Reconstruction, Replication and Re-enactment in the Humanities and Social Sciences

Dupré, Sven; Harris, Anna; Kursell, Julia; Lulof, P.S.; Stols-Witlox, Maartje

doi:10.5117/9789463728003

Cited by 4 publications

(4 citation statements)

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“…The re-enactment had a civic dimension since the research actions carried out contributed to a culture of historical memory and favoured the knowledge, promotion and safeguarding of heritage spaces, museums and historical artefacts, etc. (Dupré et al, 2020). The re-enactment activities shared with established re-enactment groups generated enriching alliances between the university environment and civil society.…”

Section: Methodsmentioning

confidence: 99%

Re-enactment and service-learning in the environment of the Spanish Civil War

Sospedra Roca,

Jardón Giner,

Boj-Cullell

et al. 2023

Clío

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Historical re-enactment is an emerging social practice in the knowledge society, and it helps us better understand aspects of the past and heritage. The knowledge gained through historical recreation contributes to the construction of quality citizenship. The deepening of democratic values requires that educational systems commit to the promotion of critical citizenship. Service-learning constructively develops experiences that connect science, education and society. Our research describes a systematized praxis of historical recreation. It has been developed by university students, and it has been carried out from the perspective of service-learning, in a manner consistent with the concepts of public history and public archaeology, to contribute to the promotion and defense of heritage history and the preservation of historical memory.

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Section: Methodsmentioning

confidence: 99%

Re-enactment and service-learning in the environment of the Spanish Civil War

Sospedra Roca,

Jardón Giner,

Boj-Cullell

et al. 2023

Clío

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“…82 Producing replicas can be considered an early instance of 'RRR' methods (reconstruction, re-enactment, replication, reproduction and re-working). 83 Similarly, Mol's microcinematography offered new possibilities for extending reproduction and replication techniques by using the original Van Leeuwenhoek lenses. Mol and Van Seters were keen to stress that they had used the original lenses in their film, placing the footage recorded through those lenses side by side with footage made using a modern microscope.…”

Section: Through the Lens Of Van Leeuwenhoek: Celebration And Re-crea...mentioning

confidence: 99%

Van Leeuwenhoek – the film: remaking memory in Dutch science cinema 1925–c.1960

Hennepe

2023

Br J Hist Sci

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This paper examines how the production, content and reception of the film Antony van Leeuwenhoek (1924) influenced the historical framing of science. The film features microcinematography by the pioneering Dutch filmmaker Jan Cornelis Mol (1891–1954), and was part of a dynamic process of commemorating seventeenth-century microscopy and bacteriology through an early instance of visual re-creation – a new way of using scientific material heritage, and of enabling audiences to supposedly observe the world of microscopic organisms in just the same way as the Dutch scientist Antoni van Leeuwenhoek (1632–1723) had observed them for himself. Knowledge transfer concerning material culture, around both historical and contemporary instruments, was the determining factor in the microcinematography practices applied in this film. The production and experience of the film also mirrored the seventeenth-century process of experimentation, playing with optics, and visualizing an entirely new and unknown world. Unlike other biographical science films of the 1920s, Antony van Leeuwenhoek featured abstract depictions of time and movement that allowed the audience to connect the history of science with microcinematography, contributing to the memory of Van Leeuwenhoek's work as the origins of bacteriology in the process.

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“…We estimated among the starting hypotheses that museography was not independent of the previous processes or of the dynamics of socialization. We should also consider participatory strategies linked to interpretation, historical recreation [24,25], experimental archaeology, gamification, etc. We understood we should consider the proposals for social museography from the contexts of Public Archaeology and Public History; these currents were the ones that best established a symbiotic horizon between science and civility.…”

Section: General and Specific Objectives Work Hypothesesmentioning

confidence: 99%

Social Museography and Sustainable Historical Heritage

et al. 2022

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The Sustainable Development Goals set by the United Nations in the 2030 agenda point out the need to safeguard cultural heritage and the importance of convergence towards quality education. Through different museum projects (between 2010 and 2021), the DIDPATRI research group of the University of Barcelona has developed heritage museum models following sustainability parameters. The lines of work have been based on the use of previous museum cultures (integrating existing models) to respond to the needs of the present. The working hypotheses have raised the need to build a new social museography around the historical heritage, which can respond to the social demands of citizen education and sustainability. Museography should be oriented to formal and non-formal teaching-learning environments. Social museography must be based on the understanding of historical heritage in broad sectors of the public as well as on the participation of social agents, civil society, and the scientific community. Social museography must be based on the enhancement of heritage resources (tangible or intangible) in a way that is compatible with sustainable development options; it must be built with the support of protocols that consider production costs that are consistent with the economic and social resources available and with the reasonable use of complex technologies. This desire for research (on the paths of a new social museography) has been channeled through the development of research and transfer projects. The results obtained have generated empirical models that have contributed (methodologically) to the development of museographic options that respond to emerging demands in the environment of historical-archaeological heritage.

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Reconstruction, Replication and Re-enactment in the Humanities and Social Sciences

Cited by 4 publications

References 0 publications

Re-enactment and service-learning in the environment of the Spanish Civil War

Re-enactment and service-learning in the environment of the Spanish Civil War

Van Leeuwenhoek – the film: remaking memory in Dutch science cinema 1925–c.1960

Social Museography and Sustainable Historical Heritage

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