Knowledge in Transit: Global Encounters and Transformation in Magnus Hirschfeld’s Travelogue

In spite of all, in spite of all—the time will come when man will reach out his hand to his brother, all over the world.
—Magnus Hirschfeld
 

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.

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Indonesianizing Knowledge, or: The Postcolonial Invention of ‘Colonial Science’?

“We are living in a new age,” President Sukarno proclaimed at the First National Science Congress in 1958, “the age of atomic revolution, of nuclear revolution, explorers and sputnik, of interplanetary communications with the moon and the stars, and the content of the sea.”[1] And the new age, he reasoned, necessitated new roles. If it was up to him, scientists and other academically trained elites would guide Indonesia’s development into the future. Yet there seem to have been two problems. Although Indonesians had conducted scientific research during the colonial era, their number remained insignificant. As a result, Indonesian culture lacked a sense of scientific authorship and ownership.[2] At the same time, “science” had overtly Western and imperialist connotations, against which the new Indonesian state postulated its postcolonial identity. Here I discuss three discursive strategies that Sukarno employed during the 1950s and early 1960s to resolve these tensions and Indonesianize the production of academic knowledge. Continue reading “Indonesianizing Knowledge, or: The Postcolonial Invention of ‘Colonial Science’?”