Suchergebnisse

Taking up the early Romantics' engagement with fragmentation, the workshop will put to work a selection of literary pieces and their translations in progress. Verses, passages and stanzas by Lacoue-Labarthe, Hölderlin, Lispector, Quignard, Stein, and others will be read and discussed in order to reflect on the relation between fragmentation and translation. With Johannes Kleinbeck, translator of Das Literarisch-Absolute (Berlin/Wien 2016), Esther von der Osten, translator of several titles by, amongst others, Jean-Luc Nancy, Oliver Precht, translator of Pessoa.Fast 40 Jahre nach seiner ersten Veröffentlichung durch Philippe Lacoue-Labarthe und Jean-Luc Nancy ist das Literarisch-Absolute eine der wichtigsten Abhandlungen zur Entstehung des modernen Begriffs der Literatur in der Frühromantik geblieben. »Das Athenaeum ist unsere Geburtstätte«, schreiben die Autoren. Was aber bedeuten heute die zentralen Begriffe ihrer Rekonstruktion dieser Genealogie? Sind wir immer noch – oder auf ähnliche Weise – mit Fragmentierung, dem absoluten Roman, mit Anonymität und kollektiver Praxis beschäftigt? Leben wir weiterhin im »kritischen Zeitalter par excellence«, wie es die Autoren 1978 beschrieben haben? Ist der gegenwärtige Moment ebenfalls durch die dreifache – soziale, politische, philosophische – Krise bestimmt, der als erste die Frühromantiker ausgesetzt waren? Wenn ja, sind »Interventionen« und »Wachsamkeit« noch die angemessenen Antworten?Jean-Luc Nancy, renowned philosopher, is a professor emeritus at the Université des Sciences humaines de Strasbourg who has held visiting positions at the FU Berlin, UC San Diego, UC Berkeley, and UC Irvine. His most recent books are Demande: Littérature et philosophie (2015), Banalité de Heidegger (2015), and Que faire? (2016). Susanne Lüdemann is professor for modern German and comparative literature at the LMU Munich and a practicing psychoanalyst. Among her recent publications are: Politics of Deconstruction: A New Introduction to Jacques Derrida (2014) and (co-ed. with Michèle ...

"In spite of the ephemeral nature of performed drama, playwrights such as Marlowe, Jonson, Webster, Fletcher, and Shakespeare were deeply interested in the endurance of their theatrical work and in their own literary immortality. This book re-evaluates the relationship between these early modern dramatists and literary posterity by considering their work within the context of post-Reformation memorialization. Providing fresh analyses of plays by major dramatists, Brian Chalk considers how they depicted monuments and other funeral properties on stage in order to exploit and criticize the rich ambiguities of commemorative rituals. The book also discusses the print history of the plays featured. The subject will attract scholars and upper-level students of Renaissance drama, memory studies, early modern theatre, and print history"--

Gerold Tietz was born in 1941 in Horka (north Bohemia) in a family of Sudeten Germans. Germans lived in this village together with Czechs, Roma people and Jews. The family also involved Czech relatives and many of German relatives spoke good Czech and kept relations with Czech cultural groups. After the war Gerold Tietz and his family were expelled to Swabia. He studied history, French and political science. From 1969 the graduated historian lived in Esslingen where he taught in the grammar school for thirty years. In the autobiographically oriented novels Böhmische Fuge (1997), Böhmisches Richtfest (2007) and in Böhmische Grätschen (2009) Tietz tried to depict official social-political events connected with famous political and cultural figures as well as the stories of ordinary days of "small people" who had to face the consequences of historic changes which influenced their lives. The paper analyses the conditions of Czech and German coexistence and confronts the authentic historic context. Nevertheless, negative features of these ethnic groups are not overlooked and the positive ones are presented as a positive contribution to the current European multiculturalism.

Gerold Tietz was born in 1941 in Horka (north Bohemia) in a family of Sudeten Germans. Germans lived in this village together with Czechs, Roma people and Jews. The family also involved Czech relatives and many of German relatives spoke good Czech and kept relations with Czech cultural groups.After the war Gerold Tietz and his family were expelled to Swabia. He studied history, French and political science. From 1969 the graduated historian lived in Esslingen where he taught in the grammar school for thirty years.In the autobiographically oriented novels Böhmische Fuge (1997), Böhmisches Richtfest (2007) and in Böhmische Grätschen (2009) Tietz tried to depict official social-political events connected with famous political and cultural figures as well as the stories of ordinary days of "small people" who had to face the consequences of historic changes which influenced their lives.The paper analyses the conditions of Czech and German coexistence and confronts the authentic historic context. Nevertheless, negative features of these ethnic groups are not overlooked and the positive ones are presented as a positive contribution to the current European multiculturalism.

Der Beitrag versucht die Frage zu klären, inwiefern es einen fachliterarischen Kanon in der Interkulturellen Bildung gibt und was ihn ausmacht. Zur Beantwortung der Frage wird auf Befunde einer kleinen Umfrage unter Expert_innen der Interkulturellen Bildung im deutschsprachigen Raum zurückgegriffen, die die zehn wichtigsten Texte, die Studierende der Interkulturellen Bildung gelesen haben sollten, nennen sollten. Die Ergebnisse zeigen, dass das Feld um wenige Autor_innen herum zentriert ist, die v. a. aus den Erziehungswissenschaften stammen, und eine spezielle Textform wissenschaftlicher Publikationen dominiert: das Lehrbuch.

Within literary studies, students are confronted with an enormous reading workload and are expected not only to be able to name and explain the basic concepts and working methods within a very short time, but also to apply their knowledge to concrete examples. Especially in the seminars, it is therefore important to optimally support the students in this learning process. Although there are many successful teaching concepts, there is often a lack of specific analyses of the effects on the student's learning process. This practice-oriented contribution introduces a Scholarship of Teaching and Learning project, which focuses on the apparently simple but very complex question of whether the inductive (i. e. from the example to the rule) or deductive (i. e. starting from the general) method is more effective for teaching literary competences. The conclusion will be based on the student's subjective perceptions of how supportive these two methods were for their learning process.

Ukrainianists and Belarusianists traditionally assumed that "Ukrainian" and "Belarusian" authors of the middle period of the East Slavic language history wrote essentially in their own respective mother tongues or even native dialects; linguistic features belonging to dialects of the other of the two modern nations were regarded as "foreign" influences due to the close political and cultural ties between "Ukrainians" and "Belarusians". Nowadays more and more scholars come to acknowledge the existence at that time of a common Ruthenian literary standard. However, the relationship between this standard variety and the diversity of the Ruthenian dialects is still rather unclear. As the Ruthenian questione della lingua, i.e. the problem of choosing a dialect basis for the standard variety, was never discussed explicitly (mainly because of the overwhelming importance of Polish and Church Slavonic in the Ruthenian metalinguistic discourse), the role of intermediate dialects (e.g. Polissian), dialect mixing (e.g. Vilna and Galicia), the acceptability of individual dialect features, and linguistic conservatism (e.g. in orthography) for the standardization of Ruthenian remain to be thoroughly evaluated. This is what this paper tries to do.