This article analyzes textbooks and curricula for primary schools in Poland published between 1944 and 1989 to show how the communist regime attempted to influence Polish history education via political change and educational reform. The article focuses on five aspects of this influence: Marxist methodology of history, portrayals of political parties, promotion of a “scientific“ worldview, justification of new boundaries and alliances of the People's Poland, and a new pantheon of national heroes. In conclusion, the article investigates the effectiveness of history education in shaping Polish collective memory under the communist regime.
A Conceptual Analysis for France and Romania
This article aims to investigate, from an interdisciplinary point of view, the concept of parliamentary immunity. The main objective of this inquiry is to identify the historical premises and the political, linguistic, and legal instruments that determined the conceptualization of parliamentary immunity in light of the main intellectual events in Romania and France. Embracing Reinhart Koselleck's working methods, this research will develop in extenso a comparative conceptual analysis based on methodological rigor, emphasizing not only the importance of the concept after its entry into national languages, but also the political usages of the concept and the present understandings of it.
This article traces the main methodological and substantial similarities between Reinhart Koselleck's notion of Begriffsgeschichte and J. G. A. Pocock's approach to the history of political thought. Both approaches are responses to the shift in the unit of analysis in the study of human historical consciousness. Rather than focusing on ideas, Koselleck and Pocock concentrate on how language articulated heightened awareness of historical change. Concepts and paradigms reflect in varying manners the intensity of historical sedimentation. The more sedimentation, less space there is for innovation, and political action tends to be conservative. Conversely, unstable concepts or obsolete paradigms, reflect historical change and space for linguistic innovation.
Ivan Jablonka and the Life of a Nobody
This article assesses the work of best-selling French historian Ivan Jablonka by setting his work in the context of biographies of ordinary people and by evaluating the success of his stated goal of reconciling lifewriting with social sciences. The article attempts to explicate his methodology of “searching for what is already found,” and considers the relevance of the critique of historicism in general articulated by some branches of the social sciences. It concludes that there is more to restorative biography than merely an explanation of causality.
In this article I analyze fiction and non-fiction using the critical lens or methodology of Girlhood Studies. I re-examine my published writing on Irish writer Mary Beckett and Irish-American author Lucy Grealy to demonstrate how feminist scholars can read differently. I argue that in my initial readings of the aforementioned texts I neglected the girl in the story, because I was concerned about the woman the female character would become. Finally, I also argue that feminist scholars should mine their own childhood experiences for insight into the study of girls. I provide an excerpt from my memoir in progress to demonstrate how this might be accomplished.
Investigating the Impact of a Father and Son
William John Jennings
This article reports on the impact of a school based father and son, “rites of passage” program on its participants in two Australian Catholic boys’ schools. The author conducted a mixed methodology study investigating quantitative differences between 15- to 17-year-old adolescent participants and non-participants in how they rated their “father relationships” and the impact that specific program elements (the “rite of passage,” planned conversations, and public acknowledgements) had on both program participants. The research found evidence to support the program’s positive impact on father-son relationships. As a result of planned conversations with their fathers in the program, participants reported feeling “older” and more mature.
Interdisciplinary Concepts and their Political Significance
This essay introduces a panel of four studies of concepts: survival, generation, mutation, and reflex; concepts which circulate among different disciplines. The introduction addresses the problems of disciplinary lexica of conceptual history which have been completed in Germany in recent years; at the same time it questions the boundaries between political-social language (as represented by the Cambridge school in the English-speaking world and by Koselleck in the German) and concepts in natural sciences. The methodological problems examined in the process include issues of knowledge and discipline and interdisciplinarity, as well as of metaphorology and translation, and investigates their relation to the logic of the political.
Its Development and Prospects
This article explores the development of Korea's conceptual history from the perspective of sociology of knowledge by focusing on the intellectual environment since the early 1990s, pioneers and areas of conceptual research, the kinds of expectations that Korean scholars have of conceptual research, data archiving and methodology, works and tasks of conceptual history in Korea. The article finds that the conceptual research on Korea's modernization is a good approach to construct a reflexive history beyond the false dichotomy of Western influence and nationalistic response.
Theories on Education with Reflections on Problem-Based Learning Strategies
Abdullah A. Al Sayyari and Fayez Hejaili
Ibn Khaldoun is the recognised founder of sociology. We propose that he is also the father of education and education methodology. We reflect on how close and relevant his educational theories are to contemporary educational strategies. He emphasises three stages of teaching and abhors coercion in education. Developing the interest of the pupil in the craft that he is studying is the central theme of good education. Ibn Khaldoun describes the influence of 'emotional intelligence' as an important component of educational and personal development, and he rejects the idea that intelligence is ethnically determined.
Rethinking Power in Turkey through Everyday Practices
In an increasingly authoritarian Turkish context that precludes any serious chance of making tangible political gains, challenging common conception of ‘the political’ may expand our understanding of power dynamics. Attempting to track power relations outside the most official, legitimate, conventional and formalised forms of politics provides alternative and sharper insights into how the political is being reframed and how actors retain, uphold, perpetuate or transform their capacity for agency. In an interdisciplinary perspective, but drawing mainly on anthropological literature and methodology, the issue addresses four questions – both empirically in the Turkish case and more conceptually: politicisation, visibility, social stratification and domination.