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- Hammar, Isak, 1981-
(författare)
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Classical Nature : Natural History, Classical Humanism and the Value of Knowledge in Sweden, 1800-1850
- 2021
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Ingår i: Journal for the History of Knowledge. - : Journal for the History of Knowledge. - 2632-282X. ; 2:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates attempts in the Swedish public and academic sphere to imbue natural history with humanistic values and to align its epistemological goals with those of classical study during the first half of the nineteenth century. By tracing the claims made by 21 naturalists in response to a proposal for a new school ordinance in 1818, the study demonstrates how natural history was linked to Bildung and mental development and that material and practical usefulness was downplayed in favor of moral values. The article argues that a knowledge regime favoring the humanities in general and classical study in particular informed Swedish and European societies at this time and thus underpinned the naturalists’ claim that the study of nature should be seen as part of classical education. The article concludes that natural history became a key component in the struggle between different forms of knowledge due to its malleability and that the knowledge regime was easily accepted and perpetuated among naturalists due to the fact that they were to a large degree humanists themselves. The findings suggest that the history of science needs to include the development and impact of the humanities in its overall narrative of the nineteenth century.
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- Hammar, Isak
(författare)
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From Germany with Love : Circulating Formale Bildung in the Early Nineteenth Century
- 2021
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Ingår i: History of Humanities. - : University of Chicago Press. - 2379-3163 .- 2379-3171. ; 6:2, s. 603-615
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Tidskriftsartikel (refereegranskat)abstract
- The article traces the circulation of the pedagogical notion of formale Bildung from Germany to Sweden during the first decades of the nineteenth century. At that time, educators and scholars agreed that the goal of secondary education was not to provide practical knowledge, but to train the mind and cultivate moral character. This notion, formulated in full by Friedrich Gedike in the late eighteenth century, proved resilient and shaped Swedish educational policies for much of the century. Yet Gedike was never identified as the source, not by his contemporaries nor by later historians. Moreover, the questions of how, when and why this knowledge appeared in Sweden and how it became part of a general consensus have never been explored. In this essay, it is argued that an important node of circulation between Germany and Sweden was influential educator Carl Ulric Broocman and that the concept of circulation offers a means of revealing previously obscured patterns of knowledge.
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- Hammar, Isak, 1981-
(författare)
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Från vitterhet till vetenskap : En studie över Kungl. Vetenskapsakademiens lärdomsklass under 1800-talet
- 2022
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Ingår i: Lychnos. - 0076-1648. ; , s. 37-62
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Tidskriftsartikel (refereegranskat)abstract
- In 1798 the Royal Academy of Science instituted a classification of its members, designating the last class to be filled by those engaged with world of learning and beautiful arts. This study maps the population of this “learned class” and analyzes the negotiation of epistemic virtues and merits linked to the nebulous field from which the class drew its members. The article argues that a previous understanding of this class as merely honorary needs to be nuanced, in particular regarding the second half of the century. From 1850, the extant nominations of new members illustrates that although learning and erudition was important throughout the period, scientific skill and profound research, proven by publications, were crucial for this proto-humanistic field of knowledge. Moreover, as the political and cultural sphere seized to be arenas from where the class recruited members, the second half of the century saw an increasing population of university professors linked to traditional humanistic disciplines, noted for their scientific creed, rather than their cultural standing. As a result, the article concludes that although other scenarios would have been viable, the “learned class” developed into a “humanistic class” during the second half of 19th century.
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- Hammar, Isak, et al.
(författare)
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Futures of the History of the Humanities : An Introduction
- 2023
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Ingår i: History of Humanities. - : University of Chicago Press. - 2379-3163 .- 2379-3171. ; 8:2, s. 177-187
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, scholarly attention has turned to the humanities’ collective past with renewed energy and sense of purpose. As a result, a new field of research, the history of the humanities, has crystalized and received broad international attention. In this forum, we take a special interest in the question of where the history of the humanities is heading. And where do we want it to go? In order to fuel discussion, six scholars have been invited to contribute their perspectives on what the future holds for the field. In our introduction, we frame these contributions by outlining the origins, current state, and potential trajectories of the new (or possibly reformed) field of research. Summarizing the ambitions of the field as well as its transdisciplinary links and influences, we reflect on why it has emerged as well as consider the larger implications for the humanities as a whole. It is argued that although the full potential of the history of the humanities is far from being reached, the very concept has functioned as an integrative platform, opening up new lines of inquiry within a larger framework. Nevertheless, as the contributions to this forum collectively make evident, there are also a number of challenges that the history of the humanities will face going forward.
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- Hammar, Isak
(författare)
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Humanistisk kunskap och kompetens : En rapport om alumners nytta av studier i humaniora och teologi
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten Humanistisk kunskap och kompetens presenterar och analyserar resultaten från en omfattande alumnundersökning riktad till Lunds universitets humaniora- och teologistudenter genomförd 2019. Undersökningen hade ett särskilt fokus på arbetsmarknad och arbetslivskoppling, men ställde även bredare frågor om humanistiska kompetenser och identitet.I rapportens första del redovisas vad alumnerna uppfattar som värdet med studier i humaniora och teologi samt vilka erfarenheter de har av studiernas relevans och gångbarhet på arbetsmarknaden. Den andra delen syftar till att placera analysen av enkät- och intervjusvar i en större kontext om humanioras roll i samhället. Undersökningen bekräftar att humanistiska studier tillhandahåller nytta såväl i som utanför arbetslivet och är lönsamma för individ och samhälle. Resultaten kan därmed tolkas i linje med en mer positiv syn på humanioras samhällsrelevans som gjort sig gällande under det senaste decenniet.
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