tag:blogger.com,1999:blog-52475933453025013802024-02-19T15:52:32.616+01:00Why Humanities?why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-5247593345302501380.post-42540262466623251812013-11-04T13:25:00.001+01:002013-11-04T13:25:11.881+01:00Check out the following CFP for the ACLA Conference 2014 in New York:<br />
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<b><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;"><br /></span></b>
<b><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">CFP: Knowledge, Capital, Critique: The University and the Humanities in the</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Ongoing Transformation of Capitalism (Deadline: November 15, 2013)</span></b><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">ACLA 2014</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">March 20 – 23, 2014</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">New York University</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;"><b>Deadline for Abstract Submission: November 15, 2013.</b></span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">This seminar aims to periodize contemporary relations among capital,</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">knowledge production, and social critique in the United States. It focuses</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">on connections between concurrent transformations of global capitalism and</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">of the public research university, with emphasis on the shifting status of</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">the humanities within these processes. While remaining wary of rhetorics</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">of crisis and decline, the purpose of this stock-taking—economic,</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">institutional, disciplinary—is to assess conditions of existence and work</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">within the university, and to outline possibilities for social critique in</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">the present. Historicizing, comparative, and global perspectives welcome.</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">· How is the ongoing transformation of the U.S. research university as a</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">site of knowledge production also transforming it as a site of social</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">critique?</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">· How are more specific aspects of this transformation, e.g., the rapid</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">rise of so-called digital humanities or an understandable pragmatic</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">attitude among many undergraduates, placing particular pressure on the</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">humanities?</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">· How was the economic and governance structure of the post-WWII research</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">university a central condition of possibility for the emergence of postwar</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">critical theory, and how is the transformation of one reshaping the legacy</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">of the other?</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">· How have the contradictory dynamics of knowledge production and value</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">creation—increasing specialization and disciplinary differentiation vs.</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">deskilling and the standardization of intellectual labor—played themselves</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">out within current social restructuring?</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">· To what extent have the humanities enabled an oppositional stance to</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">capital, e.g., in Raymond Williams or Edward Said, and to what extent have</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">they been complicit, e.g., as in William Spanos?</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Please submit abstracts (max 250 words) through the ACLA website: *</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><a href="http://www.acla.org/submit/*" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.acla.org/submit/*</a><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;"> <</span><a href="http://www.acla.org/submit/" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.acla.org/submit/</a><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">>. When prompted,</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">select the seminar title from the drop-down menu.</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">For questions on the seminar, please contact Stephen Carter at:</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><a href="mailto:scarter2@uccs.edu" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;">scarter2@uccs.edu</a><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><br /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Seminar Keywords: Capital, Critique, University, Crisis, Humanities, Public</span><br style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Education, Intellectuals, Periodization</span>Heather Ellishttp://www.blogger.com/profile/09632656164647255911noreply@blogger.com1tag:blogger.com,1999:blog-5247593345302501380.post-73968432068494183792013-02-12T08:54:00.000+01:002013-02-12T08:55:35.491+01:00Check out this wikispace <a href="http://whythehumanitiesmatter.wikispaces.com/">http://whythehumanitiesmatter.wikispaces.com/</a><br />
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and this student competition 'Do the Humanities Matter in 21st Century?' at Manchester Metropolitan University. Closing deadline is coming up soon. 14th Feb 2013.<br />
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<a href="https://www.facebook.com/photo.php?fbid=410823012327685&set=a.409583139118339.99908.409574845785835&type=1&theater">https://www.facebook.com/photo.php?fbid=410823012327685&set=a.409583139118339.99908.409574845785835&type=1&theater</a>Heather Ellishttp://www.blogger.com/profile/09632656164647255911noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-40606659429580300302013-01-30T16:03:00.004+01:002013-01-30T16:03:59.599+01:00<table id="description_and_right_column" style="background-color: white; border-collapse: collapse; border-spacing: 0px; border: 0px; color: #494848; font-family: ff-dagny-web-pro, 'Helvetica Neue', Arial, sans-serif; font-size: 11px; font: inherit; line-height: 14px; margin: 18px 0px 0px; padding: 0px; vertical-align: baseline; width: 910px;"><tbody style="border: 0px; font-size: 11px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">
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<strong style="border: 0px; color: black; font-size: 12px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> Check out the following series of colloquium-style conferences:<br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" /></strong></div>
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<b>2013 Symposia on Scholarship & a Free Society</b></h1>
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<strong style="border: 0px; color: black; font-size: 12px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The Institute for Humane Studies will host two colloquium-style academic conferences for graduate students pursuing liberty-advancing research in the humanities.<br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" /> </strong></div>
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<li style="border: 0px; color: #575757; font-size: 12px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">May 24-27 at George Mason University in Fairfax, Virginia</li>
<li style="border: 0px; color: #575757; font-size: 12px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">July 19-22 at Chapman University in Orange County, California</li>
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<strong style="border: 0px; color: black; font-size: 12px; font: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> <br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" />Continuing IHS’s legacy of catalyzing discipline-shaping ideas, this year’s Scholarship & a Free Society program will support the next wave of influential thinkers contributing to the classical liberal intellectual tradition by bringing them together with current leading scholars in their fields.<br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" /> <br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" />Each symposium will feature plenary sessions by keynote speakers presenting ideas and career advice, related cutting-edge research in a range of disciplines, and interactive breakout sessions including participant research presentations. Past plenary speakers at IHS summer programs include Friedrich Hayek, Robert Nozick, Milton Friedman, Peter Boettke, and David Schmidtz.<br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" /> <br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" />All applicants are invited to submit a paper proposal for presentation. Paper proposals should address a subject of scholarly significance that draws upon the classical liberal intellectual tradition, explores the significance of human freedom both past and present, or furthers our understanding of the principles and characteristics of a free society.<br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" /> <br style="border-width: 0px; line-height: 1em; margin: 0px; padding: 0px;" />To learn more and apply, please visit: <a class="outlink" data-properties="eyJvd25lciI6IkpvYi80MTIwIn0=" href="http://www.theihs.org/Symposia-Scholarship-Free-Society" style="border: 0px; color: #0066cc; font-size: 12px; font: inherit; margin: 0px; padding: 0px; text-decoration: initial; vertical-align: baseline;">http://www.theihs.org/Symposia-Scholarship-Free-Society</a></strong></div>
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Heather Ellishttp://www.blogger.com/profile/09632656164647255911noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-83679904751014084962012-11-15T13:54:00.002+01:002012-12-07T15:56:34.994+01:00'The Humanities and Citizenship', a Special Issue of the Journal of the Knowledge EconomyThe various articles comprising the special issue of the <i><a href="http://link.springer.com/journal/13132">Journal of the Knowledge Economy</a></i> 4:1 (2013) on the theme 'Humanities and Citizenship' has now been published via OnlineFirst and is available to view and download from the journal's website. The special issue has been edited by Georgia Christinidis and Heather Ellis and represents a selection of the papers given at the conference 'The Changing Role of the Humanities in the Academy and Society' held at the Centre for British Studies, Humboldt University, Berlin between 15th and 17th September 2011. The conference was generously funded by the Fritz Thyssen Foundation.<br />
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Here are the links to the individual articles:<br />
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1. <a href="http://link.springer.com/article/10.1007/s13132-012-0119-2"><span style="color: blue;">Introduction: Humanities and Citizenship</span></a><br />
<i>Georgia Christinidis and Heather Ellis</i><br />
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2. <a href="http://link.springer.com/article/10.1007/s13132-012-0125-4">The Hector Hypothesis: Disciplines, Difficulty, and Democracy</a><br />
<i>Susan Bruce</i><br />
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3. <a href="http://link.springer.com/article/10.1007/s13132-012-0121-8"><span style="color: blue;">Competitiveness, the Knowledge-Based Economy and Higher Education</span></a><br />
<i>Ngai-Ling Sum and Bob Jessop</i><br />
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4. <a href="http://link.springer.com/article/10.1007/s13132-012-0118-3"><span style="color: blue;">The Right to University: the Question of Democracy in the Polis at a Time of Crisis</span></a><br />
<i>Asimina Karavanta</i><br />
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5. <a href="http://link.springer.com/article/10.1007/s13132-012-0120-9"><span style="color: blue;">Knowledge, Education and Citizenship in a Pre- and Post-National Age </span></a><br />
<i>Georgia Christinidis and Heather Ellis</i><br />
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6. <a href="http://link.springer.com/article/10.1007/s13132-012-0124-5"><span style="color: blue;">One, Two, or Three Cultures? Humanities Versus the Natural and Social Sciences in Modern Germany</span></a><br />
<i> Roberto Sala</i><br />
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7. <a href="http://link.springer.com/article/10.1007/s13132-012-0123-6"><span style="color: blue;">Symbiotic Learning Systems: Reorganizing and Integrating Learning Efforts and Responsibilities Between Higher Educational Institutions (HEIs) and Work Places </span></a><br />
<i>Olav Eikeland</i><br />
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<br />Heather Ellishttp://www.blogger.com/profile/09632656164647255911noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-16568530623758736392012-02-13T19:26:00.002+01:002012-02-13T19:41:07.252+01:00The Mission of Humanities Universities in Eastern and Central Europe (06.06.2012-07.06.2012)<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-GB</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:splitpgbreakandparamark/> <w:dontvertaligncellwithsp/> 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mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB">European Humanities University</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB"><span style="mso-spacerun:yes"> </span>06.06.2012-07.06.2012, Vilnius</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB"><span style="mso-spacerun:yes"></span>(Deadline: 30.03.2012)</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB">The European Humanities University (EHU) welcomes submissions for its international conference: The Mission of Humanities Universities in Eastern and Central Europe: Between Training and <span style="mso-spacerun:yes"> </span>Bildung to be held in Vilnius, Lithuania on June 6-7 2012. This international conference will be EHU's highest profile event in 2012 and dedicated <span style="mso-spacerun:yes"> </span>to the commemoration of the 20th anniversary of the founding of EHU.</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB">We live in societies described by social theorists as functional where the division of labor puts every person in a precise professional place determined by concrete social needs and goals. In such circumstances the university becomes a mediating structure that trains individuals for these professional spheres, supporting the functional principle and acting according to its logic. But how do universities in Central and Eastern Europe construct and pursue their broader mission in the context of functional societies? Should they pursue only the goal of training professionals, or also embody the integrative mission of cultivating<span style="mso-spacerun:yes"> </span>the individual in all respects, as exemplified by the German concept of Bildung in Humboldt's model of a university?</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB">Holism and integration have been enduring educational goals. From the ancient idea of paideia through the Middle Age model of liberal arts schools, the concordia of the Renaissance to the modern conception of integrative learning, the cultivation of a "good and perfect human" <span style="mso-spacerun:yes"> </span>has <span style="mso-spacerun:yes"> </span>been and remains the mission of much of higher education, even if the characterization of the end goal of education has changed in public discourse. "To be a good citizen," "to make the spiritual journey to God," "to train as a journalist, doctor, teacher" are all goals of contemporary education, and all illustrate the diversity in values and missions of educational institutions, as well as society's changing attitudes toward its individual members and itself as a community. <span style="mso-spacerun:yes"> </span>These changes demonstrate a shift from a holistic, integral vision of <span style="mso-spacerun:yes"> </span>humanity to training for particular skills considered important in a functionally differentiated society.</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:normal;tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt; background:white"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-GB">This tendency raises important questions. What happens to those centuries-old spheres of human development such as citizenship, union with the transcendent, and progress toward harmony?<span style="mso-spacerun:yes"> </span>Do these changes speak to the fragmentation of our educational models, the<span style="mso-spacerun:yes"> </span><span style="mso-spacerun:yes"> </span>disengagement of students, and a reduction of civic activity and public service?<span style="mso-spacerun:yes"> </span>What functions can and should universities carry out in Eastern and Central European societies today?<span style="mso-spacerun:yes"> </span>How do universities promote their social science and humanities functions while fulfilling their integral mission in human life and society in this region? </span></p> <p class="MsoNormal"> For more information, see<br /></p><pre style="color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-left; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); "><span style="color:#800000;"> <a href="http://conferences.ehu.lt/index.php/humanities/2012" target="_blank">http://conferences.ehu.lt/index.php/humanities/2012</a></span></pre>Heather Ellishttp://www.blogger.com/profile/09632656164647255911noreply@blogger.com2tag:blogger.com,1999:blog-5247593345302501380.post-79009413094432120792012-01-16T18:51:00.000+01:002012-01-16T18:51:03.113+01:00Further Reading<b>Key points of reference for the current debate:</b><br />
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Stefan Collini, '<a href="http://www.lrb.co.uk/v32/n21/stefan-collini/brownes-gamble" target="_blank">Browne's Gamble</a>'. LRB 32.21 (4 November 2010). [See also David Willett's speech on "<a href="http://www.bis.gov.uk/news/speeches/david-willetts-arts-humanities-social-sciences" target="_blank">The Arts, Humanities and Social Sciences in the Modern University</a>"]<br />
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Stefan Collini, '<a href="http://www.lrb.co.uk/v33/n16/stefan-collini/from-robbins-to-mckinsey" target="_blank">From Robbins to McKinsey</a>'. LRB 33.16 (25 August 2011).<br />
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Martha C. Nussbaum, <i>Not For Profit: Why Democracy Needs the Humanities</i>. Princeton: Princeton University Press, 2010. You can download the first chapter from the <a href="http://press.princeton.edu/titles/9112.html" target="_blank">official site</a>.<br />
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<b>The Purpose of Liberal Education:</b><br />
Martha C. Nussbaum, <i>Cultivating Humanity: A Classical Defense of Reform in Liberal Education</i>. Harvard University Press, 1998. Preview available on <a href="http://press.princeton.edu/titles/9112.html" target="_blank">Google Books</a>.<br />
Bill Readings, <i>The University In Ruins. </i>Harvard University Press, 1996. <a href="http://books.google.de/books/about/The_university_in_ruins.html?id=twspbqgF3YIC&redir_esc=y" target="_blank">Preview</a>.<br />
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<b>The Role of the Intellectual:</b><br />
Bruce Robbins, <i>Secular Vocations: Intellectuals, Professionalism, Culture</i>. London: Verso, 1993. <a href="http://books.google.de/books?id=MYCO7fn7k7AC&pg=PA22&lpg=PA22&dq=secular+vocations+robbins&source=bl&ots=27GWbDj5UB&sig=4Pwm4faQIWAJ61cSyjgkqb56pQE&hl=en&sa=X&ei=IF4UT7vgMMLLswbw96US&redir_esc=y#v=onepage&q&f=false" target="_blank">Preview</a>.<br />
Bruce Robbins, <i>Intellectuals: Aesthetics, Politics, Academics</i>. Minneapolis: University of Minnesota Press, 1990. <a href="http://books.google.de/books?id=iTyE_r4v5TwC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false" target="_blank">Preview</a>.why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-10181283731274318352012-01-10T14:46:00.000+01:002012-01-10T14:46:13.348+01:00Archive of Past Events<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Die Zukunft der Geisteswissenschaften in einer multipolaren Welt - Berlin 12/11 Universität Konstanz; Konstanzer Wissenschaftsforum; StiftungPreußischer Kulturbesitz; Volkswagen Stiftung 15.12.2011-16.12.2011, Berlin, Pergamonmuseum, Theodor-Wiegand-Saal /Altes Museum, Rotunde.</div><div><br />
</div>why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-40343346750859267442012-01-10T14:27:00.004+01:002012-01-10T14:44:56.409+01:00Conferences<a href="http://issei2012.haifa.ac.il/" target="_blank">ISSEI International Society for the Study of European Ideas</a>. Cyprus, July 2 – 6, 2012<br />
The Ethical Challenge of Multidisciplinarity: Reconciling ‘The Three Narratives’—Art, Science, and Philosophywhy humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-19784069940519463442012-01-10T11:50:00.001+01:002012-01-10T11:52:13.630+01:00Past Conferences: Talks and other resourcesThe 'Why Humanities?' conference took place at The Birkbeck Institute for the Humanities on 5 November 2010. (NB: This site is not directly connected to the conference and its organisers; we merely share many of their concerns.) Recordings of the talks given by Stefan Collini, Joanna Bourke, Francis Mulhern, Raimond Gaita, Iain Pears, Kate Soper and Quentin Skinner are available <a href="http://backdoorbroadcasting.net/2010/11/why-humanities-conference-page/" target="_blank">online</a>.why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-16580534937130641642011-12-01T12:06:00.006+01:002012-01-10T14:42:13.836+01:00Articles, Blogs, and Other MediaTamson Pietsch <br />
<ul><li><a href="http://capandgown.wordpress.com/about/" target="_blank">Cap and Gown</a></li>
<li><a href="http://www.guardian.co.uk/profile/tamson-pietsch" target="_blank">Guardian Higher Education Network</a></li>
</ul>A whole series of articles on the topic 'Why Humanities' was published by the guardian in its 'Comment is Free'-section. The series includes articles by Terry Eagleton, Kate Soper, Iain Pears, Joanna Bourke and Simon Jenkins.<br />
<div><ul><li><a href="http://www.guardian.co.uk/commentisfree/series/why-humanities" target="_blank">Why Humanities?</a></li>
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<ul></ul></div>Keith Thomas - <a href="http://www.lrb.co.uk/2011/11/28/keith-thomas/universities-under-attack" target="_blank">Universities under Attack</a> (London Review of Books)<br />
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Alternative white paper: <a href="http://www.guardian.co.uk/education/interactive/2011/sep/27/higher-education-alternative-white-paper?CMP=twt_gu&fb=native" target="_blank">In Defence of Higher Education</a> (The Guardian)<br />
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Hundreds of academics have signed an alternative white paper which claims that the government's planned education reforms are fundamentally misguided.<br />
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Fall 2011 special edition of Representations (JSTOR), titled "<a href="http://www.jstor.org/stable/10.1525/rep.2011.116.issue-1%3E" target="_blank">The Humanities and the Crisis of The Public University</a>." Edited by Colleeen Lye, Christopher Newfield, and James Vernon, it addresses many of the issues facing British and Irish Studies and academia more generally.why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-25319723353804031372011-12-01T12:01:00.003+01:002012-01-10T14:35:35.923+01:00Organisations, Campaigns and Initiatives<b>Oxford Campaign for Higher Education (OUCHE)</b><br />
<ul><li><a href="http://groups.google.com/group/ouche" target="_blank">Discussion group</a></li>
<li><a href="https://www.facebook.com/OUCHE.ox?sk=info" target="_blank">Facebook page</a></li>
</ul>OUCHE! Stated Aims:<br />
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* To make the case for universities and higher education as a public good that must be fostered through public funding<br />
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* To defend the ethos of public universities as sites of open and unfettered research, teaching, and learning and not as providers of commodities to paying customers <br />
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* To counter the damaging proposals of the Browne Report and the government policies that flowed from it which leave many subjects vulnerable to elimination or distortion by the market<br />
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* To ensure that university education is affordable to all and does not result in a crippling debt burden or financial dependence on students' families <br />
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<b>Cambridge Academic Campaign for Higher Education (CACHE)</b><br />
<ul><li><a href="http://www.blogger.com/goog_341106542">Mailing List</a><b><a href="https://lists.cam.ac.uk/mailman/listinfo/ucam-cache" target="_blank"> </a></b></li>
<li><a href="https://www.facebook.com/pages/Cambridge-Academic-Campaign-for-Higher-Education-CACHE/176734449035201?sk=info" target="_blank">Facebook page</a></li>
</ul>CACHE is a campaigning group of academics and members of the Regent House who have come together to address the challenges posed by the ongoing attacks on British universities and university funding.<br />
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<b>Campaign for the Public University</b><br />
<ul><li> <a href="http://publicuniversity.org.uk/" target="_blank">Site</a></li>
</ul>The UK Campaign for the Public University is open to all. It is a broad-based campaign with no party or other political affiliation. It has been initiated by a group of university teachers and graduate students seeking to defend and promote the idea of the university as a public good. We believe that the public university is essential both for cultivating democratic public life and creating the means for individuals to find fulfillment in creative and intellectual pursuits regardless of whether or not they pursue a degree programme.<br />
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<b>Humanities Matter: The Campaign for the Arts, Humanities, and Social Sciences</b><br />
<ul><li> <a href="http://humanitiesmatter.com/" target="_blank">Site</a></li>
</ul>Humanities Matters is a campaign to celebrate and support world-leading humanities and social science teaching and research in UK universities.<br />
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<b>Edufactory: Conflicts and Transformation of the University</b><br />
Edu-factory is a transnational collective engaged in the transformations of the global university and conflicts in knowledge production. The website of the global network (www.edu-factory.org) collects and connects theoretical investigations and reports from university struggles. The network has organized meetings all around the world, paying particular attention to the intertwining of student and faculty struggles.<br />
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For more information on Edufactory click <a href="http://http//www.edu-factory.org/wp/" target="_blank">here</a>.why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0tag:blogger.com,1999:blog-5247593345302501380.post-15156122284833798972011-12-01T11:42:00.002+01:002011-12-01T11:45:18.435+01:00Conference report: The Changing Role of the Humanities<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5DUjmbWplkTR-sNk64z9JsfTc04N5M_OXw9p3SdySNQlmUU2TLnYiu7jw2oadcDTTh94oeRPW2Hmy_MauVln2C_BngKWnkwNC3Vfb8J1LPqmyRssvY7Tg-gBBbwBdSb1MFYiyQMHS_4w/s1600/Conference_Poster.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5DUjmbWplkTR-sNk64z9JsfTc04N5M_OXw9p3SdySNQlmUU2TLnYiu7jw2oadcDTTh94oeRPW2Hmy_MauVln2C_BngKWnkwNC3Vfb8J1LPqmyRssvY7Tg-gBBbwBdSb1MFYiyQMHS_4w/s320/Conference_Poster.jpg" width="226" /></a></div><br />
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The conference on “The Changing Role of the Humanities in the Academy and Society: Historical and Transnational Perspectives” which took place in Berlin from 15 to 17 September 2011, generously funded by the <a href="http://www.fritz-thyssen-stiftung.de/" target="_blank">Fritz-Thyssen-Stiftung</a>. It proposed to undertake a reconceptualisation of the role of the humanities in a globalised world. In the course of the conference, however, it quickly emerged that the current plight of the humanities is symptomatic of the situation of the entire university.<br />
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Both socio-political developments and the financial crisis have exacerbated a legitimation crisis in the field of higher education, which has had a pronounced effect on both the governance and financing of the humanities. European higher education institutions are encouraged to compete with each other in what is increasingly understood as a common market in higher education, also known as the European Higher Education Area. At the same time, they can no longer define themselves as the guardians of separate national cultures. While the natural sciences can more easily make a case for their importance purely in terms of economic gain, the humanities are hard put to define their role where profitability is seen as the only remaining rationale for academic endeavour. But while the natural sciences may be able to cross-subsidise blue sky research from their more directly profitable, applied branches, the reduction of academic enquiry to a quest for economic gain leads to financial and conceptual impoverishment in the realms of the natural and social sciences as well as in the humanities. The underlying questions concerning the purpose of a university education and the aim of research therefore affect the entire university.<br />
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A rethinking of the role of the university under the current conditions will have to take the complex interrelations between the university, democracy and the knowledge economy as its starting point. In how far is higher education important for a democratic state? How do political and economic power relations affect the university? What particular sets of power relations underlie the current crisis? On the other hand, in how far does the university contribute to perpetuating or subverting these power relations? How does the function of the university in relation to a democratic state correlate with the role ascribed to it in the context of the knowledge economy? How do democracy and the knowledge economy generally relate to each other?<br />
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Taking the humanities as our symptomatic case study, two constitutive aspects of humanities research were found to underlie its importance for democracy: (i) their self-reflexiveness and (ii) their ability to negotiate the relationship between the particular and the universal. Self-reflexiveness is what enables the humanities to function as a site of empowered dissent. It is at odds with the perpetuation and transmission of a static canon, which, historically, has been linked with the use of the university or individual disciplines within it as a bulwark of national and imperial hegemony. Nevertheless, self-reflexiveness alone all too easily becomes formulaic, unmasking ‘x’ as a construct a facile tic. Therefore, the endeavour to preserve, transmit and interpret characteristics of other cultures and societies, which requires careful negotiation between respect for the particularity of the other and an emphasis on the universals that link phenomena distant in time and space, is the second characteristic function of the humanities. The combination of these two capacities is what makes the humanities special.<br />
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The public intellectual has, in recent history, been closely linked to the university, particularly to the subject area of the humanities. Rethinking the humanities therefore entails a reconceptualisation of the role of the intellectual and his or her relationship with the university as well as with civil society. How can the university provide a space for empowered dissent? How can scholars or intellectuals negotiate the twin requirements of isolation and relevance? Can the history of economic support for critical thinking provide any guidance in this context?<br />
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A special issue of the <a href="http://www.springer.com/economics/policy/journal/13132" target="_blank"><i>Journal of the Knowledge Economy</i></a> on the changing role of the humanities will address these issues in more detail. Papers are invited to engage with and further develop the issues raised in the course of the workshop concerning the relationship between the university, democracy and the knowledge economy, the specific role of the humanities, and the linked issue of the relationship between scholars, intellectuals and the university on the one hand, and civil society, on the other. Furthermore, participants decided to set up a blog in order to bring together links to other relevant online resources and initiatives dedicated to highlighting and combating the current crisis of the humanities. This will also act as a forum for further discussion of the issues raised at the conference, both for participants and other interested parties. We are also planning to organise a follow-up workshop in 2012.<br />
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For a full report of the conference, click <a href="https://docs.google.com/open?id=0B88MTbGP_90tOTZiYzA4MzktYzkwOS00OTk3LTgxMzAtYjFhYjljOGE5ODBj" target="_blank">here</a>. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp-nblgrDDh6iuq9WA3ZSwceFrW0D3dRdwfte-x5g3c5Ct49ETNX4DAsjQqr3gGfN8L8chf6taYghXJ453b8g-iHDSczsEjOY2OXdETb_BMBWWGJCNf-_5_n0hK4yM7PX2hgdzH7najxE/s1600/Logo_Fritz_Thyssen_Stiftung.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="96" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp-nblgrDDh6iuq9WA3ZSwceFrW0D3dRdwfte-x5g3c5Ct49ETNX4DAsjQqr3gGfN8L8chf6taYghXJ453b8g-iHDSczsEjOY2OXdETb_BMBWWGJCNf-_5_n0hK4yM7PX2hgdzH7najxE/s200/Logo_Fritz_Thyssen_Stiftung.jpg" width="200" /></a></div>why humanities?http://www.blogger.com/profile/16842970528912268341noreply@blogger.com0