Middle Eastern Studies in Finland

2004 ◽  
Vol 38 (1) ◽  
pp. 41-43
Author(s):  
Jaakko Hämeen-Anttila

The tradition of Middle Eastern studies in Finland is long but rather thin. The chair for Oriental Languages (mainly Hebrew and Aramaic) was established at Turku University in 1640, changing its name (Linguarum Orientalium Professio) several times over the years before becoming Semitic Languages. After the great fire destroyed almost the whole city of Turku, the university was relocated to Helsinki in 1828. In the mid-19th century, the chair was held by G.A. Wallin (d. 1852), an explorer of the Arabian Peninsula (and a visitor to the holy city of Mecca) and one of the first scholars, worldwide, to study Arabic dialects. In the latter part of the 19th century, Assyriology became the most flourishing field of Middle Eastern Studies in Finland, several great Assyriologists, such as Knut Tallqvist (d. 1949), holding the chair of Oriental Languages. Though concentrating on Assyriology, Assyriologists also kept alive Arabic philological studies, which gained additional weight in the 1960s when the Assyriologist and Comparative Semitist Jussi Aro (d. 1983) was appointed as professor. He retrained himself as a dialectologist, working with Lebanese dialects. It was only in 1980 that a chair for Arabic Language was established and another dialectologist, Heikki Palva, was appointed to it in 1982. After the retirement of Professor Palva in 1998, the chair was renamed Arabic and Islamic Studies. The chair, at the Institute for Asian and African Studies (IAAS, University of Helsinki), has been held by the present writer, Jaakko Hämeen-Anttila, since 2000.

2005 ◽  
Vol 39 (1) ◽  
pp. 49-60
Author(s):  
Lance Askildson ◽  
Bryan Meadows

The 2005 Western Consortium Multi-Language Conference was hosted by the University of Arizona Center for Middle Eastern Studies. The theme and focus of this year conference proceedings was titled, hat Works in the Language Classroom. The conference thus aimed to bring together teachers and scholars of Middle Eastern languages in order to elucidate relevant pedagogical trends and techniques in the field of language instruction. Moreover, the conference served as a valuable venue for the exchange of pedagogically grounded scholarly material that provided for demonstrated classroom application. Conference participants and session presenters represented a diversity of institutions from around the country. The following provides a brief summary of the featured conference presentations and participant reactions.


2011 ◽  
Vol 45 (2) ◽  
pp. 164-171
Author(s):  
Carl W. Ernst

Everyone knows that the work of scholars in America is often considered to be irrelevant to the real issues of life. According to the mild anti-intellectualism that seems to be an endemic feature of American culture, anything that is “academic” is automatically impractical, complex, and impenetrable—in short, it is bad. This is a little hard for professors to live with; no one likes being called a pointy-headed intellectual or an egghead. The very skills and specializations that are the keys to academic success can be seen by the public as defects that remove scholars from the sphere of ordinary existence and disqualify their pronouncements. Here I would like to argue that the gap between academics and an unappreciative public is in good part a function of the language and style of communication that scholars commonly practice in all fields. But if in fact there are large segments of the public who are keenly interested in issues relating to subjects like Middle Eastern studies, or the study of Islam, it should be possible for academics to communicate the results of their labor in clear and meaningful ways. If qualified scholars do not respond to the demands of the public, we know what the alternative is: the public will remain content with the standard media sources of information and disinformation.


2020 ◽  
Vol 18 (1) ◽  
pp. 194-210
Author(s):  
Adriano V. Rossi

Abstract Resorting to personal memories from the 1960s, 1970s and 1980s, the author, who defended in 1971 at the University of Rome a thesis entitled Iranian Elements in Brahui, under Prof. Bausani’s direction (later revised and published under the title Iranian lexical elements in Brāhūī [Naples: Istituto Universitario Orientale, 1979]), reconstructs the political and cultural climate in which – at the end of the 1970s – a major subject of enquiry was the problem of the nature of the national unity among the countries of the Arab world. At the urging of Biancamaria Scarcia, Bausani decided to publish at the Institute of Islamic Studies of the University of Rome a volume of historical and linguistic essays coordinated by himself and B. Scarcia (Mondo islamico tra interazione e acculturazione [Roma: Istituto di studi islamici, 1981]). In this volume, Bausani published an essay on the concept of ‘Islamic language’ that took stock of his previous proposals made over more than twenty years (starting with his speech at the 1966 Ravello conference on a comparative history of the Islamic literatures). The author demonstrates that notwithstanding his use of linguistic terminology, Bausani’s main interest has always been the investigation of the possibility of identifying minimum distinctive traits present in the different literary typologies of various countries of Islamic culture.


1991 ◽  
Vol 25 (2) ◽  
pp. 181-183
Author(s):  
Joung Yole Rew

Although the first contact between Korea and the Middle East dates back to the ninth or twelfth century, academic interests in Islamic and Middle Eastern Studies began in 1965 with the establishment of the Department of Arabic Language and Literature at the Hankuk University of Foreign Studies in Seoul.The birth of the Third Republic of Korea in 1961 signaled a new diplomatic move into the non-aligned world, particularly the Arab Middle East as it gained in importance in the international political and economic community. At the same time, the Korean economy began to expand and her trade found markets in the Middle East. These developments are some of the important factors which gave birth to the Department of Arabic Language and Literature.


2019 ◽  
Author(s):  
Nur Hizbullah ◽  
Zaqiatul Mardiah ◽  
Yoke Suryadarma ◽  
Luthfi Muhyiddin ◽  
Oyong Sofyan ◽  
...  

Arabic corpora in the Middle Eastern countries have showed a considerable increase in availability and quantity. Unfortunately, Arabic corpora outside Arabian peninsula have still been deemed something new. Existence of a rich variety of linguistic products of Arabic language in Indonesia has the potential for the birth of, among others, Arabic learners’ corpora. The corpora will provide concrete evidence of abundance and continuity of the Arabic learners’ corpora and will lay a sound foundation for future Arabic language research and teaching. This study aims at identifying existence of Arabic learning and teaching products as useful raw materials for creating Arabic corpora in Indonesia. Methods employed in this study are conducting surveys to three pesantrens (modern Islamic boarding schools) located in Jakarta, Central Java, and East Java, distributing questionnaires, and carrying out interviews. As for interviews and questionnaires, they are carried out in order to mine substantial data out of the teachers as respondents chosen at random. The study concludes that activities that produce the Arabic learning and teaching products can be categorised into three categories; formal activities in the form of class instructions, non-formal and informal activities in the form of trainings of Arabic mastery. The products of Arabic learning activities vary accordingly, such as the teachers’ works, the students’ works, and popular works. The Arabic linguistic products are commonly identified as hand-written texts, which still must be processed digitally in order to be corpora materials, due to lackness of Arabic linguistic products that had been digitalized.


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