Carroll (Stuart) (ed.), Cultures of Violence. Interpersonal Violence in Historical Perspective / Watson (Katherine D.) (ed.), Assaulting the Past. Violence and Civilization in Historical Context.

From the sociological-historical perspective, this article deals with questioning the adequacy of frequently appearing nationalistic standpoints about the continuous, centuries-old maintaining of ethnoreligious boundaries, often set by emphasizing important symbols of collective identity, whose social function is reflected in creating everlasting, sturdy and unquestionable differences between nations. This problem has been investigated by studying the symbolism of St. Sava in cases of Serbo-Croatian, Serbo-Bosniac and Serbo-Montenegrin ethnoreligious dichotomization. By applying the combination of ethno-symbolist and interactionist approaches to the phenomena of nation and nationalism, this article compares the premodern and modern historical context of this process in the mentioned cases. As opposed to the aforementioned nationalistic beliefs, the results of the study have shown that St. Sava could have become a prominent symbol of ethnoreligious division only in modern times, precisely by means of nationalistic instrumentalisation. Namely, sociohistorical conditions of the premodern era, where ethnic identity did not have the same role and strength often ascribed to it today, initiated the birth of different attitudes towards this saint by various groups and individuals, at the same time displaying the permeability and the unstable character of ethnic boundaries in the past.

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A Historical Perspective

Rethinking Liberal Education ◽

10.1093/oso/9780195097726.003.0004 ◽

1996 ◽

Author(s):

Bruce A. Kimball

Keyword(s):

Twentieth Century ◽

Liberal Education ◽

Historical Perspective ◽

Historical Context ◽

Current Situation ◽

First Century ◽

The Past ◽

Human Endeavor ◽

Twenty First Century

While envisioning liberal education for the twenty-first century, we must not forget that our visions are shaped and conditioned by historical context, or tradition. Indeed, the very fact that we discuss something called "liberal education" demonstrates the influence of tradition. The general precept is well known, but the nature of this particular tradition is often misconstrued, due not only to neglect but also to genuine intentions to rescue or correct the tradition. To be sure, this particular tradition is long and complex, and it is doubtful that anyone can claim to understand fully the current situation of liberal education in light of its tradition, particularly in this era of postmodern interpretivism and deconstruction. This brief essay will therefore make two, more modest claims. First, I hope to demonstrate that, contrary to the conventional perception, the tradition of liberal education is not uniform and continuous but full of variety, discontinuity, and innovation. It has been and is a conflicted tradition. Second, I wish to argue conversely that innovative proposals made for liberal education at the end of the twentieth century often belong to the tradition, although this heritage is generally not recognized by either the proponents or their opponents. These two points, I suggest, indicate the richness and complexity of the tradition and its value, as well as its influence, for those seeking to envision what the next century of liberal education may and should hold. This is not to say that the tradition is boundless, that liberal education is all things for all situations, or that it is without blemishes or addictions, even cancerous growths. But liberal education is what we have and what we are, after centuries of trying to get it right, and we can no more wipe the slate clean and start entirely afresh here than we can in any other human endeavor. We can certainly try to change and improve in the coming century, but change and improvement imply understanding of and comparison with the past.

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Moving Figures

10.3366/edinburgh/9781474421614.001.0001 ◽

2018 ◽

Author(s):

Corey Kai Nelson Schultz

Keyword(s):

Social Change ◽

Historical Context ◽

Emotional Responses ◽

Economic Reforms ◽

The Past ◽

Sixth Generation ◽

Economic Transformations ◽

Structures Of Feeling ◽

Raymond Williams

This book examines how the films of the Chinese Sixth Generation filmmaker Jia Zhangke evoke the affective “felt” experience of China’s contemporary social and economic transformations, by examining the class figures of worker, peasant, soldier, intellectual, and entrepreneur that are found in the films. Each chapter analyzes a figure’s socio-historical context, its filmic representation, and its recurring cinematic tropes in order to understand how they create what Raymond Williams calls “structures of feeling” – feelings that concretize around particular times, places, generations, and classes that are captured and evoked in art – and charts how this felt experience has changed over the past forty years of China’s economic reforms. The book argues that that Jia’s cinema should be understood not just as narratives that represent Chinese social change, but also as an effort to engage the audience’s emotional responses during this period of China’s massive and fast-paced transformation.

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The heterogeneity of mental representation: Ending the imagery debate

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1504933112 ◽

2015 ◽

Vol 112 (33) ◽

pp. 10089-10092 ◽

Cited By ~ 70

Author(s):

Joel Pearson ◽

Stephen M. Kosslyn

Keyword(s):

20Th Century ◽

Mental Representation ◽

Historical Context ◽

Internal Representations ◽

The Past ◽

Different Types ◽

Imagery Debate ◽

Propositional Language

The possible ways that information can be represented mentally have been discussed often over the past thousand years. However, this issue could not be addressed rigorously until late in the 20th century. Initial empirical findings spurred a debate about the heterogeneity of mental representation: Is all information stored in propositional, language-like, symbolic internal representations, or can humans use at least two different types of representations (and possibly many more)? Here, in historical context, we describe recent evidence that humans do not always rely on propositional internal representations but, instead, can also rely on at least one other format: depictive representation. We propose that the debate should now move on to characterizing all of the different forms of human mental representation.

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"We Never Knew": The Differences between Museum History and Academic History Explored through an Exhibition of the New Zealand Wars

10.26686/wgtn.16998913.v1 ◽

2021 ◽

Author(s):

◽

Elspeth Hocking

Keyword(s):

Public History ◽

Historical Context ◽

Theoretical Models ◽

Structured Interviews ◽

The Past ◽

Presentation Modes ◽

Academic History ◽

History Of ◽

Museum History ◽

Conducting Research

<p>Public history and academic history have been viewed both as opposites, two practices related only by their concern with sharing the past, as well as conceptualised as similar fields with close connections to each other. Museum history exhibitions are an obvious example of public history in action. However, is the history that exhibitions present all that different from what is produced in the academy, or is this history academia in another form? Initially this dissertation aimed to explore the relationships between academic and public histories as discipline and practice, assuming a relationship rather than divide between the two fields as suggested in some of the literature. However, the eventual results of the research were different than expected, and suggested that in fact public histories manifest very differently to academic histories within a museum context. Using an adapted ethnographic research methodology, this dissertation traces the development of a single history exhibition, "Te Ahi Kā Roa, Te Ahi Kātoro Taranaki War 1860–2010: Our Legacy – Our Challenge", from its concept development to opening day and onwards to public programmes. This exhibition opened at Puke Ariki in New Plymouth in March 2010, and was a provocative display not only of the history of the wars themselves, but of the legacy of warfare in the Taranaki community. Other methods include partially structured interviews which were conducted with ten people involved in creating this exhibition, who outlined their roles in its production and provided their views on its development, and also a brief analysis of the broader social and historical context in which the exhibition was staged. Through tracing the creation of this history, the findings suggested that the history produced at Puke Ariki is a history in its own right, with noticeable differences from academic histories. The strongest correlation between public and academic history in this instance was the shared aspiration to be rigorous in conducting research and, as far as possible, to create an accurate portrayal of the past. Otherwise the history created by Puke Ariki through the exhibition proved to be different in that it was deliberately designed to be very accessible, and it utilised a number of presentation modes, including objects, text, audiovisual and sound. It was interactive, and had a clear aim of enabling the audience to participate in a discussion about the history being presented. Finally, it was a highly politicised history, in that decision making had to be negotiated with source communities in a collaborative fashion, and issues of censorship worked through with the council, a major funding source. The dissertation concludes that producing history in a museum context is a dynamic and flexible process, and one that can be successful despite not necessarily following theoretical models of exhibition development.</p>

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AKOMODASI PESANTREN PADA KESENIAN RAKYAT DI CANGKRINGAN, SLEMAN, YOGYAKARTA

IBDA Jurnal Kajian Islam dan Budaya ◽

10.24090/ibda.v15i2.1334 ◽

2018 ◽

Vol 15 (2) ◽

pp. 284-296

Author(s):

Kholid Mawardi

Keyword(s):

Historical Context ◽

Boarding School ◽

Folk Art ◽

Religious Community ◽

The Other ◽

The Past ◽

Diverse Society ◽

Art Community ◽

The One ◽

The Relationship

This study investigated the construction of thoughts by KH. Ahmad Masrur and al-Qodir Islamic Boarding School to accomodate folk art; to reveal the relationship among KH. Ahmad Masrur, al-Qodir Islamic Boarding School, and folk art communities in Wukirsari village; and to find out the approaches of accommodation implemented in the folk art Village. The findings of this study led to some conclusions. First, on the one hand, Mr. Masrur (an Islamic expert) wanted to send the goodness and the beauty of Islam not only to be achieved by Moslems but also by other religious community. On the other hand, the folk art community wanted to maintain their existence in the diverse society. Therefore, those two intentions are linked to each other in order to accomplish those goals. Second, the relationship among Mr. Masrur, al-Qodir Islamic Boarding School, and Wukirsari village folk art community; in terms of historical context, it was the repetition of the relationship pattern in the past time that occured during the Islamisation process in Java. It was carried out by placing the locality as the basis of Islam. Mr. Masrur, al-Qodir Islamic Boarding School put themselves as the exponents of folk art; Mr. Masrur had the role as the patron and the community folk art had the role as the clients, and the overall relationship was accomplished based on mutually beneficial relationship. Third, the forms of accommodation roposed by Mr. Masrur towards folk art in Wukirsari village were through compromise and tolerance. The form of the compromise was visible through the willingness of both parties to feel and understand the circumstances of one to each other party. As for the form of tolerance, it was implemented by Mr. Masrur and al-Qodir Islamic Boarding School deliberately to avoid various disputes and conflicts.

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Historical perspective of neurology in Iran

Iranian Journal of Neurology ◽

10.18502/ijnl.v18i1.943 ◽

2019 ◽

Author(s):

Shri Kant-Mishra ◽

Hadi Mohammad Khanli ◽

Golnoush Akhlaghipour ◽

Ghazaleh Ahmadi Jazi ◽

Shaweta Khosa1

Keyword(s):

Historical Perspective ◽

Medical Center ◽

Medical Science ◽

Early Period ◽

Medieval Period ◽

Neurologic Diseases ◽

The Past ◽

Modern Period ◽

History Of ◽

Modern Era

Iran is an ancient country, known as the cradle of civilization. The history of medicine in Iran goes back to the existence of a human in this country, divided into three periods: pre-Islamic, medieval, and modern period. There are records of different neurologic terms from the early period, while Zoroastrian (religious) prescription was mainly used until the foundation of the first medical center (Gondishapur). In the medieval period, with the conquest of Islam, prominent scientists were taught in Baghdad, like Avicenna, who referred to different neurologic diseases including stroke, paralysis, tremor, and meningitis. Several outstanding scientists developed the medical science of neurology in Iran, the work of whom has been used by other countries in the past and present. In the modern era, the Iranian Neurological Association was established with the efforts of Professor Jalal Barimani in 1991.

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Zoning the Past: Brokers, Babbitts, and the Memory Work of Commercial Real Estate

Journal of American Studies ◽

10.1017/s0021875809990764 ◽

2010 ◽

Vol 44 (2) ◽

pp. 287-311

Author(s):

JAMES S. MILLER

Keyword(s):

Historical Context ◽

White Collar ◽

Commercial Real Estate ◽

American Business ◽

Literary Realism ◽

Commercial Development ◽

The Past ◽

Modern Development ◽

Starting Point ◽

Modern Business

From the moment of its publication in 1922, Sinclair Lewis's novel Babbitt was widely hailed as a text that harnessed the tactics of literary realism to the ambitions of social science. Over the years, in fact, critics have consistently linked Lewis's dissection of a crass, puerile, and materialistic white-collar culture to a conception of the novel as barely fictionalized ethnography – a conceit that has scripted the author as the twentieth century's foremost “cartographer” of American business life. Taking this fact as its starting point, this essay shows how Lewis's efforts to create an ethnographic record of modern business life ultimately encoded an even deeper commentary on the peculiar role that industrial–commercial development played in shaping the ways white-collar Americans thought about, valued, and pursued traces of their putative “heritage.” Rather than simply depict industrial–commercial society's destruction of the past, I argue, Babbitt instead labored to create a necessary genealogy for this regime: one that provided the nation's new, forward-lurching order with the kind of temporal coherence and historical context that its own ascendance seemed most directly to expunge. In making such an argument, this essay seeks to query a long-standing presumption within public memory studies that for years has construed the idea(l)s of historical recovery and the operations of commercial capitalism as fundamentally, if not inherently, incompatible. Balefully derided for mass-producing and mass-marketing a commodified pastness, dismissed as tools for replacing authentic history with ersatz heritage, modern development practices have stood for the vast majority of critics as proof of Americans' fundamental disconnection from their common and authentic history. Seeking to complicate this view, this essay shows instead how Babbitt can be read as a powerful counterexample to such logic – one that casts modernization less as an adversary than as an adjunct to prevailing modes of public recollection.

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About the "supertask" ("sverhzadacha") of K. S. Stanislavsky... (about the history of the word supertask (sverhzadacha) in the Russian language)

Russian language at school ◽

10.30515/0131-6141-2021-82-3-92-98 ◽

2021 ◽

Vol 82 (3) ◽

pp. 92-98

Author(s):

I. I. Krivonosov

Keyword(s):

Historical Context ◽

Russian Language ◽

Method Acting ◽

The Past ◽

Initial Term ◽

History Of ◽

Structural Methods ◽

The Russian Language ◽

Terminology System ◽

National Corpus

The article is devoted to the history of the appearance and functioning of the word supertask (sverhzadacha) in the Russian language. Two lines of the lexeme functioning were distinguished: the first is associated with the etymology of the word, the second – with its use by K. S. Stanislavsky in the terminology system and the further entry of the unit into general use on the basis of determinologization. It is interesting that the second meaning has acquired the most widespread use. Only in the past two decades, the word has begun to lose its connection with the process of artistic creation. The purpose of the study was to briefly review the history of the word: from its first fixation in the Russian language and application by K. S. Stanislavsky (to designate one of the key concepts of Method Acting) up to modern contexts of use. The entry of the lexeme into the language was investigated using structural methods. The methods of contextual and distributive analysis were used to analyse both the contexts in which Stanislavsky used this word and the process of its fixation in the National Corpus of the Russian language. Statistical analysis was used to trace the dynamics of integration of the lexeme into the Russian language and its fixation in various spheres. The methods of component and comparative analysis were used to describe the formation mechanism of the initial term in the historical context. Borrowings of the term supertask (sverhzadacha) were found in other languages, indicating the spread of Stanislavsky’s system. The conclusion is drawn that the word supertask (sverhzadacha) functions in the Russian language mainly as a term from Stanislavsky’s system, gradually becoming determinologized and returning to the meaning conveying the logical sum of its constituent components.

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Mutiny, Mayhem, Mythology

10.30722/sup.9781743325872 ◽

2018 ◽

Author(s):

Alan Frost

Keyword(s):

Incomplete Information ◽

Historical Context ◽

The Other ◽

The Past ◽

Narrative Structures

For the past 225 years, the story of the Bounty's voyage has captured the public's imagination. Two compelling characters emerge at the forefront of the mutiny: Lieutenant William Bligh, and his deputy – and ringleader of the mutiny – Acting Lieutenant Fletcher Christian. One is a villain and the other a hero – who plays each role depends on how you view the story. With multiple narratives and incomplete information, some paint Bligh as tyrannical and abusive, and Christian as his deputy who broke under extreme emotional pressure. Others view Bligh as a victim and a hero, and Christian self-indulgent and underhanded. Alan Frost looks past these common narrative structures to shed new light on what truly happened during the infamous expedition. Reviewing previous accounts and explanations of the voyage and subsequent mutiny, and placing it within a broader historical context, Frost investigates the mayhem, mutiny and mythology of the Bounty.

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