权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Innovation through tradition? Approaching cultural transformations during the 'Sattelzeit' via Jewish educational media

通过传统创新？

基本信息

批准号：
244602335
负责人：
Professorin Dr. Simone Lässig
金额：
--
依托单位：
Leibniz-Institut für Bildungsmedien - Georg-Eckert-Institut (GEI)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2013
资助国家：
德国
起止时间：
2012-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/244602335?language=en
关键词：
Innovation through tradition Approaching cultural

项目摘要

This project, which is eighteen months into its five-year duration, investigates shifts in cultural structures, against the background of a general erosion of traditional cultural systems and knowledge in the 18th and 19th centuries, concentrating on central-European Jewry. Our analysis explores how novel or unfamiliar knowledge corpora, conventions and practices were translated into once-unshakable Jewish Lebenswelten, and how religious knowledge and innate Jewish traditions, secular and sacred value systems, symbols and semantic fields were used to create and communicate new ways of perceiving and interacting with a relentlessly changing world. By concentrating on educational media - predominantly those of the movements, which sought to redefine Judaism in response to modernity - the German-Israeli project focusses on the interrelationships between politics and culture, and between the state, community and individual; interfaces which play a significant role in changes to collective mentalities and habitus. The broader perception of educational media views textbooks to be a relatively modern medium, which corresponds with the distinctive characteristics of the Sattelzeit or the onset of modernity, without however disregarding other types of media, such as sermons, prayer books or hymnals, which were primarily employed for educative purposes in learning and knowledge spaces largely outside the school setting. While previous research has explored Jewish educational media as part of the history of ideas or as a textual genre, this project will be the first to examine them systematically in the light of the transformation and legitimation of (new) social structures, cultural codes and practices. We will analyse the extent to which educational media, their authors and, in part, their users sought to create meaning and (new) realities, how they fashioned coping strategies and managed future expectations by invoking existing frames of reference and how this was manifest in resistance, reluctance and adaption. By extending the perspective to both English-speaking Jewry and Tsarist Russia, the second project phase will provide a comparative overview of corresponding changes in different cultural contexts. Applying the concept of cultural translation as both a category and subject of analysis for the project has proved beneficial. All indications from related sub-projects demonstrate that interpretations (and meanings) contained in educational media were mediated and culturally translated rather than being transmitted and received in a linear fashion. This approach, and our focus on a social group, such as Jews at the onset of modernity, who were considered highly resistant to change, promises to deliver detailed insights into acts of cultural translation between tradition and innovation, and consequently into the dissolution and (re)formation of cultural boundaries, which may hold significance far beyond Jewish history.

该项目为期5年，为期18个月，主要研究18、19世纪传统文化体系和知识普遍受到侵蚀的背景下文化结构的变化，重点关注中欧犹太人。我们的分析探讨了新的或不熟悉的知识语料库、惯例和实践如何被转化为曾经不可动摇的犹太生活方式，以及宗教知识和固有的犹太传统、世俗和神圣的价值体系、符号和语义领域如何被用来创造和交流新的方式，以感知和与不断变化的世界互动。通过关注教育媒体——主要是那些试图重新定义犹太教以回应现代性的运动——德国-以色列项目关注政治与文化之间以及国家、社区和个人之间的相互关系；界面在集体心态和习惯的改变中起着重要的作用。对教育媒体的更广泛的看法是，教科书是一种相对现代的媒体，它与satelzeit或现代性开始的鲜明特征相对应，但没有忽视其他类型的媒体，如布道、祈祷书或赞歌，这些媒体主要用于教育目的，主要用于学校环境之外的学习和知识空间。虽然之前的研究已经将犹太教育媒体作为思想史的一部分或作为一种文本类型进行了探索，但该项目将是第一个根据（新的）社会结构、文化规范和实践的转变和合法化来系统地研究它们的项目。我们将分析教育媒体、其作者以及部分用户在多大程度上试图创造意义和（新的）现实，他们如何通过援引现有的参考框架来制定应对策略和管理未来的期望，以及这在抵制、不情愿和适应方面是如何表现出来的。通过将视角扩展到讲英语的犹太人和沙俄，项目的第二阶段将提供不同文化背景下相应变化的比较概述。将文化翻译的概念作为分析的范畴和主题是有益的。来自相关子项目的所有迹象表明，教育媒体中包含的解释（和意义）是经过中介和文化翻译的，而不是以线性方式传播和接受的。这种方法，以及我们对一个社会群体的关注，比如现代性初期的犹太人，他们被认为是高度抵制变革的，有望提供对传统与创新之间的文化转换行为的详细见解，从而进入文化边界的解体和（重新）形成，这可能具有远远超出犹太历史的意义。