In this article we consider the impact of fundamental computer simulations in theoretical physics. With the advent of computer technologies, fundamental computer simulations—the practice of translating fundamental scientific laws into computer codes and calculating the behavior of complex systems—have induced remarkable changes in the scientific modus operandi. In this essay, we evaluate whether fundamental computer simulations are sufficiently consequential to have caused a revolutionary occurrence in the scientific outlook.
{"title":"Sense Experiences and “Necessary Simulations”: Four Centuries of Scientific Change from Galileo to Fundamental Computer Simulations","authors":"Daniele Macuglia, Benoît Roux, G. Ciccotti","doi":"10.1086/708257","DOIUrl":"https://doi.org/10.1086/708257","url":null,"abstract":"In this article we consider the impact of fundamental computer simulations in theoretical physics. With the advent of computer technologies, fundamental computer simulations—the practice of translating fundamental scientific laws into computer codes and calculating the behavior of complex systems—have induced remarkable changes in the scientific modus operandi. In this essay, we evaluate whether fundamental computer simulations are sufficiently consequential to have caused a revolutionary occurrence in the scientific outlook.","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"50 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132871530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The history of knowledge is today often presented as an expansion of the history of science. This article argues that it has a greater ambition. The definition of the history of knowledge urges us to ask new questions about epistemic hierarchies and the role of ignorance in their historical development. These issues allow the field not only to become more freestanding but also to contribute to building the expertise required by the challenges of the twenty-first century. This article presents a programmatic outline of a future history of ignorance, reflecting on historiographical challenges and indicating novel avenues for research.
{"title":"The History of Knowledge and the Future History of Ignorance","authors":"L. Verburgt","doi":"10.1086/708341","DOIUrl":"https://doi.org/10.1086/708341","url":null,"abstract":"The history of knowledge is today often presented as an expansion of the history of science. This article argues that it has a greater ambition. The definition of the history of knowledge urges us to ask new questions about epistemic hierarchies and the role of ignorance in their historical development. These issues allow the field not only to become more freestanding but also to contribute to building the expertise required by the challenges of the twenty-first century. This article presents a programmatic outline of a future history of ignorance, reflecting on historiographical challenges and indicating novel avenues for research.","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133335058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although its charitable origins have been largely forgotten, the corporation owes its status as person to the expectation that it would use those powers to serve the public. This article uncovers that history, discussing the evolution of the doctrine of corporate personhood up to the turn of the twentieth century. Ultimately, it argues for the recentering of that public service imperative as a holistic part of the corporation’s status as person. Corporate personhood, far from being inherently pernicious, can and should be the avenue by which the corporation bears responsibilities in proportion to the rights it has acquired.
{"title":"Knowing the Corporation","authors":"Nicolette I. Bruner","doi":"10.1086/708278","DOIUrl":"https://doi.org/10.1086/708278","url":null,"abstract":"Although its charitable origins have been largely forgotten, the corporation owes its status as person to the expectation that it would use those powers to serve the public. This article uncovers that history, discussing the evolution of the doctrine of corporate personhood up to the turn of the twentieth century. Ultimately, it argues for the recentering of that public service imperative as a holistic part of the corporation’s status as person. Corporate personhood, far from being inherently pernicious, can and should be the avenue by which the corporation bears responsibilities in proportion to the rights it has acquired.","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129922790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M any of the approximately 28,000 children who had fled Nazi-dominated central Europe developed “a maturity and initiative far beyond their years,” noted a sociological study in 1941. “Young people, particularly, not only became more mature and more serious, but proved to be able to live up to the exigencies of the time. The necessity to adjust rested in greater initiative and versatility among these victims of oppression.” A 2006 study confirmed these earlyfindingswith extensive statisticalwork and in-depth interviews. Oneman, for example, remembered the period he had spent in transit in England: “I was [sending] advice tomy parents as to what to do and what visas were available. I really knew more than they did about these things. . . . I became a sort of an advisor . . . I did really so much in finding an apartment, signing a lease and all that sort of thing.” Or, as another man observed many decades after escaping the Nazis, “in a way I was the parent and they were the children.” Given the differing methodological approaches and research contexts that produced these observations, the congruence of experience and sociology in 1941 with memory and historico-social science in
{"title":"Why Young Migrants Matter in the History of Knowledge","authors":"S. Lässig, Swen Steinberg","doi":"10.1086/704617","DOIUrl":"https://doi.org/10.1086/704617","url":null,"abstract":"M any of the approximately 28,000 children who had fled Nazi-dominated central Europe developed “a maturity and initiative far beyond their years,” noted a sociological study in 1941. “Young people, particularly, not only became more mature and more serious, but proved to be able to live up to the exigencies of the time. The necessity to adjust rested in greater initiative and versatility among these victims of oppression.” A 2006 study confirmed these earlyfindingswith extensive statisticalwork and in-depth interviews. Oneman, for example, remembered the period he had spent in transit in England: “I was [sending] advice tomy parents as to what to do and what visas were available. I really knew more than they did about these things. . . . I became a sort of an advisor . . . I did really so much in finding an apartment, signing a lease and all that sort of thing.” Or, as another man observed many decades after escaping the Nazis, “in a way I was the parent and they were the children.” Given the differing methodological approaches and research contexts that produced these observations, the congruence of experience and sociology in 1941 with memory and historico-social science in","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"2003 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121091550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A foundational figure in the development of critical race theory and decolonial thought, Frantz Fanon is often mythologized as a sui generis thinker. In a recent rereading of Fanon’s life and work, Christopher J. Lee pushes back against this tendency by rooting Fanon’s evolution as a theorist of race and decolonization in his formative experiences as a young migrant crisscrossing the French empire over three continents. Fanon’s boyhood in Martinique ended when he went to fight with the Free French, first inMorocco and later inmetropolitan France; he then left the Caribbean for good after the war to finish his education in France and launch his psychiatric career in Algeria. Through soldiering and studying—wellworn pathways that put young people in empires on themove—Fanon came to know the contradictionsof being a black Frenchmanunder the conditions of late colonialism firsthand. Lee argues it was precisely Fanon’s personalmobility and the expansive geographyof his early life that underlay his “uncanny ability” to interpret the world in which he lived.
作为批判种族理论和非殖民化思想发展的奠基人，法农经常被神话为一个独特的思想家。在最近重读法农的生活和作品时，克里斯托弗·j·李(Christopher J. Lee)反对这种倾向，他将法农作为种族和非殖民化理论家的演变根植于他作为一名年轻移民在三大洲穿梭于法兰西帝国的形成经历中。法农在马提尼克岛的少年时代结束了，他参加了自由法国的战斗，先是在摩洛哥，后来在法国的大城市;战后，他离开了加勒比海，在法国完成了学业，并在阿尔及利亚开始了他的精神病学生涯。通过当兵和学习，法农亲身体会到了作为一名法国黑人在晚期殖民主义条件下的矛盾——这是一条让年轻人在帝国中四处奔波的老路。李认为，正是法农的个人流动性和他早年生活的广阔地域，奠定了他解释他所生活的世界的“不可思议的能力”。
{"title":"African Youth on the Move in Postwar Greater France: Experiential Knowledge and Decolonial Politics at the End of the Empire","authors":"Emily Marker","doi":"10.1086/704620","DOIUrl":"https://doi.org/10.1086/704620","url":null,"abstract":"A foundational figure in the development of critical race theory and decolonial thought, Frantz Fanon is often mythologized as a sui generis thinker. In a recent rereading of Fanon’s life and work, Christopher J. Lee pushes back against this tendency by rooting Fanon’s evolution as a theorist of race and decolonization in his formative experiences as a young migrant crisscrossing the French empire over three continents. Fanon’s boyhood in Martinique ended when he went to fight with the Free French, first inMorocco and later inmetropolitan France; he then left the Caribbean for good after the war to finish his education in France and launch his psychiatric career in Algeria. Through soldiering and studying—wellworn pathways that put young people in empires on themove—Fanon came to know the contradictionsof being a black Frenchmanunder the conditions of late colonialism firsthand. Lee argues it was precisely Fanon’s personalmobility and the expansive geographyof his early life that underlay his “uncanny ability” to interpret the world in which he lived.","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115055901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B orn to a family of Pietist missionaries and later marrying a missionary herself, Debora Hoch-Pfleiderer’s life was shaped by the absence of people and the distance between countries and continents. For long periods, letter writing was the only way for Debora to communicate with her family and friends in India, Switzerland, and Germany. The earliest surviving letters from Debora are from 1871, when she was eleven years old. They were sent from the Basel Mission children’s home to her parents in India. As decreed in the children’s ordinance (Kinderverordnung), released by the Basel Mission committee and Inspector Joseph Josenhans in 1853, Debora and her sister Friederike were sent back “home” to Europe to begin their school education there. The objective behind this forced separation of children and parents was primarily twofold: the acquisition of specific skills necessary for a life in Europe, on the one hand, and learning how to become part of the home culture, on the other. In the context of migrant children and knowledge, it is therefore interesting to note that Debora, as well as the younger siblings that undertook the same journey after her, were repatriated to be taught the
{"title":"What Debora’s Letters Do: Producing Knowledge for the Basel Mission Family","authors":"Simone Laqua-O’Donnell","doi":"10.1086/704744","DOIUrl":"https://doi.org/10.1086/704744","url":null,"abstract":"B orn to a family of Pietist missionaries and later marrying a missionary herself, Debora Hoch-Pfleiderer’s life was shaped by the absence of people and the distance between countries and continents. For long periods, letter writing was the only way for Debora to communicate with her family and friends in India, Switzerland, and Germany. The earliest surviving letters from Debora are from 1871, when she was eleven years old. They were sent from the Basel Mission children’s home to her parents in India. As decreed in the children’s ordinance (Kinderverordnung), released by the Basel Mission committee and Inspector Joseph Josenhans in 1853, Debora and her sister Friederike were sent back “home” to Europe to begin their school education there. The objective behind this forced separation of children and parents was primarily twofold: the acquisition of specific skills necessary for a life in Europe, on the one hand, and learning how to become part of the home culture, on the other. In the context of migrant children and knowledge, it is therefore interesting to note that Debora, as well as the younger siblings that undertook the same journey after her, were repatriated to be taught the","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"399 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117110884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I n the late 1970s , the “second generation” took center stage in the ongoing public debates on immigration in Switzerland. This generation also took the lead in the first Swiss documentary film project on this topic, Unsere Eltern haben den Ausweis C (“Our Parents Have a Residence Permit”). This two-part cinematic portrait of “second-generation foreign children” in Switzerland was produced and directed by the Swiss filmmaker Eduard Winiger between 1977 and 1982. Each part was sixty-six minutes long. The first, “Schichtwechsel” (“Shift Change”), depicted the initial stages of immigration to Switzerland, the immigrant parents’ workplaces, and the strains of organizing preschool care for their children. The second part, “Schulweg zwischen zwei Welten” (“The Way to School between Two Worlds”), focused on the particular challenges that immigrant adolescents faced with regard to the life plans of their parents and the expectations of the host society, the latter represented by the school. Seen from an epistemological perspective, “TheWay to School between TwoWorlds” shows how three different dimensions ofmigrant knowledge intersected in the making of the second generation in
20世纪70年代末，“第二代移民”成为瑞士移民问题公开辩论的焦点。这一代人还率先在瑞士拍摄了第一部关于这一主题的纪录片《我们的父母有居留证》(Unsere Eltern haben den Ausweis C)。这部关于瑞士“第二代外国儿童”的电影分为两部分，由瑞士电影制片人爱德华·威尼格(edward Winiger)于1977年至1982年制作和执导。每个部分长66分钟。第一个是“轮班”(Schichtwechsel)，描绘了移民到瑞士的最初阶段，移民父母的工作场所，以及为孩子组织学前教育的压力。第二部分“两个世界之间的上学之路”(Schulweg zwischen zwei Welten)集中讨论了移民青少年在父母的生活计划和东道国社会(后者以学校为代表)的期望方面所面临的特殊挑战。从认识论的角度来看，“两个世界之间的上学之路”展示了移民知识的三个不同维度是如何在第二代移民的形成过程中相交的
{"title":"“The Way to School between Two Worlds”: Documenting the Knowledge of Second-Generation Immigrant Children in Switzerland, 1977–1983","authors":"Kijan Espahangizi","doi":"10.1086/704757","DOIUrl":"https://doi.org/10.1086/704757","url":null,"abstract":"I n the late 1970s , the “second generation” took center stage in the ongoing public debates on immigration in Switzerland. This generation also took the lead in the first Swiss documentary film project on this topic, Unsere Eltern haben den Ausweis C (“Our Parents Have a Residence Permit”). This two-part cinematic portrait of “second-generation foreign children” in Switzerland was produced and directed by the Swiss filmmaker Eduard Winiger between 1977 and 1982. Each part was sixty-six minutes long. The first, “Schichtwechsel” (“Shift Change”), depicted the initial stages of immigration to Switzerland, the immigrant parents’ workplaces, and the strains of organizing preschool care for their children. The second part, “Schulweg zwischen zwei Welten” (“The Way to School between Two Worlds”), focused on the particular challenges that immigrant adolescents faced with regard to the life plans of their parents and the expectations of the host society, the latter represented by the school. Seen from an epistemological perspective, “TheWay to School between TwoWorlds” shows how three different dimensions ofmigrant knowledge intersected in the making of the second generation in","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127653075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H istory through the eyes of its youngest creators is revealing in that it offers perspectives rarely considered and stories seldom told. The experiences of children provide a unique window into the past. Migrant children, with their experiences crossing borders and bridging chasms between cultures, have been especially influential in moving, constructing, and reconstructing knowledge. Simone Lässig and Swen Steinberg remind us of the importance of examining the history of “knowledge on the move” and especially of “the role of young people in migration, including their part in initiating the process of relocation and contending with the challenges posed by migration.” Lässig and Steinberg have argued for a broad definition of knowledge that includes scientific and scholarly as well as social and everyday knowledge. Similarly, this article considers the importance of everyday knowledge, especially through family history, cultural understanding, and practical knowledge about surviving and adapting in an often hostile world. Chinese immigrant childrenwho traveled to the United States during the Chinese Exclusion Era played a significant role in moving knowledge across geographic
{"title":"Between Two Worlds: Chinese Immigrant Children and the Production of Knowledge in the Era of Chinese Exclusion","authors":"W. Rouse","doi":"10.1086/704718","DOIUrl":"https://doi.org/10.1086/704718","url":null,"abstract":"H istory through the eyes of its youngest creators is revealing in that it offers perspectives rarely considered and stories seldom told. The experiences of children provide a unique window into the past. Migrant children, with their experiences crossing borders and bridging chasms between cultures, have been especially influential in moving, constructing, and reconstructing knowledge. Simone Lässig and Swen Steinberg remind us of the importance of examining the history of “knowledge on the move” and especially of “the role of young people in migration, including their part in initiating the process of relocation and contending with the challenges posed by migration.” Lässig and Steinberg have argued for a broad definition of knowledge that includes scientific and scholarly as well as social and everyday knowledge. Similarly, this article considers the importance of everyday knowledge, especially through family history, cultural understanding, and practical knowledge about surviving and adapting in an often hostile world. Chinese immigrant childrenwho traveled to the United States during the Chinese Exclusion Era played a significant role in moving knowledge across geographic","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117138413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H ow do parents know what children need as they grow and develop? This is an essential matter in every culture and a fundamental question of knowledge. In societies that are stable and deeply settled in one place, the answer is often taken for granted as one generation passes on its knowledge to the next. But the subject of child-rearing becomes much more self-conscious when people move to a very different place and at times of rapid change. In the past two hundred years, it has also become an area of philosophical and academic discussion, as children have become the subject of pediatric, pedagogical, and psychological inquiry and expert advice. When both change andmigration come together, as they have in the United States over the course of its history, then the question of child-rearing as a form of knowledge is often highlighted as important and sometimes becomes contentious. The subject of childrearing has the potential to expose the complex ways in which traditional knowledge and knowledge filtered through expertise intersect, and it raises important questions about how children act as intermediaries in the transmission of knowledge.
{"title":"Child-Rearing as a Form of American Knowledge","authors":"P. Fass","doi":"10.1086/704618","DOIUrl":"https://doi.org/10.1086/704618","url":null,"abstract":"H ow do parents know what children need as they grow and develop? This is an essential matter in every culture and a fundamental question of knowledge. In societies that are stable and deeply settled in one place, the answer is often taken for granted as one generation passes on its knowledge to the next. But the subject of child-rearing becomes much more self-conscious when people move to a very different place and at times of rapid change. In the past two hundred years, it has also become an area of philosophical and academic discussion, as children have become the subject of pediatric, pedagogical, and psychological inquiry and expert advice. When both change andmigration come together, as they have in the United States over the course of its history, then the question of child-rearing as a form of knowledge is often highlighted as important and sometimes becomes contentious. The subject of childrearing has the potential to expose the complex ways in which traditional knowledge and knowledge filtered through expertise intersect, and it raises important questions about how children act as intermediaries in the transmission of knowledge.","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"22 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129120325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I n 1973, two events took place inGermany that atfirst glance appeared to have nothing in common but whose wider consequences in subsequent years brought them closer together. The first was a recruitment stop. The continuous migration of workers from Italy, Spain, Portugal, Greece, Yugoslavia, and Turkey to the Federal Republic since the 1950s, regulated by bilateral state treaties, was declared at an end, and the active recruitment of such labor was halted. At the same time, the families of labor migrants already in Germany were permitted to join them. In this way, the recruitment stophad anunintended but lasting effect. A large number of women, children, and young people came to Germany, and many families began to make the country their permanent home. The year 1973 also saw the establishment of a history contest for children and youth in school, the German Federal President’s History Competition, organized by the Hamburg-based Körber Foundation. The original idea was “to try out new forms of teaching, above all in order to foster the pupils’ own initiative.” The first calls for submissions focused on standard topics in German political history
{"title":"Young People’s Agency and the Production of Knowledge in Migration Processes: The Federal Republic of Germany after 1945","authors":"Stephanie Zloch","doi":"10.1086/704745","DOIUrl":"https://doi.org/10.1086/704745","url":null,"abstract":"I n 1973, two events took place inGermany that atfirst glance appeared to have nothing in common but whose wider consequences in subsequent years brought them closer together. The first was a recruitment stop. The continuous migration of workers from Italy, Spain, Portugal, Greece, Yugoslavia, and Turkey to the Federal Republic since the 1950s, regulated by bilateral state treaties, was declared at an end, and the active recruitment of such labor was halted. At the same time, the families of labor migrants already in Germany were permitted to join them. In this way, the recruitment stophad anunintended but lasting effect. A large number of women, children, and young people came to Germany, and many families began to make the country their permanent home. The year 1973 also saw the establishment of a history contest for children and youth in school, the German Federal President’s History Competition, organized by the Hamburg-based Körber Foundation. The original idea was “to try out new forms of teaching, above all in order to foster the pupils’ own initiative.” The first calls for submissions focused on standard topics in German political history","PeriodicalId":187662,"journal":{"name":"KNOW: A Journal on the Formation of Knowledge","volume":"47 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114437361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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