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譯評: Federico Picerni 譯 艾青《詩歌精選》
No full text《詩歌精選》 Poesie scelte (Selected Poems) by Ai Qing 艾青
Translated by Federico Picerni
Venice: Damocle Edizioni, 2024, 272 pp.
ISBN: 978883216344
Semantic perspectives on the nude/naked body in Ancient Egyptian texts
Get PDFStarting from the assumption that bodies are relational entities, this paper dedicates itself to conceptualisations of nudity/nakedness as they manifested themselves in ancient Egyptian texts (funerary, literary, documentary, monumental, medico-magical, \u27private\u27 texts) in diachrony (c.2300–350 BCE). The focus of this work lies on a lexicological and lexicographical study of lexemes—especially the verbs ḥꜣı͗, sḥꜣı͗, szꜣı͗, and kfı͗/kfꜣ—attested in the ancient Egyptian lexicon referring to the process of exposure/unveiling of the body or the state of nudity/nakedness. The goal of the study is to visualise culture-specific perspectives on ancient Egyptian bodies by means of a relational network (semantic conceptual field) transferred from ancient Egyptian to English as target language.
In order to introduce the resulting conceptual field and under consideration of one textual and one visual example from the Ramesside period, the semantic concept of [EXPOSURE] of the verb kfı͗/kfꜣ is discussed. The article closes with a presentation of the conceptual field, which is composed of four superordinate semantic domains [OPENING], [COGNITION], [SEPARATION] and [EXPOSURE]. The resulting visualisation shows the range of semantic meanings of the studied verbs in comparison to each other in providing information on their semantic overlaps (partial synonymy) and distinctions
The ‘fragmented body’ theory in Egyptology: An ontological framework with a shadow side
Get PDFThis paper takes as its point of departure the theory that the ancient Egyptian lived body was conceptualised as a \u27fragmented\u27 entity, a \u27Gliederpuppe [jointed doll]\u27. The idea was proposed by Emma Brunner-Traut in 1988 in relation to her earlier work on \u27aspective\u27, the still dominant theory of Egyptian visual representation. Factors potentially influencing the inception, development, and impact of the \u27fragmented body\u27 theory are considered here. Concerning inception, the basis of the theory in various types of Egyptian cultural output and its interdisciplinary focus made it a compelling ontological framework. Regarding impact, we will see that early approval and the subsequent expansion of the theory led to a degree of longevity in scholarship, though parallel traditions might have also emerged. This success of the theory, I suggest, has to do with the fact that it attempts to account for the historical situatedness of body concepts—in other words, an ancient \u27body-world\u27. However, a closer look at the sources reveals misleading interpretations and a comparative framework with evolutionist, even racist undertones. It thus becomes necessary to reconsider whether the \u27Gliederpuppe\u27 hypothesis has any residual value as a middle-range theory for Egyptology, whether the theory of \u27aspective\u27 on which it is based requires revision or rehabilitation, and what kind of models and methods we could use to describe the Egyptian lived body going forward. A lexical analysis of words we tend to think of as meaning \u27whole\u27, might, for instance, not be expressing that concept at all, thus requiring a reframing of \u27wholeness\u27 and \u27fragmentation\u27 in an Egyptian context
Les amulettes portées par les petits enfants en espagne aux XVIIe et XVIIIe siècles
Get PDFAbstract: For over fifty years, I have been working on the history of early childhood, studying the care and protection provided to toddlers, from an interdisciplinary anthropological perspective, in conjunction with colleagues who are Africanists (Doris Bonnet, Alain Epelboin) and antiquarians (Véronique Dasen). During all these years, I was intrigued by Velázquez\u27s portrait of the Infante Felipe Próspero, aged about two (1657, Kunsthistorisches Museum, Vienna): I did not understand the meaning of the amulets worn by the child, particularly the closed black fist fixed to his shoulder. In May 2019, I was invited to Vienna by Wolfram Aichinger and met the group of researchers he had brought together around the FWF program The Interpretation of Childbirth in Early Modern Spain. Thanks to the research of Fernando Sanz-Lázaro, I understand the double meaning of the jet fig (higa de azabache) and am led to explore the beautiful collection of portraits of little princes in the Castle of Ambras. Thanks to the transcription by Nina Kremmel and her articles, I was able to access the book by Doctor Juan Alonso y de los Ruices de Fontecha, Diez privilegios para mujeres preñadas (1606), in which the dangers of “fascination” for toddlers and the means of protecting them are explained. I also owe a great deal to all those who have informed me of the mentions of “higa de azabache” in the admission registers of abandoned children in the hospices of Seville and Cádiz (Wolfram Aichinger and Varvara Rytsk). Thanks to this generous support, I gradually built up my article and found, sometimes by chance, other avenues of research in the art objects section of the Louvre Museum, in memoirs on court life in France, in visits to exhibitions on Ribera or Goya. I now think I have more or less clarified the use and meaning of most of the amulets present in the 17th century on the portraits of the Infantes of Spain and their cousins in Austria.
Keywords: amulets, jet fig (higa de azabache), early childhood, portraits of infantes, portraits of the Castle of Ambras, 17th century, Spain, Austria
Résumé: Depuis plus de cinquante ans, je travaille sur l’histoire de la petite enfance en étudiant les soins et les protections dont les tout-petits sont l’objet, dans une perspective anthropologique interdisciplinaire, en lien avec des collègues africanistes (Doris Bonnet, Alain Epelboin) et antiquisants (Véronique Dasen). Pendant toutes ces années, j’ai été intriguée par le portrait par Velázquez de l’infant Felipe Próspero, âgé d’environ deux ans (1657, Kunsthistorisches Museum, Wien) : je ne comprenais pas la signification des amulettes portées par l’enfant, particulièrement le poing noir fermé fixé à son épaule. En mai 2019, je suis invitée à Vienne par Wolfram Aichinger et je rencontre le groupe de chercheurs qu’il a réuni autour du programme FWF The Interpretation of Childbirth in Early Modern Spain. Grâce aux recherches de Fernando Sanz-Lázaro, je comprends la double signification de la figue de jais (higa de azabache) et suis conduite à explorer la belle collection de portraits de petits princes du château d’Ambras. Grâce à la transcription par Nina Kremmel et à ses articles, j’ai pu accéder au livre du docteur Juan Alonso y de los Ruices de Fontecha, Diez privilegios para mujeres preñadas (1606), dans lequel sont expliqués les dangers de la « fascination » pour les tout-petits et les moyens de les protéger. Je dois aussi beaucoup à tous ceux qui m’ont fait part des mentions de « higa de azabache » sur les registres d’admission des enfants abandonnés dans les hospices de Séville et de Cadix (Wolfram Aichinger et Varvara Rytsk). Grâce à ces aides généreuses, j’ai construit peu à peu mon article et trouvé, parfois par hasard, d’autres pistes de recherche dans la section des objets d’art du musée du Louvre, dans les mémoires sur la vie de cour en France, dans les visites d’expositions sur Ribera ou Goya. Je pense désormais avoir à peu près éclairci l’usage et la signification de la plupart des amulettes présentes au XVIIe siècle sur les portraits des infants d’Espagne et de leurs cousins d’Autriche.
Mots-clés: amulettes, figue de jais (higa de azabache), petite enfance, portraits du infantes, portraits du château d\u27Ambras, XVIIe siècle, Espagne, Autrich
Kritische Einsprachigkeitsdidaktik als kasuistischer Ansatz für die Lehrkräftebildung
Get PDFDer Beitrag entwickelt den Ansatz einer kritischen Einsprachigkeitsdidaktik als kasuistisches Lehr-Lernformat für die universitäre Lehrkräftebildung. Ihm liegt der kritische Einsatz zugrunde, anhand konkreter Fälle pädagogischer Praxis nach den Bedingungen für die Aufrechterhaltung von Einsprachigkeit als hegemoniales Sprachkonzept zu fragen, durch das bildungsrelevante Aus- und Einschlüsse von Sprecher:innen vermeintlich legitimierbar werden. Ausgangspunkt ist eine empirisch-rekonstruktive Fallarbeit, die sich stark an subjektivierungstheoretischer (Fach)Unterrichtsforschung sowie linguizismuskritischer Bildungsforschung orientiert. Dazu werden theoretische und methodologische Bezüge skizziert sowie bereits rekonstruierte Mikropraktiken der Herstellung von Einsprachigkeit als empirische Grundlage dargestellt, ehe ein konkreter Vorschlag für die Seminarpraxis gemacht wird. Abschließend werden offene empirische Fragestellungen einer kritischen Einsprachigkeitsdidaktik zusammengetragen und diskutiert, inwiefern ein solches Verfahren zur Entwicklung einer linguizismuskritischen (Zweit)Sprachdidaktik beitragen kann.The article develops the approach of ‚critical monolingualism didactics‘ as a casuistic teaching-learning format for university teacher education. It is based on the critical commitment to use specific cases of pedagogical practice to ask about the conditions for the maintenance of monolingualism as a hegemonic language concept through which educationally relevant exclusions and inclusions of speakers are supposedly legitimized. The starting point is an empirical-reconstructive casework that is strongly oriented towards subjectivization-theoretical (subject) teaching research and educational research critical of linguicism. To this end, theoretical and methodological references are outlined and already reconstructed micro-practices of the production of monolingualism are presented as an empirical basis before a concrete proposal for seminar practice is made. Finally, open empirical questions of critical monolingualism didactics are compiled and the benefit for the development of (second) language didactics that is critical of linguicism is discussed
Transformation des Idyllischen: Annette von Droste-Hülshoffs Judenbuche (1842) und ihre Bedeutung für die Genese der Dorfgeschichte
Get PDFAnnette von Droste-Hülshoffs Erzählung . Ein Die Judenbuche. Ein Sittengemälde aus dem gebirgigten Westfalen (1842) begeistert Kommentator*innen und Interpret*innen seit mittlerweile über 180 Jahren. Dabei ist insbesondere die Frage nach der Gattungszugehörigkeit der Judenbuche in der heutigen Forschung umstritten. Sowohl die Einordnung der Judenbuche als Novelle als auch die abweichende Kategorisierung des Textes als Kriminalgeschichte haben die Droste-Forschung intensiv beschäftigt. Eine vergleichbare Debatte, darüber, ob Droste-Hülshoffs Text, der von der Autorin ursprünglich als Beitrag zu ihrem Westfalen-Werk geplant war, dem Genre der Dorfgeschichte, das in den 40er-Jahren des 19. Jahrhunderts eine bemerkenswerte Popularität gewann, zuzurechnen ist, wurde hingegen nicht geführt. Dabei vermitteln Dorfgeschichten Erfahrungen ländlicher Wirklichkeit und können als literarische Reaktionen auf einen gesellschaftlichen Wandel verstanden werden, den die Bewohner*innen deutschsprachiger Länder im 19. Jahrhundert erlebten. Die im Rahmen dieses Beitrags vertretene Position ist, dass die Judenbuche durchaus als Dorfgeschichte bezeichnet werden kann. Denn wenn das Dorf und das Brederholz als Schauplatz des Geschehens gattungsbestimmende Bedeutung gewinnen, erscheint auch eine Zuordnung der Judenbuche zur zeitgenössischen populären Gattung der Dorfgeschichte plausibel
The aesthetics of rhyme schemes
Get PDFThe relationship between rhyme and aesthetic appeal has been extensively explored, showing that rhyme is generally perceived as more beautiful than non-rhyme in many cultures. However, previous research has focused on rhyme as a general feature, without considering whether differences in rhyme schemes produce differences in aesthetic appeal. Therefore, to investigate which rhyme schemes are more aesthetically pleasing, I compared the aesthetic appeal of coupled rhyme, alternate rhyme, and no-rhyme, with the prediction that coupled and alternate rhymes would be perceived as more appealing than no-rhyme. In this study, 28 participants first listened to 15 audio stimuli in an artificial mini-language, including five separate stanzas for each of the three rhyme patterns. The participants were then asked to rate how beautiful they found each stimulus on a Likert scale from 1 to 6. Contrary to my predictions, the findings revealed no significant difference in aesthetic appeal between the different rhyme schemes. Nonetheless, this study serves as a pilot study for follow-up research that could build on the limitations of the current study to further explore the topic of the aesthetics of rhyme schemes
Be(e) inclusive: Effects of Education for Sustainable Development with bees on students in Inclusive Education: nature connectedness
No full textBildung für nachhaltige Entwicklung (BNE) gilt als zentraler Ansatz zur Bewältigung von globalen Umweltproblemen wie dem fortschreitenden Biodiversitätsverlust. Benachteiligte Gruppen finden jedoch bislang in der BNE und ihrer Begleitforschung kaum Berücksichtigung. Ziel dieser Studie war es daher, die Konzepte von BNE, Inklusion und Partizipation verknüpft anzuwenden und insbesondere affektive Naturerlebnisse durch eine originale Begegnung mit Bienen zu ermöglichen. Zwei Klassen der 7. und 8. Schulstufe (N = 30; MAlter = 12,93; SD = 0,83) für alle Begabungsstufen aus einer Schule mit inklusivem Ansatz nahmen an einer halbtägigen mixed-method Interventionsstudie im Pre-Post-Design mit Honig- und Wildbienen teil. Mit adaptierten Fragebögen wurden ihre Naturverbundenheit und ihr Naturinteresse (Nature Interest Scale, Nature relatedness scale und Illustrated Inclusion of Nature in Self) sowie mit offener Kartenabfrage ihre persönlichen Erlebnisse im Zuge der Intervention erhoben. Das für die Studie konzipierte inklusive BNE-Programm mit Bienen erwies sich als sehr gut geeignet, da es praxisnahe, affektive und handlungsorientierte Ansätze integriert – zentrale Elemente sowohl für BNE als auch für inklusive Bildungsansätze – und wurde von den Schüler:innen (unabhängig ihres Lehrplans wie Allgemeine Sonderschule oder allgemeinbildende höhere Schule) äußerst positiv aufgenommen. Die Intervention hatte einen geringfügigen positiven Einfluss auf die Naturverbundenheit und das Naturinteresse; für stärkere und nachhaltigere Effekte wird eine regelmäßige Auseinandersetzung mit der Natur empfohlen. Die Studie zeigt auf, wie es gelingen kann, inklusive Methoden in der BNE zu implementieren, um allen Schüler:innen eine aktive und eigenständige Auseinandersetzung mit der Natur und ihrer Umwelt zu ermöglichen und ihre Partizipation beim Umwelt- und Klimaschutz zu fördern.Education for sustainable development (ESD) is regarded as a key approach to tackling global environmental problems such as the ongoing loss of biodiversity. However, disadvantaged groups have so far received little consideration in ESD and its accompanying research. The aim of this study was therefore to link the concepts of ESD, inclusion and participation and, in particular, to enable affective experiences of nature through an original encounter with bees. Two 7th and 8th grade inclusion classes (N = 30; MAge = 12.93; SD = 0.83) for all ability levels (with and without special educational needs) participated in a half-day mixed-method intervention study in a pre-post design with honeybees and wild bees. Adapted questionnaires were used to assess their closeness to nature and their interest in nature (Nature Interest Scale, Nature relatedness scale and Illustrated Inclusion of Nature in Self ) and their personal experiences during the intervention were recorded using an open-ended card questionnaire. The newly designed inclusive ESD program with bees proved to be very suitable, as it integrates practical, affective and action-oriented approaches – central elements for both ESD and inclusive education approaches – and was extremely well received by the inclusion students. The intervention had a slight positive impact on the students’ closeness to nature and interest in nature; for stronger and more sustainable effects, regular engagement with nature is recommended. The study shows how it is possible to implement inclusive methods in ESD in order to enable all pupils to actively and independently engage with nature and their environment and to promote their participation in environmental and climate protection
Energy and Resource Efficiency in the Economy: The Evaluation of Germany’s Large Industrial Funding Programme Using Mixed Methods
No full textIn Germany, the Federal Funding Scheme for Energy and Resource Efficiency in the Economy (EEE) is a central financial support scheme that aims to promote energy and resource-efficient technologies and processes in companies. Due to reporting requirements both, with regard to spending public budgets, as well as progress reporting towards the energy and climate goals, annual evaluations of the EEE are required. These evaluations include a substantial set of quantitative indicators. The indicators are analysed using a common methodology drawing on administrative data as well as survey results among beneficiaries of the support scheme. The paper illustrates the quantitative evaluation approach of the EEE in a two-fold way: First, it outlines the mixed methods approach underlying the evaluation which follows a methodological framework of nine steps. Second, it emphasises three methodological issues arising from recent modifications of the EEE and its framework conditions, which have neither been discussed methodologically nor content-wise yet.
The experience from five consecutive years of evaluation of the EEE plus the evaluation of the EEE’s predecessor shows that the overall methodology ensures that the process is carried out uniformly. This helps to ensure a basis for comparability of broad multi-measure funding schemes, such as the EEE. Yet, it can be observed that there is a constant need for refinement and adaptation to changes e.g. due to changes in external conditions, shifting interests or new design elements. Therefore, the paper outlines three of the most recent methodological issues in more detail. These underline (#1) the need to be transparent about how the dynamic decarbonisation of the energy system is taken into account in the impact assessment, (#2) the need to make conscious decisions on how to consider resource efficiency in GHG accounting and (#3) that, when using funding efficiency as a criterion for the design of such instruments, the context of these values has to be sufficiently appreciated