Innovation through tradition? Approaching cultural transformations during the 'Sattelzeit' via Jewish educational media

通过传统创新？

基本信息

批准号：
244602335
负责人：
Professorin Dr. Simone Lässig
金额：
--
依托单位：
Leibniz-Institut für Bildungsmedien - Georg-Eckert-Institut (GEI)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2013
资助国家：
德国
起止时间：
2012-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/244602335?language=en
关键词：
Innovation through tradition Approaching cultural

项目摘要

This project, which is eighteen months into its five-year duration, investigates shifts in cultural structures, against the background of a general erosion of traditional cultural systems and knowledge in the 18th and 19th centuries, concentrating on central-European Jewry. Our analysis explores how novel or unfamiliar knowledge corpora, conventions and practices were translated into once-unshakable Jewish Lebenswelten, and how religious knowledge and innate Jewish traditions, secular and sacred value systems, symbols and semantic fields were used to create and communicate new ways of perceiving and interacting with a relentlessly changing world. By concentrating on educational media - predominantly those of the movements, which sought to redefine Judaism in response to modernity - the German-Israeli project focusses on the interrelationships between politics and culture, and between the state, community and individual; interfaces which play a significant role in changes to collective mentalities and habitus. The broader perception of educational media views textbooks to be a relatively modern medium, which corresponds with the distinctive characteristics of the Sattelzeit or the onset of modernity, without however disregarding other types of media, such as sermons, prayer books or hymnals, which were primarily employed for educative purposes in learning and knowledge spaces largely outside the school setting. While previous research has explored Jewish educational media as part of the history of ideas or as a textual genre, this project will be the first to examine them systematically in the light of the transformation and legitimation of (new) social structures, cultural codes and practices. We will analyse the extent to which educational media, their authors and, in part, their users sought to create meaning and (new) realities, how they fashioned coping strategies and managed future expectations by invoking existing frames of reference and how this was manifest in resistance, reluctance and adaption. By extending the perspective to both English-speaking Jewry and Tsarist Russia, the second project phase will provide a comparative overview of corresponding changes in different cultural contexts. Applying the concept of cultural translation as both a category and subject of analysis for the project has proved beneficial. All indications from related sub-projects demonstrate that interpretations (and meanings) contained in educational media were mediated and culturally translated rather than being transmitted and received in a linear fashion. This approach, and our focus on a social group, such as Jews at the onset of modernity, who were considered highly resistant to change, promises to deliver detailed insights into acts of cultural translation between tradition and innovation, and consequently into the dissolution and (re)formation of cultural boundaries, which may hold significance far beyond Jewish history.

该项目距离其五年的持续时间为18个月，它在18世纪和19世纪对传统文化体系和知识的普遍侵蚀的背景下进行了调查，重点是中央欧洲犹太人。我们的分析探讨了如何将新颖或陌生的知识语料库，惯例和实践转化为曾经是不可变的犹太人Lebenswelten，以及如何使用宗教知识和宗教知识和先天的犹太人传统，世俗和神圣的价值体系，符号和语义领域来创建和交流新的方式。感知和与一个不断变化的世界互动。通过专注于教育媒体 - 主要是为了回应现代性而寻求重新定义犹太教的运动 - 德国 - 以色列项目的重点是政治与文化之间的相互关系，以及国家，社区和个人之间的相互关系；界面在集体心态和习惯的变化中起着重要作用。对教育媒体观点的更广泛的看法是一种相对现代的媒介，它与Sattelzeit的独特特征或现代性的独特特征相对应，但没有忽略其他类型的媒体，例如讲道，祈祷书或赞美诗，这些媒体主要是用于教育目的的学习和知识空间，主要是在学校环境之外。虽然先前的研究已将犹太教育媒体作为思想史或文本类型的一部分探索，但根据（新的）社会结构，文化规范和实践的转型和合法化，该项目将是第一个系统地检查它们的项目。。我们将分析教育媒体，作者以及他们的用户在多大程度上试图创造意义和（新的）现实，他们如何通过调用现有的参考框架来制定应对策略并管理未来的期望，以及这如何体现在阻力，不情愿和适应性。通过将观点扩展到讲英语的犹太人和沙皇俄罗斯，第二个项目阶段将提供对不同文化背景下相应变化的比较概述。将文化翻译的概念应用于该项目的一个类别和分析主题，这是有益的。相关的子项目的所有迹象都表明，教育媒体中包含的解释（和含义）都是介导的和文化翻译的，而不是以线性方式传播和接收。这种方法，以及我们对社会群体的关注，例如现代性的犹太人，他们被认为是对变革的高度抵抗力，他们有望详细介绍传统与创新之间的文化翻译行为，从而对其进行解散和（因此重新）形成文化边界，这可能具有远远超出犹太历史的意义。