Citizens of the German Democratic Republic (GDR) who moved to the Federal Republic of Germany (FRG) in the 1980s later incorporated their migration experience into their biographies as success stories. When they relocated, they were between thirty and forty years old and had families. They migrated at a point in their lives when they had already acquired a lot of practical knowledge, if through experience in a different context. Their relocation was about much more than a change of residence, however. GDR citizens also had to come to terms with a new political system, bureaucracy, and society. What practical knowledge could they use to master their new situation? How did they experience their initial encounters with the new system, their search for employment, and their children’s education? Continue reading “Practical Knowledge and Inner-German Migration”
T. S. Kuhn’s Structure of Scientific Revolutions has had a profound and enduring impact on the social history of knowledge. It has provided an analytical template not only for the history of the natural sciences but also for the history of many other forms of systematic knowledge, including history itself. However, this very versatility has been an object of criticism. A central point of contention has been the central concept of a “paradigm,” which Kuhn understood to be (among other things) a “relatively inflexible box” of accepted scientific rules and procedures for defining and resolving research “puzzles,” whose solutions can be predicted and replicated. The question then becomes whether paradigms pertain uniquely to knowledge in the natural-science fields, in which the precise and regular operation of principles can be demonstrated experimentally. If so, the concept of paradigm becomes inappropriate as a guide to the history of humanistic disciplines (like history), in which issues of meaning and human value are central and knowledge is anchored in hermeneutic strategies of inquiry. The validity of paradigms is governed accordingly by the contrasting characteristics of the “two cultures” of knowledge.
The object of these reflections is not to contest this proposition. It is instead to emphasize that the distinction between the natural and what became known as the “human sciences” has a history of its own (and how could it not?). Continue reading “Kuhn and Lamprecht”
Readers of this blog may have asked themselves what the image identifying the Learning by the Book contributions shows. At first glance, the photo simply contains a row of worn, bound, heavy handbooks on a library shelf. The books are arguably very European and modern; however, they convey an aspect of “bookish” materiality that many of the contributions to this blog, regardless of time period or region, deal with in quite diverse ways. Continue reading “The Politics of the Handbook”
We are members of knowledge societies, but we live in “an age of ignorance.” We are swimming in “oceans of ignorance” that have been consciously, unconsciously, and structurally produced “by neglect, forgetfulness, myopia, extinction, secrecy, or suppression.” Little wonder, then, that there is also a lot of ignorance about the persistence of racism as a structural phenomenon that orders society in discriminatory ways and racial knowledge as a normalized element of our knowledge societies. Continue reading “Producing Ignorance: Racial Knowledge and Immigration in Germany”
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.
In 1878 Moritz Daniel Oppenheim (1800–1882), probably the most famous nineteenth-century German-Jewish painter, created a work entitled The Heder, or Jewish Elementary School, which re-imagined his first school in Hanau near Frankfurt am Main in the early 1800s. Continue reading “The Duty to Know: Nineteenth-Century Jewish Catechisms and Manuals and the Making of Jewish Religious Knowledge”
The first volume of the massive reference book series Handbuch der Architektur (Handbook of Architecture) was published in 1880. At this time, the population of European cities was growing at a hitherto unprecedented scale, industrialization outside of England was reaching its peak, and traffic infrastructure was taking on global dimensions. The building boom of the newly founded German Reich was in full swing too. Suddenly, workshops, post offices, hospitals, and more had to deal with ever increasing numbers of customers or patients and goods that demanded bigger, spatially and functionally more differentiated facilities. Novel types of buildings, such as railway stations, department stores, and disinfection plants, presented architects with the pressing question of how to design them appropriately to their purposes and so that building and using them would be cost efficient. Continue reading “‘Handbuch der Architektur’ (1880–1943): A German Design Manual for the Building Profession”