scholarly journals INTERPRETASI SEJARAH SEBAGAI PERISTIWA DAN MASALAH PENDIDIKAN

At-Turats ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 3
Author(s):  
Ahmad Maksum
Keyword(s):  
Focal Point ◽  
Essential Element ◽  
Narrative Form ◽  
Historical Imagination ◽  
Cultural Backgrounds ◽  
History Teachers ◽  
Academic Context ◽  
The Past ◽  
Current Events ◽  
The Mind

When we talk about history, we usually think of the past and interpret it as something insignificant that does not need to be remembered at all. People merely know the events on the surface, but are not aware of the background. For historians and observers of history, an event must be explained further and more in-depth especially about how it happened, as well as social, economic, political, and cultural backgrounds. Simply recounting an event does not completely explain it, because historians are professional travelers in the world of the past. In the academic context, history is a field of science or study that requires a critical historical imagination in its analysis. This is intended to place history in its phenomenological setting. History is not only about the “past events”, but it is also related to current events. The role of historians is very strategic especially in changing society’s idea which should start from the concept of learning at school or college. In this light, historians and history teachers should be able to see through the mind of historical actors by trying to revive the thoughts of the historical actors in his/her own mind; in other words, historians should be able to put themselves into the shoes of the actors in history. It is considered an essential element in the “historical thinking” which serves as the basis of historical explanation. History as an autonomous discipline needs to be developed in accordance with the pattern of the tendency of history itself. Conventional historical writing only tells the story of history in a descriptive-narrative form, simply explaining how an event occurs and does not touch its focal point. To get a more complete picture of the reality, people need to approach historical events from various aspects better known as a multidimensional approach, and it certainly requires a method called an interdisciplinary method.

The Conservative Historical Imagination in the Twentieth Century

1996 ◽  
Vol 28 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Reba N. Soffer
Keyword(s):  
A Priori ◽  
Practical Experience ◽  
Historical Imagination ◽  
X Rays ◽  
Historical Records ◽  
The Past ◽  
Realistic Image ◽  
The Mind ◽  
Nature And Society ◽  
Initial Impressions

In 1935, R. G. Collingwood defined the historical imagination as an innate or a priori part of thinking that allows students of history to reconstruct the past. Whether stored in the furniture of the mind, learned through practice, or inherited as genetic inclinations, imagination is indispensable to the historian's craft. The historian's imagination may be richer, more diverse, more inventive than that, say, of an orthopedist, because the historian's present is the surviving but elusive past. Historians have to imagine more because they can never know what actually happened. Like orthopedists and everyone else, historians enter their professions hauling baggage packed haphazardly with images drawn from cultural, personal, religious, moral and practical experience. An orthopedist checks his psychological and social luggage when treating anesthetized muscle and bone in the controlled atmosphere of an operating room. For the orthopedist, the only images relevant for diagnosis and remedy are those produced precisely by x-rays or magnetic resonance. A historian neither diagnoses nor remedies. Instead, relying upon recalcitrant evidence, she tries to explain events that occurred in a dynamic, unpredictable, uncontrollable world already finished.When historians conduct research and then interpret what they find, they are unwilling and unable to lay aside their every day images of human nature and society. Such concepts, even when wrong, are logically necessary to explanation. Historical imagination organizes the categories that provide a historian with a match between her expectations and the subjects of her inquiry. The historian's juxtaposition, unlike the orthopedist's realistic image, is impressionistic. It becomes satisfying only when it fulfills a cultivated sense of propriety. Although honest historians are persuaded by the information they discover, there are few experiences more pleasing than that frisson of recognition when initial impressions are validated by the historical records. That pleasure is far more agreeable than disappointment. If the records repudiate anticipations then the historian must search for a more adequate explanatory scheme that approximates the truth more closely.

Al-Rasm al-ʿUthmānī: Towards Correct Pronunciation and the Preclusion of Ambiguity

2011 ◽  
Vol 13 (2) ◽  
pp. 201-171
Author(s):  
Nāṣir Al-Dīn Abū Khaḍīr
Keyword(s):  
Specific Pattern ◽  
Writing Style ◽  
The Third ◽  
The Past ◽  
Different Ages ◽  
Correct Pronunciation ◽  
The One ◽  
The Mind

The ʿUthmānic way of writing (al-rasm al-ʿUthmānī) is a science that specialises in the writing of Qur'anic words in accordance with a specific ‘pattern’. It follows the writing style of the Companions at the time of the third caliph, ʿUthmān b. ʿAffān, and was attributed to ʿUthmān on the basis that he was the one who ordered the collection and copying of the Qur'an into the actual muṣḥaf. This article aims to expound on the two fundamental functions of al-rasm al-ʿUthmānī: that of paying regard to the ‘correct’ pronunciation of the words in the muṣḥaf, and the pursuit of the preclusion of ambiguity which may arise in the mind of the reader and his auditor. There is a further practical aim for this study: to show the connection between modern orthography and the ʿUthmānic rasm in order that we, nowadays, are thereby able to overcome the problems faced by calligraphers and writers of the past in their different ages and cultures.

Approaches to reforming contemporary religious discourse†

2013 ◽  
Vol 6 (2) ◽  
pp. 172-188
Author(s):  
Ahmad Kamal Abou Al-Majd
Keyword(s):  
Religious Orientation ◽  
Religious Discourse ◽  
Frame Of Reference ◽  
Main Subject ◽  
The Past ◽  
Original Frame ◽  
The Mind ◽  
Working Out

This article attempts to attenuate the exaggerated polarization in contemporary religious discourse in Egyptian society emanating from two flawed positions: a wrong conception of ‘applying Shari'a‘; and a wrong intention whereby deliberate cultural exclusion is practised to eradicate any religious orientation. The main subject of this article are manifestations of deviation of this discourse from the orientation of the original frame of reference of religion: (1) The call for Islam through scaring and intimidation; (2) the tendency to be tough on people, thus increasing obligatory duties and decreasing what is permissible; (3) inattention to the objectives of Shari'a and focusing on its literal aspect; (4) inattention to priorities; (5) belittling the role of the mind in Islamic conceptualization; (6) immersion in the past; and (7) Muslims' relationship with others. Nevertheless, rationalizing ‘religious discourse’ and working out a kind of consensus seems to be of utmost importance.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

Alessandro Gavazzi: a barnabite friar and the risorgimento (Presidential Address)

1975 ◽  
Vol 12 ◽  
pp. 303-356 ◽  
Author(s):  
Basil Hall
Keyword(s):  
Presidential Address ◽  
Memento Mori ◽  
The Past ◽  
The Subject ◽  
The Dead ◽  
The Mind

Think nowHistory has many cunning passages, contrived corridorsAnd issues, deceives with whispering ambitions,Guides us by vanities. Think nowShe gives when our attention is distractedAnd what she gives, gives with such supple confusionsThat the giving famishes the craving. Gives too lateWhat’s not believed in, or if still believed,In memory only, reconsidered passion.Historians no doubt have problems enough without setting before themselves that ‘memento mori’ from Eliot, who, though he was describing an old man seeking to understand his own past, leaves nevertheless an echo in the mind disturbing to those who practise the historian’s craft. We assume a confidence which in our heart of hearts we do not always, or should not always, possess. Eliot’s words not only demonstrate the difficulty of one man understanding his own past, but also the historian’s difficulty in understanding those whom they select for questioning from among the vast multitudes of the silent dead, whose deeds, artifacts, ideas, passions, hopes and memories have died with them. We dig into the past, obtain data from archives, brush off the objects found, collect statistics, annotate, arrange, describe, establish a chronology – but do we effectively understand the dead, especially since we are affected by our own beliefs, customs and ideologies? We are, of course, all aware of this: we silently scorn the lecturer who raises these diffident hesitations. For we know our duty: we examine all that we can, we describe our findings, we annotate them, we draw conclusions, or leave our demonstrations to speak for themselves. There are reasons, as I shall hope to show, that these considerations – Eliot’s ominous words and our determination not to be disquieted by them – bear upon the subject of this paper, the almost forgotten Alessandro Gavazzi.

scholarly journals Public Library: A Place for the Digital Community Archive

2015 ◽  
Vol 44 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Andrea Copeland
Keyword(s):  
Social Media ◽  
Information Management ◽  
Public Libraries ◽  
Personal Information ◽  
Public Library ◽  
Community Archives ◽  
The Past ◽  
Digital Community ◽  
Current Events ◽  
Community Archive

Abstract This article explores the possibility that public libraries can be repositories for digital community archives. The overarching goal is to establish a case for public libraries’ developing digital community archives that are participatory and which emphasize born-digital items rather than digitized physical items. This discussion follows my own research and experience in this area to include personal information management, social media and the personal archive, and the accidental community archive, and demonstrates that public libraries can focus on communities’ current events and people rather than solely on those from the past.

Philosophy of Neuroscience

2016 ◽  
Author(s):  
Adina L. Roskies ◽  
Carl F. Craver
Keyword(s):  
Experimental Study ◽  
Experimental Techniques ◽  
Central Research ◽  
Philosophy Of Neuroscience ◽  
The Past ◽  
Research Areas ◽  
Potential Impact ◽  
Rich Material ◽  
The Mind ◽  
The Brain

The experimental study of the brain has exploded in the past several decades, providing rich material for both philosophers of science and philosophers of mind. In this chapter, the authors summarize some central research areas in philosophy of neuroscience. Some of these areas focus on the internal practice of neuroscience, that is, on the assumptions underlying experimental techniques, the accepted structures of explanations, the goals of integrating disciplines, and the possibility of a unified science of the mind-brain. Other areas focus outwards on the potential impact that neuroscience is having on our conception of the mind and its place in nature.

scholarly journals LET’S JOIN OUR HANDS, MY DEAR FRIENDS: BULAT OKUDZHAVA IN THE INTERTEXTUAL THESAURUS OF THE YOUNG

2021 ◽  
pp. 7-16
Author(s):  
Валентина Даниловна Черняк ◽  
Мария Александровна Черняк
Keyword(s):  
Cultural Values ◽  
Cultural Memory ◽  
Common Knowledge ◽  
Cultural Backgrounds ◽  
Single Culture ◽  
The Common ◽  
Fathers And Sons ◽  
The Mind ◽  
Russian Linguistic ◽  
National Corpus

Введение. Рассматривается проблема культурного диалога представителей разных поколений. Прецедентные тексты, связанные с совокупностью знаний и представлений людей, принадлежащих к одной культуре, анализируются в связи со структурой языковой личности. Прецедентные феномены различных типов являются важной составляющей интертекстуального тезауруса. В процессе коммуникации немалую роль играют культурные аллюзии коммуникантов, их оперирование культурным багажом, в частности составляющими интертекстуального тезауруса. Цель – анализ той части тезауруса русской языковой личности, которая связана с крылатыми словами одного из значительных авторов XX века – Булата Окуджавы. Материал и методы. Постоянно воспроизводимые песни Булата Окуджавы формировали культурный код поколения 70–80-х гг. Многие фразы из его песен приобрели статус фольклорных, о чем свидетельствуют материалы словарей и Национального корпуса русского языка. Для исследования динамических процессов, характеризующих различия в культурной памяти поколений отцов и детей, был произведен эксперимент, в ходе которого были отобраны 10 популярных высказываний из поэзии Б. Окуджавы. Они легли в основу опроса, в котором участвовало около 1 000 человек. Респонденты должны были определить авторство высказываний и продолжить некоторые из них. Результаты и обсуждение. Анализ результатов опроса показал, что даже самые распространенные высказывания из песен Б. Окуджавы в большинстве случаев не соотносятся в сознании респондентов с именем автора. Приписывание авторства самым неожиданным именам свидетельствует о глубоких лакунах в культурной памяти молодых людей, в то же время строки Б. Окуджавы присутствуют в интертекстуальном тезаурусе языковой личности, что во многом связано с взаимодействием вербальной и аудиовизуальной информации. Заключение. Результаты анализа лексикографических источников и корпусные данные свидетельствуют о прецедентности многих поэтических строк Б. Окуджавы, в то же время анализ данных массового опроса отражает существенные изменения в интертекстуальном тезаурусе молодежи. Introduction. The article deals with the issue of the cultural communication between representatives of different generations. The precedent texts associated with the common knowledge of people belonging to a single culture are studied in line with the structure of a linguistic personality. Precedent phenomena of various types are an important part of an intertextual thesaurus. In the process of communication, the cultural allusions of communicants play a great role, as well as the application of their cultural backgrounds that include components of the intertextual thesaurus. Aim and objectives. The purpose of the article is to analyze the area of the Russian linguistic personality thesaurus that contains the catchphrases by Bulat Okudzhava – a prominent 20th century Russian author. Material and methods. Being constantly played out in the 1970–1980s, Bulat Okudzhava’s songs were shaping the cultural values of the generation. Many phrases from the songs got a folklore status, which is witnessed both by the dictionaries and by the Russian National Corpus. In order to study the dynamics characterizing the differences in the cultural memory of generations of fathers and sons an experiment has been carried out based on the 10 popular catchphrases from Okudzhava’s verse. These phrases underlie the survey covering an audience of approximately 1,000 people. Those surveyed had to determine the authorship of the phrases and to continue some of them. Results and discussion. The analysis showed that in most cases there are no links in the mind of respondents between the name of Bulat Okudzhava and even the most widespread phrases from his songs. The authorship was often attributed to fully unexpected names, which shows serious gaps in the cultural memory of the young. However, it was proven that Okudzhava’s catchphrases definitely exist in the intertextual thesaurus of the linguistic personality, which is surely determined by the interaction of verbal and multimedia information. Conclusion. The analysis of the dictionary entries and the corpus data proves the precedent status of many of the Okudzhava’s phrases. Nevertheless, the results of the mass survey reflect a significant change in the intertextual thesaurus of the young.

scholarly journals PLATONIC DIALOGUE AND GADAMERIAN HERMENEUTICS

LOGOS ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 1-16
Author(s):  
Albertus Joni
Keyword(s):  
Essential Element ◽  
Positive Approach ◽  
The Real ◽  
Philosophical Basis ◽  
The Past ◽  
Platonic Dialogue ◽  
Points Of View

This paper will elaborate the different Platonic elements of dialogue as philosophical basis for Gadamerian hermeneutical structures. The intersubjective cross-examination found in Plato’s Dialogue shows that the real meaning comes from the real encounters between speakers; or in Gadamer’s term: encounters between text and the reader. For Gadamer, it is always important in this pursuit of meaning and truth that we examine our own prejudice. Cross-examining our own claim of truth and belief is an essential element in Gadamer’s hermeneutics. I argue that we can see how the Platonic model of dialogue is easily aligned with the Gadamerian positive approach towards ‘traditions.’ There is a constant dialogue at work in interpretation, a dialogue between the past and the present, between different traditions and points of view. Dialogue is an important keyword for both Plato and Gadamer in their efforts to their existential quest of wisdom.

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