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Why study Ottoman history? What are the available sources? And how can researchers begin locating, reading, and interpreting these? The Cambridge Companion to Ottoman History provides a broad introduction to the field, offering readers accessible outlines of its varied methods and approaches. Bringing together contributions from leading researchers, the volume considers the theoretical, methodological, and practical challenges faced by Ottoman historians. Including chapters from specialists in areas ranging from intellectual history to labor history and gender history, the Companion critically examines prior developments in the field, and indicates potential paths for future research. Beginning with a thorough grounding in the primary sources available, the Companion then turns to the perspectives and critical frames of the discipline. This volume is an essential teaching guide, and an invaluable entry point to the breadth and the possibilities of Ottoman history.
As a response to antisemitic stereotypes of Jews as weak and brainy, Zionism wanted Jews to develop their muscles instead. It was a useful call that coincided with the need to literally build the Jewish home in Palestine from the ground up. The agricultural development of land and the construction of villages and towns on it provided ample opportunities for Jews to become the kind of muscular Jews Zionism fantasized about. Later, when the Arab resistance to Jewish settlement grew, Jewish farmers developed into soldiers as well and completed the transformation of Jews.
Jewish modernity in Europe began with Hebrew, the ancient language of the Jews. Intellectuals like Moses Mendelssohn used Biblical Hebrew to introduce Jews to modern, secular European culture and disseminate the ideas of the Enlightenment among them. This odd choice had two advantages. Hebrew was familiar to many Jewish men and the Biblical version used by Jewish intellectuals was also proof of the ancient heritage of the Jews. But if Hebrew was a kind of cultural affectation for enlightened Jews, after the rise of Zionism and the establishment of the Yishuv, the Jewish community in Palestine, it became a necessity and a vehicle for forming a new Jewish nation there.
Zionists wanted to develop their own musical sound, folk as well as art or so-called classical music. They approached it in a number of ways that were inspired by romantic nationalism again. They went “back to the people” and recorded the musical traditions of various Jewish communities from around the world, primarily from non European Jewish communities, which were considered more authentic and closer to ancient Judaistic musical traditions. They also reinterpreted musical traditions from Eastern Europe, from whence most of them came. The attempt to bind together East and West characterized early Zionist musical creations, which often included lyrics in Biblical and rabbinic Hebrew that emphasized the nation’s ancient pedigree.
Zionists wanted to reshape Jewish culture in the spirit of modern nationalism. They based their national vision on Jewish history and Jewish tradition but gave both a thoroughly modern interpretation. Instead of hiding their difference to ease their assimilation into the greater, non-Jewish society, they emphasized Jewish difference by giving it a distinct cultural character. They began by writing modern literature in Hebrew, their ancient language, and eventually turned Hebrew into a spoken language, the vernacular of their emerging national community. They organized the land they bought and settled in Palestine in new ways that expressed their revolutionary social and communal values and built new kinds of houses on it. Their new occupations as farmers, builders, and then soldiers reshaped their bodies, the clothes they wore, and the way the carried themselves. They renewed their festival calendar to celebrate and commemorate their innovations, and they developed new aesthetic sensibilities in visual art and music that expressed their cultural revolution in more abstract ways.
Zionists wanted to develop a distinct Jewish national art. And although no one knew how to do it exactly, the hope was that the Zionist cultural revolution would eventually take on an aesthetic shape or sensibility as well. The first art academy that was established in Palestine in 1906, the Bezalel School of Arts and Crafts, emphasized the manufacture of crafts that would express the spirit of Jewish nationalism. The idea was to replace a Christian and European visual dictionary with references that would be more Jewish, that would reflect Palestine more closely, and would eventually become part of a uniquely Jewish visual subconscious. The success of the school was limited and it was eventually replaced by more conventional artistic schools in the spirit of European modernism. At the same time, the spirit of nationalism influenced almost all artists and designers, including painters, sculptors, illustrators, and graphic designers.
The Zionist revolution had a spatial and architectural dimension. Although the land Zionists bought in Palestine had been settled for centuries, they considered it virgin soil and wanted to reshape it in the spirit of Jewish nationalism. To take possession of this land, they spread small villages over it and introduced industrial farming. Most of the villages were agricultural cooperatives called kibbutz in Hebrew. Kibbutz cooperatives were developed to cope with the lack of infrastructure, means of production, lack of agricultural expertise and experience and expressed the national and socialist aspects of the Zionist movement. Land that could not be cultivated was covered by trees, small woods of pines and cypresses. Cities were less important for Zionists, with one exception, Tel Aviv, a low-density, green city that was inspired by anti-urban ideas imported from Europe.
All human societies draw lines between disconnected events in their history and create illusions of continuity or topographies of the past. These traditions of remembering, which began in the Hebrew Bible, played an important part in the renewal of the Jewish festival calendar in the Yishuv. Festivals do this very well because their repetition year after year allows societies to emphasize historical connections and revise their stories of origin by creating unique emotional maps. The Zionist festival calendar did it especially well by revising old Jewish festivals and by inventing completely new ones as part of an updated program that emphasized the ancient Jewish agricultural past and the ancient Jewish military past, all in the spirit of Hebrew nationalism.
This paper provides a sociolinguistic and grammatical synopsis of Bavadi Bakhtiari, spoken in Chahar Mahal va Bakhtiari Province, Iran. The results presented here are based on the collection of linguistic and cultural data through field research, including ethnographic research, recording of oral texts, elicitation of a language data questionnaire, and follow-up interviews with speakers of the language. In addition to providing a linguistic snapshot of the Bavadi variety of Bakhtiari in its social context, this study offers a novel contribution to the documentation of Iran’s linguistic heritage through the presentation and analysis of culturally important oral texts of various genres. While one text belongs to the controlled and formulaic genre of the folktale, two other texts are based on free conversation among groups of speakers.
The Element considers historiography – the extent to which insular prehistorians have integrated their findings with the archaeology of mainland Europe; and the ways in which Continental scholars have drawn on British material. An important theme is the cultural and political relationship between this island and the mainland. The other component is an up-to-date account of prehistoric Britain and her neighbours from the Mesolithic period to the Iron Age, organised around the seaways that connected these regions. It emphasises the links between separate parts of this island and different parts of the Continent. It considers the links across the Irish Sea as only one manifestation of a wider process and treats Ireland on the same terms as other accessible regions, from France to the Low Countries. It shows how different parts of Britain were separate from one another and how they can be studied in a European framework.