Was kann man unter Kulturphilosophie verstehen? Umfaßt sie den Bereich alter Artikulationsbedingungen des philosophischen Denkens? Oder fällt darunter der Bereich eines sozusagen randständigen historischen Wissens, welches das Philosophieren nur nebenbei berührt? Was wollen wir wissen, wenn wir nach der Kulturgeschichte der Philosophie fragen? Wollen wir überhaupt etwas wissen? Oder interessiert uns an dieser Frage ihr irrationales Potential, ihre Abseitigkeit, die sie jedenfalls für Philosophen hat? Wollen wir vielleicht unsere Vorstellung von Philosophie ändern, erweitern, indem wir nach ihr auch kulturhistorisch fragen? Oder wollen wir uns willentlich in Abseits der varia et curiosa begeben und unsere Vorstellung von Philosophie lediglich ergänzen, sozusagen garnieren, indem wir die Rubrik \"interessante Einzelheiten\" eröffnen und darunter sammeln, was wir für bemerkenswert halten. weil es \"auch\" zur Philosophie gehört?

<p> Thessaloniki, a city with an Ottoman, Byzantine, and Sephardic past, is located in the Balkan area of Macedonia, in northern Greece. Its history is the story of people who have come from someplace else. For several hundred years, the majority population of the city was comprised of Spanish speaking Sephardic Jews who contributed to all aspects of the development of the city. This significant presence is no longer visible unless one specifically knows where to look for its traces. It is not a history that has been silenced or erased, but rather obliterated. In this dissertation, I present the documented presence and transformations of the Jewish population in Thessaloniki from the earliest contributions to present day. This work on absence uses visual anthropology to explore the present day urban environment through an ethnographic account of the city of Thessaloniki. The visual is used to investigate how cities present their past and how people learn to see the world, what reflects their world vision, and the ways their vision is socially and culturally influenced. Anthropology is concerned with material artifacts that act as representatives of the past and as visual symbols. This is a work about what happens when intentionally omitted histories remain absent from the public sphere. What remains physically present but unrepresented proves equally important in creating and reinforcing memory. Our relationship to our environment also may be compromised by what is absent. This project examines absence through the circumstances by which the past is represented in the present, and looks at how the past is experienced in ways that may be used to invoke, challenge, or re-direct the way a community is remembered.</p>

President John F. Kennedy’s announcement, on Monday 22 October 1962, that there were offensive missiles on the island of Cuba began the public phase of what would be remembered as the Cuban missile crisis. This Cold War crisis had ramifications in many other countries than just the Soviet Union and the United States. Due to the danger involved in this nuclear confrontation, the entire globe was threatened. If either side lost control of negotiations, an atomic war could have broken out which would have decimated the planet. As the direct northern neighbors of the United States and partners in continental defence, Canadians experienced and understood the Cuban missile crisis in the context of larger issues. In many ways, Canadian and American reactions to the crisis were similar. Many citizens stocked up their pantries, read the newspapers, protested, or worried that the politicians would make a mistake and set off a war. However, this dissertation argues that English Canadians experienced the crisis on another level as well. In public debate and print sources, many debated what the crisis meant for Canadian-Cuban relations, Canadian-American relations and Canada’s place in the world. Examining these print and archival sources, this dissertation analyzes the contour of public debate during the crisis, uniting that debate with the actions of politicians. Prime Minister John G. Diefenbaker hesitated for two days before making a statement which fully committed Canada to a position which supported the American quarantine of Cuba, and shortly after the crisis, was defeated at the polls. This dissertation argues that understanding the Canadian reaction to and experience of the Cuban missile crisis necessitates an understanding of how different Canadians talked about and understood the actions of their leaders. The shifting terrain of memory also serves to demonstrate the manner in which this history is told and remembered in Canada. This dissertation, therefore, examines the intersections between this Cold War confrontation and Canadian identity in the postwar period. / Thesis (Ph.D, History) -- Queen's University, 2011-12-23 09:01:36.5

During the nineteenth century middle and upper-class women in Nashville and the surrounding region occupied a clearly defined place within society, and their social and academic education was designed to prepare them for that place. Even as female education gradually became more progressive in the later nineteenth-century, its scope was still limited by gender roles and expectations. Parents wanted their daughters to learn proper social graces, and “ornamental” studies such as music, needlework, and painting were a large part of their education. As the nineteenth gave way to the early twentieth-century, the focus of women’s education began to shift, with more scholarly subjects added to the list of studies and more career choices open to women. Women became empowered in new ways through the women’s suffrage movement and sought to use their new freedom to pursue higher education and academic careers. Female education mirrored the changing status of women in general, and music, in particular, provides a unique perspective on the changing role of women in American society during this time. This study focuses on three schools in Nashville, Tennessee, a city which provides an excellent example of the formation and development of women’s education in female academies and seminaries, as well as being a cultural center of the South. The music programs at the Nashville Female Academy, Ward’s Seminary for Young Ladies, and the Ward-Belmont School for Girls are studied in order to demonstrate how the level of instruction changed over time, mirroring similar changes in society as a whole. Recital programs, instruction books, and biographies of faculty members all help to develop a picture of the music education students received. As changes in repertoire, faculty, and coursework from the mid-nineteenth-century into the twentieth century are discovered, connections emerge between female music education in Nashville and the status of women across America.

<p> This thesis explores the transformative effects of immigration from the 1960s through the 2010s among women from Taiwan living in the County of Santa Clara. The study focused on three substantive areas: (1) early life experiences and factors leading to immigration; (2) shifts in social identities after leaving Taiwan (e.g., political, national, and ethnic self-concepts in various contexts); and (3) practices of child-rearing. Several methodological tools were employed during the data collection phase of the research process, including interviews, surveys, and participant observations. The findings of this study suggested a dynamic process of change in which informants adapted to, were affected by, and influenced their new milieus to varying degrees. Although a number of patterns were evident in the broader experiences of participants, the actual decisions (e.g., how to raise children) and individual changes (e.g., the choice of ethnic identification) were often unique. These findings add to the body of scholarly knowledge concerning the lived experiences of Taiwanese Americans and their distinct challenges, but they also suggest the need to extend theoretical discussions related to transnationalism, ethnogenesis, and parallel dual frame of reference for a clearer understanding of immigrant experiences in a rapidly changing American suburbia.</p>

<p> This study focuses on how secular, governmental, and ecclesiastical Hispanic Empire institutions influenced the response and resistance of San Francisco Native American groups from 1769 to 1846. This project draws on late 18th and early 19th century primary Spanish documents and secondary sources to help understand the context of indigenous people's adaptive and response behaviors during this period as well as the nuances of their perspective and experience. Using both electronic and physical documents from a number of archival databases, primary Spanish documents were translated and correlated with baptismal and death mission records. This allowed for formulating alternative perspectives and putting indigenous response and resistance into context. The results of this study indicated that when acts of resistance to the colonial mission system led by charismatic Native American leaders are placed into chronological order, it appears these responses did not consist of isolated incidents. Rather, they appear to be connected through complex networks of communication and organization, and formal Native American armed resistance grew more intensive over time.</p>

My thesis focuses primarily on child portraiture and attempting to express the imaginative quality of young thought that has the potential of being forgotten with age. While my concept originated with the idea of children affected by the Holocaust and World War II, I have broadened my scope to examine the ways in which imagination is seen while children are sharing thoughts through storytelling. Using ink and pen, the quality of line will vary to depict different stages of a particular fragment of emotion. My research concerns children’s worldview and understanding of internally perceived reality as it to their environment. I also investigate the opera Bründibár written by Hans Krása during World War II as a historically contextualized example of children’s narratives and their outcomes. The transcending theme of my cumulative work is regarding the moments of intersection between outside stimulus and children’s imagined reality.

Narratives of place have always been crucial to the construction of Australian identity. The obsession with identity in Australia betrays longstanding uncertainty. It is not difficult to interpret in this uncertainty a replaying of the deeper insecurities surrounding the settler community's legal and more broadly cultural claims to the land. Such insecurities are typically understood negatively. In contrast, this thesis accepts the uncertainty of identity as an activating principle, appropriate to any interpretation of the narratives and themes that inform what it means to be Australian. Fundamental to this uncertainty is a provisionality in the post-colonial experience of place that is papered over by misleadingly coherent spatial narratives that stem from the imperial inheritance of Australian mythology. Place is a model for the tension between the coherence of mythic narratives and the actual rhizomic formlessness of daily life. Place is the ???ground??? of that life, but an ambivalent ground. An Ambivalent Ground approaches postcolonial Australia as a densely woven text. In this text, stories that describe the founding of a nation are enveloped by other stories, not so well known, that work to transform those more familiar narratives. ???Re-placing Australian literature??? describes the process of this transformation. It signifies an interpretative practice which seeks to recuperate the open-ended experience of place that remains disguised by the coherent narratives of nationhood. The process of ???re-placing??? Australian literature shifts the understanding of nation towards a landscape that speaks not so much about identity as about the constitutive performances of everyday life. It also converges with the unhomely dimension that is the colonist's ambiguous sense of belonging. We can understand this process with an analogy used in this thesis, that of music ??? the colonising language, and noise ??? the ostensibly inchoate, unformed background disruptive to cultural order yet revealing the spatial realities of place. Traditionally, cultural narratives in Australia have disguised the much more complex way in which place noisily disrupts and diffracts those narratives, and in the process generates the ambivalence of Australian identity. Rather than a text or a narrative, place is a plenitude, a densely intertwined performance space, a performance that constantly renders experience ??? and its cultural function ??? transgressive. The purpose of this thesis is not to displace stereotypical narratives of nationhood with yet another narrative. Rather, it offers the more risky proposition that provisionality and uncertainty are constitutive features of Australian social being. The narrative in the thesis represents an aggregation of such an ambivalent ground, addressing the persistent tension between place and the larger drama of colonialist history and discourse.

Thesis (Ph.D.)--Indiana University, Dept. of Folklore, 2007. / Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 2108. Adviser: Beverly Stoeltje. "Title from dissertation home page (viewed Jan. 9, 2008)".

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0650. Adviser: Janet Dixon Keller. Includes bibliographical references (leaves 420-453) Available on microfilm from Pro Quest Information and Learning.