bluuebunny/crossref_metadata_2025 huggingface dataset:
Prisons in Popular Culture
Authors: Cecil Dawn K.
Published: November 2016

Popular culture has the ability to entertain and, on some level, educate. People’s perceptions and understanding of an issue can be influenced by the images and messages contained within common representations. According to social constructionism, the further a subject is removed from our day-to-day lives, the more important second-hand knowledge becomes in shaping perceptions. Prisons are a prime example. These institutions are not a part of most people’s lives; therefore, they must rely on information gathered from other sources to come to an understanding of these complex social institutions. Many turn to popular prison imagery to be entertained and in doing so they may be taking away lessons about imprisonment. By relying on the mediated experiences provided by representations of prison in popular culture, they are likely to have an incomplete and, perhaps, inaccurate perception of institutional life.

Early images of prison were limited, however, today there is an abundance. The first popular prison imagery came in the form of Hollywood films, which gave audience members a glimpse of the prison routine, while following the journey of a new inmate. While these movies are the most iconic images of prison, in today’s media landscape representations of prison life can be found in a variety of places. Most often they are depicted in entertainment and infotainment-type programming on television, but can also be seen in documentary films and represented in various other aspects of popular culture, including music and cartoons. There is a growing body of literature that discusses these depictions. This research examines the accuracy of the portrayals and identifies underlying messages about crime and punishment, which provides vital information on how people come to understand prison in a media culture. Stereotypes and caricatures abound; however, one can also find important messages about prisoners, prison life, and ultimately the role of prison in society. Overwhelmingly people are subjected to images of violent men and women locked up, where their violent behavior continues, which ultimately sends a message that prison is a social necessity. Examining these popular representations of prison allows us to begin to understand the potential impact this imagery has on people’s perceptions of these institutions in modern society.
Preparing to Teach in Inclusive Classrooms
Authors: Sharma Umesh
Published: November 2016

This article presents a critical analysis of inclusive teacher education. The article argues that while teacher education programs have changed dramatically over the last few decades, there are still areas where more progress could be made. It also argues for a need to re-conceptualize the way we prepare teachers so that they can confidently include all learners. It presents a framework, largely influenced by the work of Shulman, which could be applied for the preparation of pre-service teachers to teach in inclusive classrooms.
Reconceptualizing Curriculum in Higher Education
Authors: Cary Lisa J. , Wang Hongyu
Published: November 2016

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Conducting research on curriculum in higher education settings often results in confusion over just what curriculum is. Thus, simplifications occur and the research focuses instead on the discussion of the various structural reforms of units, courses, and programs. The tendency to simplify research on curriculum seems to be driven by traditional notions of knowledge production or transmission that shapes (limits and restrains) the epistemological spaces inhabited by students in higher education settings. Courses, units, lessons, textbooks, etc., are seen as vehicles of content knowledge rather than just part of the story. This notion highlights the transmissive nature and positivistic “Scientistic Paradigm” that permeates these Enlightenment institutions. However, as Colin J. Marsh and George Willis highlight in Curriculum: Alternative Approaches, Ongoing Issues, academics’ lived experience, student life histories, and the physical space of classroom settings also influence knowledge production. In the current neo-liberal, market-driven context, institutions are also developing curriculum designed to gain market share and enable work-ready students. Therefore, theoretical analyses of the curriculum occurring in the international field of Curriculum Studies are marginalized. In this global context, the study and production of curriculum should be internationalized and reach beyond and across borders and boundaries.

If we focus on the epistemological nature of “curriculum as knowledge production,” as Lisa J. Cary puts it in Curriculum Spaces: Discourse, Postmodern Theory and Educational Research, we can move this discussion beyond static understandings of content and knowledge production to a more fluid and complicated understanding of how we know what we know, which reveals exclusions and objectifications at work in educational settings. Elizabeth St. Pierre points out, in her article “The Call for Intelligibility in Postmodern Educational Research,” that it is time “to produce different knowledge, to produce knowledge differently as we work for social justice in the human sciences,” and it is also time to understand curriculum as whole-being experiences that broaden the existential horizon of educational life. The aim is to move towards a more complicated theorizing regarding the nature of curriculum in higher education. To do so requires starting with a critique of commodification of curriculum in higher education, going deeper to reveal the colorization of the curriculum and how it is demonstrated in interdisciplinary skill-based reform, and discussing the transformation of higher education curriculum, including shifting from knowing to becoming and from identity to relational dynamics in diversity curriculum.
Assistive Technology to Enhance Inclusive Education
Authors: Chambers Dianne
Published: November 2016

Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. To ensure that a classroom is truly inclusive, the teacher and other professionals involved in supporting children with disability using assistive technology require appropriate knowledge and skills to bring potential to reality. There are many successful examples of assistive technology successfully embedding into the practices of inclusive setting, but there is still some way to go to ensure this is a seamless approach. There are many benefits and difficulties associated with adopting assistive technology to support students with disability, particularly in developing countries. While the challenges may be great, the potential for assistive technology to impact significantly on the educational, social, and recreational outcomes for students with disability in inclusive classrooms is immense.
Free Speech, Civility, and Censorship in Education
Authors: Corngold Josh
Published: November 2016

Besides being protected by the First Amendment, the right of students and faculty to express different ideas and opinions—even discomfiting ideas and opinions—is central to the academic mission of schools, colleges, and universities. Two familiar arguments articulated by John Stuart Mill underscore this point: First, the dynamic clash of contrary ideas offers the best prospect we have of arriving at the “whole truth” about any complex subject. Second, unless it is subject to periodic questioning and critique, any established and received bit of wisdom “will be held in the manner of a prejudice with little comprehension or feeling of its rational grounds.”

These arguments notwithstanding, heated debates persist as to the proper bounds of free speech in educational institutions dedicated to open inquiry and the examination of multiple viewpoints. Two distinct positions provide us with a useful framework for analyzing many of these debates. The libertarian position rejects regulation of campus speech—except in extreme cases of speech that invade the rights of individuals or small specific groups of people—while instead championing a maximally free marketplace of ideas. The liberal democratic position, however, proposes that, in the interest of scholarly objectivity and rational autonomy, verbal interaction that denigrates or stigmatizes others on account of ascriptive characteristics such as gender, race, ethnicity, religion, or sexual orientation should be constrained in higher education. Adherents to the libertarian position oppose the implementation of campus hate speech codes on the grounds that such codes violate First Amendment principles and are not an effective bulwark against prejudice, discrimination, and inequality. Adherents to the liberal democratic position support narrowly tailored speech codes that formally sanction slurs, “fighting words,” and the like, but they generally believe that most of the work of regulating abusive speech should occur through the informal enforcement of new “norms of civility” on campus.

Although these two positions constitute a major fault line in debates over campus speech, they do not capture the range of standpoints taken by participants in the debates. To cite one noteworthy example, some scholars, in the name of what they refer to as “an affirmative action pedagogy,” call for broader restrictions on speech (particularly classroom speech) than either the libertarian or liberal democratic positions endorse.
Confucianism and Education
Authors: Tan Charlene
Published: November 2016

Issues related to the aim of education, curriculum, teaching, and learning are perennial concerns in Confucianism. Within the Confucian canon, two texts, Analects (Lunyu) and Xueji (Record of Learning), are particularly instructive in illuminating the principles and practices of education for early Confucianism. Accordingly, the aim of education is to inculcate ren (humanity) through li (normative behaviors) so that learners can realize and broaden dao (Way). To achieve this aim, the curriculum should be holistic, broad-based, and integrated; students should constantly practice what they have learned through self-cultivation and social interaction. Supporting the curriculum is learner-focused education, where the teacher is sensitive to the individual needs of students. The “enlightening approach” is recommended, where the teacher encourages and guides students using the questioning technique and peer learning. The impact of Confucian education is evident in the creation and flourishing of “Confucian pedagogic cultures” in East Asia. However, a key question confronting a Confucian conception of education is whether such a paradigm is able to nurture critical and creative thinkers who are empowered to critique prevailing worldviews and effect social changes. A textual analysis of Xueji and Analects reveals that critical and creative thinking are valued and indispensable in Confucian education. Confucius himself chastised the rulers of his time, modified certain social practices, and ingeniously redefined terms that were in wide circulation such as li and junzi by adding novel elements to them. Confucian education should be viewed as an open tradition that learns from all sources and evolves with changing times. Such a tradition fulfills the educational vision to appropriate and extend dao, thereby continuing the educational project started by Confucius.
Alternative Education
Authors: Mills Martin , McGregor Glenda
Published: November 2016

Alternative schooling has a long history. However, defining alternative schooling is difficult because it necessitates an answer to the question: “alternative to what?” It suggests that there is an accepted schooling archetype from which to differentiate. However, just what that model might be is likely to vary over time and place. In one perspective, alternative schools challenge what Tyack and Tobin, in 1994, referred to as the traditional grammar of schooling as it pertains to conventional forms of schooling developed in Western societies since the Industrial Revolution. Alternative schools challenge the taken-for-granted grammar of schooling variously through their organization, governance structures, curriculum, pedagogy, type of students, and/or particular philosophy. Certain types of alternative schools, including democratic schools, developmental and holistic alternative schools (e.g., Montessori and Waldorf/Steiner), and flexi schools, might offer lessons to the educational mainstream on how to be more inclusive and socially just. However, there are also ways in which they can work against such principles.
Trends and Developments in Higher Education in the Asia-Pacific Region
Authors: Hawkins John N.
Published: November 2016

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

The demographic, historical, cultural, and political-economic complexity of the vast Asia Pacific Region poses a great challenge to making sense of the region’s higher education (HE) trends. Yet, several of these trends are indeed enduring and comparable. The interplay of these trends and developments continually shape the architecture of higher education in the region. A sampling of these trends focuses on one of the basic frames of higher education, namely that of increasing access, equity, and capacity. This, in turn, has led to the tension between massification on the one hand, and issues of quality assurance on the other. While national development is often the primary goal of tertiary education, regionalism has increasingly challenged these more parochial concerns. Within the region, student and faculty mobility, migration, and internationalization have emerged with greater force within the sometimes confusing context of globalization. At the upper end of the HE spectrum, the pressure of seeking to achieve excellence in research and innovation has resulted in another predicament, leading to what might be called an accelerated academy. These forces and factors, among others, are influencing the pathway of HE in the Asia Pacific region as we move into the 21st century.
Autoethnography
Authors: Gannon Susanne
Published: November 2016

Autoethnography is an increasingly popular form of postpositivist narrative inquiry that has recently begun to appear in educational contexts. The multiple lineages of autoethnography include the insider accounts of early anthropologists, literary approaches to life history and autobiography, responses to the ontological/epistemological challenges of postmodern philosophies, feminist and postcolonial insistence on including narratives of the marginalized, performance and communication scholarship, and the interest in personal stories of contemporary therapeutic and trauma cultures. Approaches vary widely from fragmented, experimental, performative, and multimodal texts through to realist tales. Advocates claim that autoethnography enables us to live more reflective, more meaningful, and more just lives.
Deleuze Studies in Education
Authors: Cole David R.
Published: November 2016

Gilles Deleuze (1925–1995) was a French philosopher, who wrote about literature, art, cinema, other philosophers, capitalism, and schizophrenia. His wide-ranging oeuvre has begun to be considered seriously in education, because his ideas act as springboards for further elaboration and application in connected areas such as research, learning theory, early childhood education, curriculum and policy studies, and teacher education. Whilst it is impossible to track exactly how, when, and indeed if “Deleuze Studies in Education” will mature and progress to occupy a mainstream position in education, it is worth considering the influence of the French thinker as a mode of renewal and new thought. The questions that concern “Deleuze Studies in Education” therefore shift from positing thought from “the known” to “what can be done.”

Deleuze’s solo work acts a basis for new thinking in the philosophy of education. His series of philosophical studies track and develop a new philosophy, that redraws Western concepts of the subject, knowledge, learning, and thought. The intent of this new philosophy is to open up fixed Western ideas to their international and historical counterparts and to produce a way of thinking that occupies a middle ground, disconnected from the dominant, intellectual empire building that has predominantly hailed from the West.

Deleuze’s writing with the French intellectual activist, Félix Guattari (1930–1992), takes on a distinct shift and urgency away from the rewriting of the Western philosophical tradition until their last joint work called: “What is Philosophy?” and which presents a new philosophy that is sketched out in the second half of this book, and which deploys affect, percepts, concepts, and forms and functions, to move away from the ultimate horror of the present situation as they saw it: “commercial professional training.” “Deleuze Studies in Education” is deepened and reinvented through their dual work and is transformed into a mode of critical capitalist and environmental studies, which adds historical/subjective valence to how one understands current shifts in educational practice.

Lastly, the specific oeuvre of Félix Guattari, which is often less investigated and focused upon in education than Deleuze, serves as a pressing and ethical engagement with theory that can be readily applied to issues such as environmental concerns, inequality, power, and activism. Guattari’s ideas are present as a lasting aspect of “Deleuze Studies in Education” because they demonstrate many of the links to practice that Deleuze theorized throughout his philosophy.
Teaching Self-Efficacy
Authors: Morris David B.
Published: November 2016

Teaching self-efficacy refers to the beliefs that teachers hold about their instructional capabilities. According to Bandura’s social cognitive theory, individuals develop a sense of efficacy by attending to four sources of information: mastery experiences (i.e., performance attainments), vicarious experiences (i.e., observing social models), social persuasions (i.e., messages received from others) and physiological and affective states (e.g., stress, fatigue, mood). Personal and contextual factors also play a role in the development of teaching self-efficacy. A fundamental assumption in much of this work is that teachers who believe in their capabilities are psychologically healthier, provide better quality instruction, and are more effective in motivating their students. Unfortunately, understandings of the phenomena associated with teaching self-efficacy have been limited by poor conceptualizations and methodological shortcomings. As research on the construct has evolved, so, too, have understandings of its sources and benefits for teachers and their students.
Christianity in Asia
Authors: Watson Andaya Barbara
Published: November 2016

The 21st century has often been touted as the “Asian century,” largely because of the remarkable resurgence of China as an economic power. There are nonetheless other developments afoot, foremost among which is the rising numbers of individuals who identify as Christians. Apart from the Philippines, Timor Leste, Asian Russia, Cyprus, Armenia, and Georgia, Christians are still a minority in the forty-eight countries that the United Nations classifies as “Asia,” a vast region that stretches from the Urals and the Caspian Sea to Papua New Guinea. However, over the past two decades, a marked increase in Asian Christians, especially in Korea, India, and China, has led to predictions that by 2025 their numbers, now estimated at 350 million, will escalate to 460 million. Yet for many Asians, Christianity is still tainted by a “foreign” past because it is associated with the European arrival in the late 15th century and with the imposition of colonialism and the influence of the West in the 19th and 20th centuries. A historical approach, however, shows that such perceptions are countered by centuries of local adaptations of Christianity to specific cultural contexts. Although the processes of “accommodation” and “adaptation” have a complex history, a long-term view reveals the multiple ways through which millions of Asian men and women have incorporated “being Christian” into their own identities.
Warfare and Arms of the Early Iron Age Steppe Nomads
Authors: Symonenko Oleksandr
Published: November 2016

At the turn of Bronze and Early Iron Ages, the nomads of the Eurasian steppe brought about a new and progressive phenomenon in world military history: cavalry warfare. Spanning the vast distance from the Danube in the West to the Hwang Ho in the Far East, among nomadic peoples including the Cimmerians, Scythians, Sakas, Sarmatians, Xiongnu, and Xianbei, a universal mode of warfare, more or less similar in tactics, battle, arms and armor, and horse harness, dominated.

The chronological frames of the Early Iron Age are differently determined in various historiographical traditions, but for the history of steppe Eurasia the frame is customarily considered to begin in the 10th century bce and end in the 5th century ce. The main sources used in studying the military art of Early Iron Age nomads are of two categories: the literary sources (Greek, Roman, Chinese), and archaeological finds of weapons, armor, and horse harnesses belonging to the various archaeological cultures of steppe nomads. The literary sources noted the Cimmerians (10th–8th c. bce); people of the Scythian ethnic group (7th–3rd c. bce), the proper Scythians and the Sakas, Massagetians, Issedonians, and Sauromatians; the Sarmatians (2nd c. bce–4th c. ce); the Xiongnu (2nd c. bce–1st c. ce); their contemporaries the Wusun and Yuezhi, and some other peoples.

The light-armed cavalry was a basic military force of the nomads. Each nomadic man was an armed and skillful warrior. Judging from archaeological material and narrative sources, the nomadic light cavalryman was armed by bow and arrows, light javelin and/or lance, and probably lasso. The light cavalry consisted of the common nomads. Since the 7th c. bce noble nomad formed the heavy armored cavalry where the horsemen, and sometimes their horses, wore body armor and helmets.

The tactical principles and fighting methods of nomads were conditioned by the composition of their army, with light cavalry prevailing. One of the main methods was raids, which varied in duration, range, and composition of personnel involved. The battle tactics of nomadic troops developed due to a need to overcome a resistance of deep infantry formation. Since the long spears of infantry inhibited close combat, nomadic horsemen first covered the adversary with a massive and dense, although undirected, torrent of arrows. After that, light horsemen approached and threw spears and javelins from shorter distances, thus causing confusion in the ranks of the infantry. Then heavy cavalry rushed into the breach for fighting with close-combat weapons, spears, and battleaxes.
Ethnicity of Turkic Central Asia
Authors: Finke Peter
Published: November 2016

Ethnic identity is a fuzzy concept for several reasons. On the one hand, the very question of what is an ethnic group is not an easy one to answer. On the other hand, once this is established for a specific case, it is yet another task to define who belongs to it, and who does not, and how stable such assignments actually are. This is as true for Central Asia as for any other place in the world, and the fact that, for earlier periods of history, the records—both native ones and others—use a great variety of terms for human populations, does not make it any easier. Thus, it is largely unclear, which of the tribal groups or early statehoods correspond to a contemporary understanding of ethnicity.

Anthropological scholarship on Central Asia has, by contrast, stressed the rather vague and floating categories that people in the region used to define themselves and others. According to this view, the creation of ethnic groups was largely a product of more or less artificial engineering during Soviet times. Before, local communities and extended kin groups, regularly reshuffled and redefined in history, were of much greater importance for people’s identification and alliances than language or assumed genetic ties.

While there is some truth in that, the picture is more complex. Particularly among the Turkic-speaking groups in the region, a steady process of consolidation set in following the decline of the Mongol Empire, resulting in the emergence of contemporary ethnic groups out of earlier configurations. The underlying concepts of attachment and self-understanding vary, however, and can be distinguished in two different modes, roughly corresponding to the divide between nomadic and sedentary groups. Among the former, the idea of patrilineal descent, or a genealogical model, is at the bottom of internal divisions as well as external demarcation; in the oases, the prime criteria are proximity and shared culture, or a territorial model of ethnic identity. Kazaks and Uzbeks respectively represent examples of these two models.

Processes of ethnic demarcation have, however, been greatly accelerated during the Soviet period and its aftermath. Today, a hasty search for national identities can be observed across the region; while following lines of Soviet ethnicity concepts, these identities fundamentally change their understanding as well as inter-ethnic and majority-minority relations. This is still a very open and dynamic process leading to new (inter-)ethnic constellations and political power relations.
Fur Trades
Authors: Podruchny Carolyn , Nation-Knapper Stacy
Published: November 2016

From the 15th century to the present, the trade in animal fur has been an economic venture with far-reaching consequences for both North Americans and Europeans (in which North Americans of European descent are included). One of the earliest forms of exchange between Europeans and North Americans, the trade in fur was about the garment business, global and local politics, social and cultural interaction, hunting, ecology, colonialism, gendered labor, kinship networks, and religion. European fashion, specifically the desire for hats that marked male status, was a primary driver for the global fur-trade economy until the late 19th century, while European desires for marten, fox, and other luxury furs to make and trim clothing comprised a secondary part of the trade. Other animal hides including deer and bison provided sturdy leather from which belts for the machines of the early Industrial Era were cut. European cloth, especially cotton and wool, became central to the trade for Indigenous peoples who sought materials that were lighter and dried faster than skin clothing. The multiple perspectives on the fur trade included the European men and indigenous men and women actually conducting the trade; the indigenous male and female trappers; European trappers; the European men and women producing trade goods; indigenous “middlemen” (men and women) who were conducting their own fur trade to benefit from European trade companies; laborers hauling the furs and trade goods; all those who built, managed, and sustained trading posts located along waterways and trails across North America; and those Europeans who manufactured and purchased the products made of fur and the trade goods desired by Indigenous peoples. As early as the 17th century, European empires used fur-trade monopolies to establish colonies in North America and later fur trading companies brought imperial trading systems inland, while Indigenous peoples drew Europeans into their own patterns of trade and power. By the 19th century, the fur trade had covered most of the continent and the networks of business, alliances, and families, and the founding of new communities led to new peoples, including the Métis, who were descended from the mixing of European and Indigenous peoples. Trading territories, monopolies, and alliances with Indigenous peoples shaped how European concepts of statehood played out in the making of European-descended nation-states, and the development of treaties with Indigenous peoples. The fur trade flourished in northern climes until well into the 20th century, after which time economic development, resource exploitation, changes in fashion, and politics in North America and Europe limited its scope and scale. Many Indigenous people continue today to hunt and trap animals and have fought in courts for Indigenous rights to resources, land, and sovereignty.
Foreign Trade Policy from the Revolution to World War I
Authors: Palen Marc-William
Published: November 2016

Economic nationalism tended to dominate U.S. foreign trade policy throughout the long 19th century, from the end of the American Revolution to the beginning of World War I, owing to a pervasive American sense of economic and geopolitical insecurity and American fear of hostile powers, especially the British but also the French and Spanish and even the Barbary States. Following the U.S. Civil War, leading U.S. protectionist politicians sought to curtail European trade policies and to create a U.S.-dominated customs union in the Western Hemisphere. American proponents of trade liberalization increasingly found themselves outnumbered in the halls of Congress, as the “American System” of economic nationalism grew in popularity alongside the perceived need for foreign markets. Protectionist advocates in the United States viewed the American System as a panacea that not only promised to provide the federal government with revenue but also to artificially insulate American infant industries from undue foreign-market competition through high protective tariffs and subsidies, and to retaliate against real and perceived threats to U.S. trade.

Throughout this period, the United States itself underwent a great struggle over foreign trade policy. By the late 19th century, the era’s boom-and-bust global economic system led to a growing perception that the United States needed more access to foreign markets as an outlet for the country’s surplus goods and capital. But whether the United States would obtain foreign market access through free trade or through protectionism led to a great debate over the proper course of U.S. foreign trade policy. By the time that the United States acquired a colonial empire from the Spanish in 1898, this same debate over U.S. foreign trade policy had effectively merged into debates over the course of U.S. imperial expansion. The country’s more expansionist-minded economic nationalists came out on top. The overwhelming 1896 victory of William McKinley—the Republican party’s “Napoleon of Protection”—marked the beginning of substantial expansion of U.S. foreign trade through a mixture of protectionism and imperialism in the years leading up to World War I.
Gods in Ancient Egypt
Authors: Kaelin Oskar
Published: November 2016

The ancient Egyptians were surrounded by various manifestations of their many gods. Though their gods usually lived in heaven or in the netherworlds, they were permanently represented on earth by monuments, statues, symbols, animals, and plants, as well as by social concepts. The Egyptians described their gods by various names and images, always aware that in the end their true personalities and characters remained elusive.

The ancient Egyptian universe comprised heaven, earth, and netherworld, all part of creation and surrounded by eternal darkness. Though separate areas, they were permeable for the gods and the dead. The universe ran smoothly as long as there was respect and cooperation between them and the living. This formed an ideological, social, and economic cohesion.

The gods were powerful but benevolent, and approachable in many ways. The divine king was the hub between the world of the gods and the human sphere. He was the main entity responsible for organizing the supply and welfare of the humans, and for keeping order. During official festivals, the living, the gods, and the dead celebrated together, but there were also a number of more personal ways to approach deities. The various sites of interaction between gods and men formed a vast network connecting all the players: the gods were responsible for creation and abundance, the kings and elites were primarily responsible for ensuring that the system ran according to Maat (“Order”), and the people were responsible for living and working throughout the country.

The system of ancient Egyptian gods structured Egyptian ideas, policies, and everyday life from the end of the 4th millennium bce to the rise of Christianity and beyond. The ancient Egyptians’ beliefs were polytheistic, acknowledging the existence of thousands of gods and endless deceased humans. At times, the ancient Egyptians appeared to be henotheistic and would exalt a deity in his or her uniqueness. Moreover, with Akhenaten, they were the first to experiment with monotheism, though that did not last much longer than a decade. The ideas and images created for the Egyptian gods and religion had an impact on many contemporaneous cultures, as well as on later religions.
Martin Luther in Karl Marx
Authors: Hinlicky Paul R.
Published: November 2016

The topic of Luther in Marxism is vast and too diffuse to be useful to define issues and orient future research. However, the more limited topic of Luther in Marx is definite, manageable, and useful. If the framing of the relation between Luther and Müntzer first created by Müntzer and then adopted and popularized by Engels can be bracketed, and if the comparison of Luther and Marx is carefully controlled by Marx’s encounter with Luther texts, the result is a tacit but surprising claim by Marx to have found in Luther a predecessor in the analysis of capitalism. This surprise, however, entitles Luther to be heard afresh in his own voice in making his theological-ethical critique of mercantilism and monopoly finance in the 16th century. This new listening to Luther yields a concurrence between Luther and Marx regarding Marx’s claim that, in distinction from historical Christianity, the Marxist revolution brings an earthly, not otherworldly salvation; Luther, however, states just this difference differently, in terms of the Augustinian ordo caritatis. The double love commandment drives his own analysis of the proper Christian use of temporal goods. Beyond the exposé by Luther’s Augustinian theology of the false loves moving the civitas terrena, however, we discover the descent of critical social thinking to both Luther and Marx from the apocalyptic tradition of Second Temple Judaism. Recognizing this family resemblance makes visible the messianic divergence between the two. With this divergence clarified, new questions for Luther research arise.
Martin Luther and Anti-Judaism and Anti-Semitism
Authors: Ocker Christopher
Published: November 2016

The uncomfortable question of Martin Luther’s place in the development of modern anti-Semitism is raised by Luther’s status as a national cultural icon after German unification (1871) and by the fact that the Third Reich (1933–1945) perpetrated what is arguably the most violently racist state policy known to human history thus far. Luther contributed to the symbiosis of religious and secular prejudices. The reception of Luther’s anti-Jewish discourse illustrates the gradual diffusion of religious hostility into a society where churches slid from a central position to the margins of social influence. This can only be understood against the backdrop of a long chronology of religious thinking. The long chronology shows that Luther was more a conduit than a catalyst of European anti-Jewish polemic and feeling.
Martin Luther in North America
Authors: Granquist Mark A.
Published: November 2016

The United States as a country was religiously formed by Reformed Protestants, who were later joined by substantial numbers of immigrant Lutherans, Roman Catholics, and Jews. The role of Martin Luther in this religiously varied and pluralistic society has often changed over time, and has depended greatly on the context of those who have written about him. In some periods of time, especially the 18th century, Luther was little noticed or commented about, generally a figure solely in the distant past. In the 19th century, many American writers and scholars took notice of Luther, but often as a past symbol of some reality the author wished to address. Thus, Luther was seen essentially as one of the first modern individuals in the West, standing for religious and personal liberty against the reactionary forces of church and state. Some Protestants noted him for his stance against the medieval Western church and the papacy, which mirrored their own anti–Roman Catholic positions; American Roman Catholics saw him as the cause of the splintering of the true church and the author of all that was religiously problematic. After the Civil War, scholars began to access modern German scholarship about Luther, and the Luther birth anniversary of 1883 was perhaps the high point of his reputation in America. In the 20th century, there were positive and negative developments. On the negative side, two world wars soured Americans on things German, and some saw Luther as contributing to the rise of the Nazis and of the Holocaust. On the positive side, many of Luther’s works were translated into English, and many new historical and theological studies of the reformer were produced in English, along with translations of European works. American Lutherans began to produce substantial contributions to Luther studies, and newer works, even among Roman Catholics, sought to put Luther into his historical and theological contexts.
Martin Luther and Monasticism in the Later Middle Ages
Authors: Saak Eric Leland
Published: November 2016

When Martin Luther entered the Order of Hermits of St. Augustine in July of 1505, he entered a world that had been shaped by the diverse and varied monastic culture of the later Middle Ages. Luther became a new man in Christ by donning his monastic habit and very quickly rose to positions of responsibility within the order, first as a doctor of theology and then as district vicar. As professor of the Bible at Wittenberg, Luther was also the pastor of the parish church and, in this context, initiated a pastoral concern with the practice and theology of indulgences that was to set off what has become known as the Reformation. His critique was that of a late medieval Augustinian Hermit. Yet Luther had not been inculcated with the theological or spiritual traditions of his order. Consequently, his early theological development was conditioned by the Franciscan tradition (e.g., Ockham) more than by the Augustinian, even as he eagerly studied the works of Augustine himself. Nevertheless, when Luther came into conflict with the papacy, he remained an obedient friar. The origins of his Reformation, therefore, must be analyzed in the context of his monastic life and the monastic culture of his world.

Unfortunately, scholarship has devoted little attention to the monastic world Luther entered. While there has been much debate for over a century over the extent to which Luther inherited his Augustinian theology from members of his order, the order as such has receded into the background, with the focus being on abstract theological positions. Further research on Luther and the late medieval monastic world has the opportunity to shed new light on the development of Luther’s theology, going beyond the debate over continuity. When Luther stood before Emperor Charles V at Worms in 1521, he did so as Brother Martin Luther, a faithful, obedient, observant Augustinian Hermit. He remained such even as he published his harsh critique of the compulsory nature of monastic vows, while he nevertheless still gave validity to living the monastic life, providing one did so freely. He broke from his monastic past only in 1524 when he finally took off his habit and then, less than a year later, married Katharina von Bora. With Luther’s marriage to Katie, he put his monastic life behind him. To understand Luther’s early development, therefore, we cannot rely on his own later reflections but must return to analyze anew the historical context of that development, and that context was his monastic life and the culture of late medieval monasticism.
Martin Luther in German Historiography
Authors: Purvis Zachary
Published: November 2016

What does Martin Luther mean for Germany? Formulated in such a way, this is an impossible question, due in no small measure to the existence of many “Luthers” and many “Germanys.” But it also invites historical investigation. Luther has long held a privileged position in the writing of German history, stretching back to his own lifetime, even if the exact nature of that position has hardly remained static or uncontested. Luther’s position in the annals of German historiography testifies to the influence of social and political upheavals on the way in which historians understand the past—and vice versa. Each era’s critical events have encouraged certain aspects of Luther’s person and work to be remembered and others to be forgotten.

Like swapping between telephoto and wide-angle lenses, historical perspectives have moved between a narrow concentration on the German reformer’s biography and theology and a broader focus on the Protestant movement he launched in Germany. Historians have regularly enlisted Luther in an expansive, sweeping vision of the German Reformation and the emergence of the modern German nation-state with Otto von Bismarck. Indeed, contemporary ideas of nation and nationalism have had a determining influence on interpretations of Luther. This is true as much for German historians like Leopold von Ranke, writing toward the beginning of history’s professionalization as a full-fledged, independent academic discipline in the first half of the 19th century, as it is for those surveying Luther in the midst of the First World War, in the aftermath of Hitler and the Nazi era, in the postwar German Democratic Republic in the East and Federal Republic of Germany in the West, on the cusp Germany’s “turning point” (die Wende) of 1989–1990—and even for historians now situated in the 21st century.
Polysemy
Authors: Vicente Agustín , Falkum Ingrid L.
Published: November 2016

Polysemy is characterized as the phenomenon whereby a single word form is associated with two or several related senses. It is distinguished from monosemy, where one word form is associated with a single meaning, and homonymy, where a single word form is associated with two or several unrelated meanings. Although the distinctions between polysemy, monosemy, and homonymy may seem clear at an intuitive level, they have proven difficult to draw in practice.

Polysemy proliferates in natural language: Virtually every word is polysemous to some extent. Still, the phenomenon has been largely ignored in the mainstream linguistics literature and in related disciplines such as philosophy of language. However, polysemy is a topic of relevance to linguistic and philosophical debates regarding lexical meaning representation, compositional semantics, and the semantics–pragmatics divide.

Early accounts treated polysemy in terms of sense enumeration: each sense of a polysemous expression is represented individually in the lexicon, such that polysemy and homonymy were treated on a par. This approach has been strongly criticized on both theoretical and empirical grounds. Since at least the 1990s, most researchers converge on the hypothesis that the senses of at least many polysemous expressions derive from a single meaning representation, though the status of this representation is a matter of vivid debate: Are the lexical representations of polysemous expressions informationally poor and underspecified with respect to their different senses? Or do they have to be informationally rich in order to store and be able to generate all these polysemous senses?

Alternatively, senses might be computed from a literal, primary meaning via semantic or pragmatic mechanisms such as coercion, modulation or ad hoc concept construction (including metaphorical and metonymic extension), mechanisms that apparently play a role also in explaining how polysemy arises and is implicated in lexical semantic change.
Coarticulation
Authors: Recasens Daniel
Published: November 2016

The study of coarticulation—namely, the articulatory modification of a given speech sound arising from coproduction or overlap with neighboring sounds in the speech chain—has attracted the close attention of phonetic researchers for at least the last 60 years. Knowledge about coarticulatory patterns in speech should provide information about the planning mechanisms of consecutive consonants and vowels and the execution of coordinative articulatory structures during the production of those segmental units. Coarticulatory effects involve changes in articulatory displacement over time toward the left (anticipatory) or the right (carryover) of the trigger, and their typology and extent depend on the articulator under investigation (lip, velum, tongue, jaw, larynx) and the articulatory characteristics of the individual consonants and vowels, as well as nonsegmental factors such as speech rate, stress, and language. A challenge for studying coarticulation is that different speakers may use different coarticulatory mechanisms when producing a given phonemic sequence and they also use coarticulatory information differently for phonemic identification in perception. More knowledge about all these research issues should contribute to a deeper understanding of coarticulation deficits in speakers with speech disorders, how the ability to coarticulate develops from childhood to adulthood, and the extent to which the failure to compensate for coarticulatory effects may give rise to sound change.