Na pitanje kako interpretiramo odnosno tumačimo književnost u radu odgovaramo sa stajališta suvremene prostorne književne znanosti odno-sno sa stajališta njezine slovenske akademske verzije koja se ...primjenjuje u posljednjem desetljeću. Slovenska se prostorna književna znanost oslanja na tradicionalnu književnu geografiju koju teorijski i metodološki nadopunjuje konceptima postmoderne prostorne humanistike, dok se, osobito kroz koncepciju književnosti kao društvenog sustava, produktiv-no povezuje s empirijskom znanosti o književnosti koja u Sloveniji ima već dužu tradiciju. Slovenska prostorna književna znanost temelji se na pretpostavci o uzajamnim utjecajima geoprostora, shvaćenog kao preplet fizičko-prirodnih i društvenih čimbenika, te književnosti, shvaćene kao sveukupnost književne komunikacije. Slovenska se književnost na taj način interpretira odnosno tumači prvenstveno iz perspektive prostora. U književnoznanstvenim studijama do izražaja dolaze različite vrste prostornih podataka koji su s jedne strane uglavnom vezani za biogra-fije književnika i infrastrukturu medija te institucija, a s druge strane za književne tekstove koji se odnose na geoprostor i u tom kontekstu na književne prostore. Rad se fokusira na prostorne aspekte biografija. Za predstavljanje, analizu i interpretiranje relacija između geoprostora i “životnih putova” književnika upotrebljavaju se tematske književne karte izrađene pomoću suvremene tehnologije GIS.
Bilješke koje je Martin Heidegger unosio u takozvane »crne bilježnice« potakle su, netom nakon objavljivanja, intenzivne diskusije, osobito oko pitanja antisemitizma i nacionalsocijalizma. Je li se ...Heideggerova osobna naklonost ka ovim ideologijama odrazila i na njegovo filozofsko djelo? U ovom ogledu razmatra se jedna, s ovim pitanjima povezana, važna tema u Crnim bilježnicama – tema sveučilišta. Ona postaje frekventnija u tri navrata, obilježena značajnim događajima u Heideggerovoj profesionalnoj biografiji: preuzimanjem funkcije rektora sveučilišta u Freiburgu (1933.), napuštanjem te funkcije (1934.) te isključenjem iz nastave u sklopu poratne denacifikacije Njemačke (1945.). Pokazuje se da shvaćanje sveučilišta u Crnim bilježnicama odgovara idejama predočenim u Heideggerovu rektorskom govoru, kao i da to shvaćanje nije jednako nacionalsocijalističkom, već izražava filozofovo »narodnjačko« misaono usmjerenje. Iako posjeduje neke elemente vokabulara koji su bili prisutni u nacističkoj propagandi, Heidegger svoje stavove o stvarnosti i budućnosti sveučilišta integrira s drugim svojim idejama – kritikom svođenja znanja na tehničke aspekte, kritikom izoliranja znanosti u samostalna područja i uopće kritikom zapadnjačkog mišljenja.
The notes that Martin Heidegger made in the so-called Black Notebooks stimulated, immediately after publication, intense discussions, especially on the issue of anti-Semitism and National Socialism. Does Heidegger’s personal fondness for these ideologies reflect on his philosophical work? In this essay, one important topic related to these issues in Black Notebooks is discussed – the topic of university. It became more frequent on three occasions, marked by significant events in Heidegger’s professional biography: taking over as rector of the University of Freiburg (1933), leaving that position (1934), and exclusion from teaching as part of the postwar denazification of Germany (1945). It turns out that the understanding of the university in the Black Notebooks corresponds to the ideas presented in Heidegger’s rector’s speech, and that this understanding is not equally National Socialist, but expresses the philosopher’s “populist” thinking. Although he possesses some elements of vocabulary that were present in Nazi propaganda, Heidegger integrates his views on the reality and future of the university with his other ideas – a critique of reducing knowledge to technical aspects, a critique of isolating science into independent fields, and a critique of Western thought.
U posljednjih nekoliko desetljeća svjedočimo velikom razvoju istraživanja na području znanosti i religije. Jedan takav razvoj naziva se 'teologija prirode' (ToN), što uključuje aktivnost izgradnje ...ili revizije teoloških okvira u svjetlu suvremenih znanstvenih spoznaja, npr. evolucije, teorije kaosa i kvantne mehanike. Ian Barbour, John Polkinghorne i Arthur Peacocke, kršćanski mislioci, najpoznatiji su zagovornici ove vrste razmišljanja. Međutim, ovaj diskurs nije razmotren iz islamske perspektive. S obzirom na ovaj jaz, u članku razmatramo kako se ovaj način razmišljanja može obuhvatiti iz perspektive Ashʿarī škole mišljenja koja pripada sunitskoj islamskoj kalām tradiciji. Prvo ćemo razmotriti kako se ToN manifestira u djelima ranije spomenutih mislilaca. Nakon toga ističemo bitna načela ašʿarizma koja su relevantna za Boga, Njegovu interakciju sa stvorenim svijetom i znanost. One se potom uspoređuju s idejama navedenih mislilaca. Dolazimo do dva zaključka. Prvo, pokazujemo da se atomizam, koji se općenito shvaća općeprihvaćeno stajalište u Ashʿarī tradiciji, ne bi trebao smatrati teološkim gledištem, već prije filozofskim ili znanstvenim. Drugo, radi se važna razlika između znanstveno informirane teologije (SIT) i kontingentno informirane teologije (CIT). Za Ashʿarīje, CIT je dovoljan za razumijevanje Boga, ali smatraju da bi SIT prikazan u ToN bio problematičan. Motivacija i metodologija lokaliziranja ili modificiranja Božje prirode ili atributa koji bi odgovarali današnjoj znanosti bi se smatrala teološki neprimjernim i vrlo spornim oblikom scijentizma.
Svrha rada je dati kritički osvrt na pristup temeljen na dokazima učinkovitosti, od definiranja ključnih pojmova do analize prednosti i prepreka za njegovu implementaciju u praksu. U radu se ...raspravlja o pristupu utemeljenosti na dokazima učinkovitosti, odnosno definiraju se pojmovi „praksa temeljena na dokazima učinkovitosti“ i „programi/intervencije temeljene na dokazima učinkovitosti“. Kritički se osvrće na ključne kriterije programa/intervencija temeljenih na dokazima učinkovitosti. Opisane su najznačajnije online baze učinkovitih programa i kategorije koje se koriste pri određivanju razine učinkovitosti programa/intervencija. Nadalje, raspravlja se i kritički osvrće na prednosti, ali i izazove korištenja pristupa temeljenog na dokazima učinkovitosti i kao i pri njegovoj implementaciji. Zaključno su predložene smjernice za buduća istraživanja te djelotvoran i učinkovit odabir i primjenu pristupa temeljenog na dokazima učinkovitosti u prevencijsku praksu.
Što metodika jest? Jelavić, Filip
Život i škola,
12/2018, Letnik:
64, Številka:
2
Journal Article, Paper
Recenzirano
Odprti dostop
Riječ JEST u naslovu naglašava našu želju da sagledamo metodiku "iznutra" i "egzistencijalno", sagledamo ono što metodiku potvrđuje kao zaseban i samoopstojan entitet u sustavu znanosti koje se, kao ...temeljnim
predmetom, bave intencionalnim i sustavno organiziranim učenjem - obrazovanjem i odgojem u nastavi. Dva rada, objavljena u razmaku od trinaest godina (Epistemološke karakteristike metodike (Milat, 2000.) i Metodika u suvremenom odgojno-obrazovnom sustavu (Bežen, 2013.) izravan su povod ovom tekstu. Zajedničko im je to što se zauzimaju za "povoljniji znanstveni status metodike" u sustavu obrazovanja i odgoja. Mene osobno više zanima: Što metodika odnosno predmetna didaktika JEST, kako ju znanstveno-teorijski misliti, njen znanstveni i stručni identitet. I tu, upravo oko tog pitanja, nastaje temeljni prijepor s autorima navedenih tekstova koji afirmaciju metodike žele graditi negacijom didaktike/pedagogije. 0bezvređivanjem didaktike ne može se doći do "metodičke istine", ne može se otvoriti prostor metodici. Dapače, može ju se gušiti i usmjeriti na ono što metodika NIJE. To se može vidjeti u nastavi koja, npr. umjesto autentičnog književno-literarnog izričaja, nudi učeniku njegovu patvorinu… a da, pritom, toga nije ni svjesna i to samo zato što u okviru metodike nije izgrađen kognitivni, estetski, literarni… temelj valjane evaluacije onoga što se s nastavom događa kad "metodički čin" nije didaktički valjano utemeljen. Nije, dakle, sve u metodi odnosno metodici. Misao o biti metodike danas je prerasla "metodiku". To, na neki način, potvrđuje
i činjenica postojanja kineziološke, religijske… didaktike i metodike…
The word "is" in the title emphasizes our desire to look at the methodology from the "inside" and "existentially", and to see what the methodology affirms as a separate and self-contained entity in the system of science, which, as a fundamental subject, deals with intentional and systematically organized learning - education. Two works, published in the space of thirteen years (Epistemological Characteristics of Methods (Milat, 2000) and Methodology in a Contemporary Educational System (Beige, 2013), have been the direct motive behind this text. What they have in common is that they stand for
a "more favorable scientific status of methodology" in the educational system. Personally, I am more interested in: What methodology or subject
didactics IS, what its scientific and theoretical thinking are, its scientific and professional identity. And here, precisely about this issue, there is a fundamental dispute with the authors of the mentioned texts, who wanted to build the affirmation of methodology with the negation of didactics/pedagogy. We cannot reach the "methodical truth", and open up a space for methodology by devaluating didactics. Actually, devaluation of didactics could lead to it being suffocated and us focusing on what methodology is NOT. This can be seen in teaching which,
for example, instead of authentic literary-literary expression, offers the student a fake, without even being aware of it, simply because cognitive, aesthetic, literary and so on basis of a valid evaluation of what happens in teaching, when the "methodical act" has not been didactically valid. Therefore, it is not true that everything lies in methodology. The thought of the essence of methodology has outgrown the "methodology". This has been, in a way, confirmed by the fact of the existence of kinesiological, religious and so on didactics and methodology.
In dieser Arbeit geht es uns darum die Methodik in ihrem Wesen, „von innen“ und „existentiell“ zu betrachten, jene Eigenschaften hervorzuheben, welche die Methodik als eigenständiges Bestandteil im System der Wissenschaften bestätigen, die sich mit intentionalem und systematisch organisiertem Lernen beschäftigen – der Erziehung und Bildung im Unterricht. Zwei Artikel, die im Zeitraum von dreizehn Jahren
veröffentlicht wurden (Epistemologische Eigenschaften der Methodik (Milat, 2000) und Methodik im zeitgenössischen Erziehungs- und Bildungssystem (Bežen, 2013)) haben die hier vorliegende Arbeit veranlasst. Diesen Artikeln ist die Bestrebung gemeinsam zu einem „günstigeren wissenschaftlichen Status der Methodik“ im Erziehungs- und Bildungssystem beizutragen. Persönlich bin ich eher an Folgendem interessiert: Was ist das Eesen der Methodik bzw. der Fachdidaktik, wie kann man sie wissenschaftlich-theoretisch in ihrer wissenschaftlichen und fachlichen Identität begreifen. Dies ist gerade der Punkt, an dem ein grundlegender Konflikt mit den Autoren zuvor erwähnter Texte entsteht, welche die Affirmierung der Methodik durch die Negierung der Didaktik/Pädagogik erreichen wollen. Durch Geringschätzung der Didaktik kann man nicht zur „methodischen Wahrheit“ gelangen, kann kein Raum für Methodik entstehen. Vielmehr kann sie dadurch nur erdrückt und vom wahren Wesen der Methodik abgewendet werden. Dies wird ersichtlich im Unterricht, der dem Schüler etwa statt dem authentischen literarischen Ausdruck seine Fälschung bietet, ohne sich dessen bewusst zu sein und zwar nur aufgrund eines Mangels im Rahmen der Methodik an kognitiver, ästhetischer, literarischer u.ä. Grundlage einer gültigen Evaluierung dessen, was mit Unterricht geschieht, wenn die „methodische Tat“ didaktisch nicht entsprechend fundiert ist. Es ist, ergo, nicht alles in
der Methode bzw. Methodik. Der Gedanke über das Wesen der Methodik ist in der heutigen Zeit über die „Methodik“ hinausgewachsen. Dies wird gewissermaßen auch durch die Tatsache bestätigt, dass es heute etwa eine
kinesiologische, religionsbezogene u.ä. Didaktik und Methodik gibt.
Cipra hat sein philosophisches Hauptwerk Die Metamorphosen der Metaphysik im Jahre 1975 geschrieben das er erstmal 1978 herausgegeben hat. Das Buch enthält besonderer Grundriss der ...Philosophiegeschichte, dessen Besonderheit bis heute, im Bezug auf seine philosophischwissenschaftliche Bedeutung, noch nicht richtigerweise gewertet ist. Cipra’s Darstellung der Philosophiegeschichte beruht auf einem gewissen Hintergrund, der verglichen mit der anthroposophischen Geschichtsauffassung weist auf viele Ähnlichkeiten, die sich namentlich im Ganzen merken können. Diese An klänge lassen sich als grundlegende für den letzten Abschnitt Die Zeit der Philosophie nachweisen, in welchem Cipra seine Auffassung der neuen Epoche der Philosophie als Geisteswissenschaft ausgeführt hat. Der Begriff einer solchen Geisteswissenschaft entspricht in vielen Punkten den geisteswissenschaftlichen Ausführungen, die Rudolf Steiner aufgestellt hat.
Predodžba o mračnome vijeku kao razdoblju znanstvene pustoši koju je prouzročila Katolička crkva uništivši ili zanemarivši bogato antičko znanje što su ga prikupili ponajvećma Grci i Rimljani te ...zapriječivši svaku učenu i racionalnu misao i znanstveno istraživanje još je uvijek utjecajna u široj akademskoj zajednici. Međutim, sve je više studija koje osporavaju vjerodostojnost takve predodžbe. Istraživanje provedeno i predočeno u ovome članku dovodi do sličnih zaključaka. Preispitivanju su podvrgnuti stavovi najistaknutijih kršćanskih autoriteta, počevši od crkvenih otaca pa do renesanse, prema filozofiji i znanosti. Istraživanje je bilo usmjereno i na znanstveni doprinos kršćanskih značajnika. Rezultati su pokazali da su kršćanski autoriteti imali krajnje pozitivno mišljenje kada je riječ o sposobnostima zdravoga razuma za shvaćanje i razumijevanje svijeta, a empirijsko su istraživanje materijalnoga svijeta smatrali nezamjenjivim. To je pak omogućilo velik napredak na svim poljima društvenoga života, čime su udareni temelji suvremene zapadne znanosti i uljudbe.
The notion of the „Dark Ages“, as a period of scientific desolation is still a highly influential paradigm in the academic circles. It is believed that this desolation was caused by the Catholic Church which has destroyed or neglected the rich knowledge from the antiquity, mostly collected by the Greek and the Romans, and that the Catholic Church has hindered every scholarly and rational thought as well as scientific research. However, nowadays there is more and more studies that undermine the credibility of this notion. The research described in this paper leads to similar results. The views of the most prominent Christian authorities, from the Church Fathers till the Renaissance, of philosophy and science, are re-examined. The scientific contribution of the important Christian figures was also researched. The results have shown that Christian authorities had an extremely positive opinion when it comes to the abilities of common sense for comprehension and understanding of the world. They believed that empirical research of the material world was irreplaceable. This has caused huge advancements in all fields of social life, and thus laid the foundations for the modern Western science and civilization.
The paper discusses the explicitly stated understanding of legal science as it appears in compulsory course textbooks on positive law subjects at the Faculty of Law, University of Zagreb. The first ...part of the paper describes the research problem and posits the corresponding hypotheses, states the research aims, describes the method of qualitative content analysis, and elaborates on the content units used (themes, categories and subcategories). The second part establishes the textbooks which contain an explicit determination of a branch of legal science that they belong to, or legal science in general, and the extent to which they contain it. Furthermore, it establishes how the subject matter, objectives and methods of legal science are defined in the textbooks and whether the textbooks include interdisciplinarity as a part of legal research. The third part determines the predominant understanding of the subject matter, objectives and methods of legal science and the predominant understanding of interdisciplinarity of legal research in the analyzed course textbooks. The conclusion contains a discussion of research results, determines the extent to which the hypotheses are confirmed and highlights the possible avenues of further empirical and theoretical research on (Croatian) legal science. The research results demonstrate that the analyzed textbooks mostly contain at least an elementary determination of legal science, but differ greatly with respect to the placement, extent, and way of its elaboration. Furthermore, according to the predominant understanding, the subject matter of legal science are general legal norms. Its objectives are to describe the law, systematize it and to recommend more appropriate legislative solutions and ways of interpreting and applying it, while its methods are the dogmatic method, the comparative method, and the sociological method. Objectives and methods are mostly just mentioned, without being described and explained. Finally, less than a half of the textbooks mention that legal research includes some level of interdisciplinarity, while the predominant understanding is that interdisciplinarity consists primarily in using insights from other scientific disciplines.
Komparativna politika u Hrvatskoj prošla je faze početnog razvoja i institucionalizacije. Od svog osnivanja 1962. Fakultet političkih znanosti u Zagrebu glavna je znanstvena i visokoobrazovna ...institucija za političku znanost u Hrvatskoj te se komparativna politika u hrvatskoj političkoj znanosti primarno razvijala i institucionalizirala na njemu. U prva četiri desetljeća postojanja Fakulteta sporadično su se provodila istraživanja i objavljivali znanstveni radovi o stranim politikama te to razdoblje smatramo fazom početnog razvoja komparativne politike. Osnivanje Odsjeka za komparativnu politiku na Fakultetu 2004. godine označilo je početak sustavnog rada na njezinu daljnjem razvoju kroz znanstvena istraživanja i nastavu na studiju politologije. To je omogućilo institucionalizaciju poddiscipline koju analiziramo uz pomoć teorijskog koncepta Gabrielle Ilonszki s pet značajki institucionalizacije: identitetom, autonomijom, reprodukcijom, legitimnosti i stabilnosti. Na temelju te analize donosimo zaključke o tome kakvo je stanje komparativne politike na Fakultetu političkih znanosti u Zagrebu 2022., 60 godina nakon osnivanja Fakulteta i 18 godina nakon osnivanja Odsjeka.
Comparative politics in Croatia has had two phases of development: initial development and institutionalization. Since its establishment in 1962, the Faculty of Political Sciences in Zagreb has been the main scientific and higher education institution for political science in Croatia, and the development and institutionalization of comparative politics in Croatian political science were primarily carried out there. In the first four decades of the Faculty’s existence, there were sporadic researches and publications of scientific papers on foreign policies, and we consider that period as the phase of the initial development of comparative politics. The establishment of the Department of Comparative Politics at the Faculty in 2004 marked the beginning of the systematic work on further development of comparative politics through scientific research and teaching of this subdiscipline in the study program of political science. This enabled the institutionalization of the subdiscipline, and we analyse it using Gabriela Ilonszki’s theoretical concept with five institutionalization properties: identity, autonomy, reproduction, legitimacy and stability. Based on this analysis, we make conclusions about the state of comparative politics at the Faculty of Political Science in Zagreb in 2022, 60 years after the establishment of the Faculty and 18 years after the establishment of the Department.
This collection provides an in-depth and up-to-date examination of the concept of Intangible Cultural Heritage and the issues surrounding its value to society. Critically engaging with the UNESCO ...2003 Convention for the Safeguarding of the Intangible Cultural Heritage , the book also discusses local-level conceptualizations of living cultural traditions, practices and expressions, and reflects on the efforts that seek to safeguard them. Exploring a global range of case studies, the book considers the diverse perspectives currently involved with intangible cultural heritage and presents a rich picture of the geographic, socioeconomic and political contexts impacting research in this area. With contributions from established and emerging scholars, public servants, professionals, students and community members, this volume is also deeply enhanced by an interdisciplinary approach which draws on the theories and practices of heritage and museum studies, anthropology, folklore studies, ethnomusicology, and the study of cultural policy and related law. The Routledge Companion to Intangible Cultural Heritage undoubtedly broadens the international heritage discourse and is an invaluable learning tool for instructors, students and practitioners in the field.
Introduction Michelle Stefano and Peter Davis
A Decade Later: Critical Reflections on the UNESCO-ICH Paradigm
1. Development of UNESCO’s 2003 Convention: Creating a New Heritage Protection Paradigm? Janet Blake 2. The Examination of Nomination Files under the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage Rieks Smeets and Harriet Deacon 3. A Conversation with Richard Kurin 4. Placing Intangible Cultural Heritage, Owing a Tradition, Affirming Sovereignty: the Role of Spatiality in the Practice of the 2003 Convention Chiara Bortolloto 5. Is Intangible Cultural Heritage an Anthropological Topic? Towards Interdisciplinarity in France Christian Hottin and Sylvie Grenet 6. The Impact of UNESCO’s 2003 Convention on National Policy-making: Developing a New Heritage Protection Paradigm? Janet Blake
Reality Check: The Challenges Facing ICH Safeguarding
7. From the Bottom Up: the Identification and Safeguarding of Intangible Cultural Heritage in Guyana Aron Mazel, Gerard Corsane, Raquel Thomas and Samantha James 8. Making the Past Pay? Intangible (Cultural) Heritage in South Africa and Mauritius Rosabelle Boswell 9. A Conversation with Yelsy Hernández Zamora on Intangible Cultural Heritage in Cuba 10. The Management of Intangible Cultural Heritage in China Tracey L-D Lu 11. Ageing Musically: Tangible Sites of Intangible Cultural Heritage Bradley Hanson 12. Intangible Cultural Heritage in the Czech Republic: Between National and Local Heritage Petr Janeček 13. Damming Ava Mezin: Challenges to Safeguarding Minority Intangible Cultural Heritage in Turkey Sarah Elliott 14. Documenting and Safeguarding Intangible Cultural Heritage: the Experience in Scotland Alison McCleery and Jared Bowers
Intangible Cultural Heritage Up Close
15. Officially Ridin’ Swangas: Slab as Tangible and Intangible Cultural Heritage in Houston, Texas Langston Collin Wilkins 16. Locating Intangible Cultural Heritage in Norway Joel Taylor 17. Intangible Cultural Heritage in India: Reflections on Selected Forms of Dance Parasmoni Dutta 18. Second-hand as Living Heritage: Intangible Dimensions of Things with History Staffan Appelgren and Anna Bohlin 19. A Conversation with Linina Phuttitarn on Safeguarding a Spiritual Festival in Thailand 20. Public Experiences and the Social Capacity of Intangible Cultural Heritage in Japan: Bingata, a Textile-Dyeing Practice from Okinawa Sumiko Sarashima 21. Stretching the Dough: Economic Resiliency and the Kinaesthetics of Food Heritage across the US-Mexico Border Maribel Alvarez
Intangible Cultural Heritage and Place
22. Refuting Timelessness: Emerging Relationships to Intangible Cultural Heritage for Younger Indigenous Australians Amanda Kearney and Gabrielle Kowalewski 23. Common Ground: Insurgence, Imagination and Intangible Cultural Heritage Jos Smith 24. Indigenous Geography and Place-Based Intangible Cultural Heritage RDK Herman 25. ‘If there’s no place to dance to it, it’s going to die’: A Conversation on the Living Tradition of Baltimore Club Music and the Importance of Place Michelle L. Stefano with Christopher Clayton and Baronhawk Poitier 26. Landscape and Intangible Cultural Heritage: Interactions, Memories and Meanings Maggie Roe
Intangible Cultural Heritage, Museums and Archives
27. Making History Tangible: POLIN Museum of the History of Polish Jews, Warsaw Barbara Kirshenblatt-Gimblett 28. A Conversation with Clifford Murphy on Archives and Intangible Cultural Heritage 29. Bin Jelmood House: Narrating an Intangible History in Qatar Scott Cooper and Karen Exell 30. Standing in the Gap: Lumbee Cultural Preservation at the Baltimore American Indian Center Ashley Minner 31. A Conversation with Tara Gujadhur on the Traditional Arts and Ethnology Center in Laos 32. Museums and Intangible Cultural Heritage in Lusophone Countries Ana Mercedes Stoffel and Isabel Victor
Alternative Approaches to Safeguarding and Promoting Intangible Cultural Heritage
33. Safeguarding Maritime Intangible Cultural Heritage: Ecomuseum Batana, Croatia Dragana Lucija Ratković Aydemir 34. Reflections of a Heritage Professional: Intangible Cultural Heritage at the Ecomuseum of Terraces and Vineyards, Italy Donatella Murtas 35. Conveying Peruvian Intangible Heritage through Digital Environments Natalie Underberg-Goode 36. Growing Ecomuseums on the Canadian Prairies: Prospects for Intangible Cultural Heritage Glenn Sutter 37. The Intangible Made Tangible in Wales Einir M. Young, Gwenan H. Griffith, Marc Evans, S. Arwel Jones 38. A Conversation with Paula dos Santos and Marcelle Pereira on Intangible Cultural Heritage and Social and Ecological Justice
"It is a most welcome addition to literature, and a must-have for all who want to deepen their understanding of the scholarly research into and safeguarding practice of Intangible Cultural Heritage. (...) With the publication of this Routledge Companion, Intangible Cultural Heritage has certainly reached a new level of scholarly recognition. And that is a very good thing."
- Steven Engelsman, Director, Weltmuseum Wien, Austria "The Routledge Companion to Intangible Cultural Heritgae provides asnapshop- or rather, a whole picture album- of the evolution of a profoundly important cultural policiy and paradigm... The editors have assembled here a massive and varied set of essays- 38 individual chapters written by 54 authors, including anthropologists, folklorists, legals scholars, museum professionals, ethomusicologists, and community members." - Michael Dylan Foster, University of California, USA
Michelle L. Stefano is a Folklife Specialist (Research and Programs) at the American Folklife Center of the Library of Congress, Washington, DC. From 2011-2016, Stefano worked for Maryland Traditions, the folklife program of the state of Maryland, of which she was its Co-Director from 2015-2016. From 2012-2016, she led the partnership between Maryland Traditions and the University of Maryland, Baltimore County, where she was Visiting Assistant Professor in American Studies. She co-edited Safeguarding Intangible Cultural Heritage (2012) with Peter Davis and Gerard Corsane.
Peter Davis is Emeritus Professor of Museology in the International Centre for Cultural and Heritage Studies at Newcastle University, UK. He is honorary editor of Archives of Natural History , the journal of the Society for the History of Natural History, and a series editor for Heritage Matters . His research interests include the interactions between nature, culture and concepts of place and space. He has published widely on ecomuseums and intangible cultural heritage.
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