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Historicizing concepts, reflecting identities

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... communication in the same ... (the problem of English as a metalanguage) b) reciprocity recognition (Anerkennung) symmetry (of power, ... – PowerPoint PPT presentation

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Title: Historicizing concepts, reflecting identities


1
Historicizing concepts, reflecting identities
the potential of conceptual history for
intercultural education
  • Helge Jordheim, Falstad, 19.9.2011.

2
  1. Intro Democracy openness humanity
  2. The Nietzschean Credo
  3. Begriffsgeschichte the origins
  4. Begriffsgeschichte theory
  5. Begriffsgeschichte method
  6. Conceptual history in intercultural education

3

4
  • A great people has been moved to defend a great
    nation .
  • Our answer is more democracy, more openness, more
    humanity.

5
Democracy openness humanity
  • Positivist (realist) approach concepts as
    windows to the world, f. ex. democracy is
    government by the people
  • Pragmatist approach concepts as (more or less
    formal) agreements, f. ex. in this context we
    take openness to mean freedom of speech
  • Hermeneutical-phenomenological (constructivist)
    approach concepts as aggregates of different
    experiences, meanings and uses, f. ex. Humanität
    as the goal of humankind (Herder) or as act of
    kindness

6
The Nietzschean Credo
  • All concepts, in which an entire process is
    summarized semiotically, eludes definition only
    that which has no history, can be defined
  • Alle Begriffe, in denen sich ein ganzer Prozeß
    semiotisch zusammenfaßt, entziehen sich der
    Definition definierbar ist nur das, was keine
    Geschichte hat.
  • (Nietzsche, Zur Genealogie der Moral)

7
Begriffsgeschichte the origins
  • Geschichtliche Grundbegriffe. Lexikon zur
    historisch-sozialen Sprache in Deutschland (Key
    Historical Concepts. Encyclopedia of German
    Historico-Social Language). Edited by Otto
    Brunner, Werner Conze and Reinhart Koselleck,
    Stuttgart Klett-Cotta 1972-1992
  • (but also Historisches Wörterbuch der
    Philosophie by Joachim Ritter and Handbuch
    politisch-sozialer Grundbegriffe in Frankreich
    1680-1820 by Rolf Reichardt etc.)

8
Begriffsgeschichte the origins
  • Historical aim
  • To study the dissolution of the old world and
    the emergence of the new world through the
    history of how it has been conceptualized.
  • (Koselleck 1967)
  • Educational and political aim
  • To alienate the concepts through past
    experiences can contribute to a contemporary
    raising of awareness that leads from historical
    clarification to political clarity.
  • (Koselleck 1972)

9
Begriffsgeschichte theory
  • Both words and concept might have several
    meanings, but whereas the meaning of a word can
    be determined with reference to the context,
    concepts are by necessity ambiguous.
  • The word becomes a concept when the plenitude of
    a social and political context of meaning, in
    which and for which the word is used, is
    taken up in the word.
  • The concept assembles the plurality of historical
    experiences as well as a series of theoretical
    and historical issues in one single whole, which
    is only given in the concept itself and only can
    be experienced there.
  • Not only the plurality of meaning and experience,
    but even the plurality of historical reality
    enters into the ambiguity of a concept.

10
Begriffsgeschichte theory
  • key/ basic concepts Grundbegriffe irreplacable
    parts of political and social langue always
    controversial and contested
  • all concepts are parts of larger semantic fields
    (or discourses)

11
Begriffsgeschichte method
  • synchronic analysis contextualization, uses and
    meanings within a specific context, a rhetorical
    situation, a historical moment, pragmatic (who?
    why? in what way?), intentions, effects etc.
  • diachronic narrative different meanings and uses
    added together diachronically to a history for
    the concept
  • comparative element works both synchronically
    an diachronically

12
Historicizing concepts, reflecting identities
conceptual history in intercultural education
  • Mapping the plenitude of meanings and uses
  • a) synchronically
  • across personal identities and biographies
  • across cultural, social and political
    differences
  • across different languages
  • b) diachronically
  • through history (past, present and future)
  • including the present historical situation or
    moment
  • (historicity)

13
Historicizing concepts, reflecting identities
conceptual history in intercultural education
  • Negotiating meanings and uses
  • a) communication
  • in the same room or digitally across
    geographical distances
  • language (the problem of English as a
    metalanguage)
  • b) reciprocity
  • recognition (Anerkennung)
  • symmetry (of power, knowledge etc.)
  • c) dynamics
  • movement, transformations (towards
    agreement?)
  • but also immobility, constance, antagonism
  • betwee

14
  • A great people has been moved to defend a great
    nation .
  • Our answer is more democracy, more openness, more
    humanity.
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