Exploring the Book of Fortresses

Author(s):  
Edward Triplett

Duarte de Armas’ Livro das fortalezas or Book of Fortresses illustrates 55 border fortresses in over 180 meticulous measured and annotated renderings. The book is even more impressive given that de Armas completed his on-site survey in a single year (1509) and finished annotating the book the following year. The book’s drawings, alluring in their combination of finite time and enormous space, are difficult to link together at an intra-site or inter-site scale. Consequently, while mapping the 55 border fortresses in the book provides a greater apprehension of a historical, liminal space, this alone does not solve the greater problem of reconstructing de Armas’ methods for rendering place on the Portuguese-Castilian border, nor does it acknowledge the historical moment in which it was produced. This article reconstructs the world of the Book of Fortresses through a novel, digital approach that acknowledges Duarte de Armas’ malleable sense of space rather than ‘rectifying’ his work to match modern geography.

Author(s):  
George E. Dutton

This chapter introduces the book’s main figure and situates him within the historical moment from which he emerges. It shows the degree to which global geographies shaped the European Catholic mission project. It describes the impact of the Padroado system that divided the world for evangelism between the Spanish and Portuguese crowns in the 15th century. It also argues that European clerics were drawing lines on Asian lands even before colonial regimes were established in the nineteenth century, suggesting that these earlier mapping projects were also extremely significant in shaping the lives of people in Asia. I argue for the value of telling this story from the vantage point of a Vietnamese Catholic, and thus restoring agency to a population often obscured by the lives of European missionaries.


GEOgraphia ◽  
2010 ◽  
Vol 10 (19) ◽  
pp. 103
Author(s):  
Alexandre Domingues Ribas ◽  
Antonio Carlos Vitte

Resumo: Há um relativo depauperamento no tocante ao nosso conhecimento a respeito da relação entre a filosofia kantiana e a constituição da geografia moderna e, conseqüentemente, científica. Esta relação, quando abordada, o é - vezes sem conta - de modo oblíquo ou tangencial, isto é, ela resta quase que exclusivamente confinada ao ato de noticiar que Kant ofereceu, por aproximadamente quatro décadas, cursos de Geografia Física em Königsberg, ou que ele foi o primeiro filósofo a inserir esta disciplina na Universidade, antes mesmo da criação da cátedra de Geografia em Berlim, em 1820, por Karl Ritter. Não ultrapassar a pueril divulgação deste ato em si mesma só nos faz jogar uma cortina sobre a ausência de um discernimento maior acerca do tributo de Kant àfundamentação epistêmica da geografia moderna e científica. Abrir umafrincha nesta cortina denota, necessariamente, elucidar o papel e o lugardo “Curso de Geografia Física” no corpus da filosofia transcendental kantiana. Assim sendo, partimos da conjectura de que a “Geografia Física” continuamente se mostrou, a Kant, como um conhecimento portador de um desmedido sentido filosófico, já que ela lhe denotava a própria possibilidade de empiricização de sua filosofia. Logo, a Geografia Física seria, para Kant, o embasamento empírico de suas reflexões filosóficas, pois ela lhe comunicava a empiricidade da invenção do mundo; ela lhe outorgava a construção metafísica da “superfície da Terra”. Destarte, da mesma maneira que a Geografia, em sua superfície geral, conferiu uma espécie de atributo científico à validação do empírico da Modernidade (desde os idos do século XVI), a Geografia Física apresentou-se como o sustentáculo empírico da reflexão filosófica kantiana acerca da “metafísica da natureza” e da “metafísica do mundo”.THE COURSE OF PHYSICAL GEOGRAPHY OF IMMANUEL KANT(1724-1804): CONTRIBUTION FOR THE GEOGRAPHICALSCIENCE HISTORY AND EPISTEMOLOGYAbstract: There is a relative weakness about our knowledge concerningKant philosophy and the constitution of modern geography and,consequently, scientific geography. That relation, whenever studied,happens – several times – in an oblique or tangential way, what means thatit lies almost exclusively confined in the act of notifying that Kant offered,for approximately four decades, “Physical Geography” courses inKonigsberg, or that he was the first philosopher teaching the subject at anyCollege, even before the creation of Geography chair in Berlin, in 1820, byKarl Ritter. Not overcoming the early spread of that act itself only made usthrow a curtain over the absence of a major understanding about Kant’stribute to epistemic justification of modern and scientific geography. Toopen a breach in this curtain indicates, necessarily, to lighten the role andplace of Physical Geography Course inside Kantian transcendentalphilosophy. So, we began from the conjecture that Physical Geography hasalways shown, by Kant, as a knowledge carrier of an unmeasuredphilosophic sense, once it showed the possibility of empiricization of hisphilosophy. Therefore, a Physical Geography would be, for Kant, theempirics basis of his philosophic thoughts, because it communicates theempiria of the world invention; it has made him to build metaphysically the“Earth’s surface”. In the same way, Geography, in its general surface, hasgiven a particular tribute to the empiric validation of Modernity (since the16th century), Physical Geography introduced itself as an empiric basis toKantian philosophical reflection about “nature’s metaphysics” and the“world metaphysics” as well.Keywords: History and Epistemology of Geography, Physical Geography,Cosmology, Kantian Transcendental Philosophy, Nature.


1997 ◽  
Vol 52 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Steven Blakemore

This essay demonstrates that James Fenimore Cooper was incorporating the language and values of Edmund Burke's A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful (1757) into the "world" of The Last of the Mohicans (1826). In the Enquiry Burke's distinction between the sublime and beautiful centers on traditional distinctions between men and women-an "eternal distinction" that Burke continually underscores. In Mohicans Cooper initially incorporates the beautiful into the sublime, in an intentionally illusive "mix" that corresponds to the illusory mixing of the white and Indian races. He then reinscribes Burke's distinction between the sublime and beautiful as an eternal distinction between whites and Indians-writing "out" the problem of the "Other" (gendered "femininity" and alien, "red" beauty) in a meditation of the significance of culture and race in America. In retrospect, Mohicans is a novel of ambiguous "crosses" and complicitous combinations-a novel of fatal and fruitful mixes comprising a series of covert traces telling a secret story contradicting Cooper's overt, racial ideology. Yet it is this "pristine" ideology that finally overpowers and double-crosses the novel's "other" message. Written in 1826, at a specific historical moment when the Indian tribes were being removed or destroyed, the novel reaffirms a racial ideology tortured with its own historical ambiguities.


2017 ◽  
Vol 24 (6) ◽  
pp. 371-380
Author(s):  
Anandam Kavoori

This autoethnographic essay is focused on methodological space of “problematization”—the wrenching intellectual and emotional process (and lived experience) that a scholar goes through before settling into a long-term writing project—in this case travel to different parts of the world, in an attempt to explore the idea and experience of “Peace” in each of those places. Weaving through elements of family memoir, Georgia history, eco-criticism, and Peace Studies (across different sub fields), the essay illuminates the personal and liminal space of methodological engagement before field work.


2019 ◽  
pp. 113-126
Author(s):  
Damian Tarnopolsky

This chapter notes that one of the strangest aspects of Bowen’s novels of the 1930s and 1940s is the prevalence of nothing in these texts. Examples range from sentences including double or triple negatives and words that cancel themselves out, to descriptions of parts of London destroyed by the Blitz, to scenes built around something missing. Her characters complain that they know nothing about each other or their own motives; her plots often resist final explanation, as if the novels are in some sense about nothing. On every page, in sentences, in her characters’ lives, in her sense of the world, Bowen’s novels pursue a paradoxical task: charting the presence of lack, absence and negativity. The chapter argues that Bowen’s obsessive dealing with nothingness is a clue to her sense of her place and time. Exploring Bowen’s ‘nothings’ is a way of understanding the fractured historical moment in which she wrote, and her response to it; it is also a way of placing her responses to late and high modernism, to world history and literary history.


Author(s):  
Tanya Dalziell

Mourning and melancholia are among the primary concepts that have come to interest and structure late-20th- and early-21st-century literary theory. The terms are not new to this historical moment—Hippocrates (460–379 bce) believed that an excess of black bile caused melancholia and its symptoms of fear and sadness—but they have taken on an urgent charge as theories respond to both the world around them and shifts in theory itself. With the 20th century viewed as a historical period marked by cataclysmic events, and literary theory characterized by the collapse of the transcendental signified, attention has turned to mourning and melancholia, and questions of how to respond to and represent loss. The work of Sigmund Freud has been a touchstone in this regard. Since the publication in 1917 of his essay “Mourning and Melancholia,” theorists have been applying and critiquing the ideas Freud formulated, and examining how literature might register them. The elegy has been singled out for particular scrutiny given that this poetic form is conventionally a lament for the dead that offers solace to the survivors. Yet, focus has expanded to include other literary modes and to query both the ethics of coming to terms with loss, which is the ostensible work of mourning, and the affective and political desirability of melancholia.


Author(s):  
Mykola Krylovets ◽  
Oksana Braslavska

Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education. Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.


2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Kata Magaš ◽  
Dinko Marin

The paper discusses the methodical-didactical aspect of modern geography teaching in Croatia. The aim of this paper is to determine to what extent still prevails traditionalism, how innovations take hold and adjust to recommended trends in Europe and the world, and how much in accordance with the national curriculum are realized interactions between students, teaching contents and teaching resources. Since there are no similar studies in recent history in Croatia, for the purposes of this study, as the only relevant source of data, a survey was conducted at the county and regional councils and at the professional national seminars for teachers of geography. At the national level, the results indicate insufficient transformation of passive learning into active learning as well as the transformation of education towards the school of thinking and teaching that is focused on students.


2021 ◽  
Author(s):  
Niven Ibrahim

This thesis investigates the concept of liminality and how it may be represented in architectural design. Architectural design of liminal space can augment spatial experiences and lead to self-awareness in relation to self, space and the environment. Liminality is a journey of different moments which can influence a person to discover something new about themselves and the world around them. A design proposal of a bridge at Bayfront Park, Hamilton, is presented as an architectural representation of a liminal experience. One of the challenges of this thesis and in the understanding of the concept of liminality is that different states are experienced differently by individuals. A liminal journey within the context of Bayfront Park may lead to a better sense of one's awareness in relation to themselves, the space they are in and the environment that surrounds them.


IDEA JOURNAL ◽  
1969 ◽  
pp. 193-206
Author(s):  
Ross Gibson

Some aesthetic forms ‘dramatise’ change. I call them ‘changescapes’. They help us know mutability by immersing us in it, by letting us be with it. Change is their theme and it is often their matter too, for they are usually of fragile and ephemeral stuff that reacts to altering conditions in the larger world. Transformations happen at their boundaries, at the limits between the inside and the outside of their systems, and then the symptoms of change become manifest in them, palpably available for our contemplation. These aesthetic forms have become plenteous recently because we are ready now to understand them and because we need now to understand mutability with them. Versions of these forms have been in human cultures for ages. For example, in the Chinese shopping district of almost every sizable city in the world, you’ll find a wonderful shop dedicated to ‘live arts’, where you can buy your aquarium, horticultural and water-fountain supplies. But there’s something about the present historical moment that’s calling changescapes forth in greater numbers and greater variety. Assaying these developments, this essay will finish in aesthetics and linguistics. But it starts with a story.


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