Von der Wissenschaftsverwaltung zur Wissenschaftspolitik. Friedrich Althoff (19. 2. 1839-20. 10. 1908)

Friedrich Althoff (1839–1908) was one of Germany's three great administrators of science and humanities between Wilhelm von Humboldt (1767–1835) and Carl Heinrich Becker (1886–1933). He was perhaps the most prominent representative of Prussian bureaucratic liberalism and the first eminent politician of culture or — in the words of W. H. Dawson — “the most enlightened but also the most dictatorial Minister of Education Prussia has ever had”. Althoff dominated the state administration of higher education in Prussia between 1882 and 1907, serving as Ministerial director over higher educational affairs under at least four ministers. The so-called “Althoff system”, that he built pushed the development of German science and scholarship to a dominant position in the world, rationalized the universities and further subordinated them to state or ministerial policy through a rigid control of professional appointments, started the mobilization of private capital in support of German scientific hegemony (founding of Kaiser-Wilhelm-Gesellschaft), and put forward the Prussian tradition — ultimately an unsustainable one — of strong personal administration, by which Althoff systematically manipulated or overrode the very bureaucratic apparatus he had helped to create. On the other hand his policy defended academic freedom, patronized Catholic and Jewish scholars against reactionary university faculties as well as the so-called Kathedersozialisten against the influences of big business and laissez-faire capitalism. As a creator of german cultural foreign policy he paved the way for more international understanding and peace policy, an alternative to the war-aims policy of Imperial Germany on the eve of the Great War.     

Importing Clay for Local Pottery Production in the 4th Century b.c. at Tell el-Timai,Egypt

Archaeological evidence of ceramic production most commonly consists of locally procured raw materials. Excavations at Tell el-Timai in Lower Egypt recovered raw fine marl clay from two transport jars in the vicinity of pottery kilns dating to the 4th century b.c. Production wasters of small perfume bottles produced in the same fine marl clay were found inside the kilns. The marl clay inside the jars pointed to an origin outside of Lower Egypt. Samples of the clay and wasters, along with a confirmed locally sourced sample, were subjected to X-Ray Fluourescence (XRF) analysis, revealing significant differences in their chemical compositions. The results of the analysis are compared to published Egyptian data and an Upper Egyptian provenience is suggested because the raw clay is consistent with available comparative XRF data.     

Rethinking the Politics–Religion Distinction

William T. Cavanaugh argues that the politics–religion distinction presupposes covert commitments that inappropriately support a “migration of the holy” from the church to the state. Despite his strong critical instincts, several of his genealogical propensities appear to stand in tension with his commitments to constitutional democracy and the universality of grace. By contrast with Cavanaugh, John Rawls’ post-metaphysical reformulation of the politics–religion aims to identify a public criterion compatible with a plurality of comprehensive doctrines. Although I commend Rawls for retaining some form of this distinction, I question the possibility of a post-metaphysical standpoint and its compatibility with his commitment to what he calls the “fact of pluralism.” Drawing on Bernard Lonergan’s transpositions of human nature and grace in this paper’s final section, I develop an alternative account of the relationship between politics and religion that aims to harmonize some of the strongest insights from the work of Cavanaugh and Rawls.     

Performing space across time: a 520-year anniversary in a western Ukrainian village

Abstract

Festivals and celebrations have special significance for the foundation of community and collective memory. They are part of social practice and, at the same, also reveal much about current and historical social structures, traditions and rituals. Festivals contrast with everyday life, taking participants away from it; celebrations, conversely, celebrate and reinforce social hierarchies, the role of individuals in the community and the characteristics of the community. This is clearly demonstrated in this contribution on the example of the festivities of two western Ukrainian village communities celebrating 520 years of existence. The communities’ notable peculiarity lies in the fact that they were founded as a single village. Due the partitioning of Poland along the Zbru? River, however, the two sides were situated in Austria-Hungary and Russia, respectively. In the interwar period, they were located in Poland and the Soviet Union. Since the end of the Second World War, they were part of the Ukrainian Soviet Socialist Republic. Although they did not have borders for the first time in 150 years, they nevertheless continued to exist as independent villages. Given this starting point, a celebration of the 520th anniversary of the founding of these communities obviously has very complex historical contexts within different past state regimes. The following analysis of the village festival will first demonstrate how such a celebration was achieved. Further, it will examine the extent to which a socio-spatial demarcation was reproduced just as efforts were simultaneously made to eliminate it. The village is a striking example of the manifestation of the experience and perception, design and imagination of present and past spaces.     

The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada

This article explores the personal experiences using a currere model of two new academics and their investigations into the relationships between Indigenous education and environmental education. It outlines the challenges of Indigenous education within the contexts of higher education in the Coast Salish region with a specific focus on the Canadian role in Indigenizing education. We suggest that an intervention in our current practices is necessary in light of the ongoing violations of the Universal Declaration of Human rights and the Declaration of the Rights of Indigenous Peoples. We provide language and insights into cultural schizophrenia, authenticity, and the complexities of Indigenization.