In this essay I present the work of the ERC Synergy project “The European Qur’an.” This project studies the place of the Muslim holy book in European cultural and religious historiography (ca. 1150–1850), situating European perceptions of the Qur’an and of Islam in the evolving religious, political, and intellectual landscape of this long period. Through a few specific examples of my own personal research, I aim to show how following the individual networks and clusters of translators and collectors of Qur’ans help us understand the circulation and uses of the Muslim Holy Book in Europe. The essay argues that these examples (and many similar and at the same time very different ones), which imply polemics, evangelization, erudite knowledge, and collaboration with European Muslims and Muslims converts, illustrate and at the same time enlarge our concept of “reception.”
{"title":"The European Qur’an: The Role of the Muslim Holy Book in Writing European Cultural History","authors":"Mercedes García-Arenal","doi":"10.1086/723945","DOIUrl":"https://doi.org/10.1086/723945","url":null,"abstract":"In this essay I present the work of the ERC Synergy project “The European Qur’an.” This project studies the place of the Muslim holy book in European cultural and religious historiography (ca. 1150–1850), situating European perceptions of the Qur’an and of Islam in the evolving religious, political, and intellectual landscape of this long period. Through a few specific examples of my own personal research, I aim to show how following the individual networks and clusters of translators and collectors of Qur’ans help us understand the circulation and uses of the Muslim Holy Book in Europe. The essay argues that these examples (and many similar and at the same time very different ones), which imply polemics, evangelization, erudite knowledge, and collaboration with European Muslims and Muslims converts, illustrate and at the same time enlarge our concept of “reception.”","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955765","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}
In 1888, Konakamura Kiyonori published the first book-length history of music in Japan. Written in Japanese, Kabu ongaku ryakushi (A brief history of music and dance) includes two prefaces: one written in kanbun (Sinitic) by Shigeno Yasutsugu and another in English by Basil Hall Chamberlain. Konakamura and Shigeno, both leading scholars in their time, have generally been considered rivals, representing two opposing intellectual schools, kokugaku (national learning) and kangaku (Chinese learning). This article examines Konakamura’s work and particularly Shigeno’s preface in the context of the momentous epistemic transformation that occurred in Japan in the late nineteenth century, when the Sinocentric world order crumbled as a result of Western encroachment and Japan reinvented itself as a modern nation-state, and argues that Konakamura’s work represents a significant moment in the transition from classical to national scholarship discussed (mainly with reference to Europe) by Rens Bod in his New History of the Humanities.
{"title":"From Classical to National Scholarship: Konakamura Kiyonori’s History of Music in Japan (1888) and Its Foreign-Language Prefaces","authors":"M. Mehl","doi":"10.1086/723948","DOIUrl":"https://doi.org/10.1086/723948","url":null,"abstract":"In 1888, Konakamura Kiyonori published the first book-length history of music in Japan. Written in Japanese, Kabu ongaku ryakushi (A brief history of music and dance) includes two prefaces: one written in kanbun (Sinitic) by Shigeno Yasutsugu and another in English by Basil Hall Chamberlain. Konakamura and Shigeno, both leading scholars in their time, have generally been considered rivals, representing two opposing intellectual schools, kokugaku (national learning) and kangaku (Chinese learning). This article examines Konakamura’s work and particularly Shigeno’s preface in the context of the momentous epistemic transformation that occurred in Japan in the late nineteenth century, when the Sinocentric world order crumbled as a result of Western encroachment and Japan reinvented itself as a modern nation-state, and argues that Konakamura’s work represents a significant moment in the transition from classical to national scholarship discussed (mainly with reference to Europe) by Rens Bod in his New History of the Humanities.","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41787829","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}
{"title":":Histories of Conservation and Art History in Modern Europe","authors":"J. V. van Daal","doi":"10.1086/724108","DOIUrl":"https://doi.org/10.1086/724108","url":null,"abstract":"","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46982414","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}
Was there anything like “normal science” in the early modern humanities? The term humanities itself, though going back to early humanist studia humanitatis, is problematic to use for early modern scholarship, since it mainly indicated a (propaedeutic) curriculum. What we now call the humanities were known in the seventeenth and eighteenth centuries as “letters.” Different, overlapping container notions were also in use: rhetoric and belles-lettres, schöne Wissenschaften, critique, erudition. Early modern scholarship was organized by genre rather than by discipline, but the genres themselves were unstable. To what extent, then, can one identify examples that represent normal scholarly practice, standards for what counted as “knowledge,” common ways of “puzzle-solving”? This article consecutively explores four aspects: (1) textbooks that identified the object of knowledge, (2) the normative example of early modern philology, (3) practices of “puzzle-solving” in antiquarianism, and (4) perceived discrepancies in historical scholarship between the classical example and the practice of compilation.
{"title":"A Science of Letters? Forms of “Normal Science” in the Late Seventeenth- and Eighteenth-Century Humanities","authors":"F. Solleveld","doi":"10.1086/723946","DOIUrl":"https://doi.org/10.1086/723946","url":null,"abstract":"Was there anything like “normal science” in the early modern humanities? The term humanities itself, though going back to early humanist studia humanitatis, is problematic to use for early modern scholarship, since it mainly indicated a (propaedeutic) curriculum. What we now call the humanities were known in the seventeenth and eighteenth centuries as “letters.” Different, overlapping container notions were also in use: rhetoric and belles-lettres, schöne Wissenschaften, critique, erudition. Early modern scholarship was organized by genre rather than by discipline, but the genres themselves were unstable. To what extent, then, can one identify examples that represent normal scholarly practice, standards for what counted as “knowledge,” common ways of “puzzle-solving”? This article consecutively explores four aspects: (1) textbooks that identified the object of knowledge, (2) the normative example of early modern philology, (3) practices of “puzzle-solving” in antiquarianism, and (4) perceived discrepancies in historical scholarship between the classical example and the practice of compilation.","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064846","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}
Previous article FreeNotes on ContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreJaynie Anderson is professor emeritus at the University of Melbourne. She is former foundation director of the Australian Institute of Art History (2009–15) and Herald Chair of Fine Arts (1997–2014). In 2019 she published The Life of Giovanni Morelli in Risorgimento Italy (Officina Libraria). She has written extensively on Venetian Renaissance painting, especially Giorgione, and the history of collecting and conservation of Italian Renaissance painting in the nineteenth century.Jan Blanc is professor of early modern art history at the University of Geneva. He is a specialist in artistic theories and practices in northern Europe (Netherlands, France, Great Britain) and has recently published a volume on Dutch still life, Stilleven: Peindre les choses au XVIIe siècle (Éditions 1:1, 2020). He is preparing a forthcoming book on Rembrandt and the question of artistic originality during the seventeenth century.Edurne De Wilde is a PhD candidate at the Institute for History of Leiden University. Her dissertation, which is situated at the crossroads of intellectual history and rhetorical studies, explores the modern afterlives of Francis Bacon’s theory of the idols. She is also the managing editor of Tijdschrift voor Geschiedenis.Cristina Dondi is professor of early European book heritage and Oakeshott Senior Research Fellow in the Humanities at Lincoln College, University of Oxford. She is also secretary of the Consortium of European Research Libraries. Her research focuses on the history of printing and the book trade in fifteenth-century Europe, specifically on the reconstruction of dispersed book collections, the transmission of texts in print, and the economic and social impact of the printing revolution on European society.Kasper Risbjerg Eskildsen is associate professor of history of science and scholarship at Roskilde University. His work focuses on the history of the humanities as well as the history of higher education from the seventeenth century to the present. He is the author of Modern Historiography in the Making: The German Sense of the Past, 1700–1900 (Bloomsbury, 2022).Mercedes García-Arenal is research professor at the Spanish National Research Council and principal investigator and coordinator of the European Research Council-Synergy “EuQu” project. She is a cultural and religious historian specialized in religious minorities. Her most recent book, with Rafael Benítez Sánchez-Blanco, is The Inquisition Trial of Jeronimo de Rojas, a Morisco of Toledo (1601–1603) (Brill, 2022). Her best-known work, with Gerard Wiegers, is A Man of Three Worlds: Samuel Pallache, a Moroccan Jew between Catholic and Protestant Europe (Johns Hopkins University Press, 2007).Sergius Kodera received his doctorate in 1994. Since then, he has taught early modern and Renai
{"title":"Notes on Contributors","authors":"","doi":"10.1086/724109","DOIUrl":"https://doi.org/10.1086/724109","url":null,"abstract":"Previous article FreeNotes on ContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreJaynie Anderson is professor emeritus at the University of Melbourne. She is former foundation director of the Australian Institute of Art History (2009–15) and Herald Chair of Fine Arts (1997–2014). In 2019 she published The Life of Giovanni Morelli in Risorgimento Italy (Officina Libraria). She has written extensively on Venetian Renaissance painting, especially Giorgione, and the history of collecting and conservation of Italian Renaissance painting in the nineteenth century.Jan Blanc is professor of early modern art history at the University of Geneva. He is a specialist in artistic theories and practices in northern Europe (Netherlands, France, Great Britain) and has recently published a volume on Dutch still life, Stilleven: Peindre les choses au XVIIe siècle (Éditions 1:1, 2020). He is preparing a forthcoming book on Rembrandt and the question of artistic originality during the seventeenth century.Edurne De Wilde is a PhD candidate at the Institute for History of Leiden University. Her dissertation, which is situated at the crossroads of intellectual history and rhetorical studies, explores the modern afterlives of Francis Bacon’s theory of the idols. She is also the managing editor of Tijdschrift voor Geschiedenis.Cristina Dondi is professor of early European book heritage and Oakeshott Senior Research Fellow in the Humanities at Lincoln College, University of Oxford. She is also secretary of the Consortium of European Research Libraries. Her research focuses on the history of printing and the book trade in fifteenth-century Europe, specifically on the reconstruction of dispersed book collections, the transmission of texts in print, and the economic and social impact of the printing revolution on European society.Kasper Risbjerg Eskildsen is associate professor of history of science and scholarship at Roskilde University. His work focuses on the history of the humanities as well as the history of higher education from the seventeenth century to the present. He is the author of Modern Historiography in the Making: The German Sense of the Past, 1700–1900 (Bloomsbury, 2022).Mercedes García-Arenal is research professor at the Spanish National Research Council and principal investigator and coordinator of the European Research Council-Synergy “EuQu” project. She is a cultural and religious historian specialized in religious minorities. Her most recent book, with Rafael Benítez Sánchez-Blanco, is The Inquisition Trial of Jeronimo de Rojas, a Morisco of Toledo (1601–1603) (Brill, 2022). Her best-known work, with Gerard Wiegers, is A Man of Three Worlds: Samuel Pallache, a Moroccan Jew between Catholic and Protestant Europe (Johns Hopkins University Press, 2007).Sergius Kodera received his doctorate in 1994. Since then, he has taught early modern and Renai","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135424569","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}
{"title":":Résurrections de Michelet: Politique et historiographie en France depuis 1870","authors":"Edurne De Wilde","doi":"10.1086/724106","DOIUrl":"https://doi.org/10.1086/724106","url":null,"abstract":"","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973825","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}
Critical Theory came to occupy pride of place in the curriculum of the Department of Philosophy at the University of Pretoria between 1981 and 1987, at the height of political repression by the apartheid state. This article seeks to unravel this apparently paradoxical phenomenon, examining the assimilations of Critical Theory to other contextually specific discursive formations, including Cold War ideology, neo-Calvinist salvation history, Christian nationalism, occidentalist ideas of “Europe,” and cultural pessimism in the late apartheid era.
{"title":"(Un)Doing Critical Theory in Pretoria, 1981–1987","authors":"U. Kistner","doi":"10.1086/721310","DOIUrl":"https://doi.org/10.1086/721310","url":null,"abstract":"Critical Theory came to occupy pride of place in the curriculum of the Department of Philosophy at the University of Pretoria between 1981 and 1987, at the height of political repression by the apartheid state. This article seeks to unravel this apparently paradoxical phenomenon, examining the assimilations of Critical Theory to other contextually specific discursive formations, including Cold War ideology, neo-Calvinist salvation history, Christian nationalism, occidentalist ideas of “Europe,” and cultural pessimism in the late apartheid era.","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580560","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}
{"title":"Cornelis J. Schilt, Isaac Newton and the Study of Chronology: Prophecy, History, and Method. Amsterdam: Amsterdam University Press, 2021. Pp. 309. €105.00 (cloth).","authors":"D. Mosley","doi":"10.1086/721317","DOIUrl":"https://doi.org/10.1086/721317","url":null,"abstract":"","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43767570","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}
researchers old enough to recall similar promises about other media technology just rolled their eyes” (p. 165). Finishing the book with a history of classroom computers allows the narrative to end very near the present, and the book was published recently enough that it could include a discussion about the relationship between screens, schools, and students during the COVID-19 pandemic. It gives the whole book more current relevance. Also, the idea that conservatives mobilized against each of the new screen technologies for fear that “new experiments in classroom screen media had intensified public schools’ efforts to erode family authority and traditional values” (p. 96) seems particularly relevant in the current historical moment, a time of reactionary movements promoting book banning (such as the removal of Art Spiegelman’s Maus by a Tennessee school board in January of 2022) and ongoing battles against critical race theory. We have a tendency to project our greatest hopes regarding education onto school screens. Generations of reformers have argued that each new iteration of “the screen,” whether it be Hollywood films, the television, or the personal computer, will democratize educational access and revolutionize the way our children learn. Looking at the history, though, is crucial, as Cain’s book clearly shows us that each new medium has struggled to keep itself from reinforcing (or even amplifying) existing inequalities, has justified its own necessity by downplaying the importance of effective teachers, has provided increased access of commercial interests into the public sphere, and often has failed to clearly envision its objectives.
{"title":"Paul Reitter and Chad Wellmon, Permanent Crisis: The Humanities in a Disenchanted Age. Chicago: University of Chicago Press, 2021. Pp. 326. US$35.00 (cloth).","authors":"Hampus Östh Gustafsson","doi":"10.1086/721320","DOIUrl":"https://doi.org/10.1086/721320","url":null,"abstract":"researchers old enough to recall similar promises about other media technology just rolled their eyes” (p. 165). Finishing the book with a history of classroom computers allows the narrative to end very near the present, and the book was published recently enough that it could include a discussion about the relationship between screens, schools, and students during the COVID-19 pandemic. It gives the whole book more current relevance. Also, the idea that conservatives mobilized against each of the new screen technologies for fear that “new experiments in classroom screen media had intensified public schools’ efforts to erode family authority and traditional values” (p. 96) seems particularly relevant in the current historical moment, a time of reactionary movements promoting book banning (such as the removal of Art Spiegelman’s Maus by a Tennessee school board in January of 2022) and ongoing battles against critical race theory. We have a tendency to project our greatest hopes regarding education onto school screens. Generations of reformers have argued that each new iteration of “the screen,” whether it be Hollywood films, the television, or the personal computer, will democratize educational access and revolutionize the way our children learn. Looking at the history, though, is crucial, as Cain’s book clearly shows us that each new medium has struggled to keep itself from reinforcing (or even amplifying) existing inequalities, has justified its own necessity by downplaying the importance of effective teachers, has provided increased access of commercial interests into the public sphere, and often has failed to clearly envision its objectives.","PeriodicalId":36904,"journal":{"name":"History of Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46685766","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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