Forum: Is Literature Still Central to German Studies?
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This question was posed in our last issue by Frank Trommler. We published a number of initial responses in GQ 80.1 and are pleased to offer five new contributions. These as well as other responses can be viewed at our website, germanquarterly.aatg.org. Readers are invited to send their thoughts on the topic to «german.quarterly@ duke.edu»; we promise to react. JANE V. CURRAN Dalhousie University Start with the learner, not with the Such advice is all well and good, but we still need to get to the discipline. Perhaps discipline is a misleading term, though. It has connotations of self denial, drudgery, and unquestioning obedience to senseless regulations. Discipline is definitely a requirement for learning a language: memorization, careful analysis and attentive listening are essential, while curious inquiry has to be kept at bay. Sometimes there is an explanation for a rule; more often you just need to find a crutch to help remember it. Genuine love for a language can be kindled under these harsh conditions. Admiration for its expressions, its grandeur, poignancy, humor, paradox and inspiration follows. There are two conflicting movements in German Studies. One points in the direction of compromise, urges us to view mastery of the language as essential, but links it with practical aids that offer only transitory entertainment. The other holds that defeatism and compromise ought not to be watchwords of higher learning. What possible benefit can ensue from denying young minds access to finely crafted emotion in medieval love poems, engaging moral dilemmas in Enlightenment theater, new ways of interpreting nature and society in realism and symbolism, the provocations of the twentieth century? Amazement lies ahead for hungry minds, leads them into unanticipated realms, filled with unimagined delights. Young people seeking more of what is available on the High Street don't need to come to university. Many come with the firm intention of studying psychology or linguistics. Their conversion, their epiphany, comes from the profound beauty of Holderlin's verses, the thought-provoking Kafkaesque conundrums, or the poised and finely crafted irony of Thomas Mann's stories. As Goethe's poet in Faust, Vorspiel auf dem Theater, says: Was glanzt ist fur den Augenblick geboren / Das Echte bleibt der Nachwelt unverloren. ALBRECHT CLASSEN University of Arizona The centrality of literature is not at stake in the current culture war, and never has been. At stake are, rather, our theoretical underpinnings and methodological approaches, our willingness to allow heteroglossia to determine our professional discourse, and also historical perspective as such. Gryphius was not a Shakespeare, but he still had powerful messages contained in his sonnets that continue to contribute highly meaningfully to the anti-war movement today. Medieval literature proves to be as relevant to our current student generation as eighteenth-century novels or poems. It all depends on how we embrace these texts and whether or not we can unearth their deeper messages. Old High German literature is constituted by every text that has survived, including genres such as charms, oaths, laws, hymns, prayers, etc. Despite many discussions about the discovery of fictionality by authors such as Hartmann von Aue, Gottfried von Strafiburg, Wolfram von Eschenbach, and Mechthild von Magdeburg, to name just a few, there are no medieval, and by the same token, early modern, texts that do not reflect a significant bricolage of genres, combining scholastic, theological, geographical, philosophical, and literary discourses often within the same text. Wolfram's Parziva! includes long lists of names concerning the lapidary sciences and astrology, and also medical information. Sixteenth-century literature equally consists of such a variety of narratives, including travelogues, sermons, hymns, cookbooks, and the numerous instructional books in the artes mechanicae (warfare, husbandry, architecture, etc. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle