Ефект високої башти

The paper analyzes the concept of ‘art for art’s sake’ and its historical meanings, the problem of ‘bias’ of art. It highlights the evolution of the image and the notion of ‘ivory tower’. It is proved that an adequate reading of the meaning of these concepts, which vary over time, is possible only on the basis of the principle of historicism.У статті проаналізовано концепт “мистецтво для мистецтва” та його історичний сенс, розглянуто проблему “заангажованості” мистецтва, висвітлено еволюцію образу й поняття “башта зі слонової кості”. Доведено, що адекватне прочитання цих концептів, що змінюються в часі, можливе лише при дотриманні принципу історизм

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 “European Research Network on Learning to Write Effectively” durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt.At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project

On Andrii Malyshko’s “Second Birth”

The cultural policy of the USSR provided for the deliberate displacement of Ukrainian (like every other national language) to the naive provincial periphery of the “great art” of the mighty Soviet Union, supposedly possible solely in the sphere of the Russian language. The renewed Soviet ideologization of literature in the postwar years led to a sharp decline in the artistic level of all literary fields. But even against the background of this general artistic decline, the caricaturised burlesque and travesty-like artificiality of Andrii Malyshko’s (1912–1970) poetry of the time is impressive. Malyshko’s so-called “second birth” in his late period represents a rare in its purity instance, where we can observe an ontological conflict of language and ideology that a Ukrainian artist of the Soviet period resolves in favor of language. Malyshko created not provincial peripheral streams, but a strong artistic and philosophical alternative to the blind, technocratic, and miserable in its Russified nature, imperial reality