Introduction: Afterlife of Events: Perspectives on Mnemohistory

Tamm, Marek

doi:10.1057/9781137470188_1

Cited by 21 publications

(12 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Mnemohistory's theoretical foundation rests on hermeneutical philosophy and reception theory (Assmann 1997: 9;Tamm 2015b); the theory of memory and history in Lotman's work stems from a more general semiotic theory of culture (Tamm 2019); Halbwachs's theory of memory is part of a more general theory of social groups. Likewise, Eco's interpretative model lends itself to the elaboration of a semiotic theory of memory.…”

Section: Memory and Semiotic Studiesmentioning

confidence: 99%

A semiotic theory of memory: between movement and form*

Salerno

2020

Semiotica

View full text Add to dashboard Cite

In the multidisciplinary field of memory studies, remembering and forgetting have mainly been analyzed following two ideal-typical models: memory-as-containment (exemplified by the notions of framework and site of memory) and memory-as-flow (epitomized by the notions of afterlife and mnemohistory). These two models are often presented as mutually exclusive and counterposed. Yet, in linking past with present, and when connecting different spaces and generations, memory is always the result of circulation (flow) as well as of local semiotic conditions of production and use (containment). By investigating memory-making and oblivion-making in processes of interpretation, the semiotic perspective elaborated by Umberto Eco allows us to envision memory-as-containment and memory-as-flow in a combined analysis, where the twofold conception of memory – either as movement or as form – merges. The aim of this article is, then, to provide an interpretative theory of memory, and to identify and describe the methodological tools capable of implementing such an approach. The memory of the former Italian concentration camp of Fossoli will serve as an exemplary and illustrative case study.

show abstract

Section: Memory and Semiotic Studiesmentioning

confidence: 99%

A semiotic theory of memory: between movement and form*

Salerno

2020

Semiotica

View full text Add to dashboard Cite

show abstract

“…En una era calificada de posmoderna (Bauman, 1992, 1993, Jenkins, 1995, Izquierdo Martín y Sánchez León, 2008Botella, 2017;Tamm y Burke, 2018), el estatus científico y aséptico de las explicaciones emanadas de las disciplinas que tratan del pasado, incluida la histórica, ha sido puesto en tela de juicio desde distintas perspectivas (como el feminismo, los estudios post-y des-coloniales y los media studies). Uno de los cuestionamientos de las historias canónicas proviene del empleo de la narrativa que distingue el pasado, como una realidad caótica y pretérita de la que conservamos algunos vestigios, de la historia, como un proceso de interpretación y articulación de las fuentes en una narrativa convencional (Jenkins, 1995(Jenkins, , 1997(Jenkins, , 2003Jenkins y Munslow, 2004;Munslow, 1997Munslow, , 2000Munslow, , 2003Munslow, , 2012Munslow y Rosenstone, 2004;Tamm, 2014Tamm, , 2015White, 1992). De esa tradición narrativa beben los juegos de estrategia ambientados en el pasado, extremadamente populares en el formato juego de tablero, ya que favorecen un tipo de interpretación del pasado colonizadora, imperialista, militarista, teleológica, occidentalizada y patriarcal (Chapman, 2013;Donecker, 2014;Douglas, 2002;Voorhees, 2009;Poblocki, 2002).…”

Section: Lo Lúdico Y Lo Históricounclassified

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

Domínguez¹,

Ordinas²

2019

RIEJS

View full text Add to dashboard Cite

Planteamos el empleo de una metodología novedosa para el aprendizaje del pasado en ámbito universitario con dos objetivos: la educación en la justicia social y la formación de ciudadanos activos en una cultura de paz. El caso de estudio afecta tanto a la narración del pasado (y por consiguiente a procesos identitarios presentes conectados a ese pasado mediante la memoria) como a la conciencia de ciudadanía global y procesos de transición ecológica, especialmente en el antropoceno. Para ello hemos recurrido a categorías y herramientas postcoloniales y feministas, así como a procesos de trabajo de grupo y cooperativos. El caso de estudio consiste en la creación de juegos de mesa cooperativos en el aula en materias del grado de Estudios Internacionales y del grado de Historia en la Universidad Autónoma de Madrid durante tres cursos académicos consecutivos, apoyado en parte por un proyecto de innovación docente. En la introducción planteamos el estado de la cuestión de los métodos pedagógicos lúdicos en ámbito universitario, particularmente su problemática en relación con el tratamiento del pasado y sus consecuencias para la formación en la paz y la justicia social de una ciudadanía activa global. Posteriormente explicamos su relevancia para la historia. Pasamos a exponer la metodología seguida en el estudio de campo, describiendo los materiales y dinámicas empleados. A partir de esos datos discutimos los resultados de la investigación, en relación con los objetivos planteados y las posibles mejoras a realizar. Finalmente concluimos, explicando las ventajas e inconvenientes de aplicar dicho método y sus posibilidades de futuro.Descriptores: Historia; Métodos pedagógicos; Cooperación internacional; Memoria histórica; Juegos.The current paper offers an original methodology in university-based learning on history, focusing on social justice education and the formation of active citizens on peace culture. These deals not only with narratives about the past (identity processes connecting the past with the present through the mechanisms of memory) but also with citizen conscience and process of transition to ecology. Thus, we employ categories and a toolkit drawn from postcolonialism and feminism, while encouraging collaborative work to promote a culture based in peace. The case study is the design of cooperative tabletop games applied in the undergraduate curricula of International Studies and History Grades at Autonomous University of Madrid. In the introduction, we consider the pedagogic methodologies in a context of college education, discussing issues regarding the role of the past in the formation of a globally active citizenship and the training in peace. Secondly, we analyze its relevance for the teaching of history. Thirdly, we explain the methodology followed in our fieldwork and describe both the tools and dynamics employed. The analysis of the resulting data allows us to discuss the results of our research in relation with the initial goals, and how the project can be further improved. Finally, we explain the a...

show abstract

“…It has transformed into an object of scholarly study, as indicated by the recent increase in books that attempt to trace the genealogy of the field and anthologies that seek to define a critical canon of memory studies. Collections like Cultural Memory Studies: An International and Interdisciplinary Handbook (Erll & Nünning, ), The Collective Memory Reader (Olick, Vinitzky‐Seroussi, & Levy, ), and the recent Routledge International Handbook of Memory Studies (Tota & Hagan, ) have been complemented by monographs which also focus on memory as a methodology such as Astrid Erll's Memory in Culture (), Patrick Hutton's The Memory Phenomenon in Contemporary Historical Writing: How the Interest in Memory Has Influenced Our Understanding of History (), Marek Tamm's Afterlife of Events: Perspectives on Mnemohistory (), and Martin Pogačar's Media Archaeologies, Micro‐Archives and Storytelling: Re‐presencing the Past (), just to name a few examples. The fact that academic presses such as Palgrave Macmillan and Routledge have series devoted to varieties of memory studies has served to further legitimize and promote the field, as has the appearance of journals such as History & Memory and Memory Studies and the formation of an international Memory Studies Association .…”

Section: The History Of Memory Studiesmentioning

confidence: 99%

Memory studies and the eighteenth century

Davis

2019

Literature Compass

View full text Add to dashboard Cite

In Memory in Culture, Astrid Erll contends that if we want to understand the various crises of the present, we need to consider the “mental, discursive, and habitual paradigms that were formed in long historical processes – via cultural memory.” In the current climate of debates about the national past, it is timely to take stock of the field of memory studies, as such studies can help us understand, as Ann Rigney suggests, “how stories about the past emerge as common points of reference and, in the process, help to define collective identities.” This article will provide some background to the field of memory studies and discuss two important new directions in the field: a concern with the mediation of memory and an interest in postcolonial, transnational, and “traveling” memory. The specific objective is to consider the relevance of memory studies for scholars of 18th‐century literature and, conversely, the relevance of 18th‐century literature for the field of memory studies. The broader aim is to encourage further work that will focus attention on the constructedness of even the most long‐standing and pervasive national memories.

show abstract

Introduction: Afterlife of Events: Perspectives on Mnemohistory

Cited by 21 publications

References 37 publications

A semiotic theory of memory: between movement and form*

A semiotic theory of memory: between movement and form*

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

Memory studies and the eighteenth century

Contact Info

Product

Resources

About