From Textual Criticism to Social Criticism: The Historiography of Ku Chieh-kang

1969 ◽  
Vol 28 (4) ◽  
pp. 771-788 ◽  
Author(s):  
Laurence A. Schneider
Keyword(s):  
Textual Criticism ◽  
Social Criticism ◽  
Chinese History ◽  
Nineteen Twenties ◽  
Intellectual Traditions ◽  
Chinese Intellectual

The central role of the intellectual in Chinese history, and the centrality of A history to the Chinese intellectual—this is the most persistent theme in the provocative writings of Ku Chieh-kang (b. 1893), iconoclast editor of the Kushih pien and historical revisionist par excellence. During the nineteen-twenties and thirties Ku Chieh-kang was a pre-eminent exponent of that non-Marxist scholarship which set for its goal a purge and reconstruction of China's major intellectual traditions. In this essay, as we examine his efforts to “reorganize the nation's past,” we will want to keep in mind that his interests in China's past and China's present meet in his concern with the place of intellectuals and scholarship in the larger society.

The Tent of Meeting and the Women’s Mirrors in 1 Sam 2:22 and Exod 38:8

Textus ◽  
2020 ◽  
Vol 29 (2) ◽  
pp. 168-192
Author(s):  
Domenico Lo Sardo
Keyword(s):  
Literary Criticism ◽  
Textual Criticism ◽  
Critical Approach ◽  
Critical Problem ◽  
The Relationship

Abstract This article evaluates the relationship between the texts of 1 Sam 2:22 and Exod 38:8 using a methodology that proceeds from textual criticism to literary criticism. According to a traditional text-critical approach of the available textual witnesses (MT, LXX, 4QSama), the short reading of 1 Sam 2:22 found in LXXB 4QSama is preferable to that of MT. By contrast, using a literary critical approach, this article proposes that MT-Exod 38:8 depends on MT-1 Sam 2:22 and not vice versa. MT-1 Sam 2:22 has greater affinity with Num 4:23 and 8:24 regarding the terminology used for the women’s ‘cultic service’ at the entrance to the Tent of Meeting. 1 Sam 2:22b ought to be regarded as a post-P addition made after the text of the LXX had been translated from the Hebrew. For Exod 38:8 and related texts, we examine the role of the Vetus Latina in resolving this text-critical problem.

Queer Youth and Education

2021 ◽  
Author(s):  
Hannah Dyer
Keyword(s):  
Queer Theory ◽  
Sex Education ◽  
Queer Studies ◽  
Gender And Sexuality ◽  
Educational Institutions ◽  
Subject Formation ◽  
Queer Youth ◽  
Lgbtq Studies ◽  
Intellectual Traditions

Discussions surrounding the rights, desires, and subjectivities of queer youth in education have a history marked by both controversy and optimism. Many researchers, practitioners, and teachers who critically examine the role of education in the lives of queer youth insist that the youth themselves should be involved in setting the terms of debate surrounding if and how they should be included in sites of education. This is important because the ways in which their needs and subjectivities are conceptualized have a direct impact on the futures that queer youth imagine for themselves and for others. For example, the furious and impassioned debates about sex education in schooling are also to do with the amount of empathy we have for queer youth. Thus, sex education is a frequent point of analysis in literature on queer youth in education. Literature on queer youth and education also helpfully demonstrates how racialization, gender, neoliberalism, and settler-colonialism permeate discourses of queer inclusion and constitute the conditions of both acceptance and oppression for queer youth. While queer studies has at times sharpened perceptions of queer youth’s subjective and systemic experiences in education, it cannot be collapsed into a unified theory of sexuality because it too is ripe with debate, variation, and contradiction. As many scholars and intellectual traditions make clear, the global and transnational dimensions of gender and sexuality cannot be subsumed into a unified taxonomy of desire or subject formation. More ethical interactions between teachers, peers, and queer youth are needed because our theories of queer desire and the discourses we attach to them evince material realities for queer youth. Despite the often prevailing insistence that queer youth belong in educational institutions, homophobia and heteronormativity continue to make inclusion a complicated landscape. In recognition of these dynamics, literature in the field of educational studies also insists that some queer youth find hope in education. Withdrawing advocacy and representation for queer, trans, and nonbinary youth in educational settings becomes dangerous when it creates a terrain for isolation and shame. Importantly, queer theory and LGBTQ studies have conceptualized the needs of queer youth in ways that emphasize education as a space wrought with emotion, power, and desire. Early theorizing of non-normative sexual desire continues to set the stage for contemporary discussions of schools as spaces of power and repression. That is, histories of activism, knowledge, and policy construction have made the present conditions of both inclusion and exclusion for queer youth. Contemporary debates about belonging and marginalization in schools are made from the residues and endurance of earlier formations of gender and race.

scholarly journals Enlightenment and Reflection on the Integration of the Red Boat Spirit into the Teaching of The Outline of Modern Chinese History

2019 ◽  
Vol 3 (4) ◽  
pp. p245
Author(s):  
Qiu Chenxi
Keyword(s):  
College Students ◽  
Chinese History ◽  
History Teachers ◽  
New Era ◽  
Party Building ◽  
Modern Chinese ◽  
Political Views ◽  
Teaching Content ◽  
Modern Chinese History

The Red Boat spirit is the source of the Chinese revolutionary spirit and the source of the advancement of the Chinese Communist Party. Its connotation reflects the CCP’s spirit of party building, the cultural label that indicates the initial heart and mission of CCP, and represents the core value requirement of our party. The spirit of the Red Boat has a deep connection with the teaching content of The Outline of Chinese Modern History. Teachers should enrich the teaching forms and encourage students to be thoughtful. In this way, college students can truly feel the role of the Red Boat spirit in promoting the development of modern Chinese history and understand the relationship between the Red Boat spirit and their own growth, which is of positive significance for the cultivation of contemporary college students’ historical views, the shaping of political views and the promotion of Red Boat spirit in the new era.

scholarly journals The Conquest of the New World: The Conflict of Civilizations - The conflict of Rationalities

2018 ◽  
pp. 63-72
Author(s):  
Marina Burgete Ayala
Keyword(s):  
Oral Tradition ◽  
New World ◽  
Clash Of Civilizations ◽  
Social Functions ◽  
Mexican Culture ◽  
The People ◽  
Intellectual Traditions ◽  
Social And Economic Development ◽  
Different Types

The article examines the conquest of the New World in the focus of interaction of different types of thinking in the clash and conflict of two civilizations, which develop in different ways and which are at different levels of social and economic development. The result of this clash was the destruction of the material, spiritual and intellectual traditions of indigenous cultures that existed on the American continent. The conquest of America is one of the most revealing examples of the clash of civilizations, analyzing which, with particular clarity, one can observe contradictions between different types of world perception. The answer to questions about what kind of knowledge Nahua-speaking people possessed, what role knowledge played in their society, who was the creator, carrier and translator of knowledge about the world, reveals one of the main reasons that led to a rapid and irretrievable destruction of culture of “metaphors and numbers.” The author reveals the role of Catholic monks in preserving the spiritual, scientific and philosophical heritage of the Mexican culture, thanks to which we have the opportunity to touch the thought of the Nahua people, existing not in the form of traditional texts but in the form of an oral tradition, which accompanied visual images of graphic semantic writing. It shows how important the system of education and upbringing in the society of pre-Columbian Mexico was, how it solved the tasks of preparing young people for the performance of social functions. The destruction, as a result of the con- quest, of the system that regulated the daily life of each person and determined the ultimate destiny of the people in the shortest possible time led to the death of the entire civilization.

The Changing Role of the Chinese Intellectual: an Introductory Note

1958 ◽  
Vol 1 (1) ◽  
pp. 23-25
Author(s):  
E. A. Kracke
Keyword(s):  
Political Leadership ◽  
Political Influence ◽  
Ideological Struggle ◽  
Introductory Note ◽  
Chinese Intellectual ◽  
Changing Role ◽  
New Devices ◽  
Intellectual Leadership

The rapidly mounting Occidental pressure that China felt after 1800, and her evident need of new devices to meet it, faced the Chinese intellectual with hard decisions. His reactions become more understandable if we consider them in the context of his history – a context of which he was particularly aware, since his training and his approach to political problems were strongly historical. His position had not always been as secure as it seemed ostensibly in 1800; his outlook and even his identity had undergone several transformations before he arrived at the Confucian orthodoxy of the Manchu period. Two centuries after Confucius, the dominant thinkers were power-oriented Legalists, eclipsed by the Confucians only after permanently discrediting themselves through their brutally oppressive methods of unifying government and thought. After the 2nd century, Confucian ardor declined; intellectual leadership (and an important share of political influence) had passed to essentially anti-political Taoists and anti-worldly Buddhists. The Confucianists of the 10th and 11th centuries established their intellectual primacy and unchallenged political leadership only through an intense ideological struggle with these rivals.

Marxist geography: A personal journey

2021 ◽  
pp. 194277862110494
Author(s):  
Waquar Ahmed
Keyword(s):  
Social Justice ◽  
Communist Party ◽  
Formal Education ◽  
English Literature ◽  
Greek Philosophy ◽  
Communist Manifesto ◽  
Intellectual Traditions ◽  
Political Economic ◽  
Jawaharlal Nehru

I am fascinated by Marx’s openness to learning and engagement with diverse intellectual traditions—political economic, German and Greek philosophy, utopian socialist tradition, and English literature to name a few. Marxism for me, hence, is engagement and conversations with eclectic ideas, with fidelity to the communist manifesto, and in turn, its commitment to equality and justice. In this paper, while highlighting my own journey as a student of Marx’s scholarship, I examine the key role hegemony plays in our society. Formal education, I argue, is hegemonic to the extent that it is geared at producing docile individuals, particularly from oppressed sections of the society, that internalize theories and concepts favorable to elites: it should not surprise us when the oppressed act or vote against their own interest. Yet some centers of learning are also epicenters of counter-hegemonic praxis—one such place is Jawaharlal Nehru University where I unlearn and re-learned my Marxism and began my journey as a Marxist geographer. Additionally, I examine the role of “vulgar Marxism” (unwillingness to engage with contemporary geographically specific challenges) that is often passed off as Marxist orthodoxy and argue that this has been a real threat to the spirit of the Communist Manifesto. I examine the decline of the Communist Party in Bengal in India to highlight how vulgar Marxism can subvert social justice and make the “Communist Party” unpopular.

scholarly journals Beyond Celebrity Politics: Celebrity as Governmentality in China

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094186
Author(s):  
Zhongxuan Lin ◽  
Yupei Zhao
Keyword(s):  
The State ◽  
Chinese History ◽  
Political Dimension ◽  
Chinese Context ◽  
Role Of The State ◽  
Chinese Characteristics ◽  
Political Theories ◽  
History Of ◽  
Celebrity Politics

This article investigates the crucial political dimension of celebrity. Specifically, it examines celebrities’ great potential for governmentality in the Chinese context by tracing the history of celebrities in Confucian, Maoist, and post-Maoist governmentalities. It concludes that this type of governmentality, namely, celebrity as governmentality, displays uniquely Chinese characteristics in that it is a set of knowledge, discourses, and techniques used primarily by those who govern. It also highlights the central role of the state as the concrete terrain for the application of this mode of governmentality throughout Chinese history. Finally, it notes the always evolving nature of governmentality, as observed in the phenomena of governing from afar and resistance from below. These findings help us rethink the contingent and diversified nature of the phenomena of celebrity and governmentality and challenge Western norms and political theories that covertly employ them.

scholarly journals Social Criticism and the Exclusion of Ethics

2008 ◽  
Vol 30 (1) ◽  
Author(s):  
Russell Keat
Keyword(s):  
Final Section ◽  
Ethical Issues ◽  
Communicative Action ◽  
Critical Evaluation ◽  
Social Criticism ◽  
Theory Of Justice ◽  
The Past ◽  
Anglo American ◽  
Action Taking

AbstractAs Axel Honneth has recently noted, the critical concerns of social philosophers during the past three decades have been focused primarily on questions of justice, with ethical issues about the human good being largely excluded. In the first section I briefly explore this exclusion in both ‘Anglo-American’ political philosophy and ‘German’ critical theory. I then argue, in the main sections, that despite this commitment to their exclusion, distinctively ethical concepts and ideals can be identified both in Rawls’s Theory of Justice and in Habermas’s Theory of Communicative Action, taking these as exemplary, representative texts for each theoretical school. These ethical elements, and their implications for the critical evaluation of economic institutions, have gone largely unnoticed. In the final section I indicate the kinds of debates that might be generated, were these to be given the attention they arguably deserve. I focus especially on the significance of empirical issues, and hence on the role of social science in social criticism.

Authentication Studies (辨偽學) Methodology and the Polymorphous Text Paradigm

Early China ◽  
2009 ◽  
Vol 32 ◽  
pp. 1-43 ◽  
Keyword(s):  
Intellectual History ◽  
Textual Criticism ◽  
Han Dynasty ◽  
Chinese Intellectual ◽  
History Of ◽  
Chinese Scholars ◽  
Chinese Texts ◽  
To Come ◽  
The Last Two Millennia ◽  
Made In

The foundation of Chinese intellectual history is a group of texts known as “masters texts” (子書). Many masters texts were authored in the Han dynasty or earlier and many of these have as their title the name of a master who was generally regarded as the author. The inclination to treat a given book as the product of a single writer is apparently a strong one. Nevertheless, from the very beginning there were Chinese scholars who doubted the veracity of the putative authorship of some of these works and suggested that they may in fact have been the product of several authors. Over time, such scholars developed criteria by which to judge the authenticity of ancient masters texts. But as such textual criticism grew more penetrating, the object of its scrutiny began to come apart at the seams. In the last two decades there has been a growing consensus that most early Chinese masters texts were originally quite permeable and that only later were their received forms settled upon.The branch of textual criticism that deals with authenticating early Chinese texts is called “Authentication studies.” This paper is a survey of the methodological advances made in the field of Authentication studies over the last two millennia. It is not a history of the field, as such a history would be a much longer project. The survey concludes with the idea of the “polymorphous text paradigm,” a paradigm that paradoxically obviates much of the preceding scholarship in its own field. Simply put, if authentication relies largely on anachronism, and anachronism relies largely on the dates of the putative author, then a multi-author work with no known “last author” will be impossible to authenticate. Furthermore, the polymorphous text paradigm does not posit these texts as necessarily having earlier and later “layers,” but rather as having had no set structure over the course of their early redactional evolution.This survey examines the contributions of seventeen scholars to Authentication studies methodology, and concludes with how the changes in this field have influenced the work of three modern, Western scholars.

TEST USE AND POLITICAL PHILOSOPHY

2009 ◽  
Vol 29 ◽  
pp. 3-20 ◽  
Author(s):  
Glenn Fulcher
Keyword(s):  
Political Philosophy ◽  
Social Criticism ◽  
Positive Test ◽  
Negative Test ◽  
Negative Role ◽  
Test Use ◽  
Test Impact ◽  
Test Architecture ◽  
Broad Approach

Since Messick (1989) included test use in his validity matrix, there has been extensive debate about professional responsibility for test use. To theorize test use, some researchers have relied upon Foucault's social criticism, thereby stressing the negative role of tests in the surveillance of the marginalized. From a wider perspective, Shohamy (2001a) sees negative test impact as stemming from centralizing agencies, which still leaves open the possibility of positive test use. In this article I argue that how tests are used is a reflection of the wider political philosophy of a society. Political philosophy can generally be characterized as placing more emphasis on either the state or the citizen, leading to collectivist or individualist solutions to problems, be they real or perceived. In collectivist societies, tests, like history, are used to achieve conformity, control, and identity. In individualistic societies, they are used to promote individual progress. The role of tests within each broad approach will be described and illustrated. Finally, I briefly describe effect-driven test architecture as a method for testers to proscribe unintended uses of their tests.

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