Author: teachingcodex

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Forum: H. Lähnemann: Zur Situation der Grundwissenschaften in Großbritannien

This entry was originally posted at hsozkult.de, and we thank them and Professor Henrike Lähnemann for permission to reblog it.  von Henrike Lähnemann. Mein Beitrag zur Debatte um die Grundwissenschaften in der Geschichtswissenschaft kommt aus einer doppelten Außenseiterperspektive: der an einer britischen Universität lehrenden Germanistin. Die Herausforderungen, die sich uns in der britischen germanistischen Mediävistik stellen, …

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Registration Now Open

We are pleased to announce that registration is now open for Teaching the Codex. The colloquium will take place on Saturday 6th February 2016 in the TS Eliot Theatre at Merton College, Oxford. Click here to register We are grateful to TORCH, the Craven Fund, the Lancelyn Green Foundation Fund and Merton College's History of …

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 Source Criticism in the Digital Age

Ancillary historical skills as an essential competency for historical scholarship and associated disciplines On 1 November 2015, Eva Schlotheuber, Institute of History, University of Düsseldorf, and Frank Bösch, Centre for Contemporary History, Potsdam, issued a call to action to all German historians via the Historikerverband, highlighting the need to ring-fence “Grund­wissen­schaften”, fundamental historical skills. This …

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Teaching the Codex 2016: Timetable

Saturday 6 February 2016 0900 Registration with tea & coffee 0945 Opening remarks 1000–1130 Classics Chair: Stephen Heyworth (Classics, Oxford) Niels Gaul (Classics, Edinburgh) Nigel Wilson (Classics, Oxford) Tobias Reinhardt (Classics, Oxford) 1130–1200 Tea & Coffee 1200–1300 Medieval I Chair: Julia Crick (History, KCL) Daniel Wakelin (English, Oxford) Henrike Lähnemann (German, Oxford) 1300–1415 Lunch 1415–1515 Medieval …

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Teaching the Codex. An interdisciplinary colloquium and its digital aftermath.

Palaeography and codicology encompass skill sets which are applicable and of use to a broad range of disciplines across the Humanities. Most students encounter them for the first time at graduate level, in spite of their wide-reaching implications for our understanding and interpretation of the texts and documents with which we work. The approaches taken …

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