researchers of antiquity, Galen influenced the development of various scientific disciplines, including anatomy, physiology, pathology, pharmacology, and neurology, as well as philosophy and logic.

The son of Aelius Nicon, a wealthy architect with scholarly interests, Galen received a comprehensive education that prepared him for a successful career as a physician and philosopher. Born in Pergamon (present-day Bergama, Turkey), Galen travelled extensively, exposing himself to a wide variety of medical theories and discoveries before settling in Rome, where he served prominent members of Roman society and eventually was given the position of personal physician to several emperors.

Galen's understanding of anatomy and medicine was principally influenced by the then-current theory of humorism (also known as the four humors – black bile, yellow bile, blood, and phlegm), as advanced by ancient Greek physicians such as Hippocrates. His theories dominated and influenced Western medical science for more than 1,300 years. His anatomical reports, based mainly on dissection of monkeys, especially the Barbary macaque, and pigs, remained uncontested until 1543, when printed descriptions and illustrations of human dissections were published in the seminal work De humani corporis fabrica by Andreas Vesalius where Galen's physiological theory was accommodated to these new observations. Galen's theory of the physiology of the circulatory system remained unchallenged until ca. 1242, when Ibn al-Nafis published his book Sharh tashrih al-qanun li’ Ibn Sina (Commentary on Anatomy in Avicenna's Canon), in which he reported his discovery of the pulmonary circulation.

Galen saw himself as both a physician and a philosopher, as he wrote in his treatise entitled That the Best Physician Is Also a Philosopher. Galen was very interested in the debate between the rationalist and empiricist medical sects, and his use of direct observation, dissection and vivisection represents a complex middle ground between the extremes of those two viewpoints. Many of his works have been preserved and/or translated from the original Greek, although many were destroyed and some credited to him are believed to be spurious. Although there is some debate over the date of his death, he was no younger than seventy when he died.

In medieval Europe, Galen's writings on anatomy became the mainstay of the medieval physician's university curriculum, but because of the collapse of the Roman Empire in the West they suffered greatly from stasis and intellectual stagnation. However, in the Eastern Roman Empire and the Abbasid Caliphate they continued to be studied and followed. Some of Galen's ideas were incorrect, as he did not dissect a human body. Greek and Roman taboos had meant that dissection was usually banned in ancient times, but in Middle Ages it changed: medical teachers and students at Bologna began to open human bodies, and Mondino de Luzzi (ca. 1275–1326) produced the first known anatomy textbook based on human dissection.

Galen's original Greek texts gained renewed prominence during the early modern period. In the 1530s, Belgian anatomist and physician Andreas Vesalius took on a project to translate many of Galen's Greek texts into Latin. Vesalius's most famous work, De humani corporis fabrica, was greatly influenced by Galenic writing and form.

Early life: AD 129–161

Galen's name Γαληνός, Galēnos comes from the adjective "γαληνός", "calm".

Galen describes his early life in On the affections of the mind. He was born in September AD 129. His father, Aelius Nicon, was a wealthy patrician, an architect and builder, with eclectic interests including philosophy, mathematics, logic, astronomy, agriculture and literature. Galen describes his father as a "highly amiable, just, good and benevolent man". At that time Pergamon (modern-day Bergama, Turkey) was a major cultural and intellectual centre, noted for its library, second only to that in Alexandria, and attracted both Stoic and Platonic philosophers, to whom Galen was exposed at age 14. His studies also took in each of the principal philosophical systems of the time, including Aristotelian and Epicurean. His father had planned a traditional career for Galen in philosophy or politics and took care to expose him to literary and philosophical influences. However, Galen states that in around AD 145 his father had a dream in which the god Asclepius (Aesculapius) appeared and commanded Nicon to send his son to study medicine. Again, no expense was spared, and following his earlier liberal education, at 16 he began studies at the prestigious local sanctuary or Asclepieum dedicated to Asclepius, god of medicine, as a θεραπευτής (therapeutes, or attendant) for four years. There he came under the influence of men like Aeschrion of Pergamon, Stratonicus and Satyrus. Asclepiea functioned as spas or sanitoria to which the sick would come to seek the ministrations of the priesthood. Romans frequented the temple at Pergamon in search of medical relief from illness and disease. It was also the haunt of notable people such as Claudius Charax the historian, Aelius Aristides the orator, Polemo the sophist, and Cuspius Rufinus the Consul.

Galen's father died in 148, leaving Galen independently wealthy at the age of 19. He then followed the advice he found in Hippocrates' teaching and travelled and studied widely including such destinations as Smyrna (now Izmir), Corinth, Crete, Cilicia (now Çukurova), Cyprus, and finally the great medical school of Alexandria, exposing himself to the various schools of thought in medicine. In 157, aged 28, he returned to Pergamon as physician to the gladiators of the High Priest of Asia, one of the most influential and wealthy men in Asia. Galen claims that the High Priest chose him over other physicians after he eviscerated an ape and challenged other physicians to repair the damage. When they refused, Galen performed the surgery himself and in so doing won the favor of the High Priest of Asia. Over his four years there, he learned the importance of diet, fitness, hygiene and preventive measures, as well as living anatomy, and the treatment of fractures and severe trauma, referring to their wounds as "windows into the body". Only five deaths among the gladiators occurred while he held the post, compared to sixty in his predecessor's time, a result that is in general ascribed to the attention he paid to their wounds. At the same time he pursued studies in theoretical medicine and philosophy.

Later years: AD 162–217

Modern statue of Galen in his home town, Pergamon
 
Galen went to Rome in 162 and made his mark as a practicing physician. His impatience brought him into conflict with other doctors and he felt menaced by them. His demonstrations there antagonized the less skilled and more conservative physicians in the city. When Galen's animosity with the Roman medical practitioners became serious, he feared he might be exiled or poisoned, so he left the city.

Rome had engaged in foreign wars in 161; Marcus Aurelius and his colleague Lucius Verus were in the north fighting the Marcomanni. During the autumn of 169 when Roman troops were returning to Aquileia, a great plague broke out, and the emperor summoned Galen back to Rome. He was ordered to accompany Marcus and Verus to Germany as the court physician. The following spring Marcus was persuaded to release Galen after receiving a report that Asclepius was against the project. He was left behind to act as physician to the imperial heir Commodus. It was here in court that Galen wrote extensively on medical subjects. Ironically, Lucius Verus died in 169, and Marcus Aurelius himself died in 180, both victims of the plague. 

Galen was the physician to Commodus for much of the emperor’s life and treated his common illnesses. According to Dio Cassius 72.14.3–4, in about 189, under Commodus’ reign, a pestilence occurred which at its height killed 2,000 people a day in Rome. This was most likely the same plague that struck Rome during Marcus Aurelius’ reign.

Galen became physician to Septimius Severus during his reign in Rome. Galen compliments Severus and Caracalla on keeping a supply of drugs for their friends and mentions three cases in which they had been of use in 198.

The Antonine Plague

The 'Galen' group of physicians in an image from the Vienna Dioscurides; he is depicted top center.
 
The Antonine Plague was named after Marcus Aurelius’ family name of Antoninus. It was also known as the Plague of Galen and held an important place in medicinal history because of its association with Galen. He had first-hand knowledge of the disease, and was present in Rome when it first struck in 166 AD, and was also present in the winter of 168–69 during an outbreak among troops stationed at Aquileia. He had experience with the epidemic, referring to it as very long lasting, and described its symptoms and his treatment of it. Unfortunately, his references to the plague are scattered and brief. Galen was not trying to present a description of the disease so that it could be recognized in future generations; he was more interested in the treatment and physical effects of the disease. For example, in his writings about a young man afflicted with the plague, he concentrated on the treatment of internal and external ulcerations. According to Niebuhr, "this pestilence must have raged with incredible fury; it carried off innumerable victims. The ancient world never recovered from the blow inflicted upon it by the plague that visited it in the reign of M. Aurelius." The mortality rate of the plague was 7–10 percent; the outbreak in 165–168 would have caused approximately 3.5 to 5 million deaths. Otto Seeck believes that over half the population of the empire perished. J. F. Gilliam believes that the Antonine plague probably caused more deaths than any other epidemic during the empire before the mid-3rd century. Although Galen's description is incomplete, it is sufficient to enable a firm identification of the disease as smallpox

Galen notes that the exanthema covered the victim's entire body and was usually black. The exanthem became rough and scabby where there was no ulceration. He states that those who were going to survive developed a black exanthem. According to Galen, it was black because of a remnant of blood putrefied in a fever blister that was pustular. His writings state that raised blisters were present in the Antonine plague, usually in the form of a blistery rash. Galen states that the skin rash was close to the one Thucydides described. Galen describes symptoms of the alimentary tract via a patient's diarrhea and stools. If the stool was very black, the patient died. He says that the amount of black stools varied. It depended on the severity of the intestinal lesions. He observes that in cases where the stool was not black, the black exanthema appeared. Galen describes the symptoms of fever, vomiting, fetid breath, catarrh, cough, and ulceration of the larynx and trachea.

Eudemus

When the Peripatetic philosopher Eudemus became ill with quartan fever, Galen felt obliged to treat him "since he was my teacher and I happened to live nearby." Galen wrote: "I return to the case of Eudemus. He was thoroughly attacked by the three attacks of quartan ague, and the doctors had given him up, as it was now mid-winter." Some Roman physicians criticized Galen for his use of the prognosis in his treatment of Eudemus. This practice conflicted with the then-current standard of care, which relied upon divination and mysticism. Galen retaliated against his detractors by defending his own methods. Garcia-Ballester quotes Galen as saying: "In order to diagnose, one must observe and reason. This was the basis of his criticism of the doctors who proceeded alogos and askeptos." However, Eudemus warned Galen that engaging in conflict with these physicians could lead to his assassination. "Eudemus said this, and more to the same effect; he added that if they were not able to harm me by unscrupulous conduct they would proceed to attempts at poisoning. Among other things he told me that, some ten years before, a young man had come to the city and had given, like me practical demonstrations of the resources of our art; this young man was put to death by poison, together with two servants who accompanied him."

Garcia-Ballester says the following of Galen’s use of prognosis: "In modern medicine, we are used to distinguishing between the diagnostic judgment (the scientific knowledge of what a patient has) and the prognostic judgment (the conjecture about what will happen to him.) For Galen, to understand a clinical case technically, ‘to diagnose’, was, among other things, to know with greater or lesser certainty the outcome for the patient, ‘to prognosticate’. Prognosis, then, is one of the essential problems and most important objectives of Galenic diagnosis. Galen was concerned with distinguishing prognosis from divination or prophecy, both to improve diagnosis technically and to enhance the physician's reputation."

Death

The 11th-century Suda lexicon states that Galen died at the age of 70, which would place his death in about the year 199. However, there is a reference in Galen's treatise "On Theriac to Piso" (which may, however, be spurious) to events of 204. There are also statements in Arabic sources that he died in Sicily at age 87, after 17 years studying medicine and 70 practicing it, which would mean he died about 217. According to these sources, the tomb of Galenus in Palermo was still well preserved in tenth century. Nutton believes that "On Theriac to Piso" is genuine, that the Arabic sources are correct, and that the Suda has erroneously interpreted the 70 years of Galen's career in the Arabic tradition as referring to his whole lifespan. Boudon-Millot more or less concurs and favours a date of 216.

Contributions to medicine

Galen contributed a substantial amount to the Hippocratic understanding of pathology. Under Hippocrates' bodily humors theory, differences in human moods come as a consequence of imbalances in one of the four bodily fluids: blood, yellow bile, black bile, and phlegm. Galen promoted this theory and the typology of human temperaments. In Galen's view, an imbalance of each humor corresponded with a particular human temperament (blood—sanguine, black bile—melancholic, yellow bile—choleric, and phlegm—phlegmatic). Thus, individuals with sanguine temperaments are extroverted and social; choleric people have energy, passion, and charisma; melancholics are creative, kind, and considerate; and phlegmatic temperaments are characterized by dependability, kindness, and affection.

Galen dissecting a monkey, as imagined by Veloso Salgado in 1906
 
Galen's principal interest was in human anatomy, but Roman law had prohibited the dissection of human cadavers since about 150 BC. Because of this restriction, Galen performed anatomical dissections on living (vivisection) and dead animals, mostly focusing on pigs and primates. This work was useful because Galen believed that the anatomical structures of these animals closely mirrored those of humans. Galen clarified the anatomy of the trachea and was the first to demonstrate that the larynx generates the voice. In one experiment, Galen used bellows to inflate the lungs of a dead animal. Galen's work on the anatomy remained largely unsurpassed and unchallenged up until the 16th century in Europe. In the middle of the 16th century, the anatomist Andreas Vesalius challenged the anatomical knowledge of Galen by conducting dissections on human cadavers. These investigations allowed Vesalius to refute aspects of Galen's anatomy. 

Among Galen's major contributions to medicine was his work on the circulatory system. He was the first to recognize that there are distinct differences between venous (dark) and arterial (bright) blood. Although his anatomical experiments on animal models led him to a more complete understanding of the circulatory system, nervous system, respiratory system, and other structures, his work contained scientific errors. Galen believed the circulatory system to consist of two separate one-way systems of distribution, rather than a single unified system of circulation. He believed venous blood to be generated in the liver, from where it was distributed and consumed by all organs of the body. He posited that arterial blood originated in the heart, from where it was distributed and consumed by all organs of the body. The blood was then regenerated in either the liver or the heart, completing the cycle. Galen also believed in the existence of a group of blood vessels he called the rete mirabile in the carotid sinus. Both of these theories of the circulation of blood were later (beginning with works of Ibn al-Nafis published ca. 1242) shown to be incorrect.

In his work De motu musculorum, Galen explained the difference between motor and sensory nerves, discussed the concept of muscle tone, and explained the difference between agonists and antagonists.
Galen was a skilled surgeon, operating on human patients. Many of his procedures and techniques would not be used again for centuries, such as the procedures he performed on brains and eyes. To correct cataracts in patients, Galen performed an operation similar to a modern one. Using a needle-shaped instrument, Galen attempted to remove the cataract-affected lens of the eye. His surgical experiments included ligating the arteries of living animals. Although many 20th century historians have claimed that Galen believed the lens to be in the exact center of the eye, Galen actually understood that the crystalline lens is located in the anterior aspect of the human eye.

At first reluctantly but then with increasing vigour, Galen promoted Hippocratic teaching, including venesection and bloodletting, then unknown in Rome. This was sharply criticised by the Erasistrateans, who predicted dire outcomes, believing that it was not blood but pneuma that flowed in the veins. Galen, however, staunchly defended venesection in his three books on the subject and in his demonstrations and public disputations.

Contributions to philosophy

Although the main focus of his work was on medicine, anatomy, and physiology, Galen also wrote about logic and philosophy. His writings were influenced by earlier Greek and Roman thinkers, including Plato, Aristotle, and the Stoics. Galen was concerned to combine philosophical thought with medical practice, as in his brief work That the Best Physician is also a Philosopher he took aspects from each group and combined them with his original thought. He regarded medicine as an interdisciplinary field that was best practiced by utilizing theory, observation, and experimentation in conjunction. 

Several schools of thought existed within the medical field during Galen's lifetime, the main two being the Empiricists and Rationalists (also called Dogmatists or Philosophers), with the Methodists being a smaller group. The Empiricists emphasized the importance of physical practice and experimentation, or "active learning" in the medical discipline. In direct opposition to the Empiricists were the Rationalists, who valued the study of established teachings in order to create new theories in the name of medical advancements. The Methodists formed somewhat of a middle ground, as they were not as experimental as the Empiricists, nor as theoretical as the Rationalists. The Methodists mainly utilized pure observation, showing greater interest in studying the natural course of ailments than making efforts to find remedies. Galen's education had exposed him to the five major schools of thought (Platonists, Peripatetics, Stoics, Epicureans, Pyrrhonists), with teachers from the Rationalist sect and from the Empiricist sect.

Opposition to the Stoics

Galen was well known for his advancements in medicine and the circulatory system, but he was also concerned with philosophy. He developed his own tripartite soul model following the examples of Plato; some scholars refer to him as a Platonist. Galen developed a theory of personality based on his understanding of fluid circulation in humans, and he believed that there was a physiological basis for mental disorders. Galen connected many of his theories to the pneuma and he opposed the Stoics' definition of and use of the pneuma.

The Stoics, according to Galen, failed to give a credible answer for the localization of functions of the psyche, or the mind. Through his use of medicine, he was convinced that he came up with a better answer, the brain. The Stoics only recognized the soul as having one part, which was the rational soul and they claimed it would be found in the heart. Galen, following Plato's idea, came up with two more parts to the soul.

Galen also rejected Stoic propositional logic and instead embraced a hypothetical syllogistic which was strongly influenced by the Peripatetics and based on elements of Aristotelian logic.

Localization of function

One of Galen's major works, On the Doctrines of Hippocrates and Plato, sought to demonstrate the unity of the two subjects and their views. Using their theories, combined with Aristotle's, Galen developed a tripartite soul consisting of similar aspects. He used the same terms as Plato, referring to the three parts as rational, spiritual, and appetitive. Each corresponded to a localized area of the body. The rational soul was in the brain, the spiritual soul was in the heart, and the appetitive soul was in the liver. Galen was the first scientist and philosopher to assign specific parts of the soul to locations in the body because of his extensive background in medicine. This idea is now referred to as localization of function. Galen's assignments were revolutionary for the time period, which set the precedent for future localization theories. 

Galen believed each part of this tripartite soul controlled specific functions within the body and that the soul, as a whole, contributed to the health of the body, strengthening the "natural functioning capacity of the organ or organs in question". The rational soul controlled higher level cognitive functioning in an organism, for example, making choices or perceiving the world and sending those signals to the brain. He also listed "imagination, memory, recollection, knowledge, thought, consideration, voluntary motion and sensation" as being found within the rational soul. The functions of "growing or being alive" resided in the spirited soul. The spirited soul also contained our passions, such as anger. These passions were considered to be even stronger than regular emotions, and, as a consequence, more dangerous. The third part of the soul, or the appetitive spirit, controlled the living forces in our body, most importantly blood. The appetitive spirit also regulated the pleasures of the body and was moved by feelings of enjoyment. This third part of the soul is the animalistic, or more natural, side of the soul; it deals with the natural urges of the body and survival instincts. Galen proposed that when the soul is moved by too much enjoyment, it reaches states of "incontinence" and "licentiousness", the inability to willfully cease enjoyment, which was a negative consequence of too much pleasure.

In order to unite his theories about the soul and how it operated within the body, he adapted the theory of the pneuma, which he used to explain how the soul operated within its assigned organs, and how those organs, in turn, interacted together. Galen then distinguished the vital pneuma, in the arterial system, from the psychic pneuma, in the brain and nervous system. Galen placed the vital pneuma in the heart and the psychic pneuma within the brain. He conducted many anatomical studies on animals, most famously an ox, to study the transition from vital to psychic pneuma. Although highly criticized for comparing animal anatomy to human anatomy, Galen was convinced that his knowledge was abundant enough in both anatomies to base one on the other.

Mind–body problem

Galen believed there to be no distinction between the mental and the physical. This was a controversial argument of the time, and Galen fell with the Greeks in believing that the mind and body were not separate faculties. He believed that this could be scientifically proven. This was where his opposition to the Stoics became most prevalent. Galen proposed organs within the body to be responsible for specific functions, rather than individual parts. According to Galen, the Stoics' lack of scientific justification discredited their claims of the separateness of mind and body, which is why he spoke so strongly against them.

Psychotherapy

Another one of Galen's major works, On the Diagnosis and Cure of the Soul's Passion, discussed how to approach and treat psychological problems. This was Galen's early attempt at what would later be called psychotherapy. His book contained directions on how to provide counsel to those with psychological issues to prompt them to reveal their deepest passions and secrets, and eventually cure them of their mental deficiency. The leading individual, or therapist, had to be a male, preferably of an older, wiser, age, as well as free from the control of the passions. These passions, according to Galen, caused the psychological problems that people experienced.

Published works

De curandi ratione
 
Galenou apanta (1538)
 
Galen may have produced more work than any author in antiquity, rivaling the quantity of work issued from Augustine of Hippo. So profuse was Galen's output that the surviving texts represent nearly half of all the extant literature from ancient Greece. It has been reported that Galen employed twenty scribes to write down his words. Galen may have written as many as 500 treatises, amounting to some 10 million words. Although his surviving works amount to some 3 million words, this is thought to represent less than a third of his complete writings. In AD 191, a fire in the Temple of Peace destroyed many of his works, in particular treatises on philosophy.

Because Galen's works were not translated into Latin in the ancient period, and because of the collapse of the Roman Empire in the West, the study of Galen, along with the Greek medical tradition as a whole, went into decline in Western Europe during the Early Middle Ages, when very few Latin scholars could read Greek. However, in general, Galen and the ancient Greek medical tradition continued to be studied and followed in the Eastern Roman Empire, commonly known as the Byzantine Empire. All of the extant Greek manuscripts of Galen were copied by Byzantine scholars. In the Abbasid period (after AD 750) Arab Muslims began to be interested in Greek scientific and medical texts for the first time, and had some of Galen's texts translated into Arabic, often by Syrian Christian scholars (see below). As a result, some texts of Galen exist only in Arabic translation, while others exist only in medieval Latin translations of the Arabic. In some cases scholars have even attempted to translate from the Latin or Arabic back into Greek where the original is lost. For some of the ancient sources, such as Herophilus, Galen's account of their work is all that survives. 

Even in his own time, forgeries and unscrupulous editions of his work were a problem, prompting him to write On his Own Books. Forgeries in Latin, Arabic or Greek continued until the Renaissance. Some of Galen's treatises have appeared under many different titles over the years. Sources are often in obscure and difficult-to-access journals or repositories. Although written in Greek, by convention the works are referred to by Latin titles, and often by merely abbreviations of those. No single authoritative collection of his work exists, and controversy remains as to the authenticity of a number of works attributed to Galen. As a consequence, research on Galen's work is fraught with hazard.

Various attempts have been made to classify Galen's vast output. For instance Coxe (1846) lists a Prolegomena, or introductory books, followed by 7 classes of treatise embracing Physiology (28 vols.), Hygiene (12), Aetiology (19), Semeiotics (14), Pharmacy (10), Blood letting (4) and Therapeutics (17), in addition to 4 of aphorisms, and spurious works. The most complete compendium of Galen's writings, surpassing even modern projects like the Corpus Medicorum Graecorum, is the one compiled and translated by Karl Gottlob Kühn of Leipzig between 1821 and 1833. This collection consists of 122 of Galen's treatises, translated from the original Greek into Latin (the text is presented in both languages). Over 20,000 pages in length, it is divided into 22 volumes, with 676 index pages. Many of Galen's works are included in the Thesaurus Linguae Graecae, a digital library of Greek literature started in 1972. Another useful modern source is the French Bibliothèque interuniversitaire de médecine (BIUM).

Legacy

Late antiquity

In his time, Galen's reputation as both physician and philosopher was legendary, the Emperor Marcus Aurelius describing him as "Primum sane medicorum esse, philosophorum autem solum" (first among doctors and unique among philosophers Praen 14: 660). Other contemporary authors in the Greek world confirm this including Theodotus the Shoemaker, Athenaeus and Alexander of Aphrodisias. The 7th-century poet George of Pisida went so far as to refer to Christ as a second and neglected Galen. Galen continued to exert an important influence over the theory and practice of medicine until the mid-17th century in the Byzantine and Arabic worlds and Europe. Hippocrates and Galen form important landmarks of 600 years of Greek medicine. A. J. Brock describes them as representing the foundation and apex respectively. A few centuries after Galen, Palladius Iatrosophista stated, in his commentary on Hippocrates, that Hippocrates sowed and Galen reaped. 

Thus Galen summarised and synthesised the work of his predecessors, and it is in Galen's words (Galenism) that Greek medicine was handed down to subsequent generations, such that Galenism became the means by which Greek medicine was known to the world. Often, this was in the form of restating and reinterpreting, such as in Magnus of Nisibis' 4th-century work on urine, which was in turn translated into Arabic. Yet the full importance of his contributions was not appreciated till long after his death. Galen's rhetoric and prolificity were so powerful as to convey the impression that there was little left to learn. The term Galenism has subsequently taken on both a positive and pejorative meaning as one that transformed medicine in late antiquity yet so dominated subsequent thinking as to stifle further progress.

After the collapse of the Western Empire the study of Galen and other Greek works almost disappeared in the Latin West. In contrast, in the predominantly Greek-speaking eastern half of the Roman empire (Byzantium), many commentators of the subsequent centuries, such as Oribasius, physician to the emperor Julian who compiled a Synopsis in the 4th century, preserved and disseminated Galen's works, making Galenism more accessible. Nutton refers to these authors as the "medical refrigerators of antiquity". In late antiquity, medical writing veered increasingly in the direction of the theoretical at the expense of the practical, with many authors merely debating Galenism. Magnus of Nisibis was a pure theorist, as were John of Alexandria and Agnellus of Ravenna with their lectures on Galen's De Sectis. So strong was Galenism that other authors such as Hippocrates began to be seen through a Galenic lens, while his opponents became marginalised and other medical sects such as Asclepiadism slowly disappeared. Greek medicine was part of Greek culture, and Syrian Eastern Christians came in contact with it while the Eastern Roman Empire (Byzantium) ruled Syria and Western Mesopotamia, regions that were conquered from Byzantium in the 7th century by Arab Muslims. After AD 750, Muslims had these Syrian Christians make the first translations of Galen into Arabic. From then on, Galen and the Greek medical tradition in general became assimilated into the medieval and early modern Islamic Middle East.

Influence on medicine in the Islamic world

Galen's approach to medicine became and remains influential in the Islamic world. The first major translator of Galen into Arabic was the Arab Christian Hunayn ibn Ishaq. He translated (c. 830–870) 129 works of "Jalinos" into Arabic. Arabic sources, such as Muhammad ibn Zakarīya al-Rāzi (AD 865–925), continue to be the source of discovery of new or relatively inaccessible Galenic writings. One of Hunayn's Arabic translations, Kitab ila Aglooqan fi Shifa al Amrad, which is extant in the Library of Ibn Sina Academy of Medieval Medicine & Sciences, is regarded as a masterpiece of Galen's literary works. A part of the Alexandrian compendium of Galen's work, this 10th-century manuscript comprises two parts that include details regarding various types of fevers (Humyat) and different inflammatory conditions of the body. More important is that it includes details of more than 150 single and compound formulations of both herbal and animal origin. The book provides an insight into understanding the traditions and methods of treatment in the Greek and Roman eras. In addition, this book provides a direct source for the study of more than 150 single and compound drugs used during the Greco-Roman period. 

As the title of Doubts on Galen by al-Rāzi implies, as well as the writings of physicians such as Ibn Zuhr and Ibn al-Nafis, the works of Galen were not accepted unquestioningly, but as a challengeable basis for further inquiry. A strong emphasis on experimentation and empiricism led to new results and new observations, which were contrasted and combined with those of Galen by writers such as al-Rāzi, Ali ibn Abbas al-Majusi, Abu al-Qasim al-Zahrawi, Ibn Sina (Avicenna), Ibn Zuhr and Ibn al-Nafis. For example, Ibn al-Nafis' discovery of the pulmonary circulation contradicted the Galenic theory on the heart.

The influence of Galen's writings, including humorism, remains strong in modern Unani medicine, now closely identified with Islamic culture, and widely practiced from India (where it is officially recognized) to Morocco.

Reintroduction to the Latin West

Mondino dei Liuzzi, Anathomia, 1541
 
From the 11th century onwards, Latin translations of Islamic medical texts began to appear in the West, alongside the Salerno school of thought, and were soon incorporated into the curriculum at the universities of Naples and Montpellier. From that time, Galenism took on a new, unquestioned authority, Galen even being referred to as the "Medical Pope of the Middle Ages". Constantine the African was amongst those who translated both Hippocrates and Galen from Arabic. In addition to the more numerous translations of Arabic texts in this period, there were a few translations of Galenic works directly from the Greek, such as Burgundio of Pisa's translation of De complexionibus. Galen's works on anatomy and medicine became the mainstay of the medieval physician's university curriculum, alongside Ibn Sina's The Canon of Medicine, which elaborated on Galen's works. Unlike pagan Rome, Christian Europe did not exercise a universal prohibition of the dissection and autopsy of the human body and such examinations were carried out regularly from at least the 13th century. However, Galen's influence was so great that when dissections discovered anomalies compared with Galen's anatomy, the physicians often tried to fit these into the Galenic system. An example of this is Mondino de Liuzzi, who describes rudimentary blood circulation in his writings but still asserts that the left ventricle should contain air. Some cited these changes as proof that human anatomy had changed since the time of Galen.

The most important translator of Galen's works into Latin was Niccolò di Deoprepio da Reggio, who spent several years working on Galen. Niccolò worked at the Angevin Court during the reign of king Robert of Naples. Among Niccolò's translations is a piece from a medical treatise by Galen, of which the original text is lost.

Renaissance

Galen's Opera omnia, dissection of a pig. Venice, 1565
 
The Renaissance, and the fall of the Byzantine Empire (1453), were accompanied by an influx of Greek scholars and manuscripts to the West, allowing direct comparison between the Arabic commentaries and the original Greek texts of Galen. This New Learning and the Humanist movement, particularly the work of Linacre, promoted literae humaniores including Galen in the Latin scientific canon, De Naturalibus Facultatibus appearing in London in 1523. Debates on medical science now had two traditions, the more conservative Arabian and the liberal Greek. The more extreme liberal movements began to challenge the role of authority in medicine, as exemplified by Paracelsus' symbolically burning the works of Avicenna and Galen at his medical school in Basle. Nevertheless, Galen's pre-eminence amongst the great thinkers of the millennium is exemplified by a 16th-century mural in the refectory of the Great Lavra of Mt Athos. It depicts pagan sages at the foot of the Tree of Jesse, with Galen between the Sibyl and Aristotle.

Galen. De pulsibus. (Manuscript; Venice, c. 1550). This Greek manuscript of Galen’s treatise on the pulse is interleaved with a Latin translation.
 
Galenism's final defeat came from a combination of the negativism of Paracelsus and the constructivism of the Italian Renaissance anatomists, such as Vesalius in the 16th century. In the 1530s, the Flemish anatomist and physician Andreas Vesalius took on a project to translate many of Galen's Greek texts into Latin. Vesalius' most famous work, De humani corporis fabrica, was greatly influenced by Galenic writing and form. Seeking to examine critically Galen's methods and outlook, Vesalius turned to human cadaver dissection as a means of verification. Galen's writings were shown by Vesalius to describe details present in monkeys but not in humans, and he demonstrated Galen's limitations through books and hands-on demonstrations despite fierce opposition from orthodox pro-Galenists such as Jacobus Sylvius. Since Galen states that he is using observations of monkeys (human dissection was prohibited) to give an account of what the body looks like, Vesalius could portray himself as using Galen's approach of description of direct observation to create a record of the exact details of the human body, since he worked in a time when human dissection was allowed. Galen argued that monkey anatomy was close enough to humans for physicians to learn anatomy with monkey dissections and then make observations of similar structures in the wounds of their patients, rather than trying to learn anatomy only from wounds in human patients, as would be done by students trained in the Empiricist model. The examinations of Vesalius also disproved medical theories of Aristotle and Mondino de Liuzzi. One of the best known examples of Vesalius' overturning of Galenism was his demonstration that the interventricular septum of the heart was not permeable, as Galen had taught (Nat Fac III xv). However, this had been revealed two years before by Michael Servetus in his fateful "Christianismi restitutio" (1553) with only three copies of the book surviving, but these remaining hidden for decades; the rest were burned shortly after its publication because of persecution of Servetus by religious authorities. 

Michael Servetus, using the name "Michel de Villeneuve" during his stay in France, was Vesalius' fellow student and the best Galenist at the University of Paris, according to Johann Winter von Andernach, who taught both. In the Galenism of the Renaissance, editions of the Opera Omnia by Galen were very important. It was begun in Venice in 1541–1542 by the Guinta. There were fourteen editions of the book from that date until 1625. Just one edition was produced from Lyon between 1548 and 1551. The Lyon edition has commentaries on breathing and blood streaming that correct the work of earlier renowned authors such as Vesalius, Caius or Janus Cornarius. "Michel De Villeneuve" had contracts with Jean Frellon for that work, and the Servetus scholar-researcher Francisco Javier González Echeverría presented research that became an accepted communication in the International Society for the History of Medicine, which concluded that Michael De Villeneuve (Michael Servetus) is the author of the commentaries of this edition of Frellon, in Lyon.

Another convincing case where understanding of the body was extended beyond where Galen had left it came from these demonstrations of the nature of human circulation and the subsequent work of Andrea Cesalpino, Fabricio of Acquapendente and William Harvey. Some Galenic teaching, such as his emphasis on bloodletting as a remedy for many ailments, however, remained influential until well into the 19th century.

Contemporary scholarship

Galenic scholarship remains an intense and vibrant field, following renewed interest in his work, dating from the German encyclopedia Realencyclopädie der Classischen Altertumswissenschaft.

Copies of his works translated by Robert M. Green are held at the National Library of Medicine in Bethesda, Maryland.

In 2018, the University of Basel discovered that a mysterious Greek papyrus with mirror writing on both sides, which was at the collection of Basilius Amerbach, a professor of jurisprudence at the University of Basel in the 16th century, is an unknown medical document of Galen or an unknown commentary on his work. The medical text describes the phenomenon of ‘hysterical apnea’.

Postgraduate education

From Wikipedia, the free encyclopedia

Postgraduate education, or graduate education in North America, involves learning and studying for academic or professional degrees, academic or professional certificates, academic or professional diplomas, or other qualifications for which a first or bachelor's degree generally is required, and it is normally considered to be part of higher education. In North America, this level is typically referred to as graduate school (or sometimes colloquially as grad school).

The organization and structure of postgraduate education varies in different countries, as well as in different institutions within countries. This article outlines the basic types of courses and of teaching and examination methods, with some explanation of their history.

Types of postgraduate qualification

There are two main types of degrees studied for at the postgraduate level: academic and vocational degrees.

Degrees

The term degree in this context means the moving from one stage or level to another (from French degré, from Latin dē- + gradus), and first appeared in the 13th century.

History

The enrollment of some students in the University of Bologna.
 
Although systems of higher education date back to ancient Greece, ancient Rome, China, ancient India and Arabian Peninsula, the concept of postgraduate education depends upon the system of awarding degrees at different levels of study, and can be traced to the workings of European medieval universities, mostly Italians. University studies took six years for a bachelor's degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, which was the study of the seven liberal arts: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties—law, medicine, or theology—in which to pursue master's or doctor's degrees. 

The degrees of master (from Latin magister) and doctor (from Latin doctor) were for some time equivalent, "the former being more in favour at Paris and the universities modeled after it, and the latter at Bologna and its derivative universities. At Oxford and Cambridge a distinction came to be drawn between the Faculties of Law, Medicine, and Theology and the Faculty of Arts in this respect, the title of Doctor being used for the former, and that of Master for the latter." Because theology was thought to be the highest of the subjects, the doctorate came to be thought of as higher than the master's.

The main significance of the higher, postgraduate degrees was that they licensed the holder to teach ("doctor" comes from Latin docere, "to teach").

Definition

In most countries, the hierarchy of postgraduate degrees is as follows: 

Master's degrees. These are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts (from Latin Magister artium; M.A.) and Master of Science (from Latin Magister scientiæ; M.Sc.) degrees, then the Master of Philosophy degree (from Latin Magister philosophiæ; M.Phil.), and finally the Master of Letters degree (from Latin Magister litterarum; M.Litt.) (all formerly known in France as DEA or DESS before 2005, and nowadays Masters too). In the UK, master's degrees may be taught or by research: taught master's degrees include the Master of Science and Master of Arts degrees which last one year and are worth 180 CATS credits (equivalent to 90 ECTS European credits), whereas the master's degrees by research include the Master of Research degree (M.Res.) which also lasts one year and is worth 180 CATS or 90 ECTS credits (the difference compared to the Master of Science and Master of Arts degrees being that the research is much more extensive) and the Master of Philosophy degree which lasts two years. In Scottish Universities, the Master of Philosophy degree tends to be by research or higher master's degree and the Master of Letters degree tends to be the taught or lower master's degree. In many fields such as clinical social work, or library science in North America, a master's is the terminal degree. Professional degrees such as the Master of Architecture degree (M.Arch.) can last to three and a half years to satisfy professional requirements to be an architect. Professional degrees such as the Master of Business Administration degree (M.B.A.) can last up to two years to satisfy the requirement to become a knowledgeable business leader.

Doctorates. These are often further divided into academic and professional doctorates. An academic doctorate can be awarded as a Doctor of Philosophy degree (from Latin Doctor philosophiæ; Ph.D. or D.Phil.) or as a Doctor of Science degree (from Latin Doctor scientiæ; D.Sc.). The Doctor of Science degree can also be awarded in specific fields, such as a Doctor of Science in Mathematics degree (from Latin Doctor scientiarum mathematic arum; D.Sc.Math.), a Doctor of Agricultural Science degree (from Latin Doctor scientiarum agrariarum; D.Sc.Agr.), a Doctor of Business Administration degree (D.B.A.), etc. In some parts of Europe, doctorates are divided into the Doctor of Philosophy degree or "junior doctorate", and the "higher doctorates" such as the Doctor of Science degree, which is generally awarded to highly distinguished professors. A doctorate is the terminal degree in most fields. In the United States, there is little distinction between a Doctor of Philosophy degree and a Doctor of Science degree. In the UK, Doctor of Philosophy degrees are often equivalent to 540 CATS credits or 270 ECTS European credits, but this is not always the case as the credit structure of doctoral degrees is not officially defined. 

In some countries such as Finland and Sweden, there is the degree of Licentiate, which is more advanced than a master's degree but less so than a Doctorate. Credits required are about half of those required for a doctoral degree. Coursework requirements are the same as for a doctorate, but the extent of original research required is not as high as for doctorate. Medical doctors for example are typically licentiates instead of doctors. 

In the UK and countries whose education systems were founded on the British model, such as the US, the master's degree was for a long time the only postgraduate degree normally awarded, while in most European countries apart from the UK, the master's degree almost disappeared. In the second half of the 19th century, however, US universities began to follow the European model by awarding doctorates, and this practice spread to the UK. Conversely, most European universities now offer master's degrees parallelling or replacing their regular system, so as to offer their students better chances to compete in an international market dominated by the American model.

In the UK, an equivalent formation to doctorate is the NVQ 5 or QCF 8.

Honorary degrees

Most universities award honorary degrees, usually at the postgraduate level. These are awarded to a wide variety of people, such as artists, musicians, writers, politicians, businesspeople, etc., in recognition of their achievements in their various fields. (Recipients of such degrees do not normally use the associated titles or letters, such as "Dr".)

Non-degree qualifications

Postgraduate education can involve studying for qualifications such as postgraduate certificates and postgraduate diplomas. They are sometimes used as steps on the route to a degree, as part of the training for a specific career, or as a qualification in an area of study too narrow to warrant a full degree course.

Argentina

Admission

In Argentina, the admission to a Postgraduate program at an Argentine University requires the full completion of any undergraduate course, called in Argentina "carrera de grado" (v.gr. Licenciado, Ingeniero or Lawyer degree). The qualifications of 'Licenciado', 'Ingeniero', or the equivalent qualification in Law degrees (a graduate from a "carrera de grado") are similar in content, length and skill-set to a joint first and second cycles in the qualification framework of the Bologna Process (that is, Bachelor and Master qualifications).

Funding

While a significant portion of postgraduate students finance their tuition and living costs with teaching or research work at private and state-run institutions, international institutions, such as the Fulbright Program and the Organization of American States (OAS), have been known to grant full scholarships for tuition with apportions for housing.

Degree requirements

Upon completion of at least two years' research and coursework as a postgraduate student, a candidate must demonstrate truthful and original contributions to his or her specific field of knowledge within a frame of academic excellence. The Master and Doctoral candidate's work should be presented in a dissertation or thesis prepared under the supervision of a tutor or director, and reviewed by a postgraduate Committee. This Committee should be composed of examiners external to the program, and at least one of them should also be external to the institution.

Australia

Types of postgraduate degrees

Programmes are divided into coursework-based and research-based degrees. Coursework programs typically include qualifications such as 
  • Graduate Certificate, six month full-time coursework
  • Graduate Diploma, twelve month full-time coursework
  • Masters (of Arts, Science or other discipline), twelve to 24 months coursework sometimes including a six-month dissertation like the Australian undergraduate honours degree
  • Professional Doctorates, which are usually more strenuous and of a longer duration than a master's degree, e.g. 36 months in duration.
Research degrees generally consist of either Masters or Doctorate programs. In some disciplines it is acceptable to go straight from the undergraduate degree into a Ph.D. program if one achieves a very good Honors degree (see Admissions below), and in others, it may be encouraged or expected or simply advantageous in varying amounts for the student to first undertake a research Masters before applying to Ph.D. programs. Research master's degrees may be still called an M.A. or M.Sc., like a course work Masters, or may have a special appellation, e.g. M.Phil. Doctorate programs may lead to the award of a Ph.D. or a D.Phil. depending on the university or faculty.
The D.Litt is a higher research degree for exemplary achievement.

Admission

Generally, the Australian higher education system follows that of its British counterpart (with some notable exceptions). Entrance is decided by merit, entrance to coursework-based programmes is usually not as strict; most universities usually require a "Credit" average as entry to their taught programmes in a field related to their previous undergraduate. On average, however, a strong "Credit" or "Distinction" average is the norm for accepted students. Not all coursework programs require the student to already possess the relevant undergraduate degree, they are intended as "conversion" or professional qualification programs, and merely any relevant undergraduate degree with good grades is required. 

Ph.D. entrance requirements in the higher ranked schools typically require a student to have postgraduate research honours or a master's degree by research, or a master's with a significant research component. Entry requirements depend on the subject studied and the individual university. The minimum duration of a Ph.D. programme is two years, but completing within this time span is unusual, with Ph.D.s usually taking an average of three to four years to be completed. 

Most of the confusion with Australian postgraduate programmes occurs with the research-based programmes, particularly scientific programmes. Research degrees generally require candidates to have a minimum of a second-class four-year honours undergraduate degree to be considered for admission to a Ph.D. programme (M.Phil. are an uncommon route). In science, a British first class honours (3 years) is not equivalent to an Australian first class honours (1 year research postgraduate programme that requires a completed undergraduate (pass) degree with a high grade-point average). In scientific research, it is commonly accepted that an Australian postgraduate honours is equivalent to a British master's degree (in research). There has been some debate over the acceptance of a three-year honours degree (as in the case of graduates from British universities) as the equivalent entry requirement to graduate research programmes (M.Phil., Ph.D.) in Australian universities. The letters of Honours programmes also added to the confusion. For example: B.Sc. (Hons) are the letters gained for postgraduate research honours at the University of Queensland. B.Sc. (Hons) does not indicate that this honours are postgraduate qualification. The difficulty also arises between different universities in Australia—some universities have followed the UK system.

Professional programs

There are many professional programs such as medical and dental school require a previous bachelors for admission and are considered graduate or Graduate Entry programs even though they culminate in a bachelor's degree. Example, the Bachelor of Medicine (MBBS) or Bachelor of Dentistry (BDent).

There has also been some confusion over the conversion of the different marking schemes between British, US, and Australian systems for the purpose of assessment for entry to graduate programmes. The Australian grades are divided into four categories: High Distinction, Distinction, Credit, and Pass (though many institutions have idiosyncratic grading systems). Assessment and evaluation based on the Australian system is not equivalent to British or US schemes because of the "low-marking" scheme used by Australian universities. For example, a British student who achieves 70+ will receive an A grade, whereas an Australian student with 70+ will receive a Distinction which is not the highest grade in the marking scheme.

Funding

The Australian government usually offer full funding (fees and a monthly stipend) to its citizens and permanent residents who are pursuing research-based higher degrees. There are also highly competitive scholarships for international candidates who intend to pursue research-based programmes. Taught-degree scholarships (certain master's degrees, Grad. Dip., Grad. Cert., D.Eng., D.B.A.) are almost non-existent for international students, so they are usually required to be self-funded.

Degree requirements

Requirements for the successful completion of a taught master's programme are that the student pass all the required modules. Some universities require eight taught modules for a one-year programme, twelve modules for a one-and-a-half-year programme, and twelve taught modules plus a thesis or dissertation for a two-year programme. The academic year for an Australian postgraduate programme is typically two semesters (eight months of study). 

Requirements for research-based programmes vary among universities. Generally, however, a student is not required to take taught modules as part of their candidacy. It is now common that first-year Ph.D. candidates are not regarded as permanent Ph.D. students for fear that they may not be sufficiently prepared to undertake independent research. In such cases, an alternative degree will be awarded for their previous work, usually an M.Phil. or M.Sc. by research.

Brazil

Admission

In Brazil, a Bachelor's, Licenciate or Technologist degree is required in order to enter a graduate program, called pós-graduação. Generally, in order to be accepted, the candidate must have above average grades and it is highly recommended to be initiated on scientific research through government programs on undergraduate areas, as a complement to usual coursework.

Funding

The competition for public universities is very large, as they are the most prestigious and respected universities in Brazil. Public universities do not charge fees for urdergraduate level/course. Funding, similar to wages, is available but is usually granted by public agencies linked to the university in question (i.e. FAPESP, CAPES, CNPq, etc.), given to the students previously ranked based on internal criteria.

Degree requirements

There are two types of postgraduate; lato sensu (Latin for "in broad sense"), which generally means a specialization course in one area of study, mostly addressed to professional practice, and stricto sensu (Latin for "in narrow sense"), which means a Master of Science or Doctorate, encompassing broader and profound activities of scientific research.

Canada

Types of programs

  • Graduate certificates (sometimes called "postgraduate certificates")
  • Master's degree
  • Doctoral degree

Admission

Admission to a graduate certificate program requires a university degree (or in some cases, a diploma with years of related experience). English speaking colleges require proof of English language proficiency such as IELTS. Some colleges may provide English language upgrading to students prior to the start of their graduate certificate program. 

Admission to a master's (non-thesis) program generally requires a bachelor's degree in a related field, with sufficiently high grades usually ranging from B+ and higher (note that different schools have different letter grade conventions, and this requirement may be significantly higher in some faculties), and recommendations from professors. Admission to a high-quality thesis-type master's program generally requires an honours bachelor or Canadian bachelor with honours, samples of the student's writing as well as a research thesis proposal. Some programs require Graduate Record Exams (GRE) in both the general examination and the examination for its specific discipline, with minimum scores for admittance. At English-speaking universities, applicants from countries where English is not the primary language are required to submit scores from the Test of English as a Foreign Language (TOEFL). Nevertheless, some French speaking universities, like HEC Montreal, also require candidates to submit TOEFL score or to pass their own English test. 

Admission to a doctoral program generally requires a thesis-type master's degree in a related field, sufficiently high grades, recommendations, samples of writing, a research proposal, and typically an interview with a prospective supervisor. Requirements are often set higher than those for a master's program. In exceptional cases, a student holding an honours bachelor or Canadian bachelor with honours with sufficiently high grades and proven writing and research abilities may be admitted directly to a Ph.D. program without the requirement to first complete a master's. Many Canadian graduate programs allow students who start in a master's to "reclassify" into a Ph.D. program after satisfactory performance in the first year, bypassing the master's degree. High-performing students may be admitted to the "Ph.D.2" (2nd Ph.D. year) of a five-year Ph.D. program if they are holders of one of the rare thesis-type M.A. degrees which require a combined "M.A./Ph.D.1" program.

Graduate students must usually declare their research goal or submit a research proposal upon entering grad school; in the case of master's degrees, there will be some flexibility (that is, one is not held to one's research proposal, although major changes, for example from premodern to modern history, are discouraged). In the case of Ph.D.s, the research direction is usually known as it will typically follow the direction of the master's research. 

Master's degrees can possibly be completed in one year but normally take at least two, or in the case of a required research-based thesis a maximum of three; they typically do not exceed five years. Doctoral degrees require a minimum of three years but frequently take much longer, not usually exceeding six years.

Funding

Graduate students may take out student loans, but instead they often work as teaching or research assistants. Students often agree, as a condition of acceptance to a programme, not to devote more than twelve hours per week to work or outside interests. 

Funding is available to first-year masters students whose transcripts reflect exceptionally high grades; this funding is normally given in the second year. 

Funding for Ph.D. students comes from a variety of sources, and many universities waive tuition fees for doctoral candidates.

Funding is available in the form of scholarships, bursaries and other awards, both private and public.

Degree requirements

Graduate certificates require between eight and sixteen months of study. The length of study depends on the program. Graduate certificates primarily involve coursework. However, some may require a research project or a work placement.

Both master's and doctoral programs may be done by coursework or research or a combination of the two, depending on the subject and faculty. Most faculties require both, with the emphasis on research, and with coursework being directly related to the field of research.

Master's candidates undertaking research are typically required to complete a thesis comprising some original research and ranging from seventy to two-hundred pages. Some fields may require candidates to study at least one foreign language if they have not already earned sufficient foreign-language credits. Some faculties require candidates to defend their thesis, but many do not. Those that do not, often have a requirement of taking two additional courses, at minimum, in lieu of preparing a thesis.

Ph.D. candidates undertaking research must typically complete a thesis, or dissertation, consisting of original research representing a significant contribution to their field, and ranging from two-hundred to five-hundred pages. Most Ph.D. candidates will be required to sit comprehensive examinations—examinations testing general knowledge in their field of specialization—in their second or third year as a prerequisite to continuing their studies, and must defend their thesis as a final requirement. Some faculties require candidates to earn sufficient credits in a third or fourth foreign language; for example, most candidates in modern Japanese topics must demonstrate ability in English, Japanese, and Mandarin, while candidates in pre-modern Japanese topics must demonstrate ability in English, Japanese, Classical Chinese, and Classical Japanese

At English-speaking Canadian universities, both master's and Ph.D. theses may be presented in English or in the language of the subject (German for German literature, for example), but if this is the case an extensive abstract must be also presented in English. In exceptional circumstances, a thesis may be presented in French. The exception to this rule is McGill University, where all work can be submitted in either English or French, unless the purpose of the course of study is acquisition of a language.

French-speaking universities have varying sets of rules; some (e.g. HEC Montreal) will accept students with little knowledge of French if they can communicate with their supervisors (usually in English).

France

Specific context

Prior to 2004, when the European system of LMD Bologna process was founded, the French equivalent of a Post Graduate degree was called a "Maitrise". For historical reasons dating back to the French Revolution of 1789, France has a dual education system, with Grandes Écoles on one side, and universities on the other hand, with the Grandes Écoles being considered as much more prestigious. Some Grandes écoles deliver the French diplôme d'ingénieur, which is ranked as a master's degree. 

Note that France ranks a professional doctorate in health sciences (i.e. physician, surgeon, dentist, veterinarian diplomas) as equivalent to a master's degree in any other discipline, to account for the difficulty gap between getting a medical degree and getting non health related doctoral degrees, the latter requiring much tougher research.

Admission

There are 87 public universities in France, and also some private universities, and they are based upon the European education ladder including bachelors, Masters, and Ph.D.s. Students gain each degree though the successful completion of a predetermined number of years in education, gaining credits via the European Credit Transfer System (ECTS). There are over 300 doctoral programs that collaborate with 1200 research laboratories and centers. Each degree has a certain set of national diplomas that are all of equal value, irrespective of where they were issued. There are also other diplomas that are exclusive to France and are very hard to attain.

Germany and the Netherlands

Germany and the Netherlands introduced the Bologna process with a separation between Bachelor and Master programmes in many fields, except for education studies, law and other specially regulated subjects.

Ireland

In the Republic of Ireland higher education is operated by the Higher Education Authority.

Nigeria

Admission to a postgraduate degree programme in Nigeria requires a bachelor's degree with at least a Second Class Lower Division (not less than 2.75/5). Admission to Doctoral programmes requires an Academic master's degree with a minimum weighted average of 60% (B average or 4.00/5). In addition to this, applicants may be subjected to written and oral examinations depending on the school. Most universities with high numbers of applicants have more stringent admission processes.

Postgraduate degrees in Nigeria include M.A., M.Sc., M.Ed., M.Eng., LL.M, M.Arch., M.Agric., M.Phil., PhD. The master's degree typically take 18–36 months with students undertaking coursework and presenting seminars and a dissertation. The doctoral degree is for a minimum of 36 months and may involve coursework alongside the presentation of seminars and a research thesis. Award of postgraduate degrees requires a defence of the completed research before a panel of examiners comprising external and internal examiners, Head of Department, Departmental Postgraduate Coordinator, Representative(s) of Faculty and Postgraduate School, and any other member of staff with a PhD in the department/faculty.

United Kingdom

Admission

Admission to undertake a research degree in the UK typically requires a good bachelor's degree, or Scottish M.A., (at least lower second, but usually an upper second or first class). In some institutions Doctoral candidates are initially admitted to a Masters in Research Philosophy (M.Phil. or M.Res.), then later transfer to a Ph.D./D.Phil. if they can show satisfactory progress in their first 8–12 months of study. Candidates for the degree of Doctor of Education (Ed.D) are typically required to hold a good bachelor's degree as well as an appropriate master's degree before being admitted.

Funding

Funding for postgraduate study in the UK is awarded competitively, and usually is disseminated by institution (in the form of a certain allocation of studentships for a given year) rather than directly to individuals. There are a number of scholarships for master's courses, but these are relatively rare and dependent on the course and class of undergraduate degree obtained (usually requiring at least a lower second). Most master's students are self-funded.

Funding is available for some Ph.D./D.Phil. courses. As at the master's level, there is more funding available to those in the sciences than in other disciplines. Such funding generally comes from Research Councils such as the Engineering and Physical Sciences Research Council (EPSRC), Arts and Humanities Research Council (AHRC), Medical Research Council (MRC) and others. Masters students may also have the option of a Postgraduate loan introduced by the UK Government in 2016.
For overseas students, most major funding applications are due as early as twelve months or more before the intended graduate course will begin. This funding is also often highly competitive. The most widely available, and thus important, award for overseas students is the Overseas Research Student (ORS) Award, which pays the difference in university fees between an overseas student and a British or EU resident. However, a student can only for one university apply for the ORS Award, often before he or she knows whether they have been accepted. As of the 2009/2010 academic year, the HEFCE has cancelled the Overseas Research Student Award scheme for English and Welsh universities. The state of the scheme for Scottish and Northern Irish universities is currently unclear. 

Students studying part-time for a master's degree can apply for income-based Jobseeker's Allowance provided their timetabled hours are fewer than 16 hours per week. This also entitles the student to housing benefit provided by their local council. Full-time students (of any type) are not normally eligible for state benefits, including during vacation time.

United States

Degree requirements

Additionally, doctoral students who have advanced to candidacy but not filed a dissertation ("ABD," for "all but dissertation") often receive master's degrees and an additional master's called a Master of Philosophy, or M.Phil., or C.Phil. "Candidate in Philosophy" degree. The master's component of a doctorate program often requires one or two years, and some students, because doctoral programs are sometimes better-funded, apply for doctoral programs while only intending to earn a master's degree. This is generally not acceptable and, if a student's advisor learns of the student's plans, can result in early termination. 

Many graduate programs require students to pass one or several examinations in order to demonstrate their competence as scholars. In some departments, a comprehensive examination is often required in the first year of doctoral study, and is designed to test a student's background undergraduate-level knowledge. Examinations of this type are more common in the sciences and some social sciences, and relatively unknown in most humanities disciplines. 

Some graduate students perform teaching duties, often serving as graders, tutors, or teaching assistants. In some departments, they can be promoted to Lecturer status, a position that comes with more responsibilities. 

Doctoral students generally spend roughly their first two to three years doing coursework, and begin research by their second year if not before. Many master's and all specialist students will perform research culminating in a paper, presentation, and defense of their research. This is called the master's thesis (or, for Educational Specialist students, the specialist paper). However, many US master's degree programs do not require a master's thesis, focusing instead primarily on course work or on "practicals" or "workshops". Such "real-world" experience may typically require a candidate work on a project alone or in a team as a consultant, or consultants, for an outside entity approved or selected by the academic institution, and under faculty supervision.

In the second and third years of study, doctoral programs often require students to pass more examinations. Programs often require a Qualifying Examination ("Quals"), a Ph.D. Candidacy Examination ("Candidacy"), or a General Examination ("Generals") designed to test the students' grasp of a broad sample of their discipline, or one or several Special Field Examinations ("Specials") which test students in their narrower selected areas of specialty within the discipline. If these examinations are held orally, they may be known colloquially as "orals". For some social science and many humanities disciplines, where graduate students may or may not have studied the discipline at the undergraduate level, these exams will be the first set, and be based either on graduate coursework or specific preparatory reading (sometimes up to a year's work in reading). In all cases, comprehensive exams are normally both stressful and time-consuming and must be passed to be allowed to proceed on to the thesis. Passing such examinations allows the student to stay, begin doctoral research, and rise to the status of a doctoral candidate while failing usually results in the student leaving the program or re-taking the test after some time has passed (usually a semester or a year). Some schools have an intermediate category, passing at the master's level, which allows the student to leave with a master's without having completed a master's thesis.

For the next several years, the doctoral candidate primarily performs his or her research. Usually this lasts three to eight years, though a few finish more quickly and some take substantially longer. In total, the typical doctoral degree takes between four and eight years from entering the program to completion though this time varies depending upon the department, thesis topic, and many other factors. 

For example, astronomy degrees take five to six years on average, but observational astronomy degrees take six to seven due to limiting factors of weather, while theoretical astronomy degrees take five. Though there is substantial variation among universities, departments, and individuals, humanities and social science doctorates on average take somewhat longer to complete than natural science doctorates. These differences are due to the differing nature of research between the humanities and some social sciences and the natural sciences, and to the differing expectations of the discipline in coursework, languages and length of thesis. However, time required to complete a doctorate also varies according to the candidate's abilities and choice of research. Some students may also choose to remain in a program if they fail to win an academic position, particularly in disciplines with a tight job market; by remaining a student, they can retain access to libraries and university facilities, while also retaining an academic affiliation, which can be essential for conferences and job-searches. 

Traditionally, doctoral programs were only intended to last three to four years and, in some disciplines (primarily the natural sciences), with a helpful advisor, and a light teaching load, it is possible for the degree to be completed in that amount of time. However, increasingly many disciplines, including most humanities, set their requirements for coursework, languages and the expected extent of thesis research by the assumption that students will take five years minimum or six to seven years on average; competition for jobs within these fields also raises expectations on the length and quality of theses considerably.

In some disciplines, doctoral programs can average seven to ten years. Archaeology, which requires long periods of research, tends towards the longer end of this spectrum. The increase in length of degree is a matter of great concern for both students and universities, though there is much disagreement on potential solutions to this problem.

There are also discipline-specific differences. A person applying for a doctoral program in Biblical studies or theology from a seminary or theological school must already hold a first professional degree in the field, known as the Master of Divinity degree (M.Div.). The M.Div. is a three-year master's program, however, a thesis is usually not required before completion. The M.Div. is the entry degree for the Doctor of Ministry degree (D.Min) or the Ph.D.

The D.Min degree is a second professional degree, which includes two years of study and one to two years of research and a project in the candidates local area of work. The Ph.D. degree in this area follows other Ph.D. programs with two years of seminars, comprehensive exams (usually not oral), and then if a person passes the exam, a dissertation. An alternative terminal degree after the M.Div. is a Master's of Theology (Th.M). a Th.M is one year of seminary study followed by a shorter thesis (usually around one hundred pages) that does not necessarily have to be a unique contribution to the field (unlike a dissertation). A person who fails the comprehensive exam in this discipline may also be awarded a Th.M.

Funding

Many departments, especially those in which students have research or teaching responsibilities, offer tuition-forgiveness and a stipend that pays for most expenses. At some elite universities, there may be a minimum stipend established for all Ph.D. students, as well as a tuition waiver. The terms of these stipends vary greatly, and may consist of a scholarship or fellowship, followed by teaching responsibilities. At many elite universities, these stipends have been increasing, in response both to student pressure and, especially, to competition among the elite universities for graduate students.

In some fields, research positions are more coveted than teaching positions because student researchers are typically paid to work on the dissertation they are required to complete anyway, while teaching is generally considered a distraction from one's work. Research positions are more typical of science disciplines; they are relatively uncommon in humanities disciplines, and where they exist, they rarely allow the student to work on their own research. 

Departments often have money for limited discretionary funding to supplement minor expenses such as research trips and travel to conferences. 

A few students can attain outside fellowships such as the National Science Foundation (NSF) and National Physical Science Consortium (NPSC). Funding differs greatly by departments and universities; some universities give five years of full funding to all Ph.D. students, though often with a teaching requirement attached; other universities do not. 

Foreign students are typically funded the same way as domestic (US) students, although federally subsidized student and parent loans and work-study assistance are generally limited to US citizens and nationals, permanent residents, and approved refugees. Moreover, some funding sources (such as many NSF fellowships) may only be awarded to domestic students. Other factors contributing to possible financial difficulties include high costs to visit their families back home, supporting one's family who is not allowed to work due to immigration laws, tuition that is steep by world standards, and large fees: visa fees by US Citizenship and Immigration Services, surveillance fees (such as Student and Exchange Visitor Information Systems, or SEVIS) by the United States Congress and the United States Department of Homeland Security.

Teacher

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Teacher A teacher in a classroom at a secondary school in ...