scholarly journals The Udmurt Pantheon and the Udmurt Worldview

2021 ◽  
pp. 141-150
Author(s):  
Tatiana Vladykina ◽  

The research gives an overview of the Heavenly (in/inma/immu/inmu, lit: ‘heaven/heavenly earth’) area, its construction, and its gods. Udmurt narratives about the creation of the world are related to biblical subjects and images. In their folklore we find the image of a heavenly stove and heavenly table, i.e. the constellation of Ursa Major. The supreme deities include the creator God (Inmar, Kuaz’, Kyldys’in/Kylchin) and the female deities (Kaldyk-mumy/Kaltak, Shundy-mumy, “Mother-Sun / Mother of the Sun”, Invu-mumy “Mother of Heavenly Water / Heavenly Grace”, Invozho-mumy “Mother-Invozho, Goddess of Summer Feast Time, i.e. Transitional Time”, Gudyri-mumy, Thunder-Mother, Muz’’yem-mumy, Mother-Earth).

Author(s):  
Gísli Sigurðsson

The eddas and sagas are literary works written in Iceland in the 13th and 14th centuries but incorporating memories preserved orally from preliterate times of (a) Norse myths, in prose and verse form, (b) heroic lays with common Germanic roots, (c) raiding and trading voyages of the Viking Age (800–1030 CE), and (d) the settlement of Iceland from Norway, Britain, and Ireland starting from the 870s and of life in the new country up to and beyond the conversion to Christianity in the year 1000. In their writing, these works show the influence of the learning and literature introduced to Iceland from the 11th century on through the educational system of the medieval Church. During these centuries, the Icelanders translated the lives of the principal saints, produced saga biographies of their own bishops, and recorded accounts of events and conflicts contemporary with their authors. They also produced conventional chronicles on European models of the kings of Norway and Denmark and large quantities of works, both translated and original, in the spirit of medieval chivalry. The eddas and sagas, however, reflect a unique and original departure that has no direct analogue in mainland Europe—the creation of new works and genres rooted in the secular tradition of oral learning and storytelling. This tradition encompassed the Icelanders’ worldview in the 12th, 13th and 14th centuries and their understanding of events, people, and chronology going back to the 9th century, and their experience of an environment that extended over the parts of the world known to the Norsemen of the Viking Age, both on earth and in heaven. The infrastructure that underlay this system of learning was a knowledge of the regnal years of kings who employed court poets to memorialize their lives, and stories that were told in connection with what people observed in the heavens and on earth, near and far, by linking the stories with individual journeys, dwellings, and the genealogies of the leading protagonists. In this world, people here on earth envisaged the gods as having their halls and dwellings in the sky among the stars and the sun, while beyond the ocean and beneath the furthest horizon lay the world of the giants. In Viking times, this furthest horizon shifted little by little westwards, from the seas around Norway and Britain to the Faroes, Iceland, Greenland, and eventually still farther south and west to previously unknown lands that people in Iceland retained memories of the ancestors having discovered and explored around the year 1000—Helluland, Markland, and Vínland—where they came into contact with the native inhabitants of the continent known as North America.


2021 ◽  
Vol 13 (1) ◽  
pp. 77-97
Author(s):  
Anders Kaliff

To use ethnographic analogies is not the same as picking up ready-made interpretations from one cultural context and importing them into another. On the contrary, analogies are a powerful and necessary tool for any archaeological interpretation. If we as scientists are not aware of this we will most certainly use our own time and culture as an unconscious analogy: it is not possible to make interpretations, or even to think, without references outside oneself, and such references are nothing but analogies. l will put forward the hypothesis that the Late Bronze Age society of Scandinavia had rituals resembling, and probably related to, the Vedic tradition. As in Vedic tradition, fire sacrifice seems to have been an important ritual practice in Scandinavia. The Vedic fire altars are built as a symbolic microcosmos, repeating the creation of the world, and the fire (Agni) is seen as a link between earth and the heavenly fire —the sun.


Author(s):  
Roberto D. Hernández

This article addresses the meaning and significance of the “world revolution of 1968,” as well as the historiography of 1968. I critically interrogate how the production of a narrative about 1968 and the creation of ethnic studies, despite its world-historic significance, has tended to perpetuate a limiting, essentialized and static notion of “the student” as the primary actor and an inherent agent of change. Although students did play an enormous role in the events leading up to, through, and after 1968 in various parts of the world—and I in no way wish to diminish this fact—this article nonetheless argues that the now hegemonic narrative of a student-led revolt has also had a number of negative consequences, two of which will be the focus here. One problem is that the generation-driven models that situate 1968 as a revolt of the young students versus a presumably older generation, embodied by both their parents and the dominant institutions of the time, are in effect a sociosymbolic reproduction of modernity/coloniality’s logic or driving impulse and obsession with newness. Hence an a priori valuation is assigned to the new, embodied in this case by the student, at the expense of the presumably outmoded old. Secondly, this apparent essentializing of “the student” has entrapped ethnic studies scholars, and many of the period’s activists (some of whom had been students themselves), into said logic, thereby risking the foreclosure of a politics beyond (re)enchantment or even obsession with newness yet again.


Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 463-466
Author(s):  
TUMMALA. SAI MAMATA

A river flows serenely accepting all the miseries and happiness that it comes across its journey. A tree releases oxygen for human beings despite its inner plights. The sun is never tired of its duty and gives sunlight without any interruption. Why are all these elements of nature so tuned to? Education is knowledge. Knowledge comes from learning. Learning happens through experience. Familiarity is the master of life that shapes the individual. Every individual learns from nature. Nature teaches how to sustain, withdraw and advocate the prevailing situations. Some dwell into the deep realities of nature and nurture as ideal human beings. Life is a puzzle. How to solve it is a million dollar question that can never be answered so easily. The perception of life changes from individual to individual making them either physically powerful or feeble. Society is not made of only individuals. Along with individuals it has nature, emotions, spiritual powers and superstitious beliefs which bind them. Among them the most crucial and alarming is the emotions which are interrelated to others. Alone the emotional intelligence is going to guide the life of an individual. For everyone there is an inner self which makes them conscious of their deeds. The guiding force should always force the individual to choose the right path.  Writers are the powerful people who have rightly guided the society through their ingenious pen outs.  The present article is going to focus on how the major elements bound together are dominating the individual’s self through Rabindranath Tagore’s Home and the World (1916)


2020 ◽  
Vol 1 (3) ◽  
pp. 206-210
Author(s):  
Ra`no Ergashova ◽  
◽  
Nilufar Yuldosheva

The creation, regulation, lexical and grammatical research and interpretation of the system of terms in the field of aviation in the world linguistics terminology system are one of the specific directions of terminology. Research on specific features is an important factor in ensuring the development of the industry. This article discusses morphological structure of aviation terms. The purpose of the article is to analyze the role of aviation terms in the morphology of the Uzbek language and its definition.


2020 ◽  
Vol 3 (1) ◽  
pp. 156-160
Author(s):  
Khurshida Salimovna Safarova ◽  
Shakhnoza Islomovna Vosiyeva

Every great fiction book is a book that portrays the uniqueness of the universe and man, the difficulty of breaking that bond, or the weakening of its bond and the increase in human. The creation of such a book is beyond the reach of all creators, and not all works can illuminate the cultural, spiritual and moral status of any nation in the world by unraveling the underlying foundations of humanity. With the birth of Hoja Ahmad Yassawi's “Devoni Hikmat”, the Turkic nations were recognized as a nation with its own book of teaching, literally, the encyclopedia of enlightenment, truth and spirituality.


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.


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