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Academic literature on the topic 'Greek Americans – Intellectual life – 20th century'

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Published: 10 March 2023

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Journal articles on the topic "Greek Americans – Intellectual life – 20th century"

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Pshenychnyi, T. "THE ROLE OF THE UKRAINIAN GREEK CATHOLIC CHURCH IN THE NATIONAL EDUCATION OF SOCIETY IN THE FIRST HALF OF THE 20th CENTURY." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 138 (2018): 60–64. http://dx.doi.org/10.17721/1728-2640.2018.138.13.

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An integral part of society's life was and remains the church. Ukrainian church space was built on the heritage of generations and subsequently could become an integral element of the national revival of the Ukrainian people. In the twentieth century, it was clearly represented by the Ukrainian Greek Catholic Church, which was able to become the center of the national movement and the creator of the national intellectual elite, a promoter of justice in Soviet times. This article is devoted to the mission of the Ukrainian Greek Catholic Church in Ukrainian society, the activities of its clergy and bishops in preserving the national identity of the Ukrainian people.
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Miller, Nicola. "Recasting the Role of the Intellectual: Chilean Poet Gabriela Mistral." Feminist Review 79, no. 1 (March 2005): 134–49. http://dx.doi.org/10.1057/palgrave.fr.9400206.

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The life and work of Gabriela Mistral, the first Latin American writer to be awarded the Nobel Prize for Literature in 1945, is examined as an example of how difficult it was for women to win recognition as intellectuals in 20th-century Latin America. Despite an international reputation for erudition and political commitment, Mistral has traditionally been represented in stereotypically gendered terms as the ‘Mother’ and ‘Schoolteacher’ of the Americas, and it has been repeatedly claimed that she was both apolitical and anti-intellectual. This article contests such claims, arguing that she was not only committed to fulfilling the role of an intellectual, but that she also elaborated a critique of the dominant male Latin American view of intellectuality, probing the boundaries of both rationality and nationality as constructed by male Euro-Americans. In so doing, she addressed many of the crucial issues that still confront intellectuals today in Latin America and elsewhere.
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Lechniuk, Roman. "Onufrij Wolanśkyj i idee ultramontanizmu w Kościele greckokatolickim na początku ХХ wieku." Krakowskie Pismo Kresowe 14 (December 1, 2022): 41–55. http://dx.doi.org/10.12797/kpk.14.2022.14.03.

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ONUFRIY VOLYANSKY AND IDEAS OF THE ULTRAMONTANISM IN GREEK-CATHOLIC CHURCH IN GALICIA IN THE EARLY 20TH CENTURY The article analyzes the life and ideas of the Greek Catholic priest Onufriy Volyansky which are an infrequent example of the spread of ultramontane ideas among the Greek Catholic clergy in Galicia. The author examines the role of Volyansky’s studies, primarily at the Faculty of Theology of the University of Innsbruck, in shaping his worldview. Volyansky’s public-journalistic legacy is also considered in detail, first of all in the church magazine “Nyva”, because there his views can be seen in the most detailed and clear way. As a representative of ultramontanism – an idea that put the interests of the Catholic Church first, rather than individual nations or any other – Volyansky strongly opposed the spread of modern ideologies like socialism or liberalism, criticized various anti-church ideas that gained popularity in the early twentieth century. He contrasted them with the idea of the Church and Christian principles’ dominance in politics, culture, and other aspects of society. According to the author, the ultramontanism of Onufriy Volyansky had no chance to become a popular idea in the realities of the early twentieth century. However, his ideas are not without significance, and also show the involvement of at least part of the Greek Catholic clergy in the main intellectual debates that took place in the Catholic Church at that time.
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McCray, Kenja. ""Talk Doesn't Cook the Soup"." Murmurations: Emergence, Equity and Education 1, no. 1 (July 30, 2018): 20. http://dx.doi.org/10.31946/meee.v1i1.28.

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The creator, Kenja McCray, is an Associate Professor of History at Atlanta Metropolitan State College (AMSC), where she teaches United States and African American history. AMSC is an institution within the University System of Georgia offering an affordable liberal arts education and committed to serving a diverse, urban student population. McCray has a B.A. from Spelman College, an M.A. from Clark Atlanta University, and a Ph.D. from Georgia State University. Her areas of interest are the 19th and 20th century U. S., African Americans, Africa and the diaspora, transnational histories, women, class and social history. The creator of this essay believes education should be a life-altering process, not only in the intellectual or the economic sense, but also cognitively uplifting. She experienced personal change in college through interacting with professors. She strives to give students a similarly inspirational experience. The encounter should be empowering and should change the way they see themselves and their relationships to the world. The intent of this creative piece is to share the creator’s contemplations on a rites of passage program in which she participated during her college years. She asserts that, given current cultural trends signaling a renewed interest in African-centered ideals and black pride, many aspects of the program could interest current students looking for safe spaces in increasingly intolerant times. This essay will interest researchers, student leaders, student activities advisors, and other administrators seeking to create and develop inclusive campus programs.
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Nocera, Amato. "“More than Equivalent to a Year of College”: Hubert Harrison and Informal Education in Harlem's New Negro Movement." Teachers College Record: The Voice of Scholarship in Education 122, no. 3 (March 2020): 1–32. http://dx.doi.org/10.1177/016146812012200306.

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Background/Context Spurred on by the mass migration of African Americans from the South and blacks from the Caribbean, Harlem by the 1920s was defined by its association with New Negro culture and was widely known as the “mecca” of black life. The New Negro movement, as the period was called by contemporaries, has become a focus of scholars interested in black radical politics. Still, there has yet to be a focused study of the underlying educational experiences that helped create the New Negro movement and the mass political awakening that accompanied it. Focus of Study This paper takes as its focus Hubert Harrison, an Afro-Caribbean immigrant who arrived in New York City at the dawn of the New Negro movement and became a leading public intellectual and educator of the movement. In particular, it focuses on Harrison's participation and influence in several dimensions of the network of informal education that emerged as a part of Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press. After a brief overview of Harrison and his political development, I examine each educational practice, discussing both Harrison's contribution and the wider culture of radical education he helped to create. I argue that at the foundation of the New Negro movement—and the burgeoning political consciousness among inhabitants of the uptown neighborhood in New York—was a system of education unlike anything that could be found inside a classroom. It was dynamic, democratic, and for many black residents moving into Harlem, inspirational. Research Design This paper uses archival materials from Hubert Harrison's papers at Columbia University. Those include newspaper clippings, diary entries, and pamphlets for talks and courses, among other material. It also draws upon newspapers and reports from the period as well as secondary literature on the topic. Conclusions/Recommendations While education scholars have often grappled with the limits of school as a mechanism for changing society, the history of Harrison and informal education in Harlem reveals the importance of political education outside the classroom in creating and sustaining social movements. For Harrison and the Harlemites of the 1920s, street oratory, educational forums, and a radical black press served as essential mechanisms for broadening what historian Robin D. G. Kelley has called the “black radical imagination.” Yet the educative experience of blacks arriving in Harlem is not so different from the experience of others who have participated in social movements in the 20th and 21st centuries. The challenge for scholars is not to identify and study political movements that can be linked to various forms of schooling, but to identify the educative dimensions of social uprising that take place beyond the walls of the classroom.
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Boltivets, Sergii. "The soul words of the Ukrainian people." Psihologìâ ì suspìlʹstvo 2, no. 2022 (December 1, 2022): 66–82. http://dx.doi.org/10.35774/pis2022.02.066.

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The article presents the main directions of the domestic psychological science development which are devoted to the psychology of the Ukrainian person and the Ukrainian people in the context of methodolohems of their self-cognition and self-affirmation. It is noted that the changeability of the meanings of the same word forms reflects the peculiarities of human thinking of each era and therefore, through the existence of the mental, determines the meaningfulness of being which in the case of the Ukrainian understanding is characterized by both the limitlessness of the human soul cognition and the importance of comprehension the common and different in the spiritual organization of other peoples. In particular, the multi-sense mosaic of the ethno-Ukrainian self-awareness of the soul existence as life, love, dream, person, part of the body and embodied desire is argued, the inexhaustibility of the meaning of the soul as a word, term, concept and psychological category is underlined, in addition, it is substantiated the thesis that the exit of feeling and understanding beyond the limits of any scientific cognition is possible in the same way that personally present life creates itself by its existence in the infinity of its own incarnations and meanings. The reaction of the Ukrainian soul to a foreign hiding of faces under the masks of “guise” and “persona” is revealed in an adequate borrowing of the protective method of salvation from insincerity, slyness and deception in the form of the modified Latin concepts of “parsuna” and “portrait”, the dichotomy of borrowed and own is clarified, which accompanies the development of the spiritual identity of Ukrainians in the dualism of the soul-for-oneself and the psyche as a general depersonalized category-for-all that exists in parallel in soul language and psychology, without crossing in its purpose and embodiment. The attention is paid to the fact that over the centuries, an established action on the meaning of the soul remains unanswered, each time acquiring different incarnations: in soulwords as a verbal expression of the soul, expression and appeal to it; in soulsalvation as the return of the soul to itself; in spiritualizing as an active comprehensiveness of mental life in its conscious, subconscious, unconscious and superconscious dimensions. And yet, despite the wide range of forms of spiritual, a soul of a living being remains immeasurable as the soul of life, which will always be the more incomprehensible, the more specific the attempts to grasp it completely and entirely become. The statement that the whole world of a person is embodied in his soul and exists as long as a personal experience continues, as well as the life of the peoples – all those born and related by its psychosocial flow – is reflected. It has been proven that the manifestations of the peoples’ life in its past and present are covered by the concept of the soul and, in a conscious expression, are embodied in interactions on a common field – in the spherical space of communication, which acquires infinite variations of speech existence. Based on this, the need to mark the essence of the soul of everyone who belongs to one of the peoples of the world is inherent in each of these peoples, although it is realized and implemented differently, including going beyond its own borders, which involves capturing as many individuals as possible by imposing your identity on them, embodied in the monopolistic form of cosmopolitanism, chauvinism, fascism, communism, internationalism, globalism or other fluctuations of the ethnic spirit that insatiable by struggle for the primacy. Under the favorable conditions of military expansion for this spirit, it expanded beyond its own phenomenal horizons, always parasitizing on the original ethnic language base – Arabic, Greek, Persian, Latin, French, German, English, Russian and many others. The need in cognition the essence of the Ukrainian soul and its defining properties is revealed, primarily in its desire for deeper self-cognition, the fundamental research basis of which is the joint work of the Ukrainian scientists’ team of the middle of the 20th century “Ukrainian soul” that reflects the main dimensions of the ultra-complex, multi-subject object of study chosen by five scientists: “Ukrainian emotionality” – Ye. Onatskiy, “Ukrainian’s perception of the world” – O. Kulchytskiy, “Family and soul of the peoples” – B. Tsymbalisty, “Soul and song” – M. Shlemkevych, “Bibliographic review” – V. Doroshenko. It is concluded that psychology of the Ukrainian person, the Ukrainian peoples needs a creation of, an adequate for psychosophical cognition-construction, methodology of discovering unknown dimensions of their own development in which the self-movement of psycho-spiritual is possible on the path of self-reflection of its own essence in the boundless vectors of human development that must find and harmonize its own sensory-intellectual soulwords.
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Tsygankov, Alexander S. "History of Philosophy. 2018, Vol. 23, No. 2 TABLE OF CONTENTS Theory and Methodology of History of Philosophy Rodion V. Savinov. Philosophy of Antiquity in Scholasticism This article examines the forms of understanding ancient philosophy in medieval and post-medieval scholasticism. Using the comparative method the author identifies the main approaches to the philosophical heritage of Antiquity, and to the problem of reviving the doctrines of the past. The Patristics (Epiphanius of Cyprus, Filastrius of Brixia, Lactantius, Augustine) saw the ancient cosmological doctrines as heresies. The early Middle Ages (e.g., Isidore of Seville) assimilated the content of these heresiographic treatises, which became the main source of information about ancient philosophy. Scholasticism of the 13th–14th cent. remained cautious to ancient philosophy and distinguished, on the one hand, the doctrinal content discussed in the framework of the exegetic problems at universities (Albert the Great, Thomas Aquinas, etc.), and, on the other hand, information on ancient philosophers integrated into chronological models of medieval chronicles (Peter Comestor, Vincent de Beauvais, Walter Burleigh). Finally, the post-medieval scholasticism (Pedro Fonseca, Conimbricenses, Th. Stanley, and others) raised the questions of the «history of ideas», thereby laying the foundation of the history of philosophy in its modern sense. Keywords: history of philosophy, Patristic, Scholasticism, reflection, critic DOI: 10.21146/2074-5869-2018-23-2-5-17 World Philosophy: the Past and the Present Mariya A. Solopova. The Chronology of Democritus and the Fall of Troy The article considers the chronology of Democritus of Abdera. In the times of Classical Antiquity, three different birth dates for Democritus were known: c. 495 BC (according to Diodorus of Sicily), c. 470 BC (according to Thrasyllus), and c. 460 BC (according to Apollodorus of Athens). These dates must be coordinated with the most valuable doxographic evidence, according to which Democritus 1) "was a young man during Anaxagoras’s old age" and that 2) the Lesser World-System (Diakosmos) was compiled 730 years after the Fall of Troy. The article considers the argument in favor of the most authoritative datings belonging to Apollodorus and Thrasyllus, and draws special attention to the meaning of the dating of Democritus’ work by himself from the year of the Fall of Troy. The question arises, what prompted Democritus to talk about the date of the Fall of Troy and how he could calculate it. The article expresses the opinion that Democritus indicated the date of the Fall of Troy not with the aim of proposing its own date, different from others, but in order to date the Lesser World-System in the spirit of intellectual achievements of his time, in which, perhaps, the history of the development of mankind from the primitive state to the emergence of civilization was discussed. The article discusses how to explain the number 730 and argues that it can be the result of combinations of numbers 20 (the number of generations that lived from the Fall of Troy to Democritus), 35 – one of the constants used for calculations of generations in genealogical research, and 30. The last figure perhaps indicates the age of Democritus himself, when he wrote the Lesser Diakosmos: 30 years old. Keywords: Ancient Greek philosophy, Democritus, Anaxagoras, Greek chronography, doxographers, Apollodorus, Thrasyllus, capture of Troy, ancient genealogies, the length of a generation DOI: 10.21146/2074-5869-2018-23-2-18-31 Bembya L. Mitruyev. “Yogācārabhumi-Śāstra” as a Historical and Philosophical Source The article deals with “Yogācārabhūmi-Śāstra” – a treatise on the Buddhist Yogācāra school. Concerning the authorship of this text, the Indian and Chinese traditions diverge: in the first, the treatise is attributed to Asanga, and in the second tradition to Maitreya. Most of the modern scholars consider it to be a compilation of many texts, and not the work of one author. Being an important monument for both the Yogacara tradition and Mahayana Buddhism in general, Yogācārabhūmi-Śāstra is an object of scientific interest for the researchers all around the world. The text of the treatise consists of five parts, which are divided into chapters. The contents of the treatise sheds light on many concepts of Yogācāra, such as ālayavijñāna, trisvabhāva, kliṣṭamanas, etc. Having briefly considered the textological problems: authorship, dating, translation, commenting and genre of the text, the author suggests the reconstruction of the content of the entire monument, made on the basis of his own translation from the Tibetan and Sanskrit. This allows him to single out from the whole variety of topics those topics, the study of which will increase knowledge about the history of the formation of the basic philosophical concepts of Yogācāra and thereby allow a deeper understanding of the historical and philosophical process in Buddhism and in other philosophical movements of India. Keywords: Yogācārabhūmi-śāstra, Asaṅga, Māhāyana, Vijñānavāda, Yogācāra, Abhidharma, ālayavijñāna citta, bhūmi, mind, consciousness, meditation DOI: 10.21146/2074-5869-2018-23-2-32-43 Tatiana G. Korneeva. Knowledge in Nāșir Khusraw’s Philosophy The article deals with the concept of “knowledge” in the philosophy of Nāșir Khusraw. The author analyzes the formation of the theory of knowledge in the Arab-Muslim philosophy. At the early stages of the formation of the Arab-Muslim philosophy the discussion of the question of cognition was conducted in the framework of ethical and religious disputes. Later followers of the Falsafa introduced the legacy of ancient philosophers into scientific circulation and began to discuss the problems of cognition in a philosophical way. Nāșir Khusraw, an Ismaili philosopher of the 11th century, expanded the scope of knowledge and revised the goals and objectives of the process of cognition. He put knowledge in the foundation of the world order, made it the cause and ultimate goal of the creation of the world. In his philosophy knowledge is the link between the different levels of the universe. The article analyzes the Nāșir Khusraw’s views on the role of knowledge in various fields – metaphysics, cosmogony, ethics and eschatology. Keywords: knowledge, cognition, Ismailism, Nāșir Khusraw, Neoplatonism, Arab-Muslim philosophy, kalām, falsafa DOI: 10.21146/2074-5869-2018-23-2-44-55 Vera Pozzi. Problems of Ontology and Criticism of the Kantian Formalism in Irodion Vetrinskii’s “Institutiones Metaphysicae” (Part II) This paper is a follow-up of the paper «Irodion Vetrinskii’s “Institutiones Metaphysicae” and the St. Petersburg Theological Academy» (Part I). The issue and the role of “ontology” in Vetrinskii’s textbook is analyzed in detail, as well as the author’s critique of Kantian “formalism”: in this connection, the paper provides a description of Vetrinskii’s discussion about Kantian theory of the a priori forms of sensible intuition and understanding. To sum up, Vetrinskii was well acquainted not only with Kantian works – and he was able to fully evaluate their innovative significance – but also with late Scholastic textbooks of the German area. Moreover, he relied on the latters to build up an eclectic defense of traditional Metaphysics, avoiding at the same time to refuse Kantian perspective in the sake of mere reaffirming a “traditional” perspective. Keywords: Philosophizing at Russian Theological Academies, Russian Enlightenment, Russian early Kantianism, St. Petersburg Theological Academy, history of Russian philosophy, history of metaphysics, G.I. Wenzel, I. Ya. Vetrinskii DOI: 10.21146/2074-5869-2018-23-2-56-67 Alexey E. Savin. Criticism of Judaism in Hegel's Early “Theological” Writings The aim of the article is to reveal the nature of criticism of Judaism by the “young” Hegel and underlying intuitions. The investigation is based on the phenomenological approach. It seeks to explicate the horizon of early Hegel's thinking. The revolutionary role of early Hegel’s ideas reactivation in the history of philosophy is revealed. The article demonstrates the fundamental importance of criticism of Judaism for the development of Hegel's thought. The sources of Hegelian thematization and problematization of Judaism – his Protestant theological background within the framework of supranaturalism and the then discussion about human rights and political emancipation of Jews – are discovered. Hegel's interpretation of the history of the Jewish people and the origin of Judaism from the destruction of trust in nature, the fundamental mood of distrust and fear of the world, leading to the development of alienation, is revealed. The falsity of the widespread thesis about early Hegel’s anti-Semitism is demonstrated. The reasons for the transition of early Hegel from “theology” to philosophy are revealed. Keywords: Hegel, Judaism, history, criticism, anti-Semitism, trust, nature, alienation, tyranny, philosophy DOI: 10.21146/2074-5869-2018-23-2-68-80 Evgeniya A. Dolgova. Philosophy at the Institute of Red Professors (1921–1938): Institutional Forms, Methods of Teaching, Students, Lecturers The article explores the history of the Institute of the Red Professors in philosophy (1921–1938). Referring to the unpublished documents in the State Archives of the Russian Federation and the Archive of the Russian Academy of Sciences, the author explores its financial and infrastructure support, information sphere, characterizes students and teachers. The article illustrates the practical experience of the functioning of philosophy within the framework of one of the extraordinary “revolutionary” projects on the renewal of the scientific and pedagogical sphere, reflects a vivid and ambiguous picture of the work of the educational institution in the 1920s and 1930s and corrects some of historiographical judgments (about the politically and socially homogeneous composition of the Institute of Red Professors, the specifics of state support of its work, privileges and the social status of the “red professors”). Keywords: Institute of the Red Professors in Philosophy, Philosophical Department, soviet education, teachers, students, teaching methods DOI: 10.21146/2074-5869-2018-23-2-81-94 Vladimir V. Starovoitov. K. Horney about the Consequences of Neurotic Development and the Ways of Its Overcoming This article investigates the views of Karen Horney on psychoanalysis and neurotic development of personality in her last two books: “Our Inner Conflicts” (1945) and “Neurosis and Human Grows” (1950), and also in her two articles “On Feeling Abused” (1951) and “The Paucity of Inner Experiences” (1952), written in the last two years of her life and summarizing her views on clinical and theoretical problems in her work with neurotics. If in her first book “The Neurotic Personality of Our Time” (1937) neurosis was a result of disturbed interpersonal relations, caused by conditions of culture, then the concept of the idealized Self open the gates to the intrapsychic life. Keywords: Neo-Freudianism, psychoanalysis, neurotic development of personality, real Self, idealized image of Self DOI: 10.21146/2074-5869-2018-23-2-95-102 Publications and Translations Victoria G. Lysenko. Dignāga on the Definition of Perception in the Vādaviddhi of Vasubandhu. A Historical and Philosophical Reconstruction of Dignāga’s Pramāṇasamuccayavṛtti (1.13-16) The paper investigates a fragment from Dignāga’s magnum opus Pramāṇasamuccayavṛtti (“Body of tools for reliable knowledge with a commentary”, 1, 13-16) where Dignāga challenges Vasubandhu’s definition of perception in the Vādaviddhi (“Rules of the dispute”). The definition from the Vādaviddhi is being compared in the paper with Vasubandhu’s ideas of perception in Abhidharmakośabhāṣya (“Encyclopedia of Abhidharma with the commentary”), and with Dignāga’s own definition of valid perception in the first part of his Pramāṇasamuccayavṛtti as well as in his Ālambanaparīkśavṛtti (“Investigation of the Object with the commentary”). The author puts forward the hypothesis that Dignāga criticizes the definition of perception in Vādaviddhi for the reason that it does not correspond to the teachings of Vasubandhu in his Abhidharmakośabhāṣya, to which he, Dignāga, referred earlier in his magnum opus. This helps Dignāga to justify his statement that Vasubandhu himself considered Vādaviddhi as not containing the essence of his teaching (asāra). In addition, the article reconstructs the logical sequence in Dignāga’s exegesis: he criticizes the Vādaviddhi definition from the representational standpoint of Sautrāntika school, by showing that it does not fulfill the function prescribed by Indian logic to definition, that of distinguishing perception from the classes of heterogeneous and homogeneous phenomena. Having proved the impossibility of moving further according to the “realistic logic” based on recognizing the existence of an external object, Dignāga interprets the Vādaviddhi’s definition in terms of linguistic philosophy, according to which the language refers not to external objects and not to the unique and private sensory experience (svalakṣaṇa-qualia), but to the general characteristics (sāmānya-lakṣaṇa), which are mental constructs (kalpanā). Keywords: Buddhism, linguistic philosophy, perception, theory of definition, consciousness, Vaibhashika, Sautrantika, Yogacara, Vasubandhu, Dignaga DOI: 10.21146/2074-5869-2018-23-2-103-117 Elizaveta A. Miroshnichenko. Talks about Lev N. Tolstoy: Reception of the Writer's Views in the Public Thought of Russia at the End of the 19th Century (Dedicated to the 190th Anniversary of the Great Russian Writer and Thinker) This article includes previously unpublished letters of Russian social thinkers such as N.N. Strakhov, E.M. Feoktistov, D.N. Tsertelev. These letters provide critical assessment of Lev N. Tolstoy’s teachings. The preface to publication includes the history of reception of Tolstoy’s moral and aesthetic philosophy by his contemporaries, as well as influence of his theory on the beliefs of Russian idealist philosopher D.N. Tsertelev. The author offers a rational reconstruction of the dialogue between two generations of thinkers representative of the 19th century – Lev N. Tolstoy and N.N. Strakhov, on the one hand, and D.N. Tsertelev, on the other. The main thesis of the paper: the “old” and the “new” generations of the 19th-century thinkers retained mutual interest and continuity in setting the problems and objectives of philosophy, despite the numerous worldview contradictions. Keywords: Russian philosophy of the nineteenth century, L.N. Tolstoy, N.N. Strakhov, D.N. Tsertelev, epistolary heritage, ethics, aesthetics DOI: 10.21146/2074-5869-2018-23-2-118-130 Reviews Nataliya A. Tatarenko. History of Philosophy in a Format of Lecture Notes (on Hegel G.W.F. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829). Hrsg. von A.P. Olivier und A. Gethmann-Siefert. München: Wilhelm Fink, 2017. XXXI + 254 S.) Released last year, the book “G.W.F. Hegel. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829)” in German is a publication of one of the student's manuskript of Hegel's lectures on aesthetics. Adolf Heimann was a student of Hegel in 1828/29. These notes open for us imaginary doors into the audience of the Berlin University, where Hegel read his fourth and final course on the philosophy of art. A distinctive feature of this course is a new structure of lectures in comparison with three previous courses. This three-part division was took by H.G. Hotho as the basis for the edited by him text “Lectures on Aesthetics”, included in the first collection of Hegel’s works. The content of that publication was mainly based on the lectures of 1823 and 1826. There are a number of differences between the analyzed published manuskript and the students' records of 1820/21, 1823 and 1826, as well as between the manuskript and the editorial version of H.G. Hotho. These features show that Hegel throughout all four series of Berlin lectures on the philosophy of art actively developed and revised the structure and content of aesthetics. But unfortunately this evidence of the permanent development was not taken into account by the first editor of Hegel's lectures on aesthetics. Keywords: G.W.F. Hegel, H.G. Hotho, philosophy of art, aesthetics, forms of art, idea of beauty, ideal DOI: 10.21146/2074-5869-2018-23-2-131-138 Alexander S. Tsygankov. On the Way to the Revival of Metaphysics: S.L. Frank and E. Coreth Readers are invited to review the monograph of the modern German researcher Oksana Nazarova “The problem of the renaissance and new foundation of metaphysics through the example of Christian philosophical tradition. Russian religious philosophy (Simon L. Frank) and German neosholastics (Emerich Coreth)”, which was published in 2017 in Munich. In the paper, the author offers a comparative analysis of the projects of a new, “post-dogmatic” metaphysics, which were developed in the philosophy of Frank and Coreth. This study addresses the problems of the cognitive-theoretical and ontological foundation of the renaissance of metaphysics, the methodological tools of the new metaphysics, as well as its anthropological component. O. Nazarova's book is based on the comparative analysis of Frank's religious philosophy and Coreth's neo-cholastic philosophy from the beginning to the end. This makes the study unique in its own way. Since earlier in the German reception of the heritage of Russian thinker, the comparison of Frank's philosophy with the Catholic theology of the 20th century was realized only fragmentarily and did not act as a fundamental one. Along with a deep and meaningful analysis of the metaphysical projects of both thinkers, this makes O. Nazarova's book relevant to anyone who is interested in the philosophical dialogue of Russia and Western Europe and is engaged in the work of Frank and Coreth. Keywords: the renaissance of metaphysics, post-Kantian philosophy, Christian philosophy, S.L. Frank, E. Coreth DOI: 10.21146/2074-5869-2018-23-2-139-147." History of Philosophy 23, no. 2 (October 2018): 139–47. http://dx.doi.org/10.21146/2074-5869-2018-23-2-139-147.

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Cârja, Ioan. "Ortodocși și greco-catolici în Banat (a doua jumătate a secolului al XIX-lea și începutul secolului XX). Perspectiva lui Ioan Boroș / Orthodox and Greek Catholics in Banat (second half of the 19th and early 20th century). The perspective of Ioan Boroș." Analele Banatului XIX 2021, January 1, 2022. http://dx.doi.org/10.55201/qbob8559.

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Bringing back into actuality a personality as important as Ioan Boroș (1850-1937), a reference figure of the Banat Greek Catholicism during the second half of the 19th century and the first decades of the next, represents a significant acquisition, an important result of the research efforts that were conducted after 1989 in the area of church history. In this respect, two major historiographical restitutions must be mentioned; after they saw the light of the printing press, they contributed in a the decisive manner in placing in the spotlight the proposed archiereus Ioan Boroș to the Romanian historiography and to the contemporary Greek-Catholic ecclesial and community consciousness; it is the publication of his memorial notes, along with his will, correspondence and documents proving his elevation to the rank of honorary archiereus, in the period immediately following the Great Union. A first book containing his historical writings is of great importance in understanding his intellectual profile and the great diversity of the concerns that animated him. Considering the intellectual formation, the life experience and the exceptional church administrative skill that Ioan Boroș showed, we consider that it is not without interest to see how his memorial notes and, on a broader level, his scientific and publishing activity, reflect the multi-confessional character of Banat and especially the relations between the two Romanian confessions, Orthodoxy and Greek Catholicism. This is the aim of the present research paper.
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YENER, Melih. "ON ORHAN BURİAN." Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, March 14, 2022. http://dx.doi.org/10.21550/sosbilder.1071427.

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Literary researcher, translator and English literature professor Orhan Burian is one of the distinguished intellectuals of the early republican history. He entered Cambridge University in England in 1933 with a government scholarship and graduated from there in 1936. The education he received at this university had a great influence on the shaping of his views on people, the world and literature. After returning to Turkey from England, Burian entered DTCF (Faculty of Languages, History and Geography) as an assistant and became an associate professor and then a professor there at a young age. He worked as a translator in the Translation Office of the Ministry of National Education established by Hasan Ali Yücel and translated many works from English literature into Turkish. Orhan Burian is an intellectual who has endeavored to give a humanist direction to Turkish thought and literature. His articles in this manner were first published in the journals Yücel and Ufuklar. According to him, humanism is the nullification of all dogmatic thoughts that hinder human contemplation and the liberation of the human mind. Since the freed mind will be in a state of constant search and doubt, the life and art coming out of this mind will not be about indisputable ideas and issues that are believed to be resolved; they will be a product, a mirror of the dynamism peculiar to human nature. Orhan Burian perceives humanism as adapting the dynamic mind and rich philosophy of Ancient Greece and Rome to 20th century thought. He sees "humanitas" as a guide, not "divinitas", to literature and the human being who is the subject of literature. He thinks of it as the application of ancient Greek and Roman secularism and humanity to 20th century Turkish thought and literature, which freed the West from the mental domination of the church and led to the Renaissance and skepticism. This article analyzes the articles written by Orhan Burian in Yücel, Ufuklar and some other journals and tries to understand and present his position in the history of Turkish thought and literature. In the conclusion part of the article, a general evaluation was made about Burian's universe of ideas and writing. This general evaluation belongs to the author of the article.
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Ricks, Thomas, Katharine Krebs, and Michael Monahan. "Introduction: Area Studies and Study Abroad in the 21st Century." Frontiers: The Interdisciplinary Journal of Study Abroad 6, no. 1 (December 15, 2000). http://dx.doi.org/10.36366/frontiers.v6i1.75.

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Area Studies and Study Abroad in the 21st Century The future now belongs to societies that organize themselves for learning. - Ray Marshall and Marc Tucker, Thinking for a Living, xiii Few today would argue with the conviction that nearly every phase of our daily lives is shaped and informed by global societies, corporations, events and ideas. More than ever before, it is possible to claim that we are increasingly aware of the dynamic power and penetrating effects of global flows on information, technology, the sciences, the arts, the humanities, and languages. Borderless, spaceless and timeless, such sources of knowledge, it appears, are effortlessly digested and disseminated without clocks, calendars, or physical limitations. It is, of course, a mistake to believe that packages of “instant” knowledge that appear to wing their way at megahertz speeds in and through our earthly lives account for all or nearly all that there is to know—or, more importantly, to learn—about our communities, regions and the globe itself. On the contrary: the “knowing” about how to live, to work, to prosper, or to understand ourselves and those around us is not what educators mean when they speak of intellectual achievement and practical understanding. It is the “learning” about us, our societies and our global knowledge that lies at the heart of the international educator’s life work, and it is the learning that is the most controversial aspect of education. The act of “learning,” in fact, is less objective and more subjective, is less passive and more active, and is less superficial and more profound in each of our lives. By definition, a responsible learner is one who takes on the intellectual challenge and the social and personal obligation to leave this globe a better place for those who follow, who assumes the life work of influencing the lives of others, and who is committed to making the best of every opportunity both within the reach and beyond the vision of the mind’s eye. Study abroad has traditionally been viewed as a time of seeing and viewing, however passively, the differences and similarities of other peoples, societies and cultures. The period of knowing about what others do or say can occur at any time during one’s life; however, the “knowing” of studying abroad is accomplished in the college years prior to the accumulated knowledge about practical learning and living. In this respect, study abroad has been seen as an experience which may or may not invest the students in greater or lesser insights about the peoples, societies or cultures around them. Further, when study abroad is bound up with travel or movement from place to place, it can become a passive act, so much so that travel rather than learning becomes the goal of the study abroad experience. Simply put, the more that one travels, the more, it is argued, one learns. Furthermore, while seen as desirable for “classroom learning,” some would say that no amount of academic preparation appears to be useful in the enterprise of the travel experience, since so many experiences are unpredictable, individualized and, in some cases, arbitrary. From the perspective of study abroad, it might be said that the gods of area studies no longer completely fulfill our students’ needs, while the gods of global studies have not yet fulfilled their promises. Janus-like, international educators look in one direction at a still highly intense and valued picture of local cultures and identities, and in another direction toward an increasingly common culture, economy and society. The former appears to celebrate the differences and “uncommonness” of the human experience while the latter smoothes over the differences to underscore the commonalities and sameness of our contemporary world. The choice appears to be between the particular and the universal, the local and the global. Academic preparations, such as area studies programs, appear to be unnecessary for the individualized forms of learning, such as study abroad. Indeed, since an area studies preparation may raise or strengthen stereotypical perceptions of the overseas peoples, societies and cultures, it has been argued that it best be left aside. In this context, students are viewed as a tabula rasa on which new discoveries from living and studying overseas leave an imprint or impression. It seems that sending as many students as possible in as many directions as possible has become the dominant study abroad objective. Thus, “whole world” presentations and documentation often rely on the “other” as the learning objective with little or no attempt to discriminate or distinguish the levels of learning that such “whole world” immersion entails. In recent times, additional concerns about liability, health, safety and comfort levels have been added to the “pre-departure” orientations and training programs. The “student as self-learner” continues to be viewed and treated as a “customer knowledge-consumer” within both U.S. private and public colleges and universities. In the age of “globalization,” it is the conviction of the editors of Frontiers that knowledge consumption is only a small aspect of the 21st century international educators’ arsenal. More importantly, it will be argued in this special issue on area studies and Study Abroad that the intellectual development of the U.S. undergraduate needs to be enhanced with skills of self-learning and transdisciplinary perspectives on local and regional cultures and languages. The authors contributing to this special thematic issue of Frontiers have been asked to bring their state-of-the-art thinking on area studies to bear on the key question confronting study abroad: How does specialized understanding of geographical and cultural areas of the world enhance and strengthen undergraduate learning on and beyond our campuses? In other words, in what ways do area studies inform overseas learning through the activity of study abroad? The variety of responses demonstrates two principal ways in which area studies has begun to reformulate its goals and strategies. First, area studies reaffirms a commitment to local and regional comprehensive research and teaching, and redefines its mission in terms of the need to come to grips with local knowledge and specific social and cultural practices within a globalized world. Second, area studies specialists question long-held definitions of concepts, including those of “geographical area” and “globalization,” in order to maximize contributions to U.S. undergraduate learning. David Ludden begins our issue with a review of the Social Science Research Council and the Ford Foundation’s understanding of the transition in area studies from the Sputnik era to the globalization era. Ludden notes the faculty dilemma in working in an “area.” He points out the political interests of the Cold War for public funding of such specialized academic skills, skills which, whether funded by the government or not, were and continue to be defined by the scholar first and then by finances. Drawing on his own experience at the South Asia Institute at the University of Pennsylvania, Ludden takes the reader through the intellectual rationale for area studies, and how that rationale is being redefined in favor of stronger area studies in the present globalization era. Gregory Kulacki’s study of China and the Chinese experience points accurately to one approach to defining area studies; that is, in terms of the peoples and cultures studied. In a sense, Kulacki makes it clear that Chinese studies is “legitimate” and has authority as long as it reflects the Chinese themselves, their experiences and lives. Ann Curthoys, on the other hand, notes the growing importance of defining Australians and Australian studies not only in terms of the changing experiences of contemporary Australia, but also in terms of the demands of non-Australians, who ask for more precision in defining Australians, their history, society and cultures. Richard Beach and George Sherman take on a more difficult matter, at least from the viewpoint of U.S. faculty and students. Canada is rarely seen as a study abroad site for U.S. students, not only because of its geographical position but also for its cultural and historical proximity. The overall U.S. view, albeit unflattering, is that Canada and Canadians are very much like the U.S. and Americans, so why study in Canada? Beach and Sherman argue that history, languages, and borders do make a difference, both physically as well as culturally. Using the argument of the previous area studies specialists, they are interested in the ways that Canadians have shaped and informed their cultural and social identities in the teeth of U.S. economic and political domination in the region. The implications of globalization are, perhaps, more immediately evident in the Canadian case than in any other world region. U.S. students would do well to observe the processes of adaptation and acculturation first-hand by studying and living in Canada. James Petras gives us a broader vista of regional adaptation to the economic and political forces of globalization with his essay on Latin America. Indeed, Latin America has a dynamic similar to that of Canada due to its physical, cultural and historical proximity to the U.S. It would be a mistake to see Latin America only in terms of the north-south regional dynamics, since Europe, Asia and Africa have also shaped both past and present structures and institutions within that region in ways far more dramatic than has the United States. Study abroad, Petras reminds us, is an excellent way of learning directly about Latin American societies, cultures and politics from Latin Americans themselves, a learning that may be widely different from the official U.S. diplomatic and corporate perspectives. Finally, the very familiar world regions, such as England, offer in some cases more challenges to the U.S. undergraduate than might be expected. Jane Edwards looks at Britain and all that U.S. students may or may not know about that culture and society. The study of Britain lends itself, Edwards argues, to more than the usual challenges, due to the preconceived notions that U.S. students bring with them to, say, London. Understanding the “European-ness” of Britain and its historic relationship with continental Western Europe will justify the need to see Britain as less familiar and more complex, thus necessitating the need to study, visit and live in parts of Britain and Western Europe. In this case, the area does define the country, its identity and culture in a historical interplay of social, cultural and economic forces. David Lloyd, Philip Khoury and Russell Bova invite the reader to return to large regional perspectives through African, Middle Eastern and Russian area studies. David Lloyd presents an analysis of the broad and immediate contexts of African studies. While recognizing the difficulty of establishing consistently causal links between African studies and study abroad in Africa, he delineates the significance of local, experience-based study for the development of collaborative African studies research. Lloyd argues that the benefits of study abroad in Africa to African studies belie the relatively small number of students involved. Further, assessment for funding and other purposes needs to utilize criteria that take into account the challenges of on-site study in Africa and the depth of post-study abroad participation not just in African studies per se, but in other related areas as well. Considering the recent past of Middle East studies, Philip Khoury charts its response to post-Cold War criticism. He illustrates new directions the field is taking towards including different geographic areas, and new emphasis in organizational priorities, noting the importance of funding for providing first-hand contact for students in Middle Eastern studies with scholars from the Middle East. Khoury assesses the impact of recent historical and political events in the area on Middle Eastern studies, and looks toward more inclusive research efforts. Russell Bova examines another region that has undergone considerable political, social and economic change in the 20th century. Having moved from empire to soviet socialist states and now to a confederation of nation states, Russia and, naturally, Russian area studies, offer an excellent example of local and regional complexities both in the nomenclature of the region and in the changes in Russian studies programs. Bova illustrates the need to understand the specific dynamics of local communities in their relationship to larger administrative units such as provinces, states and national capitals. In referring to the “double transition” of contemporary Russia, Bova reminds us that globalization is both a grass roots and elite process with many unlikely “bedfellows” that is also changing more rapidly each decade than had been the case fifty years ago. Finally, Richard Falk and Nancy Kanach collaborate to discuss the ways in which globalization and study abroad are emerging in the post-Cold War period. The sudden shifts of economic and political power make our world more fragile and more difficult to comprehend without considering the “computer gap” that is rapidly leaving whole communities and even nations in a more uneven relationship with the power brokers than ever before. The need to reflect with care and precision through area studies is complemented by the additional pressing need to study, see and learn outside of the U.S. Globalization means promoting study abroad and reaffirming the strengths of local and regional studies. Taken together, these essays invite international educators to reconsider notions of learning before, during and after study abroad. The writers view study abroad as an opportunity for social and intellectual engagement with other peoples and with oneself. The essays point to a variety of ways of intellectually preparing our students for their initial encounters with sets of real-life global experiences. Reflecting on such engagement and encounters allows students to begin to formulate, with increasing sophistication, specific and general concepts about individual differences, local and regional commonalities, and the global transformations of our present era. In light of the current area studies debates, we might also reconsider approaches to pre-departure preparations, create onsite projects, and reorganize the overseas curricula of study abroad programs themselves. In particular, students can continue to benefit from area and global studies programs back on the home campus upon their return, where they can enter effectively into scholarly debates and continue the learning and personal growth that began while they were abroad. Frontiers welcomes comments and suggestions for future special issues. We see ourselves and our field of international education in greater need of close cooperation with our faculty colleagues both in terms of defining the work of international learning, and in terms of formulating and designing international or global programs. We thus invite our readers to see Frontiers as a forum for such academic exchanges, and promise that Frontiers will respond to articles, essays, book reviews and reviews of resources for study abroad with collegial interest and enthusiasm. We wish to thank especially Brian Whalen, Rhoda Borcherding and our other colleagues on the Editorial Board for their support, encouragement and assistance in completing this special issue. We are particularly pleased with the authors and their willingness to listen to our requests and comments. Thomas Ricks, Villanova University Katharine Krebs, SUNY Binghamton Michael Monahan, Macalester College Suggestions for Further Reading Altbach, Philip G. and Patti McGill Peterson, eds. Higher Education in the 21st Century: Global Challenge and National Response. IIE Research Report Number 29. Annapolis, MD: IIE Books, 1999. This slim volume focuses on principal topics for colleges and universities to consider both locally and globally. Philip Altbach and Todd Davis set the tone of the volume with their “notes for an international dialogue on higher education.” Stressing the need for practical education, the authors also raise issues about the role of technology, the increase in “internationally mobile students,” the global role of graduate education, privatization of higher education, committed faculty and the threats of “managerialized” universities. The eight responses to the opening themes address specific issues for China, India, Africa and South Africa, Latin America, Japan and Europe. The work is a very good discussion text for international educators and their area studies faculty colleagues, and also provides a theoretical basis for the design and development of overseas programs. Stephen R. Graubard, ed. “Education Yesterday, Education Tomorrow.” Daedalus. Vol. 127, No. 4 (Fall, 1998). The eleven authors of this issue of the Journal of the American Academy of Arts and Sciences build off the Fall 1995 issue of Daedalus and its topic of “American Education: Still Separate, Still Unequal.” While neither accepting nor rejecting the thrust of A Nation at Risk, the authors look both at what has occurred over the past three decades, and at what is on the horizon for the next decade. In stressing reforms of systems and innovative ways of learning, the authors’ discussions invite the international educator to address a variety of ways in which students learn and to challenge the system in which they thrive. WWW. NAFSA.ORG/SECUSSA.WHYSTUDY In 1989, NAFSA and COUNCIL created the Whole World Committee (WWC). Initially chaired by John Sommers and now chaired by Mick Vandenberg, the WWC set out to find ways by which U.S. students could and would choose non-European overseas sites for a semester of study and learning. One of the tasks that the WWC accomplished was the creation of four area study essays on Africa, Asia, South America and the Middle East. Each essay, entitled “Why Study in …,” addresses basic fears and stereotyping of the non-European world regions. The essays then focus on benefits, health and safety, “getting started,” housing, and practical learning in each of these regions. In newly-attached longer versions, the essays also have a bibliography and more informative texts. The shorter versions were published serially in Transitions Abroad. NAFSA has added two additional important essays to this website, on “Class and Study Abroad” and “An African-American in South Africa.” Overall, the readers of Frontiers will be well-advised to access the articles at the website and consider using all the essays in their pre-departure orientation training, faculty area studies discussion groups, and in welcome-back sessions for returning students. Richard Falk. Predatory Globalization: A Critique. Cambridge, UK: Polity Press, 1999. The thesis of Richard Falk’s critique is that “predatory globalization’ has eroded, if not altogether broken, the former social contract that was forged between state and society during the last century or so” (p. 3). The breaking of that contract resulted from the state’s “deference to the discipline of global capital” and the neglect of the common good. Falk argues that only the “massing of strong transnational social pressures on the states of the world could alter the political equation to the point where the state could sufficiently recover its autonomy in relation to the world economy.” He demonstrates the emergence of a new kind of transnational politics referred to as “globalization-from-below.” In restoring “global civil society,” this new politics will need to move forward with the project of cosmopolitan democracy, including the protection of human rights. For the international educator, creating overseas programs that allow for a better understanding of the interconnectedness of regional and global levels is an admirable goal. More important, however, are those programs that offer U.S. undergraduates insights into “world order priorities” such as global poverty, protection of the planet, the sources of transnational violence, and “responsible sovereignty” in ways rarely found in traditional classroom learning on our campuses. Mark Tessler, Jodi Nachtwey and Anne Banda. Eds. Area Studies and Social Science: Strategies for Understanding Middle East Politics. Bloomington and Indianapolis, IN: Indiana University Press, 1999. This edited work addresses a wide range of issues involved in the “rational choice” versus area studies debate that is so well elucidated by David Ludden in the opening article of our special issue. Looking at the “area studies controversy” from the perspective of political scientists, the editors’ Introduction underscores questions that we international educators need to address ourselves. It is valuable to wonder about the “uses and abuses” of area studies in planning our overseas programs, or discussing the “internationalization” of our curricula. It is also critical to understand the Eurocentric and overly-simplistic approaches of the social science “rational choice” models. While agreeing that both area studies and the social science theories and methodologies are necessary for a global understanding, the present work places such questions within the context of the Middle East as a stimulus and a model for increasing the value of research about any country or region.
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Dissertations / Theses on the topic "Greek Americans – Intellectual life – 20th century"

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Harmsworth, Thomas. "Gary Snyder's green Dharma." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:e4c2e123-0b71-45c9-8535-eb09ac8cfa15.

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Twentieth-century environmentalist discourse often laid the blame for environmental degradation on Western civilization, and presented the religious traditions of the East as offering an ecocentric antidote to Western dualism and anthropocentrism. Gary Snyder has looked to Chinese and Japanese Buddhism to inform his environmentalist poetry and prose. While Snyder often writes in terms of a dualism of East and West, he synthesizes traditional forms of Buddhism with various Western traditions, and his green Buddhism ultimately undermines more simplistic oppositions of East and West. The first chapter reads Snyder's writing of the mid-1950s alongside several of his West Coast contemporaries - Kenneth Rexroth, Allen Ginsberg, Michael McClure, Philip Whalen and Jack Kerouac - showing that these writers evoked the natural world together with Buddhist themes before the advent of the modern environmental movement in order to mount a critique of Cold War American culture. Snyder's early interest in Buddhism was motivated largely by translations of Chinese poetry and Chapter Two examines his own translations of the Tang Dynasty poet Hanshan. In Snyder's translations and contemporaneous original poetry, Buddhist poetics mingle with American conceptions of wilderness. Chapter Three shows how Snyder's Buddhism was influenced by Anglophone writers such as D.T. Suzuki and Alan Watts, and argues that from the late 1960s Snyder aimed to Americanize Buddhism as ideas of localism became more central to his environmentalism. Chapter Four examines Snyder's synthesis of Hua-yen Buddhism and Western scientific ecology in the 1970s and 1980s. Chapter Five examines 'The Hokkaido Book,' an unfinished prose work on environmental attitudes in the Far East in which Snyder considers the relationship between the civilized and the primitive. Chapter Six examines the influence of Chinese landscape painting and Japanese No drama, two forms steeped in Buddhist ideas, on the poems of 'Mountains' and 'Rivers Without End'.
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Ondaatje, Michael L. "Neither counterfeit heroes nor colour-blind visionaries : black conservative intellectuals in modern America." University of Western Australia. History Discipline Group, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0029.

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This thesis focuses on the rise to prominence, during the 1980s and 1990s, of a coterie of African American intellectuals associated with the powerful networks and institutions of the New Right. It situates the relatively marginalised phenomenon of contemporary black conservatism within its historical context; explores the nature and significance of the racial discourse it has generated; and probes the intellectual character of the individuals whose contributions to this strand of black thought have stood out over the past three decades. Engaging the writings of the major black conservative figures and the literature of their supporters and critics, I then evaluate their ideas in relation to the key debates concerning race and class in American life debates that have centred, for the most part, on the vexed issues of affirmative action, poverty and public education. In illuminating this complex, still largely misunderstood phenomenon, this thesis reveals the black conservatives as more than a group but as individuals with their own distinctive arguments.
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LALIOTOU, Ioanna. "Migrating Greece : historical enactments of migrations in the culture of the nation." Doctoral thesis, 1998. http://hdl.handle.net/1814/5869.

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Defence date: 29 May 1998
Examining board: Prof. John Brewer, European University Institute ; Prof. Richard Johnson, The Nottingham Trent University ; Prof. Mark Mazower, University of Sussex ; Prof. Luisa Passerini, European University Institute, Supervisor
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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Raymond, Virginia Marie. "Mexican Americans write towards justice in Texas, 1973-1982." 2007. http://hdl.handle.net/2152/6260.

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"Mexican Americans Write Toward Justice in Texas, 1973 - 1982" examines literature produced in the course of struggles for justice conducted by Mexicans, Mexican Americans, and their allies, the origins of this literature, and its effects. Three areas -- police brutality, exploitation of farmworkers, and inequitable, inadequate public education - troubled Mexican Americans activists across the political spectrum. Additionally, many people were appalled by U.S. treatment of immigrants. The poetry and plays of Nephtalí De León, Heriberto Terán, Gil Scott-Heron, Carlos Morton, and an activist teatro in Houston exemplify a long tradition of cultural production that simultaneously mourns and organizes in response to violence against Mexicans in Texas. The Texas Farmworker Union (TFWU) newspaper, El Cuhamil , documents the cacophony of voices participating in farmworker mobilizations for social justice in Texas. El Cuhamil also reorients the narratives about farm worker organizing from a U.S.- centered "civil rights" perspective to a Mexican-centered one. Two U.S. Supreme Court decisions arising from Texas, San Antonio v. Rodríguez (1973) and Plyler v. Doe (1982), illustrate how federal courts began to retreat from the engagement with social justice that had characterized much civil rights jurisprudence between roughly 1946 and 1973. These decisions also reveal the contradictions at the heart of constitutional equal protection at its "best" or most effective. This dissertation seeks to understand how Mexicans and Mexican Americans tested a variety of rhetorical strategies - U.S. citizenship, Aztlán, the international working class, Catholic universalism, and human rights - to articulate their needs and desires and make claims in popular culture, labor organizing, and the law. I situate these writings historically and in U.S. Southwestern literature, Mexican American literature, U.S. civil rights jurisprudence, and Mexican intellectual traditions. A subsidiary contribution of this dissertation is its tentative exploration of the distinct trajectories of Mexican Americans in what is now the Texas Plains and Panhandle. The alienating sense of "nothingness" that some people attribute to this region derives from the conditions under which Anglo settlement began in the 1880s. Modernity, here, did not alter or overlap with the modes of production that preceded it, but violently obliterated them.
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Courau, Rogier Philippe. "States of nomadism, conditions of diaspora : studies in writing between South Africa and the United States, 1913-1936." Thesis, 2008. http://hdl.handle.net/10413/162.

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Using the theoretical idea of ‘writing between’ to describe the condition of the travelling subject, this study attempts to chart some of the literary, intellectual and cultural connections that exist(ed) between black South African intellectuals and writers, and the experiences of their African- American counterparts in their common movements towards civil liberty, enfranchisement and valorised consciousness. The years 1913-1936 saw important historical events taking place in the United States, South Africa and the world – and their effects on the peoples of the African diaspora were signficant. Such events elicited unified black diasporic responses to colonial hegemony. Using theories of transatlantic/transnational cultural negotiation as a starting point, conceptualisations that map out, and give context to, the connections between transcontinental black experiences of slavery and subjugation, this study seeks to re-envisage such black South African and African-American intellectual discourses through reading them anew. These texts have been re-covered and re-situated, are both published and unpublished, and engage the notion of travel and the instability of transatlantic voyaging in the liminal state of ‘writing between’. With my particular regional focus, I explore the cultural and intellectual politics of these diasporic interrelations in the form of case studies of texts from several genres, including fiction and autobiography. They are: the travel writings of Xhosa intellectual, DDT Jabavu, with a focus on his 1913 journey to the United States; an analysis of Ethelreda Lewis’s novel, Wild Deer (1933), which imagines the visit of an African-American musician, Paul Robeson-like figure to South Africa; and Eslanda Goode Robeson’s representation of her African Journey (1945) to the country in 1936, and the traveller’s gaze as expressed through the ethnographic imagination, or the anthropological ‘eye’ in the text.
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Books on the topic "Greek Americans – Intellectual life – 20th century"

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Transatlantic subjects: Acts of migration and cultures of transnationalism between Greece and America. Chicago: University of Chicago Press, 2004.

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Gates, Henry Louis. The African-American century: How Black Americans have shaped our country. New York: Free Press, 2000.

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Gates, Henry Louis. The African-American century: How Black Americans have shaped our country. New York: Free Press, 2000.

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Gates, Henry Louis. The African-American century: How Black Americans have shaped our country. New York: Touchstone, 2002.

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The black Atlantic: Modernity and double consciousness. London: Verso, 1993.

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The Black Atlantic: Modernity and double consciousness. Cambridge, Massachusetts: Harvard UP, 1993.

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Gilroy, Paul. The black Atlantic: Modernity and double consciousness. Cambridge, Mass: Harvard University Press, 1993.

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E, Jones Lola, ed. 20th century Black American women in print: Essays. Acton, Mass: Copley Pub. Group, 1991.

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Edgar, Tidwell John, and Tracy Steven C. 1954-, eds. After winter: The art and life of Sterling A. Brown. Oxford: Oxford University Press, 2009.

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Edgar, Tidwell John, and Tracy Steven C. 1954-, eds. After winter: Essays on the art and life of Sterling A. Brown. New York: Oxford University Press, 2008.

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