scholarly journals Methods of Talmud Study and Teaching at the Central Schools of Learning in 19th Century Eastern Europe and Germany

Author(s):  
Uri Zur

This article deals with the various methods of teaching the Babylonian Talmud, utilized at the central schools of Jewish learning in Eastern Europe and Germany about one hundred and fifty years ago. We shall present the various methods of teaching characteristic of these schools of learning and ways of teaching Talmud, features of the methods, from that period to the modern method in the first academic institutions in Berlin. The modern teaching method took the innovative form of academic research, which was taking its initial steps but in practice laid the foundations for academic research conducted to this day.

2021 ◽  
Vol 114 (3) ◽  
pp. 346-370
Author(s):  
Jae Han

AbstractThis article investigates the nature of Manichaean pedagogy as expressed through the late antique codices known as the Kephalaia of the Teacher and the Kephalaia of the Wisdom of my Lord Mani. By paying attention to a range of contextual cues that frame each moment of instruction, it first argues that much like their rabbinic and Christian neighbors, Mesopotamian Manichaeans did not study in academic institutions. Rather, instruction took place on an ad-hoc, individual basis, often based on happenstance events; there is no mention of a building dedicated to learning, a standard curriculum, or a semester schedule. This article then contextualizes this form of non-institutionalized Manichaean instruction by comparing three formulae found in the Kephalaia codices that have parallels in the Babylonian Talmud: the formula of Mani “sitting among” his disciples (or of his disciples “sitting before” Mani), of Mani’s disciples “standing before” Mani, and of various people “coming before” Mani. In so doing, this article ultimately argues that the Babylonian Rabbis and Syro-Mesopotamian Manichaeans shared a common pedagogical habitus, one expressed through bodily comportment and hierarchy rather than through the imposition of institutional norms.


2020 ◽  
pp. 266-271
Author(s):  
Marina M. Frolova ◽  

The article discusses the history of the Society of History and Russian Antiquities (SHRA,1804–1929), highlights its academic and publishing activities in the first half of the 19th century in relation to the study of Bulgarian issues. On the basis of this material it is concluded that the SHRA aimed at increasing the prestige and development of national historical academic research and contributed to the formation of an academic community of people passionate about the ideas of knowledge and national service: a “scholarly community”. Although Bulgarian research was not dominant in Slavic scholarship which was actively developed by the SHRA members from the 1830s, its emergence testified to increasing interest in the Bulgarian people. The work of the SHRA contributed to the accumulation of knowledge about and understanding of the Bulgarian people, their history and culture.


2009 ◽  
Vol 10 (1-2) ◽  
pp. 209-223
Author(s):  
Galina Miškinienė

Institute of the Lithuanian Language At the beginning of the 19th century, the financial possibility to establish a department of Eastern languages at one of the oldest universities in Eastern Europe, Vilnius University, appeared. Turkish was among the Eastern languages that were expected to be taught. The intensive preparation of lecturers was started. Unfortunately, the ambitious plans were destined to never become reality; in 1832 the university was closed. Nevertheless, over the following two centuries the Turkic direction did not disappear; in one form or another it surfaced and retained its vitality. There was a sympathetic environment: Tartars and Karaims—both Turkic ethnic groups—began settling in the Grand Duchy of Lithuania in the 14th century. Vilnius University was the cradle of many famous Orientalists who maintained Turkic research by their activities. In such a way, two main research subjects appeared: Kitabistik and the Karaim language. In this article, the origin problems, development and prospects of Turkic research will be examined.


2011 ◽  
pp. 37-61
Author(s):  
Stefano Santoro

The Rumanian nationalism of Transylvania, which developed during the 19th century to defend the rights of the Rumanian population from the Magyarization policies implemented by Budapest's government, suddenly found itself in a completely different situation at the end of World War I: from non-dominant it had become dominant. As in other areas of postwar Eastern Europe during the 1920s and 1930s,, this transition involved a reversal of the paradigms of reference of the Rumanian nationalists that changed from inclusive and democratic values into an exclusive and fundamentally totalitarian ideology.


Author(s):  
Christopher Berg

Repeated notes are used frequently in compositions for the guitar as a way to provide the illusion of greater sustain or as a technique to add brilliance. Modern guitarists usually think of tremolo technique when they think of repeated notes, but tremolo technique is relatively recent. This chapter documents the practices used by early lutenists and 19th-century guitarists to play repeated notes and it provides material for studying the various ways these musicians developed their techniques. The discussion of Fernando Sor’s use of the right-hand thumb and index finger for repeated notes will be of interest to today’s guitarists. This chapter also explores the ways in which 19th-century guitarists played passages that modern guitarists might assume to be examples of modern tremolo technique. The fingering practices in this chapter are not covered in standard modern method books.


2019 ◽  
Vol 3 (s1) ◽  
pp. 86-87
Author(s):  
Susan J Woolford ◽  
Ayse G. Buyuktur ◽  
Patricia Piechowski ◽  
Aalap Doshi ◽  
Erica E. Marsh

OBJECTIVES/SPECIFIC AIMS: Background: The importance of engaging community in research and fostering community-academic research partnerships is increasingly acknowledged by Clinical and Translational Science Award (CTSA) institutes. However, forming and maintaining such collaborations is often hampered by numerous challenges. It is critical to investigate the barriers to effective community-academic partnerships and to develop novel approaches to overcome these barriers. Objective: To explore community and academic perspectives of the challenges faced by community-academic research partnerships and potential solutions to these identified challenges. METHODS/STUDY POPULATION: Methods: In an effort to explore creative approaches to address these issues, the Community Engagement Program at the Michigan Institute for Clinical & Health Research (MICHR), the CTSA site that serves Michigan, hosted a retreat to elicit the input of community members and academics from across the state. There was a mix of participants ranging from those with established community-academic partnerships to others who were new to community-engaged research and in early stages of forming partnerships. At the retreat, attendees were randomly divided into groups and asked to answer the specific question, “What are your barriers to partnering in research?” After each group identified a set of barriers and reported their findings to the entire room, attendees were asked to work again in their small groups to discuss potential solutions to these barriers. Ideas for solutions were also shared with the entire room. As part of the process of brainstorming about these questions, attendees were asked to document their ideas --- for both barriers and solutions --- on post-it notes which were then grouped by category. Artifacts from the retreat were saved digitally and transcripts made from these records. The findings were then analyzed to identify common themes. RESULTS/ANTICIPATED RESULTS: Results: Eighty-six participants attended the retreat from across the state of Michigan. Forty-three represented community organizations that focus on addressing a wide array of social determinants of health issues. The remaining forty-three participants represented various academic institutions. The most frequently mentioned challenges to community-academic partnerships were related to communication and relationship building. To overcome barriers in these areas, participants noted that it is critical to collaboratively and explicitly identify shared goals, values and norms in the early stages of partnership development. This was closely linked to the need for additional funding to help foster and strengthen relationships by allowing partners to spend time together to both work and socialize informally, preferably in face-to-face settings. These were deemed crucial for building trust and common ground. In addition, more equitable funding and role distribution --- including shared leadership and governance of research projects between community and academia--- that recognizes and supports the true costs of involvement in research for community members was viewed as important. Other frequently noted issues on the part of community members were the need for greater respect for community partners and for more training opportunities to build capacity within communities to participate in research. Participants from academic institutions emphasized that the current requirements and timeline for promotion in academia make it harder for them to participate in community-engaged research, especially as early career researchers. They maintained that wider recognition of the value of community-engaged research is necessary and that this requires the support of home departments. Finally, participants underscored the importance of building infrastructure to better connect potential partners from the community and academia by making it easier to identify common interests and reciprocal strengths. DISCUSSION/SIGNIFICANCE OF IMPACT: Conclusion: The problems faced by community-academic partnerships may be alleviated by working with community and academic members to identify potential solutions. Further work is needed to systematically examine barriers and the efficacy of solutions to enhance community-academic partnerships. Acknowledgements: We thank all attendees of the MICHR Community Engagement retreat for their participation in this activity that explored barriers to effective community-academic partnerships. Their honest and frank feedback was essential to broaching sensitive topics related to partnership development, and to identify realistic and practical solutions. We also thank all members of the planning committee and our colleagues in the Community Engagement Program for their work on bringing together community and academic members for this retreat. This project was supported by grant number UL1TR002240 from the National Center for Advancing Translational Sciences (NCATS).


2015 ◽  
Vol 1 (2) ◽  
pp. 182-201
Author(s):  
Muhammad Y. Gamal

Naguib Mahfouz, Egypt’s literary icon, wrote a large number of novels that were turned into films. As the DVD industry in Egypt enters its second decade, the number of these films appearing on DVD and subtitled into English is also increasing. Despite this trend, academic institutions in Egypt, and elsewhere in the Arab world, remain largely oblivious to the new specialization of audiovisual translation. So far, academic research into audiovisual translation, particularly subtitling Arabic-language films into English, has been minuscule. This paper examines the complex task of subtitling one of Mahfouz’s most popular films, Midaq Alley. It argues that subtitling a classic film is a lot more than just translating the film dialogue and the subtitler needs more resources than just the dialogue list and the video of the film.


Author(s):  
Antti Raunio

Martin Luther’s thought has had strong influence on the religious and churchly life in the Baltic countries Lithuania, Latvia, and Estonia, as well as in Finland. Its impact has not been restricted just to the Church but also has had deep social and political aspects. However, the role of Luther’s theology has been quite different in the Baltics and in Finland, mostly because the Reformation occurred in a totally different ways in each area. In the Baltics, the biggest towns had already turned to the Reformation by the 1520s, but in Finland the change was part of King Gustav Vasa’s work for strengthening the state. In the Baltics, the Reformation took place in direct contact with Luther and his colleagues, whereas in Finland the first influences came through some of his writings and the theologians who had studied in Wittenberg. During the 17th century, almost the whole area, except Lithuania, belonged to the Swedish kingdom. Theologically, this was the time of the Lutheran Orthodoxy, which was based on the Confessional Books of the Lutheran Church. From Luther’s works, the catechisms were known and used. In the Baltics, the time of Confessional Lutheran theology lasted until the 1910s. In the 19th century, certain Baltic German theologians, especially Theodosius Harnack, practiced remarkable Luther research. Harnack opposed the Neo-Protestant Luther interpretation and strongly influenced the understanding of Luther’s theology of the cross. Only in the 1910s did the Neo-Protestant Luther interpretation of Albrecht Ritschl and Adolf von Harnack get some support. In the 20th century, the Baltic theology was not very much concentrated on Luther, though some presentations of his person and thought were published and a clear consciousness of his thought was present. The Soviet time from 1940 to the beginning of 1990s was difficult for all types of theology. Nevertheless, for example, Elmar Salumae managed to translate international Luther research into Estonian and maintain the knowledge of Lutheran theology. In Finland, the 19th century did not produce academic Luther research, but Luther’s theology was important for the pietistic revival movement, and it played a central role in the disagreement of the revival leaders, which led to a division of the movement. Academic research on the Reformation began in Finland at the end of the 19th century, first as a historical study of the Finnish reformer Mikael Agricola and the Reformation in Finland. Research on Luther’s theology followed the German Luther Renaissance and began in the 1920s. The fruits of this research were published in the 1930s by Eino Sormunen and Yrjö J. E. Alanen and some years later by Lennart Pinomaa. After Pinomaa, Finnish Luther research played some role at the international level. It was first attached especially to the Swedish Lundensian approach and later, from the beginning of the 1980s, became more distant from it. Today Finnish Luther research refers above all to the work of Tuomo Mannermaa and his pupils. This theology, which stresses the real presence of Christ in faith and the participation in the Divine love, is not only academic research but also it has been applied to many churchly and ecumenical questions.


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