scholarly journals Školovanje u antici - Prema jasnijem razumijevanju obrazovanja i pismenosti u Palestini tijekom 1. stoljeća

2019 ◽  
Vol XVII (2) ◽  
pp. 307-307
Author(s):  
Marko Marina
Keyword(s):  
Ancient World ◽  
Primary Sources ◽  
Upper Class ◽  
Historical Jesus ◽  
Case Scenario ◽  
Present Essay ◽  
The World ◽  
Universal Network ◽  
Per Se

The question of Jesus’ literacy and education is one of the most interesting questions there is in the Historical Jesus studies. The purpose of the present essay was to show what position did education had in ancient world, especially in Palestine during the 1st century. Looking at the primary sources and secondary bibliography, article concludes that level of literacy was much lower in the ancient world then it is in the modern societies. Also contrary to some scholars, article’s thesis is that there wasn’t any universal network of schools operating in the Palestine during the life of Jesus. Consequently, most people didn’t go to school and they weren’t literate in the sense of being able to read or write comprehensive texts. Testimonies of Philo and Josephus present an ideal, formulated from the perspective of well-educated upper-class Jews, not the reality of average Jew living in 1st century Palestine. In particular, article argues that Josephus is probably presenting a best-case scenario to his Roman readership for what it’s like for other elite Jews like himself. There is no reason to think that the average Jew was able to read and write on a sophisticated level. Also, rabbinic sources come from 3rd or 4th century at best and one cannot use them to reconstruct the world of Palestine prior to 70 A.D. However, essay emphasizes the importance of the graduation of literacy in ancient world, since there is evidence that some people (manual laborers) were literate on a level necessary for them in their daily job (some form of rudimentary knowledge of letters). Article does not go into discussion about Jesus’ literacy per se. Rather it gives a clearer picture of the education and literacy rates in the ancient world so that some further research into Jesus’ literacy would be able to have better understanding of the broader picture.

scholarly journals Between psychology and history

2018 ◽  
Vol XVI (2) ◽  
pp. 332-332
Author(s):  
Marko Marina ◽  
Ivan Karlić
Keyword(s):  
Basic Problem ◽  
Social Memory ◽  
Methodological Approach ◽  
Primary Sources ◽  
Historical Jesus ◽  
The Past ◽  
Present Essay ◽  
Adequate Understanding ◽  
Present Context ◽  
The Relationship

Historical Jesus Studies represent the attempts of historians and New Testament scholars to, using different methodologies, deduce certain facts about his life and acts. This present essay is primarily concerned with the standard methodology based on criteria of authenticity. By characterising this methodology in a clearer way, the article strives to critically analyse it, and show its disadvantages. The conclusion of the article is that the criteria of authenticity cannot be only basis of studying Historical Jesus, and that such criteria could be replaced by a more sophisticated approach. Basic problem with such criteria lies in the fact of their incompatibility with respect to the way history is remembered. Such a methodological approach assumes that history, if done properly, will be able to tell us how it really was. Also, trying to find exact words of Jesus does not take into account that people tend to remember gist of the event, not exact details. Numerous psychological studies have shown that. Also, very own act of remembering past events always includes present context. We are inclined to fill the gaps of our memory with things that are of great importance to us from the perspective of present events. Furthermore, present essay deals with specific criteria (e.g. Criterion of embarrassment, Criterion of dissimilarity etc.) and problems they have when one tries to use them as a means of getting to the real »historical« Jesus. The Criterion of dissimilarity, for example, ends up in a picture of historical Jesus whose foremost characteristics are his dissimilarity to Judaism. Getting there means that one has to have a presupposition that embeds anti-Judaism in methodology, a presupposition that is obviously wrong. Jesus was a 1st century Jewish teacher and that context is crucial if one wants to understand historical Jesus. The second part of the article presents a different approach to studying Historical Jesus based primarily on a more adequate understanding of the relationship between the past and the present. Also, this approach takes the studies of social memory and perception into consideration and use those studies when dealing with primary sources for Historical Jesus.

scholarly journals EDITORIAL

2018 ◽  
Vol 15 (2) ◽  
pp. 137-141
Author(s):  
MARY HUNTER
Keyword(s):  
Performance Practice ◽  
Primary Sources ◽  
The World ◽  
Instruments And Techniques ◽  
Per Se ◽  
Historically Informed Performance ◽  
Eighteenth And Nineteenth Centuries ◽  
The Way

In the world of historically informed performance (HIP) the word ‘authenticity’ is, if not exactly dead, certainly taboo (‘I know that we shouldn't use the A-word’), fenced in with qualifiers (‘Of course we can't be fully authentic’) or softened to clarify that of course HIP performances are aiming for something less than a full realization of the composer's intentions (‘This may be the way Mozart could have heard it’, or ‘This represents some of the practices of the time’). But at least for the most successful practitioners of HIP (epigones may be a different matter), authenticity discourse was always a significant but simplified version of one part of a more complex and even contradictory set of justifications for using old instruments and techniques. Indeed, HIP practitioners regularly invoke chapter and verse from the treatises or other primary sources in the same breath as claiming not to be interested in authenticity per se or not to be engaged in any kind of ‘reconstruction’. This discursive rupture may be more striking with music of the later seventeenth, eighteenth and nineteenth centuries, where the performance-practice sources are more numerous and the scores are more ‘complete’ by modern standards than those of much earlier music, whose performance has always been more frankly imaginative and conjectural.

Caribbean French-African Creole and African Metaphysics

2018 ◽  
Author(s):  
Hanétha Vété-Congolo
Keyword(s):  
African Language ◽  
The West ◽  
French Empire ◽  
African Languages ◽  
The World ◽  
The Caribbean ◽  
Per Se

The Euro-enslavement enterprise in America expanded the European geography temporarily, and, more lastingly, its culturo-linguistic and philosophical influence. The deportation of millions of Africans within that enterprise similarly extended the African presence in this part of the world, especially in the Caribbean. Africans deported by the French Empire spoke languages of the West Atlantic Mande, Kwa, or Voltaic groups. They arrived in their new and final location with their languages. However, no African language wholly survived the ordeal of enslavement in the Caribbean. This signals language as perhaps the most important political and philosophical instrument of colonization. I am therefore interested in “Pawòl,” that is, the ethical, human, and humanist responses Africans brought to their situation through language per se and African languages principally. I am also interested in the metaphysical value of “Pawòl.”

With and Beyond Epistemologies from the South: Ontological Epistemology of Participation, Multi-topial Hermeneutics and the Calling of Planetary Realisations

2021 ◽  
pp. 003802292110146
Author(s):  
Ananta Kumar Giri
Keyword(s):  
Cross Cultural ◽  
Human Condition ◽  
The South ◽  
Present Essay ◽  
Multiple Cultures ◽  
The World ◽  
Crisis Of Modernity ◽  
Universe Of Discourse ◽  
The Human Condition

Our contemporary moment is a moment of crisis of epistemology as a part of the wider and deeper crisis of modernity and the human condition. The crisis of epistemology emerges from the limits of the epistemic as it is tied to epistemology of procedural certainty and closure. The crisis of epistemology also reflects the limits of epistemology closed within the Euro-American universe of discourse. It is in this context that the present essay discusses Boaventura de Sousa Santos’ Epistemologies of the South: Justice Against Epistemicide. It also discusses some of the limits of de Sousa Santos’ alternatives especially his lack of cultivation of the ontological in his exploration of epistemological alternatives beyond the Eurocentric canons. It then explores the pathways of ontological epistemology of participation which brings epistemic and ontological works and meditations together in transformative and cross-cultural ways. This helps us in going beyond both the limits of the primacy of epistemology in modernity as well as Eurocentrism. It also explores pathways of a new hermeneutics which involves walking and meditating across multiple topoi of cultures and traditions of thinking and reflections which is called multi- topial hermeneutics in this study. This involves foot-walking and foot-meditative interpretation across multiple cultures and traditions of the world which help us go beyond ethnocentrism and eurocentrism and cultivate conversations and realisations across borders what the essay calls planetary realisations.

Refraction and recognition

Target ◽  
2006 ◽  
Vol 18 (1) ◽  
pp. 17-47 ◽  
Author(s):  
Rainier Grutman
Keyword(s):  
Relative Position ◽  
English Translation ◽  
Cultural Practice ◽  
Foreign Languages ◽  
Republic Of Letters ◽  
The World ◽  
Per Se ◽  
Minority Writers ◽  
Multilingual Literature

Texts foregrounding different languages pose unusual challenges for translators and translation scholars alike. This article seeks to provide some insights into what happens to multilingual literature in translation. First, Antoine Berman’s writings on translation are used to reframe questions of semantic loss in terms of the ideological underpinnings of translation as a cultural practice. This leads to a wider consideration of contextual aspects involved in the “refraction” of foreign languages, such as the translating literature’s relative position in the “World Republic of Letters” (Casanova). Drawing on a Canadian case-study (Marie-Claire Blais in English translation), it is suggested that asymmetrical relations between dominating and dominated literatures need not be negative per se, but can lead to the recognition of minority writers.

Some Thoughts About Genre in Old Javanese Literature

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Peter John Worsley
Keyword(s):  
Fourteenth Century ◽  
Thirteenth Century ◽  
Poetic Form ◽  
Literary Works ◽  
Present Essay ◽  
Epic Poem ◽  
The World ◽  
History Of ◽  
Poetic Work

Robson in 1983 and 1988 in his reconsideration of the poetics of kakawin epics and Javanese philology drew readers’ attention to the importance of genre for the history of ancient Javanese literature. Aoyama in his study of the kakawin Sutasoma in 1992, making judicious use of Hans Jauss’s concept of “horizon of expectation”, offered the first systematic discussion of the genre of Old Javanese literary works. The present essay offers a commentary on the terms which mpu Monaguna and mpu Prapañca, authors of the thirteenth century epic kakawin Sumanasāntaka and the fourteenth century Deśawarṇana, themselves, employ to refer to the generic characteristics of their poems. Mpu Monaguna referred to his epic poem as a narrative work (kathā), written in a prakṛt, Old Javanese, and rendered in the poetic form of a kakawin and finally as a ritual act intended to enable the poet to achieve apotheosis with his tutelary deity and his poem to be the means of transforming the world, in particular to ensure the wellbeing of the readers, listeners, copyists and those who possessed copies of his poetic work. Mpu Prapañca described his Deśawarṇana differently. Also written in Old Javanese and in the poetic form of a kakawin—he refers to his work variously as a narrative work (kathā), a chronicle (śakakāla or śakābda), a praise poem (kastawan) and also as a ritual act designed to enable the author in an ecstatic state of rapture (alangö), and filled with the power and omniscience of his tutelary deity, to ensure the continued prosperity of the realm of Majapahit and to secure the rule of his king Rājasanagara. The essay considers each of these literary categories.

Between the pure and the impure: The peculiar case of the homo sacer

2021 ◽  
Vol 60 (3-4) ◽  
pp. 219-228
Keyword(s):  
Point Of View ◽  
International Treaties ◽  
Homo Sacer ◽  
The World ◽  
Per Se ◽  
Peculiar Case

Abstract According to Durkheim, the notion of ‘sacred’ is per se ambivalent, because it includes antinomic notions such as the pure and the impure. This theory would be justified by the original ambiguity of the Latin sacer. Only one case is always quoted: the peculiar condition of the homo sacer, a criminal consecrated to the gods. But the ambiguity of the sacer is not a problem for the Romans. The uncertainties of modern interpretation stem from the fact that this consecratio of a criminal is often explained as a sacrifice, but the destiny of the homo sacer is more analogous to the fate reserved for the violators of international treaties: on the profane side, the culprit is deprived of his citizenship and becomes a foreigner. Nor, however, is he accepted by enemies. In the same way, from an anthropological point of view, the consecrated person stays on a liminal stage: he remains forever in an uncertain gap between the sphere of men and the world of the gods. There is no ambiguity of the sacred because the homo sacer could not really reach the gods or pollute them.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

Understanding Irrationality

1985 ◽  
Vol 7 (2) ◽  
Author(s):  
Marcia Cavell
Keyword(s):  
Practical Reasoning ◽  
Propositional Attitudes ◽  
Primary Process ◽  
Philosophical Work ◽  
The World ◽  
Per Se ◽  
Wish Fulfillment

AbstractRecent philosophical work attempts to understand irrational acts on the model of practical reasoning. Such acts are regarded as intelligible in the light of ordinary propositional attitudes which are nevertheless conjoined in a way that explains the irrationality. It is here argued that some irrational acts cannot be so understood; that they are not actions, per se; and that Freud’s notion of “primary process”, particularly in its emphasis on hallucinatory wish-fulfillment and on what he calls “omnipotence of thought”, provides a useful description of such acts. Where hallucinatory wish-fulfillment (or phantasy) is operative, an anxiety or need causes an agent to see the world as one in which the anxiety-provoking state does not exist or has- somehow been dealt with satisfactorily. The need or lack is not acknowledged, as it is when one can properly speak of desire and of a reasoning that attempts to implement it.

scholarly journals Data as Word

2018 ◽  
Vol 48 (5) ◽  
pp. 557-567 ◽  
Author(s):  
Daniel Rosenberg
Keyword(s):  
Ancient World ◽  
Special Issue ◽  
The World ◽  
History Of ◽  
Term Data

The history of what we today call “data” extends to the ancient world, yet our contemporary terminology of “data” is modern. This article examines the history and significance of the term “data.” It argues that a historiography of data that is self-conscious about the historicity of its own categories can illuminate the specific materiality of data, distinct from the things in the world it claims to represent. This essay is part of a special issue entitled Histories of Data and the Database edited by Soraya de Chadarevian and Theodore M. Porter.

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