Magnus Hirschfield (1868–1935) was a world-renowned pioneer in sexology.1 Years of his modern scientific knowledge production on sexology were monumentalized with the establishment of the Institute of Sexual Science in Berlin in 1919. On May 10, 1933, the institute became an early target of violent Nazi attacks with its library ransacked and its books burned publicly.2 During these turbulent times in Germany, Hirschfeld was on a lecture tour in the Unites States, where he was lauded as a celebrity and his knowledge was embraced enthusiastically by many in the American academy, press, and public. Unable to return home because of the Nazi seizure of power, he decided to embark on a world tour to acquire and share the “treasures of serological knowledge.”3 In transit, he acquired new ideas.
- Call for Papers: “Entangled Pasts and Presents: Temporal Interactions and Knowledge Production in the Study of Hellenistic Central Asia.” Fourth Conference of the Hellenistic Central Asia Research Network. Proposal deadline: November 15, 2019. HT @hsozkult.
- Call for Papers: “Indigenous Knowledges,” special issue of KULA: Knowledge Creation, Dissemination, and Preservation Studies. Proposal deadline: November 30, 2019.
Where is the object from? Who did it belong to? How did it enter the collection? Nowadays, hardly any curator can avoid dealing with these questions before exhibiting or acquiring works of art or other cultural objects. Provenance has become an essential factor for public acceptance of the legitimacy of holdings in national museum collections worldwide as a consequence of two broad trends. On the one hand, a broad consensus on Nazi-confiscated art was reached in 1998 and expressed in the Washington Principles. On the other hand, there have been numerous heated public debates in recent years about the unlawful or unfair appropriation of cultural assets and the possible restitution of such items.1 Concern about the origins of objects is growing for libraries and archives too. Thus, provenance research has become a globally sought-after discipline.
What does citizenship entail? For many it is not just a passive right but rather comprises a more fragile set of practices, duties, and beliefs that need to be reworked and reaffirmed along the way. It might be useful to think of “citizenship” as a container for a wide variety of ascribed meanings in time. A century ago, when World War I came to an end, many Western nations re-evaluated what it meant to be a citizen, who was entitled to become one, which rights it entailed, and what one needed to know in order to act properly. For the protagonists of suffrage movements, full citizenship could only be realized through the attainment of civil rights and participation in the formal political process, most notably voting. The ability and desire to do that required knowledge.
We are publishing this article in conjunction with the conference Empire of Circulation: Habsburg Knowledge in Its Global Setting.
Empire of Circulation
The Habsburg Monarchy constituted a linguistic, religious, and legal patchwork that was conditioned both by its internal diversity and the region’s centuries-long imbrications and entanglements with the adjacent Ottoman, Spanish, and Holy Roman Empires. It was what Mary Louise Pratt has called a “contact zone,” one that bred innovation.1 Moreover, Central European scholars and scientists creatively grasped and shaped the religious and linguistic plurality of the Habsburg imperial polity, and they did so by entangling their region with the wider world.2 They tweaked, deracinated, and readjusted practices across contexts. They compared, translated, and amalgamated bodies of knowledge, unfolding a set of activities and processes that recent historians of knowledge have termed “circulation.”
Visiting fellowship: Lund, Sweden, 1–2 weeks. Next deadline: November 1, 2019.
Journal: The next issue of Berichte zur Wissenschaftsgeschichte / History of Science and Humanities (Wilely) contains a number of English-language articles framed explicitly in terms of “knowledge,” including the next two items in this list.
In the early years of the twentieth century, Catholic libraries in Germany adopted modernized methods of organization to simplify their use: the arrangement of books by subject, alpha-numeric classifying systems, and card catalogs. The adoption may not seem like much, but in the structure and practice of Catholic knowledge the change was fundamental. How did this revolution come about and what did it betoken?