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PHILOLOGISTS: SCHOLARS OR POLITICIANS?

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Kamusella T.
Sprawy Narodowościowe
|
2008
|
issue 32
203-211
EN
On the basis of the collection 'The Study of Language and the Politics of Community in Global Context' (edited by D. L. Hoyt and K. Oslund), the reviewe reflects on the phenomenon of philology, an aspiring discipline of scholarship, which oftentimes exchanged research for becoming a branch of national politics. The abandonment of objectivity as the highest ideal in the study of language began in the early 19th century when language was fashioned into an instrument of politics, and nationhood and statehood legitimization. In this scheme of things philologists easily became politicians, and numerous statesmen desired to be recognized as linguists in their own right. This politicization of linguistics continues to this day, especially in Eurasia (where ethnic nationalism seems to be the norm of state-building), but not only.
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NATIONALISM AND SCHOOL ATLASES OF HISTORY

100%
Kamusella T.
Sprawy Narodowościowe
|
2007
|
issue 30
109-129
EN
The genre of the school atlas of history originated during the first half of the 19th century in the German Confederation, but it began to flourish only in the other half of this century in the German Empire and Austria-Hungary. Although such atlases made a fleeting appearance in France, the United Kingdom, or Spain, they never gained a permanent place in school curricula. Nowadays in Italy, Germany or Austria atlases of this kind are of auxiliary nature in schools. Quite on the contrary, the school atlas of history remains an obligatory textbook in Central Europe, from Poland through Turkey, and in the European post-Soviet states, whereas schools in the Asian post-Soviet states utilize Soviet school atlases or single-page maps of history. The author proposes that an explanation of this phenomenon lies in the fact that the ethnolinguistic kind of nationalism constitutes the legitimizing base of statehood in this region. This nationalism entails the isomorphism (or tight spatial overlapping) of national language, nation, and nation-state. Not only is the ideal notoriously hard to achieve, but the simultaneous juggling of linguistic and demographic arguments alongside changes in political borders is equally hard for a schoolchild to grasp without a graphic prop.
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