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This paper offers a reflection on the question of how a course on ancient Egyptian literature could be a meaningful component of a general teaching curriculum at a university in this day and age. The insights and suggestions are informed by the author’s experiences in teaching at a university in the United States.
Series:
Morphomata, Volume: 20
Contributors:
, , , , , , , , , , , , , , , and
In the last two decades we have had many books and proceedings of conferences on the history, formulas and incantations of magic in antiquity, both in East and West, but this is the first book of its kind that focuses on the material aspects of magic, such as gems, rings, drawings, grimoires, amulets and figurines.
In recent years scholars have focused not only on the discourse and practices of magic in antiquity, but also on its practitioners, literary stereotypes and historical shifts. Much less attention, however, has been paid to the material that was used by the magicians for their curses and incantations. Yet there is no magic without materiality. The practice of magic required a specialist expertise that knew how to handle material such as lead, gold, stones, papyrus, figurines or voodoo dolls. That is why we present new insights on the materiality of magic by studying both the materials used for magic as well as the books in which the expertise was preserved.
In recent years scholars have focused not only on the discourse and practices of magic in antiquity, but also on its practitioners, literary stereotypes and historical shifts. Much less attention, however, has been paid to the material that was used by the magicians for their curses and incantations. Yet there is no magic without materiality. The practice of magic required a specialist expertise that knew how to handle material such as lead, gold, stones, papyrus, figurines or voodoo dolls. That is why we present new insights on the materiality of magic by studying both the materials used for magic as well as the books in which the expertise was preserved.
Herausforderungen eines kulturwissenschaftlichen Paradigmenwechsels in den Altertumswissenschaften
Contributors:
, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , and
Für die ägyptologische Methodik und Didaktik stellt der gegenwärtige kulturwissenschaftliche Paradigmenwechsel eine besondere Herausforderung dar. In 38 Beiträgen werden die vielfältigen epistemologischen Schwierigkeiten, aber auch die Chancen diskutiert, die sich aus dem kulturwissenschaftlichen Paradigmenwechsel ergeben. Aus dem Gespräch von Ägyptologie, Kultur-, Geschichts- und Religionswissenschaft, Linguistik, Archäologie und Museologie ergeben sich neue Perspektiven. Nicht zuletzt gelingt es den Beiträgen, Impulse für die Entwicklung fachübergreifender Fragestellungen der verschiedensten kulturwissenschaftlichen Diskurse zu geben.