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A new collection of essays reflecting on the centrality of writing anthropological practice from one of the discipline's most influential thinkers. Michael Taussig's work is known for its critical insights and bold, experimental style. In the eleven essays in this new collection, Taussig reflects on the act of writing itself, demonstrating its importance for anthropological practice and calling for the discipline to keep experiential knowledge from being extinguished as fieldnotes become scholarship. Setting out to show how this can be done, And the Garden Is You exemplifies a form of exploratory writing that preserves the spontaneity of notes scribbled down in haste. In these essays, the author's reflections take us from his childhood in Sydney to trips to Afghanistan, Colombia, Finland, Italy, Turkey, and Syria. Along the way, Taussig explores themes of fabulation and provocation that are central to his life's work, in addition to the thinkers dearest to him—Bataille, Benjamin, Burroughs, and Nietzsche, among others. This collection is vintage Taussig, bound to interest longtime readers and newcomers alike.

Included in'The Best Scholarly Books of 2024'- The Chronicle of Higher Education Can ignorance, mistake, failure shape ways of reading, or do they disrupt its proper practice? What happens when the authority of modern education and culture places canonical western texts in the way of readers who live in worlds remote from their material contexts?The Amateur reads patterns of autodidactism and intellectual self-formation under systems of colonial education that are variously repressive, exclusionary, broken, or narrowly instrumental. It outlines the development of a wide range of writers, activists, and thinkers whose failed relationships with institutions of knowledge curiously enabled their later success as popular intellectuals. Bringing current debates around reading together with the history of higher education in the postcolony, it focuses on three primary locations: Black intellectuals in apartheid-era South Africa in the aftermath of the Bantu Education Act of 1953, 20th century Caribbean writers who sought to understand the disembodied legacy of the diaspora through accidental encounters with literature and history, and writers from late-colonial and postcolonial India whose disruptive self-formation departed from the administrative project of professionalizing a particular kind of colonial subject. Celebrating flawed and accidental forms of reading, writing, and learning along the periphery of the historical British Empire, Majumdar reveals an unexpected account of the humanities in the postcolony.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers'circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

Qu'est-ce que savoir veut dire? Quelles sont les effets des connaissances sur une vie? Pourquoi ont-elles tous ces pouvoirs leur permettant pour bouleverser le sens d'une existence et le destin des civilisations? Philosophes, poètes, journalistes, spécialistes des sciences naturelles ou humaines, anthropologues, psychologues, linguiste, écrivains, ­romancières, médecin; à l'occasion du cinquième anniversaire de Savoir média, 26 ­témoins se prononcent sur les conséquences qu'amènent les ­connaissances lorsqu'elles emménagent dans une vie. Avec des textes de Catherine Mavrikakis, Pierre Anctil, Annette Boudreau, Normand Baillargeon, Georges Leroux, Léa Clermont-Dion, Jonathan Lainey, Réjean Bergeron, Myriam Wojcik, Virginie Simoneau-Gilbert, Marianne Marquis-Gravel, Marie-Andrée Lamontagne, Pierre Chastenay, Éric Bédard, Rachida Azdouz, Maïka Sondarjee, Mathieu Boisvert, Naïma Hamrouni, Mathieu Bélisle, Priscyll Anctil Avoine, Normand Mousseau, Martin Gibert, Vincent Laliberté, Frédéric Bouchard, Joseph Yvon Thériault et Andréanne Lebrun. Guillaume Lamy est animateur à Savoir média et couvre l'actualité de la recherche en sciences humaines et sociales. Il est l'auteur des livres C'est faux! et C'est encore faux! Cinquante idées déconstruites par des spécialistes publiés au Septentrion.

Combining real examples with a roadmap of how to construct studies, analyze results, and share work, this book serves as a primary research methodology text for the field of Scholarship of Teaching and Learning (SoTL).The volume seeks to explore key aspects of SoTL that are often missing in past frameworks: research-based ontologies, epistemologies, and ethical axiologies. Chapters map out the expansive continuum of SoTL by detailing its history and key work while incorporating Indigenous perspectives on pedagogy and research methodologies. The text also features methods of qualitative and quantitative data generation essential for SoTL such as conducting interviews and focus groups, procuring data through questionnaires and artifact observation, and sharing results for dissemination in traditional and public scholarship.A comprehensive guide for conducting SoTL research, this book illustrates a broad array of contexts and a spectrum of research methodologies to expand, enrich, and support both novice and experienced SoTL practitioners and researchers in answering the contexts and questions at the heart of teaching and learning.

University has changed dramatically over the last decades. From the spirit of Humboldt, that science in itself is the greatest motivator to study and do research, we experience a shift towards neoliberalism. Studying became part of something one needs to do to compete on a competitive job market. Research gets more and more influenced by interests of those financing research funds. Digitalization changed the way people interact in a university setting. This book shows different views regarding university: from being a student, becoming an alumnus and then maybe a teacher, challenging views on grading and exams, to problematic patriarchal structures and problems with creating a new study program. Students, alumni, researcher, and lecturers were invited to join this volume and give unique insights into (post-) university life.

Knowledge is a result of never-ending processes of circulation. This accessible volume is the first comprehensive multidisciplinary work to explore these processes through the perspective of scholars working outside of Anglo-American paradigms. Through a variety of literature reviews, examples of recent research and in-depth case studies, the chapters demonstrate that the analysis of knowledge circulation requires a series of ontological and epistemic commitments that impact its conceptualisation and methodologies.Bringing diverse viewpoints from across the globe and from a range of disciplines, including anthropology, economics, history, political science, sociology and Science & Technology Studies (STS), this wide-ranging and thought-provoking collection offers a broad and cutting-edge overview of outstanding research on academic knowledge circulation. The book is structured in seven sections: (i) key concepts in studying the circulation of academic knowledge; (ii) spaces and actors of circulation; (iii) academic media and knowledge circulation; (iv) the political economy of academic knowledge circulation; (v) the geographies, geopolitics and historical legacies of the global circulation of academic knowledge; (vi) the relationships between academic and extra-academic knowledges; and (vii) methodological approaches to studying the circulation of academic knowledge.This handbook will be essential reading for academics, researchers and postgraduate researchers in the humanities and social sciences interested in the circulation of knowledge.

The Discourse of Scholarly Communication examines the place and purpose of modern scholarship and its dialectical relationship with the ethos of Enlightenment. Patrick Gamsby argues that while Enlightenment/enlightenment is often used in the mottos of numerous academic institutions, its historical, social, and philosophical elements are largely obscured. Using a theoretical lens, Gamsby revisits the ideals of the Enlightenment alongside the often-contradictory issues of disciplinary boundaries, access to research, academic labor in the production of scholarship (author, peer reviewer, editor, and translator), the interrelationship of form and content (lectures, textbooks, books, and essays), and the stewardship of scholarship in academic libraries and archives. It is ultimately argued that for the betterment of the scholarly communication ecosystem and the betterment of society, anti-Enlightenment rules of scholarship such as ‘publish or perish'should be dispensed with in favor of the formulation of a New Enlightenment.

This thoughtful volume challenges widely accepted, traditionalist scientific notions of ‘the academic'– prevalent in higher education institutions globally – in order to promote best practice, and redefine the field as accessible, inclusive and forward thinking. This book situates itself away from the dominant discourse on academia and eschews the common tropes that have proved prohibitive to furthering the field and research within. By releasing ‘the academic'from the restrictive, narrow boundaries typically imposed, Representations of the Academic opens up a form of public sphere where the contributors bring together their innovative views to propose a new normative form. Chapters explore examples of good practice that demonstrate alternative ways of thinking and, in doing so, the book continues an emergent tradition of investigating the origins, nature and purposes of academic work at a time when critical values are under threat.The book will be of interest to students, academics and researchers in the fields of education, educational research and higher and professional education more broadly. Those involved with interdisciplinary and intercultural studies, ethics and values in research will also benefit from this volume.

The essays collected in this volume were written to mark the centenary of the birth of Sir Kenneth Dover, one of the twentieth century's most influential classical scholars. Between them, they explore the two major sides of his career: his groundbreaking scholarship on Greek language, literature and history, and the more public-facing roles he assumed in universities and at the British Academy which brought him into the national spotlight, not without some notoriety, in his later years. The contributors consider the various facets of Dover's life and work from a range of perspectives which reflect the burgeoning field of the history of scholarship. Some contributors were students and colleagues of Dover's at different stages of his career, while others are themselves leading experts in areas of Classics to which he devoted his energies. Chapters on his academic publications and on the controversies he faced in the public realm are not bland celebrations of his legacy but offer critical assessments of his motivations and achievements, cumulatively demonstrating that there is much to be learned not just about Dover himself but also about the fields he helped to shape.

Que recouvre le terme de variété? Que signifie produire son savoir en contexte professionnel? Comment des praticiens chercheurs auteurs mettent-ils en œuvre leur production de savoir singulière? Comment travaillent-ils des thématiques actuelles aussi diverses que variées? Comment rendent-ils publics leurs investigations et leurs projets? Les six thématiques de ce livre proposent autant d'approfondissements que d'ouvertures. Il s'agit de : de la pluri à la transdisciplinarité, défi à la complexité ; le sens au travail, de la direction au construit personnel et collectif ; au-delà des compétences professionnelles, critique et proposition ; accompagner des restructurations, essais de modélisation et tiers inclus ; la reconnaissance au travail, quid de la qualification? ; le retour de formation et le partage de savoirs.

The ways in which research and scholarship are co-produced, co-performed and proclaimed as particular kinds of knowledges and truths in and beyond the academy is radically changing. The capacity to write rebelliously, in varying registers and voices, tempos and volumes, as featured across this book, is boundaryless. In this edited volume, we ask new questions which simultaneously trouble and open up what the ‘product'and ‘performance'of academic work, words and worlds might come to be. At the heart of this book, we move between departing radically from academic writing to arriving at a new academic endeavor and transaction between reader and text driven by the invitation to open rebellion in academic research and writing. This unique volume brings together an extraordinary range of international scholars, researchers and artists, that include contemporary social scientists, critical theorists, visual artists, poets, musicians, hip-hoppers, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists from both within and outside the academy in Europe, UK, India, Africa, USA, Canada, Australia and New Zealand. They articulate new concepts for thinking differently, generate new theories differently, and present new methods of writing differently. This book provides ‘permission'to depart radically in academic writing and creative practice – particularly for doctoral and higher degree research students, and those who work alongside them as supervisors and advisors and higher research degree educators. The claim here is that rebellious departures and performances in academic research and writing are the future of academia. This book provides a series of steps toward preparing for that future.

This study takes up Woolf's challenge to probe the relationship between education and work, specifically her education and her work as an essayist. It expands her education beyond her father's library to include not only a broader examination of her homeschooling but also her teaching at Morley College and her early book reviewing. It places Virginia Stephen's learning in the historical and cultural contexts of education for women, the working classes and writers in the late nineteenth and early twentieth century.Weaving together Virginia Stephen's homeschooling, her teaching and her writing for the newspapers, Beth Rigel Daugherty demonstrates how these three strands shape Virginia Woolf's essay persona, her essays and her relationship with her readers. She also shows why Virginia Stephen's apprenticeship compels Virginia Woolf to become a pedagogical essayist. The volume publishes two holograph draft lectures by Virginia Stephen for the first time and mines rarely used archival materials. It also includes five appendices, one detailing Virginia Stephen's library and another her apprenticeship essays.This is the first in a two-volume study of Virginia Woolf's essays that analyses Virginia Stephen's development and Virginia Woolf's achievements as an essay writer.

This book provides a counter-balance to the traditional focus on judicial decisions by exploring the contribution of legal scholars to the development of private law.In the book the work of a selection of leading scholars of contract law from across the common law world, ranging from Sir Jeffrey Gilbert (1674–1726) to Professor Brian Coote (1929–2019), is addressed by legal historians and current scholars in the field. The focus is on the nature of the work produced by the scholars in question, important influences on their work, and the impact which that work in turn had on thinking about contract law. The book also includes an introductory chapter and an afterword by Professor William Twining that explore connections between the scholars and recurrent themes.The process of subjecting contract law scholarship to sustained analysis provides new insights into the intellectual development of contract law and reveals the central role played by scholars in that process. And by focusing attention on the work of influential contract scholars, the book serves to emphasise the importance of legal scholarship to the development of the common law more generally.

A critical reflection on complacency and its role in the decline of classics in the academy. In response to philosopher Simon Blackburn's portrayal of complacency as a vice that impairs university study at its core, John T. Hamilton examines the history of complacency in classics and its implications for our contemporary moment. The subjects, philosophies, and literatures of ancient Greece and Rome were once treated as the foundation of learning, with everything else devolving from them. Hamilton investigates what this model of superiority, derived from the golden age of the classical tradition, shares with the current hegemony of mathematics and the natural sciences. He considers how the qualitative methods of classics relate to the quantitative positivism of big data, statistical reasoning, and presumably neutral abstraction, which often dismiss humanist subjectivity, legitimize self-sufficiency, and promote a fresh brand of academic complacency. In acknowledging the reduced status of classics in higher education today, he questions how scholarly striation and stagnation continue to bolster personal, ethical, and political complacency in our present era.

Linnaeus, the Swedish taxonomist, was wrong when he named our species Homo sapiens, i.e. wise man. We are not. We do too many senseless, destructive and irresponsible things to deserve that label. Actually, we need to be educated. Fortunately, we can be educated. We can transform ourselves. We are Homo educandus. Sadly, our current school system is broken. In fact, it does not support education. It deforms. This is what Jan Bransen claims in this book. He convincingly argues that our current school system is based on incoherent ideas, among which the notions that people need to study for years on end before they are ready to take part in our society, or that students learn because teachers teach. We can do better than that. In the second part of the book, Bransen points out that we have reasons to be confident and enthusiastic. We can improve our education system. Applying a dramaturgical analysis of human action, Bransen explains what socialization should look like in primary education, how our personal development can be supported in secondary education and how qualification can be organized in dual tracks in higher education, integrating learning, working and living over our course of life.

Scholarly dispositions represent the practices and habits of mind that support consistent success in teaching, learning, and knowledge creation. To be successful in their undergraduate and graduate education, students must develop academic skills that transcend content knowledge, such as receiving and responding to critical feedback and learning how to collaborate, master academic writing, and be mindful of ethical research practices. Much is still unknown about how to teach dispositions, such as how to design a curriculum to best cultivate habits of mind, and this book attempts to address this gap while providing practical methods and strategies that can help higher education practitioners to cultivate and assess the scholarly dispositions of their students effectively. The Handbook of Research on Developing Students'Scholarly Dispositions in Higher Education provides insight on dispositions that students must learn in higher education and how higher education faculty can help students to develop these dispositions, as well as evidence-based methods that help develop scholarly dispositions for undergraduate and graduate education. This book provides a plethora of information on scholarly dispositions and related elements, including teaching time management, collaboration, and research ethics. It is an ideal reference source for teachers, academicians, administrators, researchers, and students aspiring to become researchers and scholars themselves.

Wissenschaftliche Forschung ist an spezifische Orte, Zeiten und Praktiken gebunden, die durch unzählige explizite und implizite Regeln eingegrenzt werden. Was aber geschieht, wenn diese Konfigurationen auseinanderbrechen? Friedrich Cain untersucht dies anhand der Forschungen, die polnische Wissenschaftler im Verborgenen durchführten, als das Land im Zweiten Weltkrieg unter deutscher Besatzung stand. Alle polnischen Bildungseinrichtungen und Forschungsstätten wie Schulen, Akademien und Universitäten, aber auch Bibliotheken und Labore wurden geschlossen und blieben'nur für Deutsche'zugängig, denn ein'Arbeitervolk', so die Rassentheorien der Besatzungsmacht, brauche keine höheren Kultureinrichtungen. Viele polnische Wissenschaftler wandten sich jedoch gegen die Verbote und versuchten weiter wissenschaftlich zu arbeiten. Neben der Organisation geheimer Seminare im Rahmen sogenannter Untergrunduniversitäten gelang es in nahezu allen Disziplinen klandestin zu forschen. Die Studie folgt soziologischen Untersuchungen einer Gesellschaft unter Besatzungsbedingungen, medizinischen Forschungen zur Hungerkrankheit und zum Fleckfieber sowie der Einrichtung physikalischer Experimentalzusammenhänge in Warschau, Krakau, Lemberg und anderswo. Versteckt in Privatwohnungen, getarnt als offizielle Unternehmen oder an der Schwelle zwischen deutscher Administration und polnischem Untergrund wurden gewohnte Infrastrukturen, also das Arsenal von Geräten, Büchern, Techniken und Tugenden neu organisiert. All dies hatte spezifische epistemologische Auswirkungen, etwa wenn Projekte abgebrochen, neu eingerichtet oder in der'Laborsituation des Krieges'dynamisiert wurden. Häufig führte dies zur politischen Aufladung wissenschaftlicher Neutralitätsgebote und musste mit den politischen und moralischen Narrativen des polnischen Widerstands in Einklang gebracht werden.

Dieses Buch unternimmt eine Untersuchung des Verhältnisses zwischen Hegels'Wissenschaft der Logik'und der Metaphysik. Als Grundthese wird vorgeschlagen, dass Hegel eine reflexive Theorie des Absoluten entwickelt. So etabliert der Autor eine Unterscheidung zwischen Theorien des Absoluten erster und zweiter Ordnung. Die Theorien erster Ordnung sind einfache Beschreibungen des Absoluten, deren Konsistenz bloß analytisch überprüft werden kann. Die Theorie zweiter Ordnung beabsichtigt, nicht nur das Absolute ohne Widersprüche zu beschreiben, sondern das Denken bezüglich des Absoluten im Absoluten selbst auf konsistente Weise zu inkludieren. Hegels gleichzeitige Verteidigung und Kritik der Metaphysik besteht demnach darin, eine Theorie des Absoluten zweiter Ordnung zu entwickeln und damit zugleich die vorkantische Metaphysik als eine bloße Theorie erster Ordnung abzulehnen. Damit wird das Dilemma zwischen einer vorkritischen und einer kantischen Deutung der Philosophie Hegels überwunden. Der Autor belegt seine These durch eine Rekonstruktion des Vorbegriffes der'Enzyklopädie der Philosophischen Wissenschaften'und bestimmter Passagen der'Wissenschaft der Logik'.

Se publican en este volumen los libros XVII y XVIII del tomo cuarto de los Comentarios de erudición del maestro Bartolomé Jiménez Patón, el único que ha llegado a nosotros. Continuamos así la serie, cuyo primer tomo comprende la introducción general y el libro XVI, que culminará con los libros XIX y XX que cierran dicho tomo cuarto. Estos dos libros, XVII y XVIII, se dedican a cuestiones diversas: el primero a Salamanca y a la sabiduría en general, por lo que se plantean cuestiones relativas a la universidad que se mezclan con unas canciones sobre las Lamentaciones de Jeremías, los Avisos de Isócrates o las sentencias de Varrón. El segundo libro se dedica a Galicia, León y Burgos, y en él aparece la traducción y comento de la sátira décima de Juvenal. Todo ello mezclado con multitud de cuestiones, como la existencia y los tipos de demonios, los cánones del Concilio de Trento, el cambio de sexo de un peregrino o el caso verídico de una mujer que mató a su marido. Porque la variedad y la amena erudición es el principio que anima estos Comentarios.

Becoming an Organizational Scholar covers reflective, personal stories of prolific, top scholars under 45, with academic success gained across 17 different European and North and South American countries at 31 higher education institutions. The editors present the idea of a unique or authentic scholar, successfully Navigating the Academic Odyssey.Reflecting upon their career journeys through introspection and narrative essays, the contributors clarify the definition and description of academia, its activities, roles and different aspects related to academic work. They express their opinions on academic success factors and common career Though the content is primarily targeted for the rising cohort of doctoral candidates and early-career researchers, this publication also targets the institutional gatekeepers, the universities and business schools worldwide, as well as professional associations in the field of organization and management.

Petrarca hat sich intensiv mit den bildenden Künsten seiner Zeit auseinandergesetzt. Er besaß ein Madonnenbild Giottos und beauftragte Simone Martini mit dem einzigartigen Frontispiz seines Vergilcodex. Seine Werke sind Schlüsseltexte für die Entdeckung der Landschaft und die humanistische Villenkultur ebenso wie für das weibliche Porträt und die Triumphikonographie der Renaissance und des Barock. Der mit Petrarca verbundene Mythos des Dichterfürsten bietet bis in die Moderne hinein eine produktive Projektionsfläche für Literaten und Künstler gleichermaßen. Die Beiträge des Bandes eröffnen im Dialog zwischen Literaturwissenschaft und Kunstgeschichte neue Perspektiven auf zentrale Aspekte von Leben und Werk Petrarcas und seine Bedeutung als Ausstrahlungsphänomen der europäischen Kulturgeschichte.

Does Jesus remain concealed by the very traditions intended to portray him? History and theology define Jesus to be a 1st-century Galilean or the son of God, a man limited by his time and place or exalted as the Messiah and Christ. He has been recognized as a Jewish rabbi or the prophet of a coming apocalypse. The quest for the historical Jesus and theology's Christ of faith may both be essential and undeniable in the history of scholarship. Secular historians and the Christian church have made their claims. Jesus'self-conception, however, has been neglected, his consciousness largely ignored. A new interpretation of the gospels presents Jesus as a unprecedented human being who will'utter things which have been kept secret from the foundation of the world'(Matt. 13:35) and make their meanings significant for the here and now. Jesus'life from the virgin birth to the resurrection can neither be reduced to history's scepticism nor theology's affirmation. Is it possible to re-imagine the life and words of Jesus? He reveals himself to be a'first-born'who makes possible the second act of creation for every individual no less than for the social world.

A powerful and original argument that the practice of scholarship is grounded in the concept of radical freedom, beginning with the freedoms of inquiry, thought, and expression.Why are scholars and scholarship invariably distrusted and attacked by authoritarian regimes? Geoffrey Galt Harpham argues that at its core, scholarship is informed by an emancipatory agenda based on a permanent openness to the new, an unlimited responsiveness to evidence, and a commitment to conversion. At the same time, however, scholarship involves its own forms of authority. As a worldly practice, it is a struggle for dominance without end as scholars try to disprove the claims of others, establish new versions of the truth, and seek disciples.Scholarship and Freedom threads its general arguments through examinations of the careers of three scholars: W. E. B. Du Bois, who serves as an example of scholarly character formation; South African Bernard Lategan, whose New Testament studies became entangled on both sides of his country's battles over apartheid; and Linda Nochlin, whose essay “Why Have There Been No Great Women Artists?” virtually created the field of feminist art history.

In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional'methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.

There is a renaissance in the use of the term “scholarship,” as it is being used to define areas of academic endeavour, describe academic work and achievements, and measure the quality of higher education. Although all academicians are required to engage in scholarship, it is difficult to navigate as there is a misunderstanding of this concept as new methods and approaches emerge. Emerging Methods and Paradigms in Scholarship and Education Research is an essential academic book that is designed to explain the areas of scholarship and their contemporary relationship to key components of academic work: research, teaching, service, and engagement. The chapter authors explore conceptions of scholarship, paradigms, and methods that fit a variety of contexts and needs. Highlighting a wide range of approaches from scientific realism and neo-positivism to interpretative, transformative, and pragmatic educational strategies and policy, this book is ideal for researchers, teachers, educational leaders, academicians, educational policymakers, and quality assurance agencies.

Welche Verhaltensweisen üben wir in Social Media-Kanälen ein? Wie unterscheiden sich die Inszenierungen im Theater von denen auf den Bühnen des Alltags? Und was passiert eigentlich beim Forschen, wenn nach dem Interview gesprochene Sprache verschriftlicht und damit erst »Schrift« zum erkenntnisleitenden Medium wird? Niklas Barth geht in analytischen und empirischen Studien den Zugzwängen unterschiedlicher Medienformen nach. Diese Analysen führen nicht nur vor, wie sich Medien geradezu gegen unseren Willen immer wieder in Kommunikationsprozesse einmischen. Sie formulieren auch das Problem der soziologischen Gesellschaftsbeschreibung in neuer Schärfe: Gesellschaft besteht nicht einfach nur aus Medienformen, Gesellschaft ist vielmehr reine Medialität.

Wie reagiert die Wissenschaft auf Fehlverhalten innerhalb ihrer Gemeinschaft, an welchen Normen und Werten orientiert sie sich dabei und wie begründet sie diese? Felicitas Hesselmann untersucht die institutionellen Umgangsweisen mit wissenschaftlichem Fehlverhalten anhand von Interviews und Dokumentenanalysen. Theoretisch fundiert zeichnet sie das diese Verfahren prägende Spannungsfeld zwischen einer Ordnungsvorstellung wissenschaftlicher Selbstreinigung und einer Ordnungsvorstellung autoritativer Sanktion nach. Wissenschaft erscheint so als der seltene Fall einer sozialen Gemeinschaft ohne geteilte Normen, die an die Stelle des rechtsstaatlichen Versprechens auf Universalität und Stabilität ein Versprechen auf Unvorhersehbarkeit und Interpretationsoffenheit setzt.

Die Nordrhein-Westfälische Akademie der Wissenschaften und der Künste ist eine Vereinigung der führenden Forscherinnen und Forscher des Landes. Sie wurde 1970 als Nachfolgeeinrichtung der Arbeitsgemeinschaft für Forschung des Landes Nordrhein-Westfalen gegründet. Die Akademie ist in drei wissenschaftliche Klassen für Geisteswissenschaften, für Naturwissenschaften und Medizin sowie für Ingenieur- und Wirtschaftswissenschaften und in eine Klasse der Künste gegliedert. Mit Publikationen zu den wissenschaftlichen Vorträgen in den Klassensitzungen, zu öffentlichen Veranstaltungen und Symposien will die Akademie die Fach- und allgemeine Öffentlichkeit über die Arbeiten der Akademie und ihrer Forschungsstellen informieren.