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

该项目为期五年，历时18个月，在18世纪和19世纪传统文化体系和知识普遍受到侵蚀的背景下，调查文化结构的变化，重点是中欧犹太人。我们的分析探讨了新奇或陌生的知识语料库、习俗和做法如何被翻译成曾经不可动摇的犹太莱本斯韦尔滕，以及宗教知识和固有的犹太传统、世俗和神圣的价值体系、符号和语义场如何被用来创造和交流感知和与之互动的新方式。通过集中于教育媒体--主要是那些寻求重新定义犹太教以应对现代性的运动的媒体--德国-以色列项目侧重于政治和文化之间以及国家、社区和个人之间的相互关系；这些界面在集体心态和习惯的改变中发挥着重要作用。对教育媒体的更广泛认识认为，教科书是一种相对现代的媒体，这符合圣训或现代性的独特特征，但没有忽视其他类型的媒体，如布道、祈祷书或赞美诗，这些媒体主要用于学校以外的学习和知识空间的教育目的。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流派进行了探索，但本项目将首次根据(新的)社会结构、文化规范和做法的转变和合法化来系统地审查它们。我们将分析教育媒体及其作者和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照系来形成应对战略和管理未来预期，以及这如何在抵抗、不情愿和适应中表现出来。通过将视角扩展到讲英语的犹太人和沙皇俄罗斯，第二个项目阶段将提供不同文化背景下相应变化的比较概览。将文化翻译的概念作为该项目的一个范畴和分析对象已被证明是有益的。相关次级项目的所有迹象表明，教育媒体所载的解释(和含义)是经过调解和文化翻译的，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，如现代性开始时被认为高度抵制变革的犹太人，有望提供对传统与创新之间的文化翻译行为的详细见解，从而深入了解文化边界的消解和(重新)形成，这可能具有远远超出犹太历史的意义。

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.