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3635.More information
Wild and diverse outcomes are associated with transmutational practices: the prolongation of life, the recovery of youth, the cure of diseases, invincibility, immortality, enlightenment, liberation from the cycle of rebirths, and unending bliss. This range of outcomes is linked to specific practices taught in separate traditions and lineages in medical, alchemical, yogic and tantric milieus across South and Inner Asia. These practices can be individual or collective, esoteric or secular, and occur in different places from hospital to village to monastery; they involve transmutations of substances as well as transmutations of the body. Every expression by a particular lineage has a distinguishing articulation. Yet there are also very clear commonalities and interconnections between the traditions’ aims, methods and expected results. In this special issue of HSSA, we examine transmutational practices and their underlying concepts in this wider context of South and Inner Asian culture. How do these practices and ideas connect and cross-fertilise? And conversely, how are they delineated and distinct?
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3639.More information
AbstractBetween 1970 and 1985, much was written in the field of Acadian studies. Several aspects of this “renaissance” are notable: the expansion in university-level work (especially in the production of mémoires and theses), the preparation of numerous finding aids to documentary collections, and the publication of several pathfinding studies — notably the collected studies Les Acadiens des Maritimes. This achievement hid several major deficiencies. In spite of advances in social history, the historiography of Acadia actually is circumscribed by the problem of nationality and a dependence on traditional historical methods. It is marked by a degree of isolation, making no reference to the experience of other regions; this is especially true regarding the awareness of the historiography of both Quebec and the Maritimes. This situation is based on the lack of breadth of approach among professional historians, but equally to the ideological stakes implicit in the writing of Acadian history.
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3640.More information
This article examines, from a global and long-term perspective, the evolution of teaching about nature in primary school textbooks in the Spanish-American world between ca. 1770 and 1920. The specific question is how the spread of Johann Heinrich Pestalozzi's intuitive teaching, i.e., teaching based on sensory experience as a replacement for traditional memorisation, was reflected in the changes that were made to school textbooks throughout the nineteenth century. To this end, we analyse a selection of texts from three periods: the Spanish Enlightenment at the end of the eighteenth century, the 1840s, and the last two decades of the nineteenth century. Paying attention to the contents and textual conventions of the specific genre of textbooks about nature, we argue that these types of books evolved in content and method under the influence of intuitive teaching, but with important continuities in the assumptions about how children should learn. We show how the format of the texts was influenced not only by certain pedagogical ideas, but also by the pressures of the publishing market and the requirements of teaching practice.
Keywords: textbooks, libros de texto, les manuels, nature, naturaleza, la nature, lecciones de cosas, les leçons de choses, object lessons, les catéchismes, catechisms, catecismos, les Lumières espagnoles, Spanish enlightenment, Ilustración española