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WHAT IS A SCHOLARLY PERSONA? TEN THESES ON VIRTUES, SKILLS, AND DESIRES
What is the problem that \"epistemic virtues\" seek to solve? This article argues that virtues, epistemic and otherwise, are the key characteristics of \"scholarly personae,\" that is, of ideal-typical models of what it takes to be a scholar. Different scholarly personae are characterized by different constellations of virtues and skills or, more precisely, by different constellations of commitments to goods (epistemic, moral, political, and so forth), the pursuit of which requires the exercise of certain virtues and skills. Expanding Hayden White's notion of \"historiographical styles\" so as to encompass not only historians' writings, but also their nontextual \"doings,\" the article argues that different styles of \"being a historian\"—a meticulous archival researcher, an inspired feminist scholar, or an outstanding undergraduate teacher—can be analyzed productively in terms of virtues and skills. Finally, the article claims that virtues and skills, in turn, are rooted in desires, which are shaped by the examples of others as well as by promises of reward. This makes the scholarly persona not merely a useful concept for distinguishing among different types of historians, but also a critical tool for analyzing why certain models of \"being a historian\" gain in popularity, whereas others become \"old-fashioned.\"
Journal Article
Scholarly Personae in the History of Orientalism, 1870-1930
\"This volume examines how the history of the humanities might be written through the prism of scholarly personae, understood as time- and place-specific models of being a scholar. Focusing on the field of study known as Orientalism in the decades around 1900, this volume examines how Semitists, Sinologists, and Japanologists, among others, conceived of their scholarly tasks, what sort of demands these job descriptions made on the scholar in terms of habits, virtues, and skills, and how models of being an orientalist changed over time under influence of new research methods, cross-cultural encounters, and political transformations. Contributors are: Tim Barrett, Christiaan Engberts, Holger Gzella, Hans Martin Krämer, Arie L. Molendijk, Herman Paul, Pascale Rabault-Feuerhahn and Henning Trüper\"-- Provided by publisher.
Book
Hypercriticism: A Case Study in the Rhetoric of Vice
This article traces the history of a scholarly vice of little renown: hypercriticism. Focusing on classical philologists and biblical scholars in nineteenth-century Germany, it examines how
Hyperkritik
developed from a technical philological term into a pejorative label that was widely invoked to discredit the latest trends in classical philology and, especially, biblical scholarship. Methodologically, this broad use of the term challenges historians’ preference for treating scholarly virtues and vices as norms tied to scholars’ research practices. The article therefore develops a rhetorical approach, complementary to the praxeological one, in which scholarly vice terms are interpreted as parts of a repertoire of scholarly “don'ts” on which both specialists and nonspecialists could draw in addressing the perceived ills of scholarly work.
Journal Article
How to be a historian
This volume offers a stimulating new perspective on the history of historical studies. Through the prism of ‘scholarly personae’, it explores why historians care about attitudes or dispositions that they consider necessary for studying the past, yet often disagree about what virtues, skills, or competencies are most important. More specifically, the volume explains why models of virtue known as ‘personae’ have always been contested, yet also can prove remarkably stable, especially with regard to their race, class, and gender assumptions. Covering historical studies across Europe, North America, Africa, and East Asia, How to be a historian will appeal not only to historians of historiography, but to all historians who occasionally wonder: What kind of a historian do I want to be?
eBook
THE VIRTUES OF A GOOD HISTORIAN IN EARLY IMPERIAL GERMANY: GEORG WAITZ'S CONTESTED EXAMPLE
Recent literature on the moral economy of nineteenth-century German historiography shares with older scholarship on Leopold von Ranke's methodological revolution a tendency to refer to “the” historical discipline in the third person singular. This would make sense as long as historians occupied a common professional space and/or shared a basic understanding of what it meant to be a historian. Yet, as this article demonstrates, in a world sharply divided over political and religious issues, historians found it difficult to agree on what it meant to be a good historian. Drawing on the case of Ranke's influential pupil Georg Waitz, whose death in 1886 occasioned a debate on the relative merits of the example that Waitz had embodied, this article argues that historians in early imperial Germany were considerably more divided over what they called “the virtues of the historian” than has been acknowledged to date. Their most important frame of reference was not a shared discipline but rather a variety of approaches corresponding to a diversity of models or examples (“scholarly personae,” in modern academic parlance), the defining features of which were often starkly contrasted. Although common ground beneath these disagreements was not entirely absent, the habit of late nineteenth-century German historians to position themselves between Waitz and Heinrich von Sybel, Ranke and Friedrich Christoph Dahlmann, or other pairs of proper names turned into models of virtue, suggests that these historians experienced their professional environment as characterized primarily by disagreement over the marks of a good historian.
Journal Article
The Scientific Self: Reclaiming Its Place in the History of Research Ethics
How can the history of research ethics be expanded beyond the standard narrative of codification—a story that does not reach back beyond World War II—without becoming so broad as to lose all distinctiveness? This article proposes a history of research ethics focused on the “scientific self,” that is, the role-specific identity of scientists as typically described in terms of skills, competencies, qualities, or dispositions. Drawing on three agenda-setting texts from nineteenth-century history, biology, and sociology, the article argues that the “revolutions” these books sought to unleash were, among other things, revolts against inherited conceptions of scientific selfhood. They tried to redefine the scientific self in their respective fields of inquiry by advocating particular catalogs of virtues or character traits. These ideals of selfhood, their contested nature notwithstanding, translated into practice in so far as they influenced hiring and selection policies and found their way into educational systems. The project of reclaiming the scientific self as an important subject of study in the history of research ethics is not an antiquarian pursuit, but related to an ethical question faced by scientists today: How are their scientific selves being shaped by funding schemes, research evaluation protocols, and academic hiring policies?
Journal Article
THE HISTORIAN AS A PUBLIC MORALIST: ON THE ROMAN ORIGINS OF A SCHOLARLY PERSONA
ABSTRACT
In her recent book, Virtus Romana, Catalina Balmaceda provides a fascinating analysis of the concept of virtus in Roman historiography. Although virtus, which translates as courage or more generally as virtue, meant different things to different Roman historians, Balmaceda shows that disagreement was never about whether historians should provide readers with examples of virtue. Historians' differences of opinion focused rather on where such models were to be found and what they should look like. This review essay summarizes Balmaceda's main arguments, raises a question about historians' own virtus, and draws some implications from the book for the study of scholarly personae. Did the persona of the historian as a public moralist, such as is known from nineteenth‐century Europe, originate in ancient Rome?
Journal Article
Global handbook of impact investing
Discover how to invest your capital to achieve a powerful, lasting impact on the world.The Global Handbook of Impact Investing: Solving Global Problems Via Smarter Capital Markets Towards A More Sustainable Society is an insightful guide to the growing world-wide movement of Impact Investing. Impact investors seek to realize lasting, beneficial improvements in society by allocating capital to sources of impactful and sustainable profit. This Handbook is a how-to guide for institutional investors, including family offices, foundations, endowments, governments, and international organizations, as well as academics, students, and everyday investors globally. The Handbook´s wide-ranging contributions from around the world make a powerful case for positive impact and profit to fund substantive, lasting solutions that solve critical problems across the world. Edited by two experienced and distinguished professionals in the sustainable investing arena and authored by two dozen renowned experts from finance, academia, and multilateral organizations from around the world, the Global Handbook of Impact Investing educates, inspires, and spurs action towards more responsible investing across all asset classes, resulting in smarter capital markets, including how to: · Realize positive impact and profit · Integrate impact into investment decision-making and portfolio · Allocate impactful investments across all asset classes · Apply unique Impact Investing frameworks · Measure, evaluate and report on impact · Learn from case examples around the globe · Pursue Best Practices in Impact Investing and impact reporting While other resources may take a local or limited approach to the subject, this Handbook gathers global knowledge and results from public and private institutions spanning five continents. The authors also make a powerful case for the ability of Impact Investing to lead to substantive and lasting change that addresses critical problems across the world.
eBook
Insights into the Role of P-Bodies and Stress Granules in Protein Quality Control
Nostramo et al. identify a potential role for two novel RNA-protein granules, the P-body and stress granule, in the maintenance of normal protein homeostasis. These cytoplasmic granules are members of an ever-growing family of membraneless organelles in eukaryotic cells...
The eukaryotic cell is highly compartmentalized, and contains a variety of both membrane-bound and membraneless organelles. The latter include the cytoplasmic ribonucleoprotein (RNP) granules, known as the processing body (P-body) and the stress granule. These RNP structures are thought to be involved in the storage of particular mRNAs during periods of stress. Here, we find that a mutant lacking both P-bodies and stress granules exhibits phenotypes suggesting that these structures also have a role in the maintenance of protein homeostasis. In particular, there was an increased occurrence of specific protein quality control (PQC) compartments in this mutant, an observation that is consistent with there being an elevated level of protein misfolding. These compartments normally house soluble misfolded proteins and allow the cell to sequester these polypeptides away from the remaining cellular milieu. Moreover, specific proteins that are normally targeted to both P-bodies and stress granules were found to instead associate with these PQC compartments in this granuleless mutant. This observation is interesting as our data indicate that this association occurs specifically in cells that have been subjected to an elevated level of proteotoxic stress. Altogether, the results here are consistent with P-bodies and stress granules having a role in normal protein homeostasis in eukaryotic cells.
Journal Article