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The essays in this volume seek to understand manifold kinds of medieval openness that become visible when one refrains from modern assumptions, and are also interested in how articulations of openness in the Middle Ages often stand in creative tension with forms of closure and can even be empowered by them. The chapters highlight the complex relationship between author, work, and text, but also explore several, often paradoxical, ways in which medieval culture mobilizes forms, practices, and experiences of openness without having a single abstract concept for it.
The monastic enclosure
(2022)
The moral and physical enclosure of monks and nuns is central to the founding documents of Western monasticism. But even there it encountered the need for monasteries to interact with their societies, through recruits, hospitality, and the monastic economy. The increasing intensity of this tension is traced through key reforming texts, until later English visitations open up religious houses to closer scrutiny, ironically aided by inmates' quandary over whether to conceal or reveal their secrets.
Polish-German film relations in the process of building German cultural hegemony in Europe 1933-1939
(2022)
The article presents Polish-German film relations in the framework of Nazis cultural diplomacy between 1933 and 1939. The Nazi effort to create a cultural hegemony through the unification of the European film market under German leadership serves as an important point of reference. On the example of the Polish-German relationship, the article analyses the Nazi “soft power” in terms of both its strength and limits. Describing the broader geopolitical context, the article proposes a new trail in the research on both the film milieus and the cinema culture in Poland in the 1930s. In mythological terms, it belongs to cultural diplomacy and adds simultaneously to film history and New Cinema History.
The essay discusses the notion of counterpublics in the context of the creation of the Solidarność labour union in Poland in 1980. The proposed reading of these events not only offers a feminist recontextualization against the grain of Western liberal triumphalism, but furthermore explores the implications of postcolonial thought for the analysis of the recent history of a Central European country as well as for the discussion concerning the public spheres of the excluded and marginalized. The thought of Eduard Glissant, as well as that of Gloria Anzaldua and Gayatri Spivak, allows for a rethinking of these events and theories in a global perspective, thus facilitating a universalizing practice based on a particular, localized experience.
History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course "Historical Survey of Germany" (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.
This article explores the liturgical functions of cross-shaped staurothekes, reliquaries of the True Cross, in twelfth-century Sicily. These luxurious objects were once at the centre of the devotion of the growing Christian communities on an island undergoing dramatic social changes. This contribution examines the figuration of these crosses and the messages they conveyed to their audiences, focusing on documented processions as displays of public piety. To this end, the contents of two liturgical manuscripts from Palermo, evidence in contemporary pictorial arts and coinage, and the urban layout of the Norman capital will shed light on the reception of the symbol of the cross in the cosmopolitan, yet increasingly intolerant Sicilian kingdom.
The present article proposes a re-reading of what "inclusion" into the sphere of the historical actually means in modern European historical discourse. It argues that this re-reading permits challenging a powerful, but problematic norm of ontological homogeneity as something to be achieved in and by historical discourse. At least some of the more conceptually profound challenges that accounts of "deep history" - of very distant pasts - pose to historical discourse have to do with pursuits of this norm. Historical theory has the potential of responding to some of these challenges and actually reverting them back at the practice of accounting for deep times in historical writing. The argument proceeds, in a first step, by analyzing the ties between modern European mortuary cultures and historical writing. In a second step, the history of humanitarian moralities is brought to bear on the analysis, in order to make visible, thirdly, the fractured presences of deep time in modern-era and contemporary historical writing. The fractures in question emerge, the article argues, from the ontological heterogeneity of historical knowledge. So in the end, a position beyond ontological homogeneity is adumbrated.
To understand the development of public health in Croatia, there are newer insights into the life and work of John the Baptist Lalangue. John the Baptist Lalangue is most valued for implementation of the imperial law on public health and promotion of midwifery in Croatia during the second half of the 18th century. Lalangue is the author of the first printed medical textbook in Croatian, published in 1776, entitled Medicina ruralis iliti Vrachtva ladanyszka, za potrebochu musev, y sziromakov Horvatczkoga orszaga y okolu nyega, blisnesseh mest, Trattnern, Varaždin. In the same period, Lalangue published the first Croatian midwifery textbook entitled Brevis institute de reobstetritia iliti kratek navuk od mestrie pupkorezne za potrebochu muskeh y sziromaskeh ladanovskaya horvatskoga orszaga y okolo nyega blisnesseh sztrankih, Trattnern, Zagreb. In 1779, Lalangue published his balneological debut in Croatian, the book Tractatus de aquis medicati Regnorum Croatiae et Slavoniae Iliti Izpiszavanye vrachtvenih vod Horvatzkoga y Slavonskoga orszaga y od nachina nye vsivati za potrebochu lyudih, Trattnern, Zagreb. Lalangue’s works were used in systematic training and education of midwives and they, as well as Lalangue, have an inevitable place in the history of Croatian midwifery. During his life and work, John the Baptist Lalangue made immeasurable contribution to the development of Croatian public health.
The purpose of history education in Austria has changed over at least the last decade. While the focus used to be to give students a master narrative of the national past based on positivist knowledge, the current objective of history education is to foster historical thinking processes that enable students to form transferable skills in the self-reflected handling and creation of history. A key factor in fostering historical thinking is the appropriation of learning tasks. This case study measures the complexity of learning tasks in Austrian history textbooks as one important aspect of their quality. It makes use of three different approaches to complexity to triangulate the notion: general task complexity (GTC), general linguistic complexity (GLC), and domain-specific task complexity (DTC). The question is which findings can be offered by the specific strengths and limitations of the different methodological approaches to give new insights into the study of task complexity in the domain of history education research. By pursuing multidisciplinary approaches in a triangulating way, the case study opens up new prospects for this field. Besides offering new insights on measuring the complexity of learning tasks, the study illustrates the need for further research in this field – not only related to the development of analytical frameworks, but also regarding the notion of complexity in the context of historical learning itself.