The 25th Anniversary of the Journal «Vestnik Volgogradskogo Gosudarstvennogo Universiteta. Seriya 4. Istoriya. Regionovedenie. Mezhdunarodnye Otnosheniya»

To the 25th anniversary of Science Journal of Volgograd State University. History. Area Studies. International Relations

Coptic Papyri of the University History Museum of Perm State University

This article constitutes the editio princeps of the Coptic manuscripts from the private collection of Alexandr Palnikov (1857–1917), presently housed at the University History Museum of Perm State University. All these manuscripts are written on papyrus and can be dated to the second half of the first millennium C. E. The twenty-five fragments with Coptic text come from ten different manuscripts. Of those, two seem to be literary; the rest, documentary. The transcription of the Coptic text is accompanied by a Russian translation and a papyrological commentary.

Aboriginal knowledge, the history classroom and the Australian university

PurposeThis article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.Design/methodology/approachThe authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.FindingsIt argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.Originality/valueThis article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

There is value in taking the time to teach history of dentistry and ethics in dentistry curriculum

Objectives The teaching and assessment of soft skills such as ethical behaviour remains a challenge to dental schools. This paper aims to attempt to help the description and retrospective evaluation of a history of dentistry and medical ethics course in the dentistry curriculum of Cyprus Health and Social Sciences University. Methods The study included students (n=78) of the Faculty of Dental Sciences of Cyprus Health and Social Sciences University. History of dentistry and medical ethics are taught each for 1 h, total 2 h per week in the curriculum (theoretical/cases). Students’ academic performance was evaluated with mid-term and final exams. Participants were assessed according to their level of success and failure. Results Participants of the study were 51.3% (n=40) male and 48.7% (n=38) female students. The success rate of the midterm exam was 78.34%, while the success rate of the final was 76.32%. Mid-term exam success was not statistically significantly different than final exam (p>0.215). Conclusions The success of our students in the history of dentistry and ethics course are promising clues for us to propose that there is value in taking the time to teach the course in dental curriculum.

‘Unfettered Freedom’ Revisited: Hungarian Historical Journals between 1989 and 2018

In his 1992 article, ‘Today, Freedom is Unfettered in Hungary,’ Columbia University history professor István Deák argued that after 1989 Hungarian historical research enjoyed ‘unfettered freedom. Deák gleefully listed the growing English literature on Hungarian history and hailed the ‘step-by step dismantling of the Marxist-Leninist edifice in historiography’ that he associated with the Institute of History at the Hungarian Academy of Sciences (HAS) under the leadership of György Ránki (1930–88). In this article he argued that the dismantling of communist historiography had started well before 1989. Besides celebrating the establishment of the popular science-oriented historical journal, History (História) (founded in 1979) and new institutions such as the Európa Intézet – Europa Institute (founded in 1990) or the Central European University (CEU) (founded in 1991) as turning points in Hungarian historical research, Deák listed the emergence of the question of minorities and Transylvania; anti-Semitism and the Holocaust; as well as the 1956 revolution. It is very true that these topics were addressed by prominent members of the Hungarian democratic opposition who were publishing in samizdat publications: among them János M. Rainer, the director of the 1956 Institute after 1989, who wrote about 1956. This list of research topics implies that other topics than these listed before had been free to research and were not at all political. This logic interiorised and duplicated the logic of communist science policy and refused to acknowledge other ideological interventions, including his own, while also insisting on the ‘objectivity’ of science. Lastly, Deák concluded that ‘there exists a small possibility that the past may be rewritten again, in an ultra-conservative and xenophobic vein. This is, however, only a speculation.’ Twenty years later Ignác Romsics, the doyen of Hungarian historiography, re-stated Deák's claim, arguing that there are no more ideological barriers for historical research. However, in his 2011 article Romsics strictly separated professional historical research as such from ‘dilettantish or propaganda-oriented interpretations of the past, which leave aside professional criteria and feed susceptible readers – and there are always many – with fraudulent and self-deceiving myths’. He thereby hinted at a new threat to the historical profession posed by new and ideologically driven forces. The question of where these ‘dilettantish or propaganda-oriented’ historians are coming from has not been asked as it would pose a painful question about personal and institutional continuity. Those historians who have become the poster boys of the illiberal memory politics had not only been members of the communist party, they also received all necessary professional titles and degrees within the professional community of historians.

‘Et pour les Belges la même chose’?

Bijdragen en Mededelingen betreffende de Geschiedenis der Nederlanden was en is een Nederlands-Belgisch project. Belgische, in de realiteit enkel Vlaamse, historici hebben een rol gespeeld in de redactie en als auteurs van bijdragen. Het aandeel van het Zuiden is altijd kleiner geweest dan dat van het Noorden. Het tijdschrift poogde via een (meestal) paritaire samenstelling van de redactie en initiatieven, zoals comparatief opgezette themadossiers, de balans te herstellen. Aangezien het tijdschrift, zeker wat het Zuiden betreft, nauw verbonden was met de universitaire historische vakgroepen, in het bijzonder die van Gent en Leuven, weerspiegelen de evoluties van dit Belgische aandeel algemene verschuivingen in het academisch bedrijf. Uitbreiding van de onderzoeksfinanciering zorgde voor een aangroei en voor een verjonging en vervrouwelijking van het auteursbestand en van de redactie. Ook andere ontwikkelingen in het historisch bedrijf van de voorbije halve eeuw, zoals het verschijnen van nieuwe tijdschriften en de internationalisering van het onderzoek, hadden een impact op de plaats van het tijdschrift en bijgevolg ook op Vlaamse bijdragen en hun auteurs.Bijdragen en Mededelingen betreffende de Geschiedenis der Nederlanden was and is a Dutch-Belgian project. Belgian, though in fact only Flemish, historians have edited and authored contributions. The share from the South has always been smaller than that from the North. Via a generally balanced composition of the editorial board and initiatives, such as comparatively structured special issues and forums, the journal aimed to restore the balance. Since the journal, especially in the South, was closely affiliated with university history departments, those of the universities of Ghent and Leuven in particular, the evolutions of this Belgian share therefore reflect general shifts in academia. Expansion of research financing brought about accretion, rejuvenation and feminisation of the stock of authors and editors alike. Other developments in historical scholarship from the past half century, such as the appearance of new journals and internationalisation of research, had an impact on the positioning of the journal and consequently on Flemish contributions and their authors as well.

Augmented Reality Application for Handheld Devices

The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve its public and to attract new audiences. Among different approaches, digital technologies have proven important to both external and internal communication. Lately, an Augmented Reality application has been made available to visitors, offering in one tool multimedia material of a historical-scientific nature: stories, 3D animations, images and user-generated video storytelling (developed mainly by University students, one of our least present demographics before the App, and younger students, who typically participate in the annual co-creative project). The App was designed to be as non-intrusive and discreet as possible, to preserve the historic ambiance of the museum, to unite social and educational aspects, to register user behaviour and to make the museum experience more vibrant and active and therefore captivating.