Heimatkunde

An integrative Heimatkunde – defined as the holistic study of localities and regions – has been a core interest in Ullrich (aka Ulli) Kockel’s research since he first graduated with a double primary in 1984. Frequently described as an interdisciplinary – and sometimes undisciplined – academic, his research draws liberally on art, geography, human ecology, philosophical anthropology, political economy, and social anthropology, with its primary focus located in the field of Empirical Cultural Science / European ethnology. The contributions to this collection celebrate Ulli’s explorations of place and belonging at different junctures on his quest for Heimatkunde. Laid out in four thematic sections – Borders, Regions and Frontiers; Human Ecology; Creative Ethnology; and, Memories – they feature creative work along with research essays. Given Ulli’s love of cooking and food, we describe our offering as a ‘feast-script’.

Interest in the study of national identity as a collective phenomenon is a growing concern among the social and political sciences. This book addresses the scholarly interest in examining the origins of ideologies and social practices that give historical meaning, cohesion and uniqueness to modern national communities. It focuses on the various routes taken towards the construction of cultural authenticity as an inspirational purpose of nation-building and reveals the diversity of the themes, practices and symbols used to encourage self-identification and communality. Among the techniques explored are the dramatization of suffering and tragedy, the exaltation of heroes and deeds, the evocation of landscape, nature and the arts and the delimitation of collective values to be pursued during reconstruction in post-war periods.

At the center of this pioneering work in modern European history is the German word Heimat—the homeland, the local place. Translations barely penetrate the meaning of the word, which has provided the emotional and ideological common ground for a variety of associations and individuals devoted to the cause of local preservation. Celia Applegate examines at both the national and regional levels the cultural meaning of Heimat and why it may be pivotal to the troubled and very timely question of German identity. The ideas and activities clustered around Heimat shed new light particularly on problems of modernization. Instead of viewing the Germans as a dangerously anti-modern people, Applegate argues that they used the cultivation of Heimat to ground an abstract nationalism in their attachment to familiar places and to reconcile the modern industrial and urban world with the rural landscapes and customs they admired. Primarily a characteristic of the middle classes, love of Heimat constituted an alternative vision of German unity to the familiar aggressive, militaristic one. The Heimat vision of Germany emphasized cultural diversity and defined German identity by its internal members rather than its external enemies. Applegate asks that we re-examine the continuities of German history from the perspective of the local places that made up Germany, rather than from that of prominent intellectuals or national policymakers. The local patriotism of Heimat activists emerges as an element of German culture that persisted across the great divides of 1918, 1933, and 1945. She also suggests that this attachment to a particular place is a feature of Europeans in general and is deserving of further attention. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1990.

This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?

Teaching the Empire explores how Habsburg Austria utilized education to cultivate the patriotism of its people. Public schools have been a tool for patriotic development in Europe and the United States since their creation in the nineteenth century. On a basic level, this civic education taught children about their state while also articulating the common myths, heroes, and ideas that could bind society together. For the most part historians have focused on the development of civic education in nation-states like Germany, France, and the United Kingdom. There has been an assumption that the multinational Habsburg Monarchy did not, or could not, use their public schools for this purpose. Teaching the Empire proves this was not the case. Through a robust examination of the civic education curriculum used in the schools of Habsburg from 1867–1914, Moore demonstrates that Austrian authorities attempted to forge a layered identity rooted in loyalties to an individual’s home province, national group, and the empire itself. Far from seeing nationalism as a zero-sum game, where increased nationalism decreased loyalty to the state, officials felt that patriotism could only be strong if regional and national identities were equally strong. The hope was that this layered identity would create a shared sense of belonging among populations that may not share the same cultural or linguistic background. Austrian civic education was part of every aspect of school life—from classroom lessons to school events. This research revises long-standing historical notions regarding civic education within Habsburg and exposes the complexity of Austrian identity and civil society, deservedly integrating the Habsburg Monarchy into the broader discussion of the role of education in modern society.

Human ecology - the study and practice of relationships between the natural and the social environment - has gained prominence as scholars seek more effectively to engage with pressing global concerns. In the past seventy years most human ecology has skirted the fringes of geography, sociology and biology. This volume pioneers radical new directions. In particular, it explores the power of indigenous and traditional peoples' epistemologies both to critique and to complement insights from modernity and postmodernity. Aimed at an international readership, its contributors show that an inter-cultural and transdisciplinary approach is required. The demands of our era require a scholarship of ontological depth: an approach that can not just debate issues, but also address questions of practice and meaning. Organized into three sections - Head, Heart and Hand - this volume covers the following key research areas: Theories of Human Ecology Indigenous and Wisdom Traditions Eco-spiritual Epistemologies and Ontology Research practice in Human Ecology The researcher-researched relationship Research priorities for a holistic world With the study of human ecology becoming increasingly imperative, this comprehensive volume will be a valuable addition for classroom use.

In Modern Nature,Lynn K. Nyhart traces the emergence of a “biological perspective” in late nineteenth-century Germany that emphasized the dynamic relationships among organisms, and between organisms and their environment. Examining this approach to nature in light of Germany’s fraught urbanization and industrialization, as well the opportunities presented by new and reforming institutions, she argues that rapid social change drew attention to the role of social relationships and physical environments in rendering a society—and nature—whole, functional, and healthy. This quintessentially modern view of nature, Nyhart shows, stood in stark contrast to the standard naturalist’s orientation toward classification. While this new biological perspective would eventually grow into the academic discipline of ecology, Modern Nature locates its roots outside the universities, in a vibrant realm of populist natural history inhabited by taxidermists and zookeepers, schoolteachers and museum reformers, amateur enthusiasts and nature protectionists. Probing the populist beginnings of animal ecology in Germany, Nyhart unites the history of popular natural history with that of elite science in a new way. In doing so, she brings to light a major orientation in late nineteenth-century biology that has long been eclipsed by Darwinism.