Johan Östling’s Humboldt and the Modern German University has been translated from Swedish into English. Even better, this Lund University Press publication is OpenAccess and can be downloaded as a PDF.
From the abstract:
By combining approaches from intellectual history, conceptual history and the history of knowledge, the study investigates the ways in which Humboldt’s ideas have been appropriated for various purposes in different historical contexts and epochs. Ultimately, it shows that Humboldt’s ideals are not timeless—they are historical phenomena and have always been determined by the predicaments and issues of the day.
Skepticism and debate are always welcome and are critically important to the advancement of science. . . . Skepticism that fails to account for evidence is no virtue.
The executive director of the American Meteorological Society, Keith Seitter, made this distinction about skepticism in his letter to the U.S. Secretary of the Department of Energy, Rick Perry, on June 21, 2017. In that letter, he bemoaned the secretary’s rejection of empirically based knowledge about climate change. At the same time, he underlined the importance of related research and of taking the resulting evidence seriously. Continue reading “Negotiating and Communicating Evidence: Lessons from the Anthropocene Debate”
The stimulating blog Black Perspectives has published an online roundtable on Black Women and the Politics of Respectability that includes two posts clearly relevant to the history of knowledge. Instead of exploring the link between education and respectability that is familiar, for example, in European social history, these pieces scrutinize the special role played by respectability in African American communities as part of what W.E.B. Du Bois called “this sense of looking at one’s self through the eyes of others.” One response to this acute awareness of scrutiny in a racist society were “pedagogies of respectability,” produced for and circulated via black periodicals and films in the early twentieth century. See Jane Rhodes, “Race, Media, and Black Womanhood in the Early Twentieth Century” for more. Continue reading “Race, Gender, Respectability, and Knowledge”
Ein Forscher, eine Forscherin ist meines Erachtens mit Abschluss der Promotion wissenschaftlich mündig.
After earning a PhD, a scholar has, in my opinion, reached academic adulthood.
I have only ever heard the German term Nachwuchs in an academic context, which I understood to be a label for people rather junior in the profession, “trainees” or “young ones,” if you will. The word sounds strange enough when talking about people with one or more books behind them, families, substantial teaching experience, and so on. Nachwuchs can even mean “offspring,” however, which fits perfectly with the parental term one uses in German for a dissertation advisor—Doktorvater or Doktormutter. Continue reading “The ‘Academic Nachwuchs’ Label in Germany”
In my initial academic encounters with Germany in the late 1980s and early 1990s, one of the things that impressed me was the availability of handbooks as well as specialized encyclopedias such as Geschichtliche Grundbegriffe. The textbook series Oldenbourg Grundriss der Geschichte was a new experience for me. Each volume offered a concise, chronologically organized survey (with key terms in the margins for rapid orientation), followed by a substantial historiographical discussion and bibliography. At the time, I did not appreciate the massive effort behind such compilation and systematization efforts. I just found these tools were quite practical for orienting myself in a given historical subject. Why didn’t we have such useful tools in the United States? Continue reading “Organizing and Communicating Historical Knowledge: Some Personal Observations”