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The Byzantine Empire has bequeathed to us a rich legacy of Christian churches, many of which possess historical and cultural significance. Unfortunately, the majority of these structures are currently undergoing a process of decay, having not received adequate preservation efforts. Moreover, the absence of collaboration between researchers in the various fields, each with their own focus on the study of Byzantine churches, presents a pressing need for dialogue and a collective response from these researchers. The region of Laconia, located in the south of Greece, is particularly in need of immediate attention, given the abundance of churches located therein. To address these challenges, the authors propose a novel approach involving the documentation of these churches in a digital format through the presentation of 3D models as scholarly editions that incorporate all available data sets in a multimedia format. This paper delineates several requisite specifications for 3D scholarly editions, which hold the key to solving the twin problems faced by Byzantine churches, namely, their protection and the scarcity of interdisciplinary collaboration amongst researchers. With 3D scholarly editions based on multimedia resources and adequate information management, it will be possible to facilitate collaboration and research between various fields of Byzantine studies, and beyond. Such efforts will serve to ensure that cultural heritage passed down from previous generations will be transmitted to future ones.

This article reviews and synthesizes 10 free-recall studies on collective memory carried out in Latin America, Europe, and Palestine. Results show the high prevalence of the topics of politics, collective violence and warfare, but around 50% of recalled events were appraised as positives, disconfirming a negative bias in collective memory. However, in Palestine most of the events were entirely or partially negative, reflecting country’s conflictual situation. The analyzed studies confirm a partial socio-centrism: in Latin America and Palestine most events were national. A meta-analysis confirms a generational effect in 24/100 historical events. Negative historical events were related to low social wellbeing in Palestine. Results are discussed in the framework of collective memory processes and social representations of history.

The development of ethnic associations, which started in mid-1850 on Argentina, must address many conflicts that belong to the migrant’s daily life and the political context at the time, which he wants to solve. Amongst them, die away from home. The present investigation essay studies the confected proceedings in the Spanish Association of Mutual Aids from Rosario (AESMR) throughout almost three decades (1857-1885) focusing on the citations and representations of death in that collective and what were the strategies that they acquired in order to achieve a memory space for their fallen associates.

This article aims to analyze the representations of women medieval elements present in Elementary School History textbooks -- years finals (6th year). We highlight in the works analyzed the methodological aspects, languages, sources, iconography and learning activities, in order to understand the way in which present the participation of women in the historical processes of the period that corresponds to the Middle Ages. The works used in this analysis were published in 2018 and are part of the 2020 PNLD, nominated: Historiar (Editora Saraiva); Estudar História: das origens do homem à era digital (Editora Moderna); História Sociedade & Cidadania;(Editora FTD). We believe that it is not enough to put women in textbooks, but it is necessary to reformulate the approaches, better explaining their role in historical processes, with new perspectives that consider social gender relations. [ABSTRACT FROM AUTHOR]

Dominant representations of history evolve through differential exercise of power to enable memory of collective triumphs and silence memory of collective misdeeds. We examined silence regarding minorities in official constructions of history and the implications of this silence for national identity and intergroup relations in Turkey. A content analysis of official constructions of history inscribed in Turkish national university admissions exams (Study 1) revealed an emphasis on celebratory events, silence about ethnic and religious minorities, and a construction of national identity in ethno-cultural (e.g., as “Turk” and “Muslim”) rather than civic terms (e.g., in terms of citizenship). An investigation with Turkish participants (Study 2) revealed that denial of historical information regarding minority populations documented in sources outside the national curriculum was associated with greater endorsement of ethno-cultural constructions of identity and less support for minority rights and freedom of expression. We discuss the liberatory potential of alternative forms of historical knowledge to promote more inclusive models of identification and improve intergroup relations.

This study focuses on the connection between social representations of history and collective memory from the perspective of elementary concepts of social representations theory: anchoring, objectification and naturalization. The aims of the study are to arrive at a conceptual clarity of this connection and demonstrate how to apply basic concepts of social representations theory to the study of collective memory. The study also focuses on the naturalized characteristics of Finnish history. The data consist of the covers of twenty Finnish history books between the years 1965 and 2014. All the covers are embellished with typography or visual images. The covers were analysed using a semiotic approach in which the interest is in the description (denotation), the associations (connotation) and the meaning system these construe (myth). The analysis shows how national history is concretized with visual images (objectification), how the meaning of representation is conveyed (anchoring) and how collective memory is maintained (naturalization), transmitted and shaped during the years. The results show how the stable collective memories and changing social representations of history are interacting. The most frequently used visual element was the colour blue, which alludes to the Finnish flag, a symbol of the nation that represents the core of Finnish history. The study suggests that it is possible to conceptualize collective memories as naturalized social representations of history. It shows how processes of anchoring and objectification serve as tools of collective memory and how the naturalized conceptions are subtly changed. In addition, the study develops the use of visual semiotic analysis in social representations research.

This study sets out to analyse some of the most widespread representations of History maintained by Primary Education Degree students, and to set up an efficient teaching procedure to develop critical capacity among these students so that they can approach historical knowledge, nowadays so subject to clichés spread by the social networks, the Internet and a whole and varied “transmedia universe”. Social representations of History among the students will be analysed through questionnaires, based on qualitative and quantitative criteria, while the teaching methods, developed together with students from the Teacher Training Degree course, the Master’s Degree Course for Secondary Teacher Training, and the Pedagogical Training Course for Primary Education Degree students (always university students) will be assessed qualitatively as a unit. The results will enable us to analyse some of the advantages and difficulties involved in an active teaching methodology based on the interests and previous knowledge of the students, even when these constitute alternative realities to scientific knowledge.

In the present article the author discusses the varieties of the anthropomorphic theory of the origin of religion which arose at different times in different intellectual traditions. He analyzes the terminology of the concepts and provides an overview of critical opinions. The key phenomena in the theory under consideration are: anthropomorphism, animism and animatism. The article analyzes the conceptions of the philosophers Xenophanes and Feuerbach, of the British anthropologist E. B. Taylor, of the representatives of the anthropological school in Russia and of the modern cognitive science of religion.

This article aims to analyze the manner in which Kazuo Ishiguro deconstructs an ideal representation of Britain following World War II. By juxtaposing Stevens's individual history, his story, with national history, Ishiguro makes a subtle critique of a backward looking post-imperial Britain. The concepts of power and responsibility as well as the metaphor of the butler are key to Ishiguro's deconstruction of a grand historical narrative that is anchored in the past. [ABSTRACT FROM AUTHOR]

Esse artigo trata das representações de professores de História acerca da dimensão utópica em sua disciplina, ou seja, a maneira como representam certa concepção prospectiva ao lecionarem uma disciplina escolar que lida com o passado. Consideramos que a educação tem como pressuposto uma visão projetiva, uma vez que supõe uma perspectiva de homem, sociedade e mundo no ato educativo, e o ensino de História, mais especificamente, por ser uma disciplina que lida com as transformações temporais e com temas eminentemente políticos e sociais, inserindo o homem neste processo. Situamos a discussão atual acerca do tema no ensino de História, inserido no debate da crise da modernidade e postulados pós-modernistas, a oscilar entre uma postura de pensar a disciplina como inexorável instrumento de transformação sócio-política ou vã ilusão prospectiva. Visando uma melhor compreensão da questão proposta, valemo-nos da análise de relatos orais obtidos através de entrevistas com professores da disciplina, que lecionaram nos anos de 1960/70 e 1980/90, tendo por perspectiva a teoria crítica das representações de Henri Lefebvre e o debate sobre memória e história oral.This paper explores the representations of History teachers on the utopian dimension in their discipline, that is, how they represent a certain prospective conception when teaching a school discipline dealing with the past. We consider that education has assumed a projective vision, since it supposes the perspective of man, society and world in the educative act. This is even more the case with History teaching, since it is one of the disciplines that eminently deals with the secular transformations and social and political subjects, inserting man in this process. We locate the current discussion on the subject in History teaching, inserted in the debate of the crisis of modernity and post-modern postulates, oscillating between the stance of thinking this discipline as an inexorable instrument of social political transformation or a vain prospective illusion. To better understand the proposed issue, we analyze verbal stories from interviews with professors of this discipline who have taught in the 60s-70s and in the 80s-90s, under the perspective of Henri Lefebvre's critical theory of representations and the debate on memory and oral history.

The article addresses the didactic questions of what, why and how aspects of culture and history can be—and should be, it is argued—an integral part of all foreign and second languageteaching and learning. In particular, it is argued that the study of literary fiction within tertiary foreign language education can function as a gateway for students to develop not only a stronger interest in and knowledge of cultural history, but also a better understanding of the complexity of historical representation, public memory and self-identity. Drawing on current theories of narrative discourse and historical representation, as well as the experience of having taught a foreign language course in Sweden dealing with fictional representations of culturally important periods in US history, the paper shows how a personal engagement with these “little narratives,” to use Lyotard’s term, can enhance foreign language students’ understanding of, not only important historical events and periods in the shaping of contemporary Americanculture, but also of the importance of textual representation and cultural “grand narratives” in the shaping of collective identities and personal subjectivities.

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Post-Traumatic Realism: Representations of History in Recent Irish Novels The aim of my essay is to describe major tendencies in contemporary Irish prose writing concerned with historical and political issues. The diversity of the themes and attitudes to the past necessitates a classification of the writings into several various groups of novels whereas my analysis of the modes of representing the intratextual universe paves the way for identifying a single literary convention (post-traumatic realism) which is typical of the works under discussion. Many of the quoted authors subscribe to historical revisionism which undermines the received historical narrative in Ireland and questions its aggressively nationalist model of patriotism. The novels by Sebastian Barry, Robert McLiam Wilson, Edna O’Brien or Julia O’Faolain, to name just a few, contest that model by demonstrating that it leads to violence, cultural stagnation and petrifying political divisions both in the Republic of Ireland and in Northern Ireland. In the age of the epistemological levelling of historiographic discourse and literary fiction the novels discussed in the essay meaningfully contribute to the debate over the Irish nation’s attitude to their own history and the need to conclude the painful chapters of the past connected with the Civil War as well as with the social and religious conflicts of the twentieth century. Realizm posttraumatyczny. Sposoby przedstawiania historii we współczesnych powieściach irlandzkich Celem niniejszego artykułu jest scharakteryzowanie głównych tendencji we współczesnej prozie irlandzkiej podejmującej tematykę historyczną i polityczną. Różnorodność tematów i postaw wobec przeszłości zmusza do wyodrębnienia co najmniej kilku odmiennych grup powieści, natomiast analiza sposobów prezentacji universum wewnątrztekstowego pozwala pokusić się o określenie jednej typowej konwencji literackiej, jaką w przypadku omawianych utworów jest realizm posttraumatyczny. Wielu z przytaczanych autorów wpisuje się także w nurt rewizjonizmu historycznego, który podważa zastaną narrację historyczną i obiegowy, nacechowany agresywnym nacjonalizmem model patriotyzmu. Powieści Sebastiana Barry’ego, Roberta McLiama Wilsona, Edny O’Brien czy Julii O’Faolain kontestują ów model, ukazując, że prowadzi on do przemocy, utrwalania podziałów politycznych i stagnacji kulturowej zarówno w Republice Irlandii, jak i w Irlandii Północnej. W dobie epistemologicznego równouprawnienia dyskursu historiograficznego i fikcji literackiej omawiane w artykule powieści konstruktywnie wpisują się w dyskusję nad stosunkiem narodu irlandzkiego do swojej historii, nad koniecznością zamknięcia raz na zawsze bolesnych rozdziałów związanych z wojną domową początku lat dwudziestych XX wieku i konfliktami na tle społecznym oraz religijnym.

This study examined how other countries were portrayed in the history test paper of the Chinese National College Entrance Exam, or Gaokao, over the past four decades. A qualitative study was conducted on the questions from history exams administered from 1978 to 2021. The contents of these questions were analyzed and synthesized into historical narratives, and six thematic narratives were identified in the test material: Humiliation and Resistance, War Changes History, the World Community, the Celestial Empire, Social Formations and Politics, and Communism. The study found that the history questions not only presented historical knowledge but also included an official understanding of history. The findings suggest that the Chinese government strengthened the ideological work of socialism with Chinese characteristics, shaping the legitimacy of Chinese communist rule and strengthening nationalist education. [ABSTRACT FROM AUTHOR]

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Copyright of Antíteses is the property of Universidade Estadual de Londrina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

O presente artigo tem por objetivo discutir as representações sociais de saúde e doença a partir de uma abordagem histórico-social, com vistas a subsidiar o desenvolvimento de pesquisas no terreno da saúde coletiva. Para situar essa discussão, parte-se da análise no campo da pesquisa social em saúde, como também busca-se delinear, com base na literatura, marcos teórico-conceituais de referência relacionados sobretudo à sociologia e à história cultural, embora contemplando, além disso, estudos específicos da chamada antropologia cultural relativa à área médica.This article discusses the concept of social representations on health and illness from a social/historical point of view, to provide the means for developing research in the public health care domain. To situate this discussion, the analysis was based on field research health issues, attempting to demarcate a theoretical frame of reference with the help of reference literature in sociology and cultural history, while also contemplating cultural anthropological studies conducted in the medical field.

Narrative historiography in John's gospel operates with a number of literary strategies, such as historical referentiality and eyewitness testimony, which serve to authenticate the narrative and to inscribe the (hi)story of Jesus into ancient history. At the same time, these authentication strategies are counteracted or 'ruptured' (for example, by strategies of fictional literature), which situate John's narrative of this-worldly history within a symbolic, metahistorical framework; yet these strategies are not to be perceived as detrimental to the reception of the text as a factual text. This article discusses two narrative strategies through which referentiality and authenticity are created as well as counteracted in the Johannine text; it also describes the forms and functions of these literary strategies that support the christological conception of history in John's gospel. [ABSTRACT FROM AUTHOR]

The article focuses on social representations theory which is related to the social identity of people to social representations of their world. It argues that social representations of history are narratively constructive and are intimately related to group identity. It demonstrates how social representations of history and group identity can be studied quantitatively through computerized content analysis of historical narratives.

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teesid: Sõjakäsitlus tavateadvuses on paljukihiline: selles on nii isikliku/perekondliku kogemuse elemente kui ka kollektiivsete ajalookujutluste ühtlustavaid mõjusid. Esimene maailmasõda on meist ajas sellisel kaugusel, kus see on muundunud sündmuse esialgsest kommunikatiivse mälu vormis meenutamisest institutsionaliseeritud kultuurimälu osaks. 2014. aastal viidi kahekümnes Euroopa riigis läbi üliõpilaste küsitlus, selgitamaks tänapäeva noorte kollektiivseid kujutlusi Esimesest maailmasõjast. Artiklis kirjeldame Eesti noorte Esimese maailmasõjaga seotud arusaamu ja võrdleme neid teistes Euroopa riikides elavate noorte arusaamadega. Eraldi analüüsime vastuseid küsimusele „Mida saame õppida Esimese maailmasõja kogemusest?“. Lay understanding of war is multi-layered containing elements of personal or family experience as well as the unifying effects of collective memory (representations). The First World War is at such a distance from us that a change in the form of collective historical representation has taken place, from the initial commemoration of the event in the form of communicative memory to part of institutionalised cultural memory (Assmann 2008). According to today’s view, the First World War is second most important global historical event (Liu et al. 2005). In 2014, one hundred years after the beginning of the First World War, a survey of students was conducted in twenty European countries (within the framework of COST Action IS1205 Social Psychological Dynamics of Historical Representations in the Enlarged European Union) to investigate the commonalities and differences in social representations of the War among young Europeans. Young people were asked about their factual knowledge of the War, their family war experiences, feelings related to the War, and more general interpretations of the war such as what they considered the main causes of the War to be, who was attributed the responsibility for the outbreak of the War, how they evaluate the violence of the different parties, how they perceive the distribution of the roles of aggressor and victim, etc. Background characteristics included cultural and national identity, anti-war attitudes, etc. In Estonia, the survey was conducted in both Estonian and Russian. In the article, we describe the main results of these studies. Previous analysis found that Europeans share a common representation of the causes of the First World War, although young people in Western and Eastern European countries have different interpretative frameworks when thinking about this war (Bouchat et al. 2019a; Pawliczek 2014). While in Western Europe it is the tragic Great War, with a definite beginning and end, in Eastern Europe there is not such a clear collective perception. The First World War led to various other wars in these countries, as a result of which empires fell apart and many small countries, including Estonia, gained independence, paradoxically a positive consequence of the War for these nations. Awareness of family or national war victimhood is linked to anti-war attitudes today; for more pacifist young people the First World War is associated with real and emotional human suffering, while less pacifist young people think more abstractly about the geopolitical results of the War (Bouchat et al. 2019b). Young people growing up in peacetime Europe after the Second World War have generally been free from militaristic propaganda. There has been a purposeful attempt to shape young people’s approach to history in schools, the trend of which in most European countries has been to reconcile former enemies (Rosoux et al. 2019). The survey discussed in the article showed considerable commonality and consensus in the representation of the First World War. The descendants of the former hostile parties evaluate this war in the same way, can reproduce the same facts, events, and characters, and interpret the causes and consequences of the war similarly. Looking back, young people primarily see the futility of War and the unnecessary human suffering. Thus, pacifism as one of the cultural consequences of the War is a viable common sense way of thinking today. Analysing Estonian war literature, Jaan Undusk (2016) has come to the conclusion that ‘passive pacifism’ and indifference to war are characteristic of Estonians. Unlike the communicative memory of the Second World War, where former intergroup enmity is still alive at times, in the collective cultural memory of the First World War, emotionality has faded and transformed; for example former war excitement or rage has become sadness and grief. Instead of enmity between countries and peoples, one sees rather a social conflict between greedy and reckless elites and ordinary people sacrificed for their interests (Bouchat et al. 2019a). One hundred years later, the First World War appears to the youth of Europe as a warning, a negative symbol that is contrasted with united Europe as a peace project (Bouchat et al. 2023). In this way, history has been transformed into a shared symbolic resource, war in collective memory acting as a supporter of international peace. Young people have developed a homogeneous anti-war-oriented collective image of the First World War. Estonian youth’s factual knowledge of the First World War was surprisingly good, considering the marginality of this war from the point of view of Estonian identity or current inter-group relations: Estonians do not feel like victims or war criminals, they do not feel the desire for revenge, there is no need to forgive anyone or demand an apology from anyone. We separately analysed Estonian young people’s answers to the question "What can we learn from the experience of the First World War?" Generalising the answers, we can conclude that most young people took a progressive, linear view of history, according to which war is an anomaly, a disease of society that can and should be prevented. The lessons of the First World War were primarily perceived as ways of preventing future conflict and avoiding the mistakes made in the past, both at the level of individuals, social groups (the elite), and society as a whole. A stable and peaceful world was perceived as the norm.

Social representations theory is rich in explanatory power and broad in scope. This very complexity often leads to cases where predictions derived from the theory are difficult to operationalize and test. We argue that in many cases this is because social representations theory requires statistical models and analytic techniques that are uncommon in other social science traditions. In this chapter we outline a series of analytic methods and describe examples for their use in both improving description and testing predictions relating to social representations of history. We offer this overview as a methods primer for four complementary analytic methods for the study of social representations. These four methods are: (1) ordinal models assessing naming prevalence, (2) dimensional models assessing relational representations, (3) factorial representations focusing on unitary concepts, and the most recent addition to our toolbox: (4) representational profiles: latent class analysis allowing the assessment of representational profiles. We focus much of our primer on this method, and argue that latent class models, and factor mixture modelling in general has immense potential for the empirical assessment of social representations. This is because such models allow the assessment of categorical models of different types of representations, where those representations can represent different emerging factor structures derived inductively from the data. We finish by formally outlining a series of six premises for the theory and measurement of representational profiles using this novel approach. Syntax documenting a worked example of the Latent Class Model tested in one of our earlier papers using Mplus is appendicized, and additional supplementary material posted online. [ABSTRACT FROM AUTHOR]

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Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)