Literaturrevolution in Continental Jewish Aesthetics

2016 ◽  
Vol 51 (1) ◽  
Author(s):  
Sami Sjöberg
Keyword(s):  
Second World War ◽  
Jewish Literature ◽  
East Central ◽  
Jewish Thought ◽  
The Social ◽  
European Jewish ◽  
The Aesthetic ◽  
East Central European ◽  
Second World

AbstractThe German term Literaturrevolution, associated with the modern period in literature, covers various aesthetical ideas and ideologies revolving around the notion of revolution. Concerning revolt, Literaturrevolution entails a radical reinterpretation of the relation between art and reality as it charts the role of art during the socio-political upheavals of modernity. The article traces the variety of readings of the notion of revolution present in francophone and germanophone Jewish literature and meta-literary discussions in Europe from the early 1900s until the outbreak of the Second World War. It accounts for the reception, adaptation, and utilization of revolutionary discourses among expressionists and dadaists of Jewish origin. The motivation to focus on Jewish thought in particular derives not only from its peculiarities but also from its discursive plurality. This plurality is already evident in Gustav Landauer’s Die Revolution (1907), which captures the manifoldness of reformist ideas in East-Central European Jewish thought. In the wake of his book, the aesthetic, religious-ecstatic, and socio-political aspects of revolution overlapped and amalgamated. The multifaceted conceptions of revolt are particularly noticeable in the Jewish manifestations of Literaturrevolution as they placed the aesthetical with the social in parallel, evoking both socialist and fascist conservative opposition.

scholarly journals The Spaces of Nostalgia(s) and the Politics of Belonging in Contemporary Chernivtsi, Western Ukraine

2018 ◽  
Vol 33 (1) ◽  
pp. 218-237 ◽  
Author(s):  
Karolina Koziura
Keyword(s):  
Cultural Practices ◽  
Second World War ◽  
City Center ◽  
Symbolic Resources ◽  
The Social ◽  
Western Ukraine ◽  
The City ◽  
Second World

This article is part of the special cluster titled Bukovina and Bukovinians after the Second World War: (Re)shaping and (re)thinking a region after genocide and ‘ethnic unmixing’, guest edited by Gaëlle Fisher and Maren Röger. This article explores ways in which Habsburg nostalgia has become an important factor in contemporary place-making strategies in the city of Chernivtsi, Western Ukraine. Through the analysis of diasporic homecomings, city center revitalization, and nationalist rhetoric surrounding the politics of monuments, I explore hybrid and diverse ways in which Habsburg nostalgia operates in a given setting. Rather than a static and homogenous form of place attachment, in Chernivtsi different cultural practices associated with Habsburg nostalgia coexist with each other and depending on the political context as well as the social position of the “nostalgic agents” manifest themselves differently. Drawing from my long-term ethnographic fieldwork, I argue that in order to fully understand individuals’ attachment to space, it is necessary to grasp both the subtle emotional ways in which the city is experienced by individuals as well as problematize the role of the built environment in the visualization of collective memory and emotions of particular groups. The focus on changing manifestations of the Habsburg nostalgia can bring then a better understanding of the range and scope of the city’s symbolic resources that might be mobilized for various purposes.

From Freakonomics to Political Economy

2012 ◽  
Vol 20 (3) ◽  
pp. 81-96 ◽  
Author(s):  
Ben Fine ◽  
Dimitris Milonakis
Keyword(s):  
Political Economy ◽  
Intellectual History ◽  
Second World War ◽  
Economic Thought ◽  
Neoclassical Economics ◽  
Economic Science ◽  
The Social ◽  
History Of ◽  
Second World

AbstractIn this response to the symposium on our two books we try to deal as fully as possible in the brief space available with most of the major issues raised by our distinguished commentators. Although at least three of them are in agreement with the main thrust of the arguments put forward in our books, they all raise important issues relating to methodology, the history of economic thought (including omissions), and a number of more specific issues. Our answer is based on the restatement of the chief purpose of our two books, describing the intellectual history of the evolution of economic science emphasising the role of the excision of the social and the historical from economic theorising in the transition from (classical) political economy to (neoclassical) economics, only for the two to be reunited through the vulgar form of economics imperialism following the monolithic dominance of neoclassical economics at the expense of pluralism after the Second World War. The importance of political economy for the future of economic science is vigorously argued for.

scholarly journals Learned Societies, Cultural Encounter, and Social Distinction: The Royal Asiatic Society and Pre-War Western Relations with Korea, Japan, and China

2019 ◽  
Vol 20 (2) ◽  
pp. 73-93
Author(s):  
Loughlin J. Sweeney
Keyword(s):  
Northeast Asia ◽  
Second World War ◽  
Military Officers ◽  
World War ◽  
Asiatic Society ◽  
Social Distinction ◽  
The Social ◽  
Second World ◽  
Royal Asiatic Society

The Royal Asiatic Society (RAS), a British learned society for the antiquarian study of Asian civilizations, established a number of branches in East Asia between 1865 and 1900 and quickly became a central location for the socialization of elite westerners within these states. This paper examines the social function of three RAS branches by analyzing their membership characteristics between 1865 and 1934, and draws out the role of Western associational culture in pre-war interactions between Western states and Northeast Asia. The activities of the RAS presented an opportunity for prominent personalities to demonstrate social distinction and reinforce their status as leading members of their communities, and to make claims to local expertise through the study and discussion of East Asian societies. RAS branches attracted a diverse mixture of diplomats, customs officials, military officers, missionaries, educators, merchants and medical professionals. Through a comparative analysis of the membership characteristics of RAS branches in Seoul, Tokyo, and Shanghai (the branches covering Korea, Japan, and North China respectively), the different social structures of the Western communities in these three states can be discerned. These reflect particular aspects of international relations between Northeast Asia and the West before the Second World War.

scholarly journals Encontros e desencontros em “O menino”, de Lygia Fagundes Telles, e “Oval com pontas”, de Adriana Lisboa / Matches and mismatches in “O menino”, by Lygia Fagundes Telles, and “Oval com pontas”, by Adriana Lisboa / Encuentros y desencuentros en “O menino”, de Lygia Fagundes Telles, y “Oval com pontas”, de Adriana Lisboa

2020 ◽  
Vol 29 (1) ◽  
pp. 237
Author(s):  
Larissa Warzocha Fernandes Cruvinel ◽  
Renata Rocha Ribeiro
Keyword(s):  
Short Story ◽  
Social Role ◽  
Coming Of Age ◽  
Second World War ◽  
Human Relationships ◽  
The Social ◽  
De Se ◽  
Second World ◽  
Lygia Fagundes Telles

Resumo: O conto “O menino”, de Lygia Fagundes Telles, publicado inicialmente em O cacto vermelho, de 1949, narra a história de um menino que enfrenta um processo de amadurecimento durante um passeio que realiza com a mãe ao cinema. O conto “Oval com pontas”, de Adriana Lisboa, publicado originalmente em Contos que contam, de 2005, aproxima-se do conto de Telles ao também narrar o passeio de uma mãe com um filho, ambos inominados. Apesar da semelhança no enredo das narrativas, a prosa das duas escritoras apresenta divergências sobre a configuração das relações familiares e sobre o papel social da arte. Como considera José Paulo Paes (1998), a obra de Telles é marcada pelo desencontro nas mais diversas relações afetivas apresentadas nas tramas, o que, segundo o crítico, assinala certa desilusão dos escritores que viveram os traumas da Segunda Guerra Mundial. Em contrapartida, a obra de Lisboa frequentemente aposta na superação dos traumas das personagens retratadas, além de se contrapor ao esvaziamento do papel da arte na contemporaneidade. Tendo em vista esses apontamentos, este artigo tem como objetivo analisar o papel da arte e das relações humanas nos referidos contos. Para fundamentar criticamente a discussão, elegemos as contribuições de Coelho (1971), Lopes (2007), Paes (1998), entre outros.Palavras-chave: conto brasileiro; encontros; desencontros; Lygia Fagundes Telles; Adriana Lisboa.Abstract: The tale “O menino”, by Lygia Fagundes Telles, initially published in O cacto vermelho, in 1949, narrates the story of a boy who faces a coming-of-age process when he takes a trip to the movie theater with his mother. The tale “Oval com pontas”, by Adriana Lisboa, originally published in Contos que contam, in 2005, resembles the tale written by Telles in the sense that it also narrates a mother’s trip with her son, both unnamed. Despite the similarities between the plot of both narratives, the prose of both writers presents divergences on the configuration of familiar relationships and on the social role of art. As argued by José Paulo Paes (1998), Telles’ work is marked by mismatches in several affective relationships presented in the plots, which, according to the critic, signals a certain disillusionment of the writers who lived the traumas of the Second World War. On the other hand, Lisboa’s work frequently bets on the overcoming of the traumas of the portrayed characters, in addition to counterpointing the emptying of the role of art in contemporaneity. With this in mind, this article aims to analyze how art and human relationships are configured in these tales. In order to critically ground this discussion, we elected the contributions of Coelho (1971), Lopes (2007), Paes (1998), and others.Keywords: Brazilian short story; matches; mismatches; Lygia Fagundes Telles; Adriana Lisboa.Resumen: El cuento “O menino”, de Lygia Fagundes Telles, publicado primeramente en O cacto vermelho, de 1949, narra la historia de un chico que enfrenta un proceso de maduración durante un paseo al cine que realiza con su madre. El cuento “Oval com pontas”, de Adriana Lisboa, publicado originalmente en Contos que contam, de 2005, se aproxima del cuento de Telles al hacer, también, la narración de un paseo de una madre y su hijo, ambos sin nombre. Pese la similitud en el enredo de las narrativas, la prosa de las dos escritoras presenta distinciones sobre la configuración de las relaciones familiares y sobre el papel social del arte. Como considera José Paulo Paes (1998), la obra de Telles está marcada por el desencuentro en las más distintas relaciones de afecto presentadas en las obras, lo que, según el crítico señala una desilusión de los escritores tras los traumas vivenciados en la segunda Guerra Mundial. Contrariamente, la obra de Lisboa, a menudo, apuesta en la superación de los traumas de los personajes retratados, además de contraponerse al vacío del papel del arte en la contemporaneidad. Considerando esos aspectos, este artículo tiene el objetivo de analizar el papel del arte y de las relaciones humanas en los dos cuentos. Como fundamentación, para la discusión crítica, nos basaremos en las contribuciones de Coelho (1971), Lopes (2007), Paes (1998), entre otros.Palabras-clave: cuento brasileño; encuentros; desencuentros; Lygia Fagundes Telles; Adriana Lisboa.

scholarly journals Rekrutacja na studia wyższe w początkach stalinizmu na przykładzie województwa poznańskiego

2019 ◽  
Vol 6 ◽  
pp. 53-71
Author(s):  
Stanisław Jankowiak
Keyword(s):  
Young People ◽  
Social Engagement ◽  
College Enrollment ◽  
College Education ◽  
Second World War ◽  
World War ◽  
The Social ◽  
Political Objective ◽  
Second World

Zmiana systemu po II wojnie światowej związana była z pojawieniem się nowej filozofii kształcenia. Dla komunistycznej władzy najważniejszym celem było dostarczenie krajowi nowych, socjalistycznych i świadomych swej roli w przebudowie kadr. Kryteria polityczne były więc ważniejsze od merytorycznych. Założeniem politycznym było stworzenie nowej, robotniczo- -chłopskiej inteligencji, która rozumiałaby swą rolę w walce o socjalizm. By tego dokonać, należało zrewolucjonizować zasady naboru do szkół średnich i wyższych. O przyjęciu na studia nie miała więc decydować wiedza, ale zaangażowanie polityczne i społeczne. Należało też, i to akurat nie budziło wątpliwości, pozwolić młodzieży nadrobić zaległości wynikające z wojny. Konstruowane polityczne założenia nie we wszystkich przypadkach przełożyły się na praktykę działania. Mimo jednoznacznych wytycznych i kluczowej roli urzędów bezpieczeństwa w opiniowaniu kandydatów, skład socjalny studentów nie uległ radykalnej zmianie. Nie oznacza to, że polityka komunistów nie wyrządziła szkody części zdolnej młodzieży, której ze względów klasowych zamknięto możliwość zdobywania wyższego wykształcenia. College enrollment in the period of Stalinism as exemplified by the Poznań voivodeship Systemic transformation following the Second World War brought a new philosophy of education. For the communist authorities, the most important goal was to provide the country with new, socialist workers, who were aware of their role in the process of reconstruction. Therefore, political criteria took precedence over any others. The political objective was to create a new “intelligentsia” comprising workers and peasants who would understand their role in the fight for socialism. In order to achieve that objective, rules of high school and college enrollment had to be revolutionized. Political and social engagement were to be the decisive factors in college admissions — not knowledge. Young people were also meant to be allowed to make up for the time lost because of the war — however, this particular demand does not raise any questions. Political objectives did not translate into practice in all cases. Despite clear guidelines and the key role of security offices when reviewing the candidates, the social composition of students did not change radically. This does not mean that the communist policy did not do any harm to some talented young people who were precluded from gaining college education for class reasons.

scholarly journals The Heritage of the Cold War in Contemporary Curricula and Educational Reforms

2019 ◽  
Vol 9 (2) ◽  
pp. 11
Author(s):  
Tomislav Topolovčan ◽  
Snježana Dubovicki
Keyword(s):  
Cold War ◽  
Second World War ◽  
Educational Reforms ◽  
Educational Systems ◽  
World War ◽  
The Social ◽  
And Mathematics ◽  
The Cold War ◽  
Second World

Using a theoretical-critical and historical approach, this paper analyses the implications of the Cold War in national curricula and educational reforms of the second half of the 20th century with emphasis on the 21st century. The context of the time after the Second World War and the beginning of the Cold War is shown, as well as the social and political changes that are significant for education and were prompted by the wars. The emergence of the international Organization for Economic Cooperation and Development (OECD) (whose focus is not educational but economic) and the role of behavioural psychology were also analysed, which explained their significance in later educational reforms. The role of the Cold War in reducing socio-humanistic teaching contents and the implementation of natural sciences and mathematics has also been explained. The synthesis of the analysed aspects suggests that the Cold War military and technological race resulted in the implementation of the STEM area, thus the measurability of learning outcomes, which influenced the psychologisation, standardisation, economisation, and globalisation of education. Most of the current (un)successful national educational and curricular reforms were initiated in that direction without respect for the social, cultural, and historical features of individual countries. These changes have left a mark in pedagogy, in which the humanistic approach appears to counteract other approaches. Some educational systems demonstrate a shift from such trends, from the technical-scientific curriculum towards the didactic tradition of Bildung and the philosophy of education. The reasons can be found in the above-average results on international standardised evaluations of those countries that have national curricula, in contrast to what is recommended by the globalisation and standardisation of education as some of the elements of the Cold War heritage.

scholarly journals “They Had, They Thought, Their Champion of Freedom”: Social Constructivism and Greek Politics, 217-199.

2021 ◽  
Author(s):  
Matthew Martel
Keyword(s):  
International Relations ◽  
Social Constructivism ◽  
Second World War ◽  
World War ◽  
Federal States ◽  
Greek Culture ◽  
The Social ◽  
Classical Studies ◽  
Second World

<p><b>International Relations theories colour modern approaches to political history and, hence, to classical studies. Since the Second World War, Realism and Neorealism have been amongst the most pervasive, portraying the international process as something inherently anarchical and self-interested, animated by acontextual variables of power and security. But such approaches leave little room for social, cultural, and ideational variables in the international process; and we know that Greek culture, like others, exerted a powerful influence in the social, political, and economic spheres. </b></p><p>This thesis accordingly uses a more recent IR paradigm, Social Constructivism, to challenge Realism, by accounting for things like rational choice and the role of ideas. It specifically appraises the period of Greek history marked by its early engagements with Rome (217-199), in order to explore the roles of Greek ideas, identities, and agents in animating interstate behaviour. Through this lens, it can be argued that the Greeks’ conceptions of interest, whether we deem them to have been upright or cynical, were shaped as much by human variables as by structural ones. Ideas like Panhellenism, barbarism, and the freedom of the Greeks galvanised interstate action; and they militated Greek poleis, federal states, Hellenistic kings, and, later, Roman commanders towards acting (or wishing to be seen as acting) in accordance with popular conceptions of the ‘Hellenic’ interest. </p>

scholarly journals The Fascist Kernel of Ukrainian Genocidal Nationalism

2015 ◽  
Author(s):  
Grzegorz Rossoliński-Liebe
Keyword(s):  
National Socialism ◽  
Second World War ◽  
World War ◽  
Mass Violence ◽  
East Central ◽  
Italian Fascism ◽  
History Of ◽  
East Central European ◽  
Second World ◽  
Radical Form

This article briefly presents the history of the radical form of Ukrainian nationalism paying especial attention to the geopolitical circumstances which formed this movement. Then, it analyzes some aspects of this phenomenon such as its main ideologists, racism, antisemitism, religion, rituals, leaders, concepts of revolution, and the ethnic, political and mass violence conducted before, during and after the Second World War. The article argues that the extreme and genocidal form of Ukrainian nationalism did have a fascist kernel and should be considered a form of European or East Central European fascism. Nevertheless, because of the specific cultural, social and political Ukrainian circumstances the radical form of Ukrainian nationalism differed from better known fascist movements such as German National Socialism or Italian Fascism, and thus it requires a careful and adequate investigation.

Jews at the Bar from 1918 Until the End of the Second World War

2003 ◽  
pp. 112-134
Author(s):  
John Cooper
Keyword(s):  
Social Skills ◽  
Legal Profession ◽  
Second World War ◽  
World War ◽  
East European ◽  
Immigrant Background ◽  
The Social ◽  
The World ◽  
European Jewish ◽  
Second World

This chapter assesses whether the lack of Jews in the higher echelons of the legal profession had exclusively domestic causes or was connected with the rising tide of antisemitism in Europe. If the number of Jews practising at the Bar increased in the years 1918 to 1939, very few of these new barristers came from east European Jewish families, and the chapter explains why this was the case. In England, between the world wars, the legal professions were ‘the exclusive spheres of the aristocracy and plutocracy’. There was a reluctance among solicitors and their clients to entrust their private and confidential business to a Jew, especially one from an east European immigrant background, who was regarded as a foreigner. Thus, unless the aspiring barrister was a member of the Anglo-Jewish elite and sufficiently Anglicized, he would not have the manners or the social skills to win the confidence of instructing solicitors and their clients.

Building on the Backs: Basil Spence, Queens’ College Cambridge and University Architecture at Mid-Century

2011 ◽  
Vol 54 ◽  
pp. 383-405 ◽  
Author(s):  
Louise Campbell
Keyword(s):  
Higher Education ◽  
Second World War ◽  
University Education ◽  
The Social ◽  
History Of ◽  
Robbins Report ◽  
Queens College ◽  
The University ◽  
Second World

Higher Education in Britain expanded dramatically during the 1950s and 1960s. The trigger for growth was the Barlow Report of 1946, which recommended an immediate doubling of the number of science students and an increase in the total number of student places, of which there had been c. 50,000 in 1939, to 70,000 by 1950 and 90,000 by 1955. The 1963 Robbins Report continued and accelerated this expansionist policy, proposing that half a million student places be created by 1980. In the event, although funding was less generous than Barlow had recommended, the numbers achieved were far greater, and 85,000 students were in Higher Education by 1950. The impetus for this growth, which included the foundation of seven new universities (the so-called ‘Shakespearean Seven’) and the enlargement of existing institutions, stemmed from an ambitious vision of the role of universities after the Second World War. Higher Education, and particularly scientific training, was seen as one way to maintain Britain’s position on the world stage. Equally important was the principle of widening access, and a concern to broaden the social base of university education found expression in a range of new approaches to design. Within this context, the universities of Oxford and Cambridge also witnessed significant expansion, but in a very particular way and with distinctive results on account of these universities’ collegiate structure. As elsewhere, buildings at Oxbridge for teaching and research were dependent on finance from the University Grants Committee, but the semi-autonomous colleges could draw on their own (sometimes considerable) resources when it came to building. Furthermore, college dons could exercise significantly more influence over the choice of architect than was possible elsewhere. The colleges of Oxford and Cambridge therefore provided an important environment in which new architectural ideas could be explored. An early contribution to the debate was made by the Erasmus Building, a residential block at Queens’ College, Cambridge, designed by Basil Spence in 1958 (Fig. 1). Although the history of Spence’s design is inextricably bound up with its Cambridge context, as an attempt to reformulate the collegiate ideal it also offers a foretaste of the debates that shaped the new universities in the decade that followed.

Sign in / Sign up

Export Citation Format

Share Document