Journal articles on the topic '1885-1922 Criticism and interpretation'

The paper is an essay in the history of interpretation. Its subject is John Skinner’s book on the life of Jeremiah, Prophecy and Religion (1922). The main aim is to place the work in its historical, theological and cultural context, to explain Skinner’s conviction that Jeremiah’s life marks the emergence of personal religion in Israel and points towards Christianity. Attempts at such contextualization by J. Henderson and M.C. Callaway are studied and shown to be inadequate. Skinner’s religious context and theological education are then reviewed and are shown to be sufficient to account for his belief in the pivotal role of Jeremiah in the evolution of ‘religion’. The paper finally addresses the present-day significance of Skinner’s work and concludes that while Prophecy and Religion is of limited value for the interpretation of Jeremiah, Skinner’s life and work as a whole as an evangelical believer engaged in radical biblical criticism is a valuable model neglected over the last 100 years.

Recent criticism of Henry James's The Bostonians (1885) tends to vindicate the plan of Olive Chancellor to recruit the young Verena Tarrant to the cause of radical feminism. This essay argues that such an interpretation can be made only at the cost of ignoring the novel's plea for recognizing the validity of the subject's own plan for himself or herself, a recognition that Olive's intentions regarding Verena violate. The essay makes use of an allusion in James's novel to Charles Kingsley's Hypatia (1853) that has been over-looked by previous critics. Exploring the relation between James's and Kingsley's novels permits us to understand that The Bostonians is a novel about sacrifice-the dedication of individuals to causes not their own and against their will. James ultimately affirms a dialogical view of human existence in which each individual makes an implicit demand to be included as an equal partner in a reciprocal conversation about life. The highest form of this conversation is love.

The development of the press cannot be separated from the emergence of the idealism of the nation's struggle to achieve independence. One effort to achieve this is by publishing appropriate readings for the nation's successors. This was done by the Pagoejoeban Pasoendan organization which published a special rubric named moerangkalih in the Sipatahoenan newspaper. This study aims to determine the history of the establishment of the Sipatahoenan newspaper in 1922-1935 and find out the educational discourse in the rubric of Moerangkalih Sipatahoenan newspaper in 1935. The method used is a historical research method with four stages namely heuristics, criticism, interpretation and historiography. The results of this study Sipatahoenan was from the results of the Pagoejoeban Pasoendan conference on 25-26 December 1922 to be published under the leadership of Ahmad Atmaja Pagoejoeban Pasoendan, Tasikmalaya Branch. On April 29, 1931 Sipatahoenan was transferred to the central board so that a moerangkalih rubric was published which contained appropriate reading for children at that time. Educational elements that can be found include educating readers to better appreciate life, the way to achieve the glory of life, as well as stories that have moral values in it such as how bad deeds someone does will return to him and the consequences of lazy deeds done continuously and repeatedly. Keyword: Newspaper, press, education means

The study of this study discusses the historical aspects of the political leadership of Prince Asir, ruler of KawedananRupitRawas (1922-1942). RupedRawasKawedanan was a Dutch territory after the fall of the Palembang Sultanate. KawedananRupitRawas was led by Prince Asir as local leader of RupitRawas over the mandate given by the Dutch colonial government. This study uses the History method to explore the Local History of the Palembang Sultanate in the past. The stages of research begin with heuristics, source criticism, interpretation, and historiography. The research findings show that RupitRawasKawedanan at that time had a fertile area that produced natural resources, such as rubber, fruits and others. This area is drained by Rawasriver which then encourages the emergence of trade activities. Prince Asir is a charismatic leader who leads RupitRawas. He is a Dutch colonial leader who is considered capable, intelligent and accomplished and is considered capable of maintaining a commitment to the Netherlands. He was known as a wise leader and left many historical traces at RupitRawasKawedanan. During the struggle for Indonesian independence, Prince Asir was very instrumental in facilitating the Indonesian nation's struggle in Sumatra against the Dutch.

The RSFSR Land Code of 1922 (LC), adopted as part of the comprehensive codification of Soviet law in the 1920s, is in the focus of this article. The Land Code is looked at as the first codified act that forms the branch of Soviet land law, defining its subject, method, and parameters of further development. The article is based on extensive historiographical material, which is systematized by periods. In the 1920s the Code of Law was in full force, therefore, a doctrinal interpretation of its norms, and authors’ comments on the Code were published. Subsequently, the Land Code of 1922 was studied with the aim of understanding and gaining historical experience in the development of new land laws. The article uses normative legal acts of the Soviet period, published documents, and archival sources. Particular attention is paid to the LC draft preparation and its further development until legislative approval. The methodology includes the dialectical method, as well as comparative legal and formal legal methods. The LC is studied as a historical source of legal content; its external criticism is given. The impact on the content of the LC of social and political conditions of previously issued acts is revealed. It is determined that the Land Code reflects consistency and novelty of the Soviet land legislation. The level of consolidation and incorporation of previously tested norms is very high. The LC most noticeable gaps and the ways to overcome them are outlined.

The article is devoted to the discussion between «pessimists» and «optimists» about the causes of the Russian revolution of 1917-1922. «Pessimists» traditionally believe that the main reason for the revolution was the low standard of living of the masses. «Optimists» argue that the economy of the Russian Empire progressed rapidly, and the level of consumption gradually increased. The next stage in this discussion was the book by B. N. Mironov «Russian Modernization and Revolution» published in 2019. In the new book, B.N. Mironov declares the development of Russia an «economic miracle» and cites 12 signs of this «miracle». In 2022, the Sociological History magazine held a round table discussion on Mironov's book and published the author's responses to critical statements made in the same issue. The article is devoted to the analysis of this criticism and the answers of the author of the book. It is shown that Mironov's argumentation is largely based on the use of unreliable yield statistics and an erroneous interpretation of the results of anthropometric measurements.

The article presents an overview of the existing translations of Aristotle's “Poetics”, characterizes the features of each of them. In the preface to his translation of Aristotle's “Poetics”, V. Zakharov characterized the work of the Greek philosopher as a “dark text.” Each translation of this treatise, which forms the basis of European and world literary theory, is also its interpretation, an attempt to interpret the “dark places.” The first Russian translation of “Poetics” was made by B. Ordynsky and published in 1854, however, the Russian reader was familiar with the contents of the treatise through translations into European languages and its expositions in Russian. For instance, in the “Dictionary of Ancient and New Poetry” Ostolopov sets out the Aristotelian theory of drama and certain other aspects of “Poetics” very close to the original text. Ordynsky translated the first 18 chapters of “Poetics”, focusing on the theory of tragedy. The translator presented his interpretation of Aristotle’s concept in an extensive preface, commentaries and a lengthy “Statement.” This translation set off a critical analysis by Chernyshevsky, and influenced his dissertation “Aesthetic relations of art to reality”, in which the author polemicizes with the aesthetics of German romanticism. In 1885 V. Zakharov published the first complete Russian translation of “Poetics”, in which he offered his own interpretation of Aristotle's teaching on language and epic. The author of this translation returns to the terminology of romantic aesthetics, therefore the translation itself is outside the main line of perception of the teachings of Aristotle by domestic literary theory, which is clearly manifested in the translations of V. G. Appelrot (1893), N. N. Novosadsky (1927) and M. L. Gasparov (1978). The subject of discussion in these translations was the interpretation of the notions of μῦϑος and παθος, the concepts of mimesis and catharsis, the source of suffering and the tragic, the possibility of modernizing terminology. An important milestone in the perception and assimilation of Aristotle's treatise by Russian literary criticism was its translation by A. F. Losev, which was not published, but was used by the author in his theoretical works and in criticizing other interpretations of “Poetics”. M. M. Pozdnev penned one of the last translations of “Poetics” (2008). The translator does not seek to preserve the peculiarities of the original style and interprets “Poetics” within the framework and terms of modern literary theory, focusing on its English translations. The main subject of the translator's reflection is Aristotle's understanding of the essence and phenomenon of poetic art. Translations of the Greek philosopher's treatise reflect the history of the formation and development of the domestic theory of literature, its main topics and terminological apparatus.

The article under studies is a critical survey of the activities of a Swiss scholar Juozas Eretas (1896–1984), one of the founders of Lithuanian Literary Studies, whose origin is closely related to the revival of the Lithuanian State (1918 р). Raised on the principles of the so-called Fribourg School, J. Eretas may be regarded as a vivid example of a catholic scientist. He emphasized the importance of the connection between research and thinking. In the 20-30s, having mastered the Lithuanian language, under the influence of the first translations of the world literary works into Lithuanian, Eretas laid the foundation of analytical criticism. He also took up the translation and, at the same time, became the founder of Lithuanian Germanic Studies, paying most of his attention to the Medieval German Literature, the heritage of mystics, the literature of “storm and drive”, particularly the works by Goethe and Schiller. In addition, Eretas made a considerable contribution to Lithuanian Theory of Literature: “Creating Philosophical Criticism in Literature” (lecture, 1922), “Philosophy and Poetry” (1924), “Methods of Literary Analysis” (1929). Eretas’ approach to German Literature was purely conceptual and rested on the idea of its universal nature (especially concerning Goethe): monographs “Young Goethe” (1932) and “Goethe Hundred Years Later” (1933). It is worth mentioning Eretas’ attitude to Goethe’s “Faust”. He interprets the main character typologically, as an eternal image of the world culture, pointing hereby to the increased attention to this image during the epoch of “storm and drive”. Eretas’ interpretation of the images of Faust and Mephistopheles, which present the idea of “dual world” that is so peculiar for Romanticism, seems very interesting and promising. Besides, Eretas was first in Lithuanian Literary Studies to refer to Goethe’s “Wilhelm Meister’s Apprenticeship” as to the novel of upbringing. Another significant subject of Eretas’ research was the History of World Mystics (the work “From the History of Mystics”, as well as the monographs on Tauler, Eckhart and Suso).

The article is devoted to the problems of historical and cultural commentary, as well as the interpretation of the ideological-figurative content and genre attribution of N. A. Klyuev’s poem “Hung upside down...”, created by the poet during the Vytegorsk period of his life (1918—1922). The analysis showed that the facts of Klyuev’s Vytegorsk life at the time of his creation “Hung upside down...” and the poet's deeply felt fear of being subjected to a cruel execution prompted him to literally perpetuate the memory of the victims of the White Terror who were martyred by hanging during the Civil War. The authors of the study come to the conclusion that references to the Bible and L. I. Palmin’s poem “Requiem” make it possible to attribute this work of Klyuev to one of the most ardent works of the poet of that time, calling on the living to selflessly serve the ideals of the proletarian revolution, and to identify its genre as a literary epitaph to the victims of the White Terror, which stands out for its monumentality and the timelessness of its valuable message to descendants. The authors of the article are convinced that the failed attempt by Klyuev to republish the poem “Hung upside down...” in 1927 betrays the poet, who is experiencing criticism of the counter-revolutionary content of his works, a desire to demonstrate the continuity of his later work with his “communard” past.

AbstrakPangeran Aria Suria Atmadja telah memajukan Sumedang di berbagai sektor seperti pertanian, perikanan, kehutanan, politik, kebudayaan, dan sektor lainnya. Atas jasa-jasanya dalam memajukan Sumedang, pada 25 April 1922 didirikan monumen berbentuk Lingga yang diresmikan oleh Gubernur Jenderal D. Fock. Pada masa pemerintah kolonial Belanda di bawah Gubernur Jenderal Paul van Limburg Stirum menguasai wilayah Sumedang, Pangeran Aria Suria Atmadja mengusulkan agar para pemuda pribumi dilatih menggunakan senjata. Penelitian ini dilakukan untuk mengetahui sosok Pangeran Aria Suria Atmadja, bagaimana dan dalam bidang apa beliau berkiprah untuk memajukan Sumedang dan bagaimana reaksi pemerintah kolonial terhadap kiprahnya. Tulisan berjudul Ditioeng Memeh Hudjan merupakan karya luhung Pangeran Aria Suria Atmadja yang berisikan keinginan, cita-cita, dan harapan untuk memajukan pemuda pribumi di Sumedang. Metode yang digunakan adalah metode sejarah yang meliputi heuristik, kritik, interpretasi, dan historiografi. Dari hasil penelitian yang dilakukan diperoleh informasi bahwa usulan Pangeran Aria Suria Atmadja agar pemerintah kolonial melatih para pemuda untuk menggunakan senjata ditolak. Pemerintah kolonial bereaksi dengan membuat tiga benteng pertahanan di Sumedang. AbstractThe prince Aria Suria Atmadja drummed up Sumedang in various sectors as well as agriculture, fishery, forestry, politics, culture, and other sectors. Because of his merit, on April 25th the Governor General D. Fock build a monumen, and the monumen shaped is Lingga (). In the era of Dutch colonialism, General Paul van Limburg Stirum hold the governor of Sumedang.In that time, Prince Aria Suria Atmadja was raising a new issue that the young people have to train in using a weapon (gun). What to do with this research is to know the figure of Prince Aria Suria Atmadja, especially to know the ways of Prince Aria in developing Sumedangand to find out the reaction of dutch collonial which is caused by the movement of the prince. The writtten entitled Ditioeng Memeh Hudjanis one of the greatest masterpiece of Prince Aria Suria Atmadja, which is containing his will, hope and expectation in drumming up young people in Sumedang. The method that writer used are related with Heuristic, criticism, interpretation, and historygraphy. The result of the research show us that the suggestions of Prince Aria Suria Atmadja related to the use weapon (gun) was rejected by the dutch collonial. The dutch collonial also build three defence fortress in Sumedang as the response to the movement.

It is here presented the Russian translation of the introduction Dostoevsky’s short story The Double, firstly published in the fourth volume of the Hungarian translation of Dostoevsky’s Collected Works (1922) that was part of a large educational project by the publishing house Révai. The author of this short article about The Double, Marcell Benedek (1885–1969), writer, translator, and literary scholar, was an eminent representative of the Hungarian culture of the early and mid-20th Century. His works and media appearances were intended to familiarize readers with the works of Hungarian and European literature, to teach them to understand the language of fiction and the mechanisms of the aesthetic interpretation of reality. Benedek wrote one of the first articles about Dostoevsky’s early work in the European history of Dostoevsky studies and is at the origins of a tradition of deep reflection on the nature of the writer’s aesthetic principles.

El estreno de Les Contes d’Hoffmann, ópera de Jacques Offenbach, fue central para la difusión de la obra literaria de Hoffmann en México. A partir de la interpretación de las notas, críticas y anuncios aparecidos en la prensa se ha reconstruido el proceso de recepción de esta obra; un ejemplo ilustrativo de la forma en la que esta clase de espectáculos llegó a formar parte del gusto del público y un fenómeno que permite entender cómo se leyó la obra del alemán y dar cuenta del proceso de asimilación de su obra en México.The premiere of Les Contes d’Hoffmann, Jacques Offenbach’s opera, was central for the dissemination of Hoffmann’s literary work in Mexico. The reception of this work has been reconstructed from the interpretation of the notes, criticisms and announcements appeared in the press. This process is an illustrative example of the way in which this kind of shows became part of the public’s taste; also a phenomenon that allows us to understand how the work of the German was read and its assimilation in Mexico.

In a collected volume assessing Ireland’s involvement in European integration Gearóid Mac Niocaill and Gearóid Ó Tuathaigh wrote that With the establishment of an Irish National State in 1922 the opportunities for expanding Irish links with Europe seemed greatly enhanced. It remained to be seen if these opportunities would be taken.However, Patrick Keatinge reminded readers of the same volume that ‘Up to the late 1950s Ireland’s diplomatic persona was only slightly “European”.’ Most Irish diplomatic historians would agree with this interpretation, arguing that Britain, the Commonwealth and the League of Nations remained the primary focus of Irish foreign policy in the inter-war period. Supporting Keatinge’s interpretation, the existing historical literature suggests that Irish diplomats were rather slow in renewing the perceived longstanding contacts with continental Europe before the Second World War. Indeed, Roy Foster has criticised the discursive claim of Ireland’s longstanding contacts with continental Europe, made by many Irish policy-makers at the time of Ireland’s entry into the European Economic Community in 1973, as a ‘grandiose self-delusion’. Most historical accounts, therefore, suggest that Ireland’s involvement in Europe tentatively started with the involvement in the Marshall Plan and participation in the Council of Europe.

Here, we describe four new species of Crellidae Dendy, 1922 and discuss characters and relationships from published molecular phylogenies including crellid sponges. New species proposed are Crella (Pytheas) chiloensis Fernandez, Gastaldi, Pardo & Hajdu, sp. nov., from southern Chile (15 m depth), C. (P.) desventuradae Fernandez, Gastaldi, Zapata-Hernández & Hajdu, sp. nov., from Desventuradas Archipelago (10–20 m depth), Crella (P.) santacruzae Fernandez, Gastaldi, Thompson & Hajdu, sp. nov., from deep waters off Argentina (750 m depth) and Crellomima sigmatifera Fernandez, Gastaldi & Hajdu, sp. nov., from the Chilean fjords region (ca. 20 m depth). These new species are set apart from each other and from known species mainly due to aspects of their spiculation. Chelae microscleres and acanthostyles supply characters that might be used to infer phylogenetic relationships and to verify the monophyly of Crella Gray, 1867 and Crellidae, which has seemingly been contradicted by preliminary molecular data available in the systematics’ literature. Our own interpretation of phylogenetic affinities, in the light of morphological characters from previous taxonomic studies, argues for a classification reassessment of materials (vouchers) included in these molecular phylogenies, especially in the case of Crella incrustans (Carter, 1885). We argue that currently available molecular phylogenetic outcomes for crellid sponges are not supportive of the polyphyly of Crella and Crellidae.

»At tale med de døde ...« Om sækularisering og hermeneutik i Kaj Thanings forfatterskab. Bibliografi over Kaj Thanings forfatterskab[»Talking with the dead« - On secularisation and hermeneutics in the writings of Kaj Thaning]By Mikkel Crone NielsenKaj Thaning’s thesis that Gr.’s visits to England 1829-31 led to his »conversion to life« and emergence as advocate of ‘secularisation’ has proved both influential and controversial, as has his methodological approach to the interpretation of Gr.’s writings with its underpinning thesis that Gr.’s entire literary production is determined by the one basic problem: how the relationship between human life and Christianity is to be understood.Raised in a Grundtvigian and clerical family, Thaning overtly personalized the theological issues that involved him. From 1922 onwards he was an activist in the Danish student-Christian association (Danmarks kristelige Studenterforbund), which was to voice through the periodical Tidehvery a radical criticism of the inward-turned and exclusive character of contemporary Danish congregational life, which judgmentally isolated itself from those powerful secular movements going on within national life as a whole. He held that it was not the true nature of the gospel, and therefore not the proper business of the Church, to exercise a judgmental power over the secular world.Rather, the congregation instead of clinging to ‘churchliness’ should provide an open place among the people where the gospel, which is for all the people, was proclaimed. The Church must be willing to risk a weakening of Christianity’s spiritual influence in this desirable process of ‘secularisation’.Believing that such ‘secularisation’ was entirely within the spirit of Gr. himself, contrary to the received ‘myth’ of Gr., Thaning proposes (1941) to »work with Gr. in his workshop« - to follow Gr. through his successive writings, as he hammered out his beliefs. Thus he analyses Gr.’s confrontation with himself (opgør med sig selv) in the wake of the England-visits, the outcome of which was Gr.’s rejection of German idealism in favour of an antiidealistic, common-sense thinking which Thaning calls ‘realism’. In the introduction to his Nordic Mythology (1832), Gr. moves towards prioritizing the human experiencing of existence in this world, here and now, over the cultivation of an empowered Christian religion, and towards seeing Christianity as endorsing rather than opposing this existential engagement with the life given in creation and with the moment.Charged by his critics with applying modem existentialist theological concepts alien to Gr., Thaning defends the concept ‘secularisation’ which he has adopted from Friedrich Gogarten - though he can be shown to have trodden his own independent path, especially in that, where Gogarten derives his justification from the Christian faith itself, Thaning derives his from a recognition of the innate worth of created human life without necessary reference to the Christian religion. The Christian gospel disavows any apologetic intention or any imposition of authority over its adherents, and God’s word must wander the world homeless. Redemption is to be understood in terms of the freeing of created human life from its shackles - the very shackles which gnosticism would lay upon human beings, namely utter disavowal and rejection of the world and the human experiencing of it. The critique of religion informing Thaning’s writings is primarily directed against such gnosticism - which he calls ‘pilgrim-Christianity’ (pilgrimskristendom) - as it thrives in latter-day Lutherdom. Gr. is himself aware of his role as a father of such ‘secularisation’ and Thaning, following him, is prepared to find the starting-point for his own ‘secularisation-theology’ even in ‘heathen’, non-Christian human life, because this is what life demands.Central to Thaning’s interpretative method is the assumption that historical distance between an author and a commentator can be bridged when the issue is one of common human existential experiencing. With Rudolf Bultmann (and behind him, Heidegger), Thaning accepts that the neutrality of a systematic, objective analysis is thus relinquished in favour of an existential interest in the shared situation addressed. The exegete meets the text with his own premises in mind, expecting that the text will then cast new light upon them. Thus a dialogue is validated; but subjective arbitrariness in the exegete is constrained by adherence to »a formal anthropology and an existential analysis«.Thaning’s understanding of that life given to human beings in creation is greatly indebted to the religious-historical writings of Vilhelm Grønbech, who in particular rejects the distinctively European concept of human life as a pilgrimage through an imperfect world to the perfection of the heavenly homeland, along with its resultant dualistic perception of a true, spiritual self engaged in a struggle with the natural self. Herein, Thaning perceives not just a European but a universal and historical conflict between religion and human life, which stance furnishes him, in practice, with a theological hermeneutic.Thus Thaning engaged in a generational confrontation with a certain traditional Grundtvigian conceptualisation of the Christian congregation. Though he made little overt declaration of his hermeneutical method, he worked with discernible controlling concepts and brought to the task an enormous knowledge of Gr.’s writings. Accordingly he made an unparalleled impact upon Gr. studies and his work stands as an indispensable reference-point in Gr. research.

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions:  the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc.,  the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions,  the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school,  social pathologies, the issues of violence and aggression, youth subcultures,  participation in culture, leisure time, the role of media,  the functioning of the seniors – animation of activities in this field,  various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues:  metatheory of social pedagogy and its relationship with modern trends in social sciences;  the concepts of human and the world, the concepts of the hierarchy of values;  the theory of upbringing, the theory of socialization, the theory of educational environment;  a conceptual key of the modern reality; new terms and new meanings of classical concepts;  socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships  social participation, social presence;  social communication, interaction;  reciprocity. II. The context of social activities (the organization of environment)  institutionalisation;  modernization;  urbanization. III. The context of environment  space;  place;  locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

The traditional architecture of the Dalam Loka Palace in Sumbawa is a historical heritage that is stored in local culture as a royal residence. This palace was built in 1885 during the reign of Muhammad Jalaluddinsyah III which was used as a resting place for the royal family. The purpose of the research is to see the history and development of palace architecture along with the renovations that do not cause a shift in values, let alone cause the loss of meaning and social function as well as the local wisdom contained in it. The method used in this research is using a qualitative descriptive approach that starts from the stages of source collection (heuristic), criticism (verification), analysis and synthesis (interpretation), and writing (historiography), observation, interviews, literature study. The results show that the modernization referred to in the traditional architecture of the Istana Dalam Loka is to carry out a thorough restoration without changing the meaning as a moral basis that is embedded in the value of the existence of the palace in local Sumbawa.

The traditional architecture of the Dalam Loka Palace in Sumbawa is a historical heritage that is stored in local culture as a royal residence. This palace was built in 1885 during the reign of Muhammad Jalaluddinsyah III which was used as a resting place for the royal family. The purpose of the research is to see the history and development of palace architecture along with the renovations that do not cause a shift in values, let alone cause the loss of meaning and social function as well as the local wisdom contained in it. The method used in this research is using a qualitative descriptive approach that starts from the stages of source collection (heuristic), criticism (verification), analysis and synthesis (interpretation), and writing (historiography), observation, interviews, literature study. The results show that the modernization referred to in the traditional architecture of the Istana Dalam Loka is to carry out a thorough restoration without changing the meaning as a moral basis that is embedded in the value of the existence of the palace in local Sumbawa.

Greek General Trikopis who was the First Greek Corps Commander that had to withdraw from Afyonkarahisar wanted to unite with the General Franco’s forces, which he thought were in Dumlupınar, and to establish a new line of defence in this place. However, Trikopis tried to escape together with a part of accompanying forces by entering into a mountainous and forested area through Kızıltaş valley when the Turkish army surrounded the Greek forces in the Aslihanlar region in Dumlupınar. His aim this time was to meet with Franco in Uşak. When Uşak was captured by the Turkish forces on September 1, this hope of Trikopis also disappeared. The accompanying soldiers could not adequately nourish and rest. Undisciplined behaviours also began among his soldiers. He settled on the hill with an altitude of 1155 ….. on the south of Aşağı Karacahisar village and started to take defence measures. However, the soldiers did not want to fight against the Turks. Thereupon, Trikopis got a text explaining this case prepared and received the signatures of military officers. He decided to surrender under these circumstances. He specially wanted that the person to whom he would surrender was at the rank of division commander. He surrendered to the Turkish army on 2 September 1922 at around 18.15. The purpose of this study is to discuss the imprisonment and captivity process of Trikopis, the Greek Chief Commander, in the light of, primarily, archival resources, press of the period, memories, and other resources. The study will reveal who captured Trikopis, his dialogues and relations especially with Mustafa Kemal Pasha and other Turkish military officials during his captivity, and his life in captivity. There is no scientific study regarding the captivity of Trikopis. This research aspires to fill the mentioned gap.The research will use the techniques of history methodology including the classification, analysis, composition, criticism, interpretation, and comparison methods.

Historians have often been compared with detectives; searching for clues as evidence of a mystery they are seeking to solve. I would prefer an association with food, making history like a trained cook who blends particular ingredients, some fresh, some traditional, using specific methods to create an object that is consumed. There are primary sources, fresh and raw ingredients that you often have to go to great lengths to procure, and secondary sources, prepared initially by someone else. The same recipe may yield different meals, the same meal may provoke different responses. On a continuum of approaches to history and food, there are those who approach both as a scientific endeavour and, at the other end of the spectrum, those who make history and food as art. Brought together, it is possible to see cookbooks as history in at least two important ways; they give meaning to the past by representing culinary heritage and they are in themselves sources of history as documents and blueprints for experiences that can be interpreted to represent the past. Many people read cookbooks and histories with no intention of preparing the meal or becoming a historian. I do a little of both. I enjoy reading history and cookbooks for pleasure but, as a historian, I also read them interchangeably; histories to understand cookbooks and cookbooks to find out more about the past. History and the past are different of course, despite their use in the English language. It is not possible to relive the past, we can only interpret it through the traces that remain. Even if a reader had an exact recipe and an antique stove, vegetables grown from heritage seeds in similar conditions, eggs and grains from the same region and employed the techniques his or her grandparents used, they could not replicate their experience of a meal. Undertaking those activities though would give a reader a sense of that experience. Active examination of the past is possible through the processes of research and writing, but it will always be an interpretation and not a reproduction of the past itself. Nevertheless, like other histories, cookbooks can convey a sense of what was important in a culture, and what contemporaries might draw on that can resonate a cultural past and make the food palatable. The way people eat relates to how they apply ideas and influences to the material resources and knowledge they have. Used in this way, cookbooks provide a rich and valuable way to look at the past. Histories, like cookbooks, are written in the present, inspired and conditioned by contemporary issues and attitudes and values. Major shifts in interpretation or new directions in historical studies have more often arisen from changes in political or theoretical preoccupations, generated by contemporary social events, rather than the recovery of new information. Likewise, the introduction of new ingredients or methods rely on contemporary acceptance, as well as familiarity. How particular versions of history and new recipes promote both the past and present is the concern of this paper. My focus below will be on the nineteenth century, although a much larger study would reveal the circumstances that separated that period from the changes that followed. Until the late nineteenth century Australians largely relied on cookbooks that were brought with them from England and on their own private recipe collection, and that influenced to a large extent the sort of food that they ate, although of course they had to improvise by supplementing with local ingredients. In the first book of recipes that was published in Australia, The English and Australian Cookery Book that appeared in 1864, Edward Abbott evoked the ‘roast beef of old England Oh’ (Bannerman, Dictionary). The use of such a potent symbol of English identity in the nineteenth century may seem inevitable, and colonists who could afford them tended to use their English cookbooks and the ingredients for many years, even after Abbott’s publication. New ingredients, however, were often adapted to fit in with familiar culinary expectations in the new setting. Abbott often drew on native and exotic ingredients to produce very familiar dishes that used English methods and principles: things like kangaroo stuffed with beef suet, breadcrumbs, parsley, shallots, marjoram, thyme, nutmeg, pepper, salt, cayenne, and egg. It was not until the 1890s that a much larger body of Australian cookbooks became available, but by this time the food supply was widely held to be secure and abundant and the cultivation of exotic foods in Australia like wheat and sheep and cattle had established a long and familiar food supply for English colonists. Abbott’s cookbook provides a record of the culinary heritage settlers brought with them to Australia and the contemporary circumstances they had to adapt to. Mrs Beeton’s Cookery Book and Household Guide is an example of the popularity of British cookbooks in Australia. Beeton’s Kangaroo Tail Curry was included in the Australian cooking section of her household management (2860). In terms of structure it is important for historians as one of the first times, because Beeton started writing in the 1860s, that ingredients were clearly distinguished from the method. This actually still presents considerable problems for publishers. There is debate about whether that should necessarily be the case, because it takes up so much space on the page. Kangaroo Tail CurryIngredients:1 tail2 oz. Butter1 tablespoon of flour1 tablespoon of curry2 onions sliced1 sour apple cut into dice1 desert spoon of lemon juice3/4 pint of stocksaltMethod:Wash, blanch and dry the tail thoroughly and divide it at the joints. Fry the tail in hot butter, take it up, put it in the sliced onions, and fry them for 3 or 4 minutes without browning. Sprinkle in the flour and curry powder, and cook gently for at least 20 minutes, stirring frequently. Add the stock, apple, salt to taste, bring to the boil, stirring meanwhile, and replace the tail in the stew pan. Cover closely, and cook gently until tender, then add the lemon juice and more seasoning if necessary. Arrange the pieces of tail on a hot dish, strain the sauce over, and serve with boiled rice.Time: 2-3 hoursSufficient for 1 large dish. Although the steps are not clearly distinguished from each other the method is more systematic than earlier recipes. Within the one sentence, however, there are still two or three different sorts of tasks. The recipe also requires to some extent a degree of discretion, knowledge and experience of cooking. Beeton suggests adding things to taste, cooking something until it is tender, so experience or knowledge is necessary to fulfil the recipe. The meal also takes between two and three hours, which would be quite prohibitive for a lot of contemporary cooks. New recipes, like those produced in Delicious have recipes that you can do in ten minutes or half an hour. Historically, that is a new development that reveals a lot about contemporary conditions. By 1900, Australian interest in native food had pretty much dissolved from the record of cookbooks, although this would remain a feature of books for the English public who did not need to distinguish themselves from Indigenous people. Mrs Beeton’s Cookery Book and Household Guide gave a selection of Australian recipes but they were primarily for the British public rather than the assumption that they were being cooked in Australia: kangaroo tail soup was cooked in the same way as ox tail soup; roast wallaby was compared to hare. The ingredients were wallaby, veal, milk and butter; and parrot pie was said to be not unlike one made of pigeons. The novelty value of such ingredients may have been of interest, rather than their practical use. However, they are all prepared in ways that would make them fairly familiar to European tastes. Introducing something new with the same sorts of ingredients could therefore proliferate the spread of other foods. The means by which ingredients were introduced to different regions reflects cultural exchanges, historical processes and the local environment. The adaptation of recipes to incorporate local ingredients likewise provides information about local traditions and contemporary conditions. Starting to see those ingredients as a two-way movement between looking at what might have been familiar to people and what might have been something that they had to do make do with because of what was necessarily available to them at that time tells us about their past as well as the times they are living in. Differences in the level of practical cooking knowledge also have a vital role to play in cookbook literature. Colin Bannerman has suggested that the shortage of domestic labour in Australia an important factor in supporting the growth of the cookbook industry in the late nineteenth century. The poor quality of Australian cooking was also an occasional theme in the press during the same time. The message was generally the same: bad food affected Australians’ physical, domestic, social and moral well-being and impeded progress towards civilisation and higher culture. The idea was really that Australians had to learn how to cook. Colin Bannerman (Acquired Tastes 19) explains the rise of domestic science in Australia as a product of growing interest in Australian cultural development and the curse of bad cookery, which encouraged support for teaching girls and women how to cook. Domestic Economy was integrated into the Victorian and New South Wales curriculum by the end of the nineteenth century. Australian women have faced constant criticism of their cooking skills but the decision to teach cooking shouldn’t necessarily be used to support that judgement. Placed in a broader framework is possible to see the support for a modern, scientific approach to food preparation as part of both the elevation of science and systematic knowledge in society more generally, and a transnational movement to raise the status of women’s role in society. It would also be misleading not to consider the transnational context. Australia’s first cookery teachers were from Britain. The domestic-science movement there can be traced to the congress on domestic economy held in Manchester in 1878, at roughly the same time as the movement was gaining strength in Australia. By the 1890s domestic economy was widely taught in both British and Australian schools, without British women facing the same denigration of their cooking skills. Other comparisons with Britain also resulted from Australia’s colonial heritage. People often commented on the quality of the ingredients in Australia and said they were more widely available than they were in England but much poorer in quality. Cookbooks emerged as a way of teaching people. Among the first to teach cookery skills was Mina Rawson, author of The Antipodean Cookery Book and the Kitchen Companion first published in 1885. The book was a compilation of her own recipes and remedies, and it organised and simplified food preparation for the ordinary housewife. But the book also included directions and guidance on things like household tasks and how to cure diseases. Cookbooks therefore were not completely distinct from other aspects of everyday life. They offered much more than culinary advice on how to cook a particular meal and can similarly be used by historians to comment on more than food. Mrs Rawson also knew that people had to make do. She included a lot of bush foods that you still do not get in a lot of Australian meals, ingredients that people could substitute for the English ones they were used to like pig weed. By the end of the nineteenth century cooking had become a recognised classroom subject, providing early training in domestic service, and textbooks teaching Australians how to cook also flourished. Measurements became much more uniform, the layout of cookbooks became more standardised and the procedure was clearly spelled out. This allowed companies to be able to sell their foods because it also meant that you could duplicate the recipes and they could potentially taste the same. It made cookbooks easier to use. The audience for these cookbooks were mostly young women directed to cooking as a way of encouraging social harmony. Cooking was elevated in lots of ways at this stage as a social responsibility. Cookbooks can also be seen as a representation of domestic life, and historically this prescribed the activities of men and women as being distinct The dominance of women in cookbooks in the nineteenth and early twentieth centuries attested to the strength of that idea of separate spheres. The consequences of this though has been debated by historians: whether having that particular kind of market and the identification that women were making with each other also provided a forum for women’s voices and so became quite significant in women’s politics at a later date. Cookbooks have been a strategic marketing device for products and appliances. By the beginning of the twentieth century food companies began to print recipes on their packets and to release their own cookbooks to promote their products. Davis Gelatine produced its first free booklet in 1904 and other companies followed suit (1937). The largest gelatine factory was in New South Wales and according to Davis: ‘It bathed in sunshine and freshened with the light breezes of Botany all year round.’ These were the first lavishly illustrated Australian cookbooks. Such books were an attempt to promote new foods and also to sell local foods, many of which were overproduced – such as milk, and dried fruits – which provides insights into the supply chain. Cookbooks in some ways reflected the changing tastes of the public, their ideas, what they were doing and their own lifestyle. But they also helped to promote some of those sorts of changes too. Explaining the reason for cooking, Isabella Beeton put forward an historical account of the shift towards increasing enjoyment of it. She wrote: "In the past, only to live has been the greatest object of mankind, but by and by comforts are multiplied and accumulating riches create new wants. The object then is to not only live but to live economically, agreeably, tastefully and well. Accordingly the art of cookery commences and although the fruits of the earth, the fowls of the air, the beasts of the field and the fish of the sea are still the only food of mankind, yet these are so prepared, improved and dressed by skill and ingenuity that they are the means of immeasurably extending the boundaries of human enjoyment. Everything that is edible and passes under the hands of cooks is more or less changed and assumes new forms, hence the influence of that functionary is immense upon the happiness of the household" (1249). Beeton anticipates a growing trend not just towards cooking and eating but an interest in what sustains cooking as a form of recreation. The history of cookbook publishing provides a glimpse into some of those things. The points that I have raised provide a means for historians to use cookbooks. Cookbooks can be considered in terms of what was eaten, by whom and how: who prepared the food, so to whom the books were actually directed? Clever books like Isabella Beeton’s were directed at both domestic servants and at wives, which gave them quite a big market. There are also changes in the inclusion of themes. Economy and frugality becomes quite significant, as do organisation and management at different times. Changes in the extent of detail, changes in authorship, whether it is women, men, doctors, health professionals, home economists and so on all reflect contemporary concerns. Many books had particular purposes as well, used to fund raise or promote a particular perspective, relate food reform and civic life which gives them a political agenda. Promotional literature produced by food and kitchen equipment companies were a form of advertising and quite significant to the history of cookbook publishing in Australia. Other themes include the influence of cookery school and home economics movements; advice on etiquette and entertaining; the influence of immigration and travel; the creation of culinary stars and authors of which we are all fairly familiar. Further themes include changes in ingredients, changes in advice about health and domestic medicine, and the impact of changes in social consciousness. It is necessary to place those changes in a more general historical context, but for a long time cookbooks have been ignored as a source of information in their own right about the period in which they were published and the kinds of social and political changes that we can see coming through. More than this active process of cooking with the books as well becomes a way of imagining the past in quite different ways than historians are often used to. Cookbooks are not just sources for historians, they are histories in themselves. The privileging of written and visual texts in postcolonial studies has meant other senses, taste and smell, are frequently neglected; and yet the cooking from historical cookbooks can provide an embodied, sensorial image of the past. From nineteenth century cookbooks it is possible to see that British foods were central to the colonial identity project in Australia, but the fact that “British” culinary culture was locally produced, challenges the idea of an “authentic” British cuisine which the colonies tried to replicate. By the time Abbot was advocating rabbit curry as an Australian family meal, back “at home” in England, it was not authentic Indian food but the British invention of curry power that was being incorporated into English cuisine culture. More than cooks, cookbook authors told a narrative that forged connections and disconnections with the past. They reflected the contemporary period and resonated with the culinary heritage of their readers. Cookbooks make history in multiple ways; by producing change, as the raw materials for making history and as historical narratives. References Abbott, Edward. The English and Australian Cookery Book: Cookery for the Many, as well as the Upper Ten Thousand. London: Sampson Low, Son & Marston, 1864. Bannerman, Colin. Acquired Tastes: Celebrating Australia’s Culinary History. Canberra: National Library of Australia, 1998. Bannerman, Colin. "Abbott, Edward (1801–1869)." Australian Dictionary of Biography. National Centre of Biography, Australian National University. 21 May 2013. . Beeton, Isabella. Mrs Beeton’s Book of Household Management. New Ed. London and Melbourne: Ward, Lock and Co. Ltd., n.d. (c. 1909). Davis Gelatine. Davis Dainty Dishes. Rev ed. Sydney: Davis Gelatine Organization, 1937. Rawson, Lance Mrs. The Antipodean Cookery Book and Kitchen Companion. Melbourne: George Robertson & Co., 1897.

IntroductionThe wandering narrator is a familiar figure in contemporary literature. This narrator is often searching for something abstract or ill-defined connected to the past and the traces it leaves behind. The works of the German writer W.G. Sebald inspired a number of theories on the various ways a writer might intersect place, memory, and representation through seemingly aimless wandering. This article expands on the scholarship around Sebald’s themes to identify two modes of investigative wandering: (1) wandering “in place”, through a city where a past trauma has occurred, and (2) wandering “out of place”, which occurs when a wanderer encounters a city that is a holding place of traumas experienced elsewhere.Sebald’s narrators mostly conduct wandering “in place” because they are actively immersed in, and wandering through, locations that trigger both memory and thought. In this article, after exploring both Sebald’s work and theories of place in literature, I analyse another example of wandering in place, in the Paris of Patrick Modiano’s novel, The Search Warrant (2014). I conclude by discussing how I encountered this mode of wandering myself when in Moscow and St Petersburg researching my first novel, The Memory Artist (2016). In contrasting these two modes of wandering, my aim is to contribute further nuance to the interpretation of conceptions of place in literature. By articulating the concept of wandering “out of place”, I identify a category of wanderer and writer who, like myself, finds connection with places and their stories without having a direct encounter with that place. Theories of Place and Wandering in W.G. Sebald’s WorkIn this section, I introduce Sebald as a literary wanderer. Born in the south of Germany in 1944, Sebald is perhaps best known for his four “prose fictions”— Austerlitz published in 2001, The Emigrants published in 1996, The Rings of Saturn published in 1998, and Vertigo published in 2000—all of which blend historiography and fiction in mostly plot-less narratives. These works follow a closely autobiographical narrator as he traverses Europe, visiting people and places connected to Europe’s turbulent twentieth century. He muses on the difficulty of preserving the truths of history and speaking of others’ traumas. Sebald describes how “places do seem to me to have some kind of memory, in that they activate memory in those who look at them” (Sebald quoted in Jaggi). Sebald left his native Germany in 1966 and moved to England, where he lived until his untimely death in a car accident in 2001 (Gussow). His four prose fictions feature the same autobiographical narrator: a middle-aged German man who lives in northern England. The narrator traverses Europe with a compulsion to research, ponder, and ultimately, represent historical catastrophes and traumas that haunt him. Anna MacDonald describes how Sebald’s texts “move freely between history and memory, biography, autobiography and fiction, travel writing and art criticism, scientific observation and dreams, photographic and other textual images” (115). The Holocaust and human displacement are simultaneously at the forefront of the narrator’s preoccupations but rarely referenced directly. This singular approach has caused many commentators to remark that Sebald’s works are “haunted” by these traumatic events (Baumgarten 272).Sebald’s narrators are almost constantly on the move, obsessively documenting the locations, buildings, and people they encounter or the history of that place. As such, it is helpful to consider Sebald’s wandering narrator through theories of landscape and its representation in art. Heike Polster describes the development of landscape from a Western European conception and notes how “the landscape idea in art and the techniques of linear perspective appear simultaneously” (88). Landscape is distinguished from raw physical environment by the role of the human mind: “landscape was perceived and constructed by a disembodied outsider” (88). As such, landscape is something created by our perceptions of place. Ulrich Baer makes a similar observation: “to look at a landscape as we do today manifests a specifically modern sense of self-understanding, which may be described as the individual’s ability to view herself within a larger, and possibly historical, context” (43).These conceptions of landscape suggest a desire for narrative. The attempt to fix our understanding of a place according to what we know about it, its past, and our own relationship to it, makes landscape inextricable from representation. To represent a landscape is to offer a representation of subjective perception. This understanding charges the landscapes of literature with meaning: the perceptions of a narrator who wanders and encounters place can be studied for their subjective properties.As I will highlight through the works of Sebald and Modiano, the wandering narrator draws on a number of sources in their representations of both place and memory, including their perceptions as they walk in place, the books they read, the people they encounter, as well as their subjective and affective responses. This multi-dimensional process aligns with Polster’s contention that “landscape is as much the external world as it is a visual and philosophical principle, a principle synthesizing the visual experience of material and geographical surroundings with our knowledge of the structures, characteristics, and histories of these surroundings” (70). The narrators in the works of Sebald and Modiano undertake this synthesised process as they traverse their respective locations. As noted, although their objectives are often vague, part of their process of drawing together experience and knowledge is a deep desire to connect with the pasts of those places. The particular kind of wanderer “in place” who I consider here is preoccupied with the past. In his study of Sebald’s work, Christian Moser describes how “the task of the literary walker is to uncover and decipher the hidden track, which, more often than not, is buried in the landscape like an invisible wound” (47-48). Pierre Nora describes places of memory, lieux de memoire, as locations “where memory crystallizes and secretes itself”. Interest in such sites arises when “consciousness of a break with the past is bound up with a sense that memory has been torn—but torn in such a way as to pose the problem of the embodiment of memory in certain sites where a sense of historical continuity persists” (Nora 7).Encountering and contemplating sites of memory, while wandering in place, can operate simultaneously as encounters with traumatic stories. According to Tim Ingold, “the landscape is constituted as an enduring record of—and testimony to—the lives and works of past generations who have dwelt within it, and in doing so, have left something of themselves […] landscape tells – or rather is – a story” (153). Such occurrences can be traced in the narratives of Sebald and Modiano, as their narrators participate both in the act of reading the story of landscape, through their wandering and their research about a place, but also in contributing to the telling of those stories, by inserting their own layer of subjective experience. In this way, the synthesised process of landscape put forward by Polster takes place.To perceive the landscape in this way is to “carry out an act of remembrance” (Ingold 152). The many ways that a person experiences and represents the stories that make up a landscape are varied and suited to a wandering methodology. MacDonald, for example, characterises Sebald’s methodology of “representation-via-digressive association”, which enables “writer, narrator, and reader alike to draw connections in, and through, space between temporally distant historical events and the monstrous geographies they have left in their wake” (MacDonald 116).Moser observes that Sebald’s narrative practice suggests an opposition between the pilgrimage, “devoted to worship, asceticism, and repentance”, and tourism, aimed at “entertainment and diversion” (Moser 37). If the pilgrim contemplates the objects, monuments, and relics they encounter, and the tourist is “given to fugitive consumption of commercialized sights”, Sebald’s walker is a kind of post-traumatic wanderer who “searches for the traces of a silent catastrophe that constitutes the obverse of modernity and its history of progress” (Moser 37). Thus, wandering tends to “cultivate a certain mode of perception”, one that is highly attuned to the history of a place, that looks for traces rather than common sites of consumption (Moser 37).It is worth exploring the motivations of a wandering narrator. Sebald’s narrator in The Rings of Saturn (2002) provides us with a vague impetus for his wandering: “in the hope of dispelling the emptiness that had taken hold of me after the completion of a long stint of work” (3). In Vertigo (2002), Sebald’s narrator walks with seemingly little purpose, resulting in a sense of confusion or nausea alluded to in the book’s title: “so what else could I do … but wander aimlessly around until well into the night”. On the next page, he refers again to his “aimlessly wandering about the city”, which he continues until he realises that his shoes have fallen apart (35-37). What becomes apparent from such comments is that the process of wandering is driven by mostly subconscious compulsions. The restlessness of Sebald’s wandering narrators represents their unease about our capacity to forget the history of a place, and thereby lose something intangible yet vital that comes from recognising traumatic pasts.In Sebald’s work, if there is any logic to the wanderer’s movement, it is mostly hidden from them while wandering. The narrator of Vertigo, after days of wandering through northern Italian cities, remarks that “if the paths I had followed had been inked in, it would have seemed as though a man had kept trying out new tracks and connections over and over, only to be thwarted each time by the limitations of his reason, imagination or willpower” (Sebald, Vertigo 34). Moser writes how “the hidden order that lies behind the peripatetic movement becomes visible retroactively – only after the walker has consulted a map. It is the map that allows Sebald to decode the ‘writing’ of his steps” (48). Wandering in place enables digressions and preoccupations, which then constitute the landscape ultimately represented. Wandering and reading the map of one’s steps afterwards form part of the same process: the attempt to piece together—to create a landscape—that uncovers lost or hidden histories. Sebald’s Vertigo, divided into four parts, layers the narrator’s personal wandering through Italy, Austria, and Germany, with the stories of those who were there before him, including the writers Stendhal, Kafka, and Casanova. An opposing factor to memory is a landscape’s capacity to forget; or rather, since landscape conceived here is a construction of our own minds, to reflect our own amnesia. Lewis observes that Sebald’s narrator in Vertigo “is disturbed by the suppression of history evident even in the landscape”. Sebald’s narrator describes Henri Beyle (the writer Stendhal) and his experience visiting the location of the Battle of Marengo as such:The difference between the images of the battle which he had in his head and what he now saw before him as evidence that the battle had in fact taken place occasioned in him a vertiginous sense of confusion […] In its shabbiness, it fitted neither with his conception of the turbulence of the Battle of Marengo nor the vast field of the dead on which he was now standing, alone with himself, like one meeting his doom. (17-18)The “vertiginous sense of confusion” signals a preoccupation with attempting to interpret sites of memory and, importantly, what Nora calls a “consciousness of a break with the past” (Nora 7) that characterises an interest in lieux de memoire. The confusion and feeling of unknowing is, I suggest, a characteristic of a wandering narrator. They do not quite know what they are looking for, nor what would constitute a finished wandering experience. This lack of resolution is a hallmark of the wandering narrative. A parallel can be drawn here with trauma fiction theory, which categorises a particular kind of literature that aims to recognise and represent the ethical and psychological impediments to representing trauma (Whitehead). Baumgarten describes the affective response to Sebald’s works:Here there are neither answers nor questions but a haunted presence. Unresolved, fragmented, incomplete, relying on shards for evidence, the narrator insists on the inconclusiveness of his experience: rather than arriving at a conclusion, narrator and reader are left disturbed. (272)Sebald’s narrators are illustrative literary wanderers. They demonstrate a conception of landscape that theorists such as Polster, Baer, and Ingold articulate: landscapes tell stories for those who investigate them, and are constituted by a synthesis of personal experience, the historical record, and the present condition of a place. This way of encountering a place is necessarily fragmented and can be informed by the tenets of trauma fiction, which seeks ways of representing traumatic histories by resisting linear narratives and conclusive resolutions. Modiano: Wandering in Place in ParisModiano’s The Search Warrant is another literary example of wandering in place. This autobiographical novel similarly illustrates the notion of landscape as a construction of a narrator who wanders through cities and forms landscape through an amalgamation of perception, knowledge, and memory.Although Modiano’s wandering narrator appears to be searching the Paris of the 1990s for traces of a Jewish girl, missing since the Second World War, he is also conducting an “aimless” wandering in search of traces of his own past in Paris. The novel opens with the narrator reading an old newspaper article, dated 1942, and reporting a missing fourteen-year-old girl in Paris. The narrator becomes consumed with a need to learn the fate of the girl. The search also becomes a search for his own past, as the streets of Paris from which Dora Bruder disappeared are also the streets his father worked among during the Nazi Occupation of Paris. They are also the same streets along which the narrator walked as an angst-ridden youth in the 1960s.Throughout the novel, the narrator uses a combination of facts uncovered by research, documentary evidence, and imagination, which combine with his own memories of walking in Paris. Although the fragmentation of sources creates a sense of uncertainty, together there is an affective weight, akin to Sebald’s “haunted presence”, in the layers Modiano’s narrator compiles. One chapter opens with an entry from the Clignancourt police station logbook, which records the disappearance of Dora Bruder:27 December 1941. Bruder, Dora, born Paris.12, 25/2/26, living at 41 Boulevard Ornano.Interview with Bruder, Ernest, age 42, father. (Modiano 69)However, the written record is ambiguous. “The following figures”, the narrator continues, “are written in the margin, but I have no idea what they stand for: 7029 21/12” (Modiano 69). Moreover, the physical record of the interview with Dora’s father is missing from the police archives. All he knows is that Dora’s father waited thirteen days before reporting her disappearance, likely wary of drawing attention to her: a Jewish girl in Occupied Paris. Confronted by uncertainty, the narrator recalls his own experience of running away as a youth in Paris: “I remember the intensity of my feelings while I was on the run in January 1960 – an intensity such as I have seldom known. It was the intoxication of cutting all ties at a stroke […] Running away – it seems – is a call for help and occasionally a form of suicide” (Modiano 71). The narrator’s construction of landscape is multi-layered: his past, Dora’s past, his present. Overhanging this is the history of Nazi-occupied Paris and the cultural memory of France’s collaboration with Nazi Germany.With the aid of other police documents, the narrator traces Dora’s return home, and then her arrest and detainment in the Tourelles barracks in Paris. From Tourelles, detainees were deported to Drancy concentration camp. However, the narrator cannot confirm whether Dora was deported to Drancy. In the absence of evidence, the narrator supplies other documents: profiles of those known to be deported, in an attempt to construct a story.Hena: I shall call her by her forename. She was nineteen … What I know about Hena amounts to almost nothing: she was born on 11 December 1922 at Pruszkow in Poland, and she lived at no. 42 Rue Oberkampf, the steeply sloping street I have so often climbed. (111)Unable to make conclusions about Dora’s story, the narrator is drawn back to a physical location: the Tourelles barracks. He describes a walk he took there in 1996: “Rue des Archives, Rue de Bretagne, Rue des-Filles-du-Calvaire. Then the uphill slope of the Rue Oberkampf, where Hena had lived” (Modiano 124). The narrator combines what he experiences in the city with the documentary evidence left behind, to create a landscape. He reaches the Tourelles barracks: “the boulevard was empty, lost in a silence so deep I could hear the rustling of the planes”. When he sees a sign that says “MILITARY ZONE. FILMING OR PHOTOGRAPHY PROHIBITED”, the cumulative effect of his solitary and uncertain wandering results in despair at the difficulty of preserving the past: “I told myself that nobody remembers anything anymore. A no-man’s-land lay beyond that wall, a zone of emptiness and oblivion” (Modiano 124). The wandering process here, including the narrator’s layering of his own experience with Hena’s life, the lack of resolution, and the wandering narrator’s disbelief at the seemingly incongruous appearance of a place today in relation to its past, mirrors the feeling of Sebald’s narrator at the site of the Battle of Marengo, quoted above.Earlier in the novel, after frustrated attempts to find information about Dora’s mother and father, the narrator reflects that “they are the sort of people who leave few traces. Virtually anonymous” (Modiano 23). He remarks that Dora’s parents are “inseparable from those Paris streets, those suburban landscapes where, by chance, I discovered they had lived” (Modiano 23). There is a disjunction between knowledge and something deeper, the undefined impetus that drives the narrator to walk, to search, and therefore to write: “often, what I know about them amounts to no more than a simple address. And such topographical precision contrasts with what we shall never know about their life—this blank, this mute block of the unknown” (Modiano 23). This contrast of topographical precision and the “unknown” echoes the feeling of Sebald’s narrator when contemplating sites of memory. One may wander “in place” yet still feel a sense of confusion and gaps in knowledge: this is, I suggest, an intended aesthetic effect by both authors. Reader and narrator alike feel a sense of yearning and melancholy as a result of the narrator’s wandering. Wandering out of Place in Moscow and St PetersburgWhen I travelled to Russia in 2015, I sought to document, with a Sebaldian wandering methodology, processes of finding memory both in and out of place. Like Sebald and Modiano, I was invested in hidden histories and the relationship between the physical environment and memory. Yet unlike those authors, I focused my wandering mostly on places that reflected or referenced events that occurred elsewhere rather than events that happened in that specific place. As such, I was wandering out of place.The importance of memory, both in and out of place, is a central concept in my novel The Memory Artist. The narrator, Pasha, reflects the concerns of current and past members of Russia’s civic organisation named Memorial, which seeks to document and preserve the memory of victims of Communism. Contemporary activists lament that in modern Russia the traumas of the Gulag labour camps, collectivisation, and the “Terror” of executions under Joseph Stalin, are inadequately commemorated. In a 2012 interview, Irina Flige, co-founder of the civic body Memorial Society in St Petersburg, encapsulated activists’ disappointment at seeing burial sites of Terror victims fall into oblivion:By the beginning of 2000s these newly-found sites of mass burials had been lost. Even those that had been marked by signs were lost for a second time! Just imagine: a place was found [...] people came and held vigils in memory of those who were buried there. But then this generation passed on and a new generation forgot the way to these sites – both literally and metaphorically. (Flige quoted in Karp)A shift in generation, and a culture of secrecy or inaction surrounding efforts to preserve the locations of graves or former labour camps, perpetuate a “structural deficit of knowledge”, whereby knowledge of the physical locations of memory is lost (Anstett 2). This, in turn, affects the way people and societies construct their memories. When sites of past trauma are not documented or acknowledged as such, it is more difficult to construct a narrative about those places, particularly those that confront and document a violent past. Physical absence in the landscape permits a deficit of storytelling.This “structural deficit of knowledge” is exacerbated when sites of memory are located in distant locations. The former Soviet labour camps and locations of some mass graves are scattered across vast locations far from Russia’s main cities. Yet for some, those cities now act as holding environments for the memory of lost camp locations, mass graves, and histories. For example, a monument in Moscow may commemorate victims of an overseas labour camp. Lieux de memoire shift from being “in place” to existing “out of place”, in monuments and memorials. As I walked through Moscow and St Petersburg, I had the sensation I was wandering both in and out of place, as I encountered the histories of memories physically close but also geographically distant.For example, I arrived early one morning at the Lubyanka building in central Moscow, a pre-revolutionary building with yellow walls and terracotta borders, the longstanding headquarters of the Soviet and now Russian secret police (image 1). Many victims of the worst repressive years under Stalin were either shot here or awaited deportation to Gulag camps in Siberia and other remote areas. The place is both a site of memory and one that gestures to traumatic pasts inflicted elsewhere.Image 1: The Lubyanka, in Central MoscowA monument to victims of political repression was erected near the Lubyanka Building in 1990. The monument takes the form of a stone taken from the Solovetsky Islands, an archipelago in the far north, on the White Sea, and the location of the Solovetsky Monastery that Lenin turned into a prison camp in 1921 (image 2). The Solovetsky Stone rests in view of the Lubyanka. In the 1980s, the stone was taken by boat to Arkhangelsk and then by train to Moscow. The wanderer encounters memory in place, in the stone and building, and also out of place, in the signified trauma that occurred elsewhere. Wandering out of place thus has the potential to connect a wanderer, and a reader, to geographically remote histories, not unlike war memorials that commemorate overseas battles. This has important implications for the preservation of stories. The narrator of The Memory Artist reflects that “the act of taking a stone all the way from Solovetsky to Moscow … was surely a sign that we give things and objects and matter a little of our own minds … in a way I understood that [the stone’s] presence would be a kind of return for those who did not, that somehow the stone had already been there, in Moscow” (Brabon 177).Image 2: The Monument to Victims of Political Repression, Near the LubyankaIn some ways, wandering out of place is similar to the examples of wandering in place considered here: in both instances the person wandering constructs a landscape that is a synthesis of their present perception, their individual history, and their knowledge of the history of a place. Yet wandering out of place offers a nuanced understanding of wandering by revealing the ways one can encounter the history, trauma, and memory that occur in distant places, highlighting the importance of symbols, memorials, and preserved knowledge. Image 3: Reflectons of the LubyankaConclusionThe ways a writer encounters and represents the stories that constitute a landscape, including traumatic histories that took place there, are varied and well-suited to a wandering methodology. There are notable traits of a wandering narrator: the digressive, associative form of thinking and writing, the unmapped journeys that are, despite themselves, full of compulsive purpose, and the lack of finality or answers inherent in a wanderer’s narrative. Wandering permits an encounter with memory out of place. The Solovetsky Islands remain a place I have never been, yet my encounter with the symbolic stone at the Lubyanka in Moscow lingers as a historical reminder. This sense of never arriving, of not reaching answers, echoes the narrators of Sebald and Modiano. Continued narrative uncertainty generates a sense of perpetual wandering, symbolic of the writer’s shadowy task of representing the past.ReferencesAnstett, Elisabeth. “Memory of Political Repression in Post-Soviet Russia: The Example of the Gulag.” Online Encyclopedia of Mass Violence, 13 Sep. 2011. 2 Aug. 2019 <https://www.sciencespo.fr/mass-violence-war-massacre-resistance/en/document/memory-political-repression-post-soviet-russia-example-gulag>.Baer, Ulrich. “To Give Memory a Place: Holocaust Photography and the Landscape Tradition.” Representations 69 (2000): 38–62.Baumgarten, Murray. “‘Not Knowing What I Should Think:’ The Landscape of Postmemory in W.G. Sebald’s The Emigrants.” Partial Answers: Journal of Literature and the History of Ideas 5.2 (2007): 267–87.Brabon, Katherine. The Memory Artist. Crows Nest: Allen and Unwin, 2016.Gussow, Mel. “W.G. Sebald, Elegiac German Novelist, Is Dead at 57.” The New York Times 15 Dec. 2001. 2 Aug. 2019 <https://www.nytimes.com/2001/12/15/books/w-g-sebald-elegiac-german-novelist-is-dead-at-57.html>.Ingold, Tim. “The Temporality of the Landscape.” World Archaeology 25.2 (1993): 152–174.Jaggi, Maya. “The Last Word: An Interview with WG Sebald.” The Guardian 22 Sep. 2001. 2 Aug. 2019 <www.theguardian.com/books/2001/sep/22/artsandhumanities.highereducation>.Karp, Masha. “An Interview with Irina Flige.” RightsinRussia.com 11 Apr. 2012. 2 Aug. 2019 <http://www.rightsinrussia.info/archive/interviews-1/irina-flige/masha-karp>.Lewis, Tess. “WG Sebald: The Past Is Another Country.” New Criterion 20 (2001).MacDonald, Anna. “‘Pictures in a Rebus’: Puzzling Out W.G. Sebald’s Monstrous Geographies.” In Monstrous Spaces: The Other Frontier. Eds. Niculae Liviu Gheran and Ken Monteith. Oxford: Interdisciplinary Press, 2013. 115–25.Modiano, Patrick. The Search Warrant. Trans. Joanna Kilmartin. London: Harvill Secker, 2014.Moser, Christian. “Peripatetic Liminality: Sebald and the Tradition of the Literary Walk.” In The Undiscover’d Country: W.G. Sebald and the Poetics of Travel. Ed. Markus Zisselsberger. Rochester New York: Camden House, 2010. 37–62. Nora, Pierre. “Between Memory and History: Les Lieux de Memoire.” Representations 26: (Spring 1989): 7–24.Polster, Heike. The Aesthetics of Passage: The Imag(in)ed Experience of Time in Thomas Lehr, W.G. Sebald, and Peter Handke. Würzburg: Königshausen and Neumann, 2009.Sebald, W.G. The Rings of Saturn. Trans. Michael Hulse. London: Vintage, 2002. ———. Vertigo. Trans. Michael Hulse. London: Vintage, 2002.Whitehead, Anne. Trauma Fiction. Edinburgh: Edinburgh University Press, 2004.

Dream, 2008Go to visit a friend with vulvodynia who recently had a baby only to find that she is desolate. I realise the baby–a little boy–died. We go for a walk together. She has lost weight through the ordeal & actually looks on the edge of beauty for the first time. I feel like saying something to this effect–like she had a great loss but gained beauty as a result–but don’t think it would be appreciated. I know I shouldn’t stay too long &, sure enough, when we get back to hers, she indicates she needs for me to go soon. In her grief though, her body begins to spasm uncontrollably, describing the arc of the nineteenth-century hysteric. I start to gently massage her back & it brings her great relief as her body relaxes. I notice as I massage her, that she has beautiful gold and silver studs, flowers, filigree on different parts of her back. It describes a scene of immense beauty. I comment on it.In 2008, I was following a writing path dictated by my vulvodynia, or chronic vulval pain, and was exploring the possibility of my disorder being founded in trauma. The theory did not, in my case, hold up and I had decided to move on when serendipity intervened. Books ordered for different purposes arrived simultaneously and, as I dipped into the texts, I found startling correspondence between them. The books? Neurologist Jean-Martin Charcot’s lectures on hysteria, translated into English in 1889; psychiatrist W.H.R. Rivers’s explication of a biological theory of the neuroses published in 1922; and trauma neurologist Robert C. Scaer’s interpretation, in 2007, of the psychosomatic symptoms of his patients. The research grasped my intellect and imagination and maintained its grip until the ensuing chapter was done with me: my day life, papers and books skewed across tables; my night life, dreams surfeited with suffering and beauty, as I struggled with the possibility of any relationship between the two. Just as Rivers recognised that the shell-shock of World War I was not a physical injury as such but a trigger for and form of hysteria, so too, a few decades earlier, did Charcot insistently equate the railway brain/spine that resulted from railway accidents, with the hysteria of other of his patients, recognising that the precipitating incident constituted trauma that lodged in the body/mind of the victim (Clinical 221). More recently, Scaer notes that the motor vehicle accident (MVA) from which whiplash ensues is usually of insufficient force to logically cause bodily injury and, through this understanding, links whiplash and the railway brain/spine of the nineteenth century (25).In terms of comparative studies, most exciting for a researcher is the detail with which Charcot described patient after patient with hysteria in the Salpêtrière hospital, and elements of correspondence in symptomatology between these and Scaer’s patients, the case histories of which open most chapters of his book, titled appropriately, The Body Bears the Burden.Here are symptoms selected from a case study from each clinician:She subsequently developed headaches, neck pain, panic attacks, and full-blown post-traumatic stress disorder, along with significant cognitive problems [...] As her neck pain worsened and spread to her lower back, shoulders and arms, she noted increasing morning stiffness, and generalized pain and sensitivity to touch. With the development of interrupted, non-restorative sleep and chronic fatigue, she was ultimately diagnosed by a rheumatologist with fibromyalgia (Scaer 107).And:The patient suffers from a permanent headache of a constrictive character [...] All kinds of sound are painful to his ear, and he does his best to avoid them. It is impossible for him to fix his attention to any matter, or to devote himself to anything without speedily experiencing very great fatigue [...] He has insomnia and is frequently tormented by horrible dreams [...] Further, his memory appears to be considerably weakened (Charcot, Clinical 387).In the case of both patients, there was no significant physical injury, though both were left physically, as well as psychically, disabled. In the accidents that precipitated these symptoms, both were placed in positions of terrified helplessness as potential destruction bore down on them. In the case of Scaer’s patient, she froze in the driver’s seat at traffic lights as a large dump truck slowly reversed back on to her car, crushing the bonnet and engine compartment as it moved inexorably toward her. In the case of Charcot’s patient, he was dragging his barrow along the road when a laundryman’s van, pulled at “railway speed” by a careering horse, bore down on him, striking the wheel of his barrow (Clinical 375). It took some hours for the traumatised individuals of each incident to return to their senses.Scaer describes whiplash syndrome as “a diverse constellation of symptoms consisting of pain, neurologic symptoms, cognitive impairment, and emotional complaints” (xvii), and argues that the somatic or bodily expressions of the syndrome “may represent a universal constellation of symptoms attributable to any unresolved life-threatening experience” (143). Thus, as we look back through history, whiplash equals shell-shock equals railway brain equals the “swooning” and “vapours” of the eighteenth century (Shorter Chap. 1). All are precipitated by different causes, but all share the same outcome; diverse, debilitating symptoms affecting the body and mind, which have no reasonable physical explanation and which show no obvious organic cause. Human stress and trauma have always existed.In modern and historic studies of hysteria, much is made of the way in which the symptoms of hysterics have, over the centuries, mimicked “real” organic conditions (e.g. Shorter). Rivers discusses mimesis as a quality of the “gregarious” or herd instinct, noting that the enhanced suggestibility of such a state was utilised in military training. Here, preparation for combat focused on an unthinking obedience to duty and orders, and a loss of individual agency within the group: “The most successful training is one which attains such perfection of this responsiveness that each individual soldier not merely reacts at once to the expressed command of his superior, but is able to divine the nature of a command before it is given and acts as a member of the group immediately and effectively” (211–12). In the animal kingdom, the herd instinct manifests in behaviour that impacts the survival of prey and predator: schools of sardines move as one organism, seeking safety in numbers, while predatory sailfish act in silent concert to push the school into a tighter formation from which they can take orchestrated turns to feed.Unfortunately, the group mimesis created through a passive surrender of the individual ego to the herd, while providing a greater sense of security and chance of survival, also made World War I soldiers more vulnerable to the development of post-traumatic hysteria. At the Salpêtrière, Charcot described in meticulous detail the epileptic-like convulsions of hysteria major (la grande hystérie), which appeared to be an unwitting imitation of the seizures of epileptic inmates with whom hysteria patients were housed. Such convulsions included the infamous arc en circle, or backward-arched bodily semicircle, through which the individual’s body was thrust, up into the air, in an arc of distress only earthed by flexed feet and contorted neck (Veith 231). The suffering articulated in this powerful image stayed with me as I read, and percolated through my dreams.The three texts in which I remained transfixed had issued from different eras and used different language from each other, but all three contained similar and complementary insights. I found further correspondence between Charcot and Scaer in their understanding of the neurophysiology underlying hysteria/trauma. Though he did not have the technology to observe it, Charcot insisted that the symptoms of hysteria were the result of real changes in the nervous system. He distinguished between “organic” causes of disease, and the “functional” or “dynamic” causes of such disorders as hysteria and epilepsy: as he noted of the “hystero-traumatic paraplegia” of a patient, “it depends upon a dynamic lesion affecting the motor and sensory zones of the grey cortex of the brain which in a normal state preside over the functions of that limb” (Clinical 382). He proposed a potentially reversible “dynamic alteration” in the brain of the hysteric (Clinical 223–24). Compare Scaer: “Clinical syndromes previously categorized as ‘nonphysiological,’ ‘psychosomatic,’ or ‘functional’ may be based on demonstrable dynamic neurophysiological changes in the brain” (xx–xxi).Another link between the work of Charcot and Scaer is their insistence on the mind/body as a continuum, rather than separate entities. The perspicacity of the two researcher/clinicians forms bookends to a model separating mind from body that, in the wake of the popularisation and distortion of Freudian theory, characterised the twentieth-century. Said Charcot: “the physician must be a psychologist if he wants to interpret the most refined of cerebral functions, since psychology is nothing else but physiology of a part of the brain” (cited by Goetz 32). Says Scaer: “The distinction between the ‘psychological’ and physical pathological manifestations of traumatic stress, as suggested in the term ‘psychosomatic,’ needs to be discarded” (127). He proposes that, instead, we consider a mind/brain/body continuum which more accurately reflects, “the pathophysiological, neurobiological, endocrinological, and immunological changes induced by trauma” and the bodily manifestations of disease which follow (127).Charcot’s modernity is perhaps most evident in his understanding of equivalence between mind and brain, and his belief in what we now call “neuroplasticity”. Dealing with two patients with hysterical (traumatic) paralysis, Charcot recognised the value of friction, massage, and passive movements of the paralysed limb, not to build muscle strength, but to “revive” the “motor representation” in the brain as a necessary precursor to voluntary movement (Clinical 310). He noted the way in which, through repetition, movement strengthens. The parallel between Charcot’s insight, and recent research and practice which indicates that intense exercise for stroke victims assists the retrieval of motor programmes in the nervous system, in turn facilitating increased strength and movement, is quite astounding (Doidge Chap. 5).Scaer, like Rivers before him, understands the “freeze” or immobility response to threat as a very primitive or arcane level of the survival instinct. When neither fight nor flight will ensure an animal’s survival, it often manifests the freeze response, playing “dead”. After danger has passed, the animal might vibrate and shake, discharging the stored energy, physiologically “effecting” its defence or escape, and becoming fully functional again. Scaer describes this discharge process in animals as being “as imperceptible as a shudder, or as dramatic as a grand mal seizure” (19). The human, being an animal, also instinctually resorts to immobility when that is the reaction that will best ensure survival. As a result of this response, energy that would have been discharged in fighting or fleeing is bound up in the nervous system, along with accompanying terror, rage and helplessness. Unlike other animals that naturally discharge this energy when safe, humans often cognitively override the subtle but essential restorative behaviours that complete the full instinctual response, leaving them in a vicious cycle of fear and immobility and ultimately generating the symptoms of trauma.Scaer writes, “this apparent lack of discharge of autonomic energy after the occurrence of freezing [...] may represent a dangerous suppression of instinctual behavior, resulting in the imprinting of the traumatic experience in unconscious memory and arousal systems of the brain” (21). He proposes a persuasive model of “somatic dissociation” in which the body continues to manifest a threat to survival through impairment of the region of the body that perceived the sensory messages, and disability that reflects the incomplete motor defence (100). He writes of his patients in a chronic pain programme: “We invariably noticed that the patient’s unconscious posture reflected not only the pain, but also the experience of the traumatic event that produced the pain. The asymmetrical postural patterns, held in procedural memory, almost always reflect the body’s attempt to move away from the injury or threat that caused the injury” (84).Scaer’s concept of somatic dissociation, when applied to some of Charcot’s case studies, makes sense of their bodily symptoms. Charcot’s patient P— experiences no life threat, but a shock that involves grief and shame (Clinical 131–39). On a fox-hunting outing, he mistakes his friend’s dog for a fox, accidently shooting it dead. The friend is distraught, and P— consequently deeply distressed. He continues with the hunt, but later, when he raises his fire-arm to shoot a rabbit, collapses with a paralysis of the right side (he is right-handed), and then a loss of consciousness, with consequent confused recollection. Charcot’s lecture focuses on the “word-blindness” P— evidences, apparently associated with post-traumatic memory-deficits, but what is also arresting is the right-sided paralysis which lasts for some days, and the loss of vision on his right side. It is as if the act to shoot again is prevented by a body, shocked by its former action. The body parts affected hold meaning.In the case of the barrow man discussed earlier; although he has no lasting organic damage to his legs, nevertheless, his “feet remain literally fixed to the ground” (Clinical 378) when he is standing, perhaps reproducing the immobility with which he faced the rapidly looming van as it bore down on him. His paralysis speaks of his frozen helplessness, the trauma now locked in his body.In the case of the patient Ler—, aged around sixty, Charcot links her symptoms with a “series of frights” (Lectures 279): at eleven she was terrorised by a mad dog; at sixteen she was horrified by the sight of the corpse of a murdered woman; and, at the same age, she was threatened by robbers in a wood. During her violent hystero-epileptic attacks Ler— “hurls furious invectives against imaginary individuals, crying out, ‘villains! robbers! brigands! fire! fire! O, the dogs! I’m bitten!’” (Lectures 281). Here, the compilation of trauma is articulated through the body and the voice. Given that the extreme early childhood poverty and deprivation of Ler— were typical of hysterical patients at the Salpêtrière (Goetz 193), one might speculate that the hospital population of hysterics was composed of often severely traumatised women.The traumatised person is left with a constellation of symptoms familiar to anyone who has studied the history of hysteria. These comprise, but are not limited to, flashbacks, panic attacks, insomnia, depression, and unprovoked rage. The individual is also affected by physical symptoms that might include blindness or mutism, paralysis, spasms, skin anaesthesia, chronic fatigue, irritable bowel, migraines, or chronic pain. For trauma theorist Peter A. Levine, the key to healing lies in completing the original instinctual response; “trauma is part of a natural physiological process that simply has not been allowed to be completed” (155). The traumatised person stays stuck in or compulsively relives trauma in order to do just that. In 1885, Jean-Martin Charcot lectured at the Salpêtrière hospital in Paris, including among his case studies the patient he names Deb—. She resides more evocatively in my imagination as “the lady in the carriage”, a title drawn from Charcot’s description of her symptoms, and from the associated photographs which capture static moments of her frenzied and compulsive dance:Now look at this patient [...] In the first phase, rhythmical jerkings of the right arm, like the movements of hammering, occur [...] Then after this period there succeeds a period of tonic spasms, and of contortions of the arm and head, recalling partial epilepsy [...] Finally, measured movements of the head to the right and the left occur; rapid movements defying all interpretation, for I ask you, what do they correspond to in the region of physiological acts? At the same time the patient utters a cry, or rather a kind of plaintive wail, always the same [...] You see by this example that rhythmical chorea may be in certain cases a grave affection [affliction]. Not that it directly menaces life, but that it may persist over a very long period of time, and become a most distressing infirmity [...] The chorea has lasted for more than thirty years [...] The onset occurred at the age of thirty-six. About this time, when out driving in a carriage with her husband, she fell over a precipice with the horse and carriage. After the great fright which she had thus experienced she lost consciousness for three hours. This was followed by a convulsive seizure of hysteria major, by rigidity of the limbs of the right side, and cries like the barking of a dog (Clinical 193–95).I found this case study early in my reading of Charcot, but the lady in the carriage stayed with me as a trope of the relentless embodiment of trauma in its drive to be conclusively expressed, properly acknowledged, and potentially understood. Hence the persistent pain and distress of Scaer’s MVA patients; the patients treated by Rivers, with limbs and vocal-chords frozen in a never-ending moment of self-defence; the dramatic hysterical attacks of the impoverished patients in Charcot’s Salpêtrière; and the rhythmical chorea of the lady in the carriage, her involuntary jerky dance a physical re-enactment of her original trauma, when the carriage in which she was driving went over a precipice. Her helplessness in the event which precipitated her hysteria is a central factor in her continuing distress, her involuntary passivity removing her sense of agency and, like the soldier confined endlessly and powerlessly in the trenches waiting for inevitable terrifying action, rendering her unable to fight or flee.The fact that the lady in the carriage may be stuck in a traumatic incident experienced more than thirty years before attests to the way in which trauma insistently pushes to be resolved. Her re-enactment is literal, but Levine acknowledges the relevance of a “repetition compulsion” (181), expressed originally by Freud as the “compulsion to repeat” (19). This describes the often subtle way in which we continue to involve ourselves in situations that are replays of traumatic themes from childhood—symbolic re-enactments. Levine revitalises the idea however, by focusing on the interrupted instinctual response that calls for physiological resolution: “the drive to complete the freezing response remains active no matter how long it has been in place” (111).The knowledge a traumatised person seeks is, in trauma, literally locked in the body/mind. It rises up through dreams and throws itself aggressively at one in memories that are experienced as a terrifying present. It twists limbs in painful contractures and paralyzes the limb that was lifted in defence. The fear of turning to face this knowledge locks the individual in a recurring cycle of terror and immobility. At its end-point, s/he survives in the pathological limbo of Post-Traumatic Stress Disorder (PTSD), avoiding any arousal that might trigger all the physiological and emotional events of the original trauma. The original threat or trauma continues to exist in a perpetual present, with the individual unable to relegate it to the past as a bearable memory.It is possible to interpret such suffering in many ways. One might, for instance, focus on the pathology of an apparent system malfunction, which keeps the body/mind inefficiently glued to an unsolvable past. I choose to emphasise here, however, the creativity and persistence of the human body/mind in its drive to resolve the response to trauma, recover equilibrium and face effectively the recurrent challenges of life. As well as physical symptoms which exact attention, this drive or instinct might include the prompting of dreams and the meaningful coincidences we notice as we open our eyes to them, all of which can lead us down previously unconsidered paths. Does the body/mind only continue to malfunction due to our inability to correctly decipher its language? In relation to trauma, the body/mind bears the burden, but it might also hold the key to recovery.References Charcot, Jean-Martin. Lectures on the Diseases of the Nervous System. Trans. George Sigerson. London: The New Sydenham Society, 1877.---. Clinical Lectures on Diseases of the Nervous System: Volume 3. Trans. Thomas Savill. London: The New Sydenham Society, 1889.Doidge, Norman. The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. Melbourne: Scribe, 2008.Freud, Sigmund. “Beyond the Pleasure Principle.” The Standard Edition of the Complete Psychological Works of Sigmund Freud. Ed. and Trans. James Strachey. London: Hogarth Press, 1955. 7–64.Goetz, Christopher G, Michel Bonduelle, and Toby Gelfand. Charcot: Constructing Neurology. New York: Oxford University Press, 1995.Levine, Peter A. Waking the Tiger: Healing Trauma: The Innate Capacity to Transform Overwhelming Experiences. Berkeley, CA: North Atlantic Books, 1997.Rivers, W. H. R. Instinct and the Unconscious: A Contribution to a Biological Theory of the Psycho-Neuroses. 2nd ed. Cambridge: Cambridge University Press, 1922.Scaer, Robert C. The Body Bears the Burden: Trauma, Dissociation, and Disease. 2nd ed. New York: Haworth Press, 2007.Shorter, Edward. From Paralysis to Fatigue: A History of Psychosomatic Illness in the Modern Era. New York: Free Press, 1992.Veith, Ilza. Hysteria: The History of a Disease. Chicago: University of Chicago Press, 1965.

Discussions of the economic theory of planned obsolescence—the purposeful embedding of redundancy into the functionality or other aspect of a product—in the 1980s and 1990s often focused on the impact of such a design strategy on manufacturers, consumers, the market, and, ultimately, profits (see, for example, Bulow; Lee and Lee; Waldman). More recently, assessments of such shortened product life cycles have included calculations of the environmental and other costs of such waste (Claudio; Kondoh; Unruh). Commonly utilised examples are consumer products such as cars, whitegoods and small appliances, fashion clothing and accessories, and, more recently, new technologies and their constituent components. This discourse has been adopted by those who configure workers as human resources, and who speak both of skills (Janßen and Backes-Gellner) and human capital itself (Chauhan and Chauhan) being made obsolete by market forces in both predictable and unplanned ways. This includes debate over whether formal education can assist in developing the skills that make their possessors less liable to become obsolete in the workforce (Dubin; Holtmann; Borghans and de Grip; Gould, Moav and Weinberg). However, aside from periodic expressions of disciplinary angst (as in questions such as whether the Liberal Arts and other disciplines are becoming obsolete) are rarely found in discussions regarding higher education. Yet, higher education has been subsumed into a culture of commercial service provision as driven by markets and profit as the industries that design and deliver consumer goods. McKelvey and Holmén characterise this as a shift “from social institution to knowledge business” in the subtitle of their 2009 volume on European universities, and the recent decade has seen many higher educational institutions openly striving to be entrepreneurial. Despite some debate over the functioning of market or market-like mechanisms in higher education (see, for instance, Texeira et al), the corporatisation of higher education has led inevitably to market segmentation in the products the sector delivers. Such market segmentation results in what are called over-differentiated products, seemingly endless variations in the same product to attempt to increase consumption and attendant sales. Milk is a commonly cited example, with supermarkets today stocking full cream, semi-skimmed, skimmed, lactose-free, soy, rice, goat, GM-free and ‘smart’ (enriched with various vitamins, minerals and proteins) varieties; and many of these available in fresh, UHT, dehydrated and/or organic versions. In the education market, this practice has resulted in a large number of often minutely differentiated, but differently named, degrees and other programs. Where there were once a small number of undergraduate degrees with discipline variety within them (including the Bachelor of Arts and Bachelor of Science awards), students can now graduate with a named qualification in a myriad of discipline and professional areas. The attempt to secure a larger percentage of the potential client pool (who are themselves often seeking to update their own skills and knowledges to avoid workforce obsolescence) has also resulted in a significant increase in the number of postgraduate coursework certificates, diplomas and other qualifications across the sector. The Masters degree has fractured from a research program into a range of coursework, coursework plus research, and research only programs. Such proliferation has also affected one of the foundations of the quality and integrity of the higher education system, and one of the last bastions of conventional practice, the doctoral degree. The PhD as ‘Gold-Standard’ Market Leader? The Doctor of Philosophy (PhD) is usually understood as a largely independent discipline-based research project that results in a substantial piece of reporting, the thesis, that makes a “substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge” (AQF). As the highest level of degree conferred by most universities, the PhD is commonly understood as indicating the height of formal educational attainment, and has, until relatively recently, been above reproach and alteration. Yet, whereas universities internationally once offered a single doctorate named the PhD, many now offer a number of doctoral level degrees. In Australia, for example, candidates can also complete PhDs by Publication and by Project, as well as practice-led doctorates in, and named Doctorates of/in, Creative Arts, Creative Industries, Laws, Performance and other ‘new’ discipline areas. The Professional Doctorate, introduced into Australia in the early 1990s, has achieved such longevity that it now has it’s own “first generation” incarnations in (and about) disciplines such as Education, Business, Psychology and Journalism, as well as a contemporary “second generation” version which features professionally-practice-led Mode 2 knowledge production (Maxwell; also discussed in Lee, Brennan and Green 281). The uniquely Australian PhD by Project in the disciplines of architecture, design, business, engineering and education also includes coursework, and is practice and particularly workplace (or community) focused, but unlike the above, does not have to include a research element—although this is not precluded (Usher). A significant number of Australian universities also currently offer a PhD by Publication, known also as the PhD by Published Papers and PhD by Published Works. Introduced in the 1960s in the UK, the PhD by Publication there is today almost exclusively undertaken by academic staff at their own institutions, and usually consists of published work(s), a critical appraisal of that work within the research context, and an oral examination. The named degree is rare in the USA, although the practice of granting PhDs on the basis of prior publications is not unknown. In Australia, an examination of a number of universities that offer the degree reveals no consistency in terms of the framing policies except for the generic Australian Qualifications Framework accreditation statement (AQF), entry requirements and conditions of candidature, or resulting form and examination guidelines. Some Australian universities, for instance, require all externally peer-refereed publications, while others will count works that are self-published. Some require actual publications or works in press, but others count works that are still at submission stage. The UK PhD by Publication shows similar variation, with no consensus on purpose, length or format of this degree (Draper). Across Australia and the UK, some institutions accept previously published work and require little or no campus participation, while others have a significant minimum enrolment period and count only work generated during candidature (see Brien for more detail). Despite the plethora of named degrees at doctoral level, many academics continue to support the PhD’s claim to rigor and intellectual attainment. Most often, however, these arguments cite tradition rather than any real assessment of quality. The archaic trappings of conferral—the caps, gowns and various other instruments of distinction—emphasise a narrative in which it is often noted that doctorates were first conferred by the University of Paris in the 12th century and then elsewhere in medieval Europe. However, challenges to this account note that today’s largely independently researched thesis is a relatively recent arrival to educational history, being only introduced into Germany in the early nineteenth century (Bourner, Bowden and Laing; Park 4), the USA in a modified form in the mid-nineteenth century and the UK in 1917 (Jolley 227). The Australian PhD is even more recent, with the first only awarded in 1948 and still relatively rare until the 1970s (Nelson 3; Valadkhani and Ville). Additionally, PhDs in the USA, Canada and Denmark today almost always incorporate a significant taught coursework element (Noble). This is unlike the ‘traditional’ PhD in the UK and Australia, although the UK also currently offers a number of what are known there as ‘taught doctorates’. Somewhat confusingly, while these do incorporate coursework, they still include a significant research component (UKCGE). However, the UK is also adopting what has been identified as an American-inflected model which consists mostly, or largely, of coursework, and which is becoming known as the ‘New Route British PhD’ (Jolley 228). It could be posited that, within such a competitive market environment, which appears to be driven by both a drive for novelty and a desire to meet consumer demand, obsolescence therefore, and necessarily, threatens the very existence of the ‘traditional’ PhD. This obsolescence could be seen as especially likely as, alongside the existence of the above mentioned ‘new’ degrees, the ‘traditional’ research-based PhD at some universities in Australia and the UK in particular is, itself, also in the process of becoming ‘professionalised’, with some (still traditionally-framed) programs nevertheless incorporating workplace-oriented frameworks and/or experiences (Jolley 229; Kroll and Brien) to meet professionally-focused objectives that it is acknowledged cannot be met by producing a research thesis alone. While this emphasis can be seen as operating at the expense of specific disciplinary knowledge (Pole 107; Ball; Laing and Brabazon 265), and criticised for that, this workplace focus has arisen, internationally, as an institutional response to requests from both governments and industry for training in generic skills in university programs at all levels (Manathunga and Wissler). At the same time, the acknowledged unpredictability of the future workplace is driving a cognate move from discipline specific knowledge to what have been described as “problem solving and knowledge management approaches” across all disciplines (Gilbert; Valadkhani and Ville 2). While few query a link between university-level learning and the needs of the workplace, or the motivating belief that the overarching role of higher education is the provision of professional training for its client-students (see Laing and Brabazon for an exception), it also should be noted that a lack of relevance is one of the contributors to dysfunction, and thence to obsolescence. The PhD as Dysfunctional Degree? Perhaps, however, it is not competition that threatens the traditional PhD but, rather, its own design flaws. A report in The New York Times in 2007 alerted readers to what many supervisors, candidates, and researchers internationally have recognised for some time: that the PhD may be dysfunctional (Berger). In Australia and elsewhere, attention has focused on the uneven quality of doctoral-level degrees across institutions, especially in relation to their content, rigor, entry and assessment standards, and this has not precluded questions regarding the PhD (AVCC; Carey, Webb, Brien; Neumann; Jolley; McWilliam et al., "Silly"). It should be noted that this important examination of standards has, however, been accompanied by an increase in the awarding of Honorary Doctorates. This practice ranges from the most reputable universities’ recognising individuals’ significant contributions to knowledge, culture and/or society, to wholly disreputable institutions offering such qualifications in return for payment (Starrs). While generally contested in terms of their status, Honorary Doctorates granted to sports, show business and political figures are the most controversial and include an award conferred on puppet Kermit the Frog in 1996 (Jeffries), and some leading institutions including MIT, Cornell University and the London School of Economics and Political Science are distinctive in not awarding Honorary Doctorates. However, while distracting, the Honorary Doctorate itself does not answer all the questions regarding the quality of doctoral programs in general, or the Doctor of Philosophy in particular. The PhD also has high attrition rates: 50 per cent or more across Australia, the USA and Canada (Halse 322; Lovitts and Nelson). For those who remain in the programs, lengthy completion times (known internationally as ‘time-to-degree’) are common in many countries, with averages of 10.5 years to completion in Canada, and from 8.2 to more than 13 years (depending on discipline) in the USA (Berger). The current government performance-based funding model for Australian research higher degrees focuses attention on timely completion, and there is no doubt that, under this system—where universities only receive funding for a minimum period of candidature when those candidates have completed their degrees—more candidates are completing within the required time periods (Cuthbert). Yet, such a focus has distracted from assessment of the quality and outcomes of such programs of study. A detailed survey, based on the theses lodged in Australian libraries, has estimated that at least 51,000 PhD theses were completed in Australia to 2003 (Evans et al. 7). However, little attention has been paid to the consequences of this work, that is, the effects that the generation of these theses has had on either candidates or the nation. There has been no assessment, for instance, of the impact on candidates of undertaking and completing a doctorate on such facets of their lives as their employment opportunities, professional choices and salary levels, nor any effect on their personal happiness or levels of creativity. Nor has there been any real evaluation of the effect of these degrees on GDP, rates of the commercialisation of research, the generation of intellectual property, meeting national agendas in areas such as innovation, productivity or creativity, and/or the quality of the Australian creative and performing arts. Government-funded and other Australian studies have, however, noted for at least a decade both that the high numbers of graduates are mismatched to a lack of market demand for doctoral qualifications outside of academia (Kemp), and that an oversupply of doctorally qualified job seekers is driving wages down in some sectors (Jones 26). Even academia is demanding more than a PhD. Within the USA, doctoral graduates of some disciplines (English is an often-cited example) are undertaking second PhDs in their quest to secure an academic position. In Australia, entry-level academic positions increasingly require a scholarly publishing history alongside a doctoral-level qualification and, in common with other quantitative exercises in the UK and in New Zealand, the current Excellence in Research for Australia research evaluation exercise values scholarly publications more than higher degree qualifications. Concluding Remarks: The PhD as Obsolete or Retro-Chic? Disciplines and fields are reacting to this situation in various ways, but the trend appears to be towards increased market segmentation. Despite these charges of PhD dysfunction, there are also dangers in the over-differentiation of higher degrees as a practice. If universities do not adequately resource the professional development and other support for supervisors and all those involved in the delivery of all these degrees, those institutions may find that they have spread the existing skills, knowledge and other institutional assets too thinly to sustain some or even any of these degrees. This could lead to the diminishing quality (and an attendant diminishing perception of the value) of all the higher degrees available in those institutions as well as the reputation of the hosting country’s entire higher education system. As works in progress, the various ‘new’ doctoral degrees can also promote a sense of working on unstable ground for both candidates and supervisors (McWilliam et al., Research Training), and higher degree examiners will necessarily be unfamiliar with expected standards. Candidates are attempting to discern the advantages and disadvantages of each form in order to choose the degree that they believe is right for them (see, for example, Robins and Kanowski), but such assessment is difficult without the benefit of hindsight. Furthermore, not every form may fit the unpredictable future aspirations of candidates or the volatile future needs of the workplace. The rate with which everything once new descends from stylish popularity through stages of unfashionableness to become outdated and, eventually, discarded is increasing. This escalation may result in the discipline-based research PhD becoming seen as archaic and, eventually, obsolete. Perhaps, alternatively, it will lead to newer and more fashionable forms of doctoral study being discarded instead. Laing and Brabazon go further to find that all doctoral level study’s inability to “contribute in a measurable and quantifiable way to social, economic or political change” problematises the very existence of all these degrees (265). Yet, we all know that some objects, styles, practices and technologies that become obsolete are later recovered and reassessed as once again interesting. They rise once again to be judged as fashionable and valuable. Perhaps even if made obsolete, this will be the fate of the PhD or other doctoral degrees?References Australian Qualifications Framework (AQF). “Doctoral Degree”. AQF Qualifications. 4 May 2009 ‹http://www.aqf.edu.au/doctor.htm›. Australian Vice-Chancellors’ Committee (AVCC). Universities and Their Students: Principles for the Provision of Education by Australian Universities. Canberra: AVCC, 2002. 4 May 2009 ‹http://www.universitiesaustralia.edu.au/documents/publications/Principles_final_Dec02.pdf›. Ball, L. “Preparing Graduates in Art and Design to Meet the Challenges of Working in the Creative Industries: A New Model For Work.” Art, Design and Communication in Higher Education 1.1 (2002): 10–24. Berger, Joseph. “Exploring Ways to Shorten the Ascent to a Ph.D.” Education. The New York Times, 3 Oct. 2008. 4 May 2009 ‹http://nytimes.com/2007/10/03/education/03education.html›. Borghans, Lex, and Andries de Grip. Eds. The Overeducated Worker?: The Economics of Skill Utilization. Cheltenham, UK: Edward Elgar, 2000. Bourner, T., R. Bowden and S. Laing. “Professional Doctorates in England”. Studies in Higher Education 26 (2001) 65–83. Brien, Donna Lee. “Publish or Perish?: Investigating the Doctorate by Publication in Writing”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Bulow, Jeremy. “An Economic Theory of Planned Obsolescence.” The Quarterly Journal of Economics 101.4 (Nov. 1986): 729–50. Carey, Janene, Jen Webb, and Donna Lee Brien. “Examining Uncertainty: Australian Creative Research Higher Degrees”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Chauhan, S. P., and Daisy Chauhan. “Human Obsolescence: A Wake–up Call to Avert a Crisis.” Global Business Review 9.1 (2008): 85–100. Claudio, Luz. "Environmental Impact of the Clothing Industry." Environmental Health Perspectives 115.9 (Set. 2007): A449–54. Cuthbert, Denise. “HASS PhD Completions Rates: Beyond the Doom and Gloom”. Council for the Humanities, Arts and Social Sciences, 3 March 2008. 4 May 2009 ‹http://www.chass.org.au/articles/ART20080303DC.php›. Draper, S. W. PhDs by Publication. 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