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Material and non material culture
Material and non material culture
Material and non material culture
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The “Communicative and Cultural Memory” conference hosted in Brazil on May 15, 2013 by Aleida and Jan Assmann addresses the influence of memory on a culture and nation. Jan Assmann is a Religious and Cultural Theory Honorary Professor at the University of Konstanz with a Dr. honoris causa in Theology from the University of Munster. Aleida Assmann is an English and Comparative Literature Professor at the University of Konstanz with a Ph.D in English Literature and Egyptology from University of Heidelberg and University of Tubingen, respectively. Jan addressed how cultural memory can mold identities whereas Aleida explained how communicative memory can shape a nation. Either way, the Assmanns both agree memory is a powerful tool that affects …show more content…
In sociological terms, there are two types of cultures: material and nonmaterial. Material culture includes the sacred texts or scriptures, monuments, traditional clothing, food…etc. Alternatively, nonmaterial culture involves the celebrations, values, and traditions…etc. For instance, in Christianity, the Bible is part of the material culture, but the values taught and embodied by this community constitutes as nonmaterial culture. Interestingly, cultural memory is the encompassment of the two! As Jan explained, cultural memory involves anything that can be “objectified and institutionalized [as] memories, that can be stored, transferred and reincorporated throughout generations.” Jan argued the “symbolic institutionalized heritage” shared among groups of people services as the unifying force and reinforces a shared …show more content…
The sin of persistence, which involves intrusive memory we would like to forget, discusses the idea of cultural memory in the traumatic experiences of Bosnian refugees. Interestingly enough, Jan mentioned the Bosnian War when discussing how totalitarian regimes have implemented ways of exploiting cultural memory to control different sectors of people. In fact, Jan declares “…if one controls the present, the past also gets under control, and if one controls the past, the future also gets under control.” Consequently, both the Assmanns and Schacter prove how vital memory is to the formation, sustainment, and even destruction of an identity, a nation, and quite often
Joshua Foer’s “The End of Remembering” and Kathryn Schulz’s “Evidence” are two essays that have more in common than one might think. Although on two totally different topics, they revolve around the central point of the complexities of the human mind. However, there are some key elements both writers have contemplated on in differing ways. A vital difference between Foer’s essay and Schulz’s essay is the overall thesis. Foer uses a comical tone throughout his essay to get readers to realize just how dependent society has become on external means rather than ourselves.
In conclusion, it is through these contradictions between history and memory that we learn not to completely rely on either form of representation, due to the vexing nature of the relationship and the deliberate selection and emphasis. It is then an understanding that through a combination of history and memory we can begin to comprehend representation. ‘The Fiftieth Gate’ demonstrates Baker’s conclusive realisation that both history and memory have reliability and usefulness. ‘Schindler’s List’ reveals how the context of a medium impacts on the selection and emphasis of details. ‘The Send-Off’ then explains how the contradiction between memory and history can show differing perspectives and motives.
History will never forget the pain because it takes an ethnic or even a nation to remember it. The Nanjing Massacre, which is my home country’s pain and shame, is not going to be forgotten and ignored either. The Raping of Nanking by Iris Chang, a Chinese American writer has reshaped my view on the atrocities the Japanese soldiers had committed and raises a question: Why we need to remember the past and face it? Remembering history does not just mean to be blocked by the past and stop moving on but looking for the lessons the history has taught us and prevent the world from making the same mistakes again.
When the terrorist attacks of September 11, 2011 rocked New York City, Pennsylvania, and Washington D.C., the word “tragedy” was used on a grandiose level around the world. For the people who lived close enough to experience the events first-hand, they may not have even called it a tragedy; perhaps they called it a misfortune, retaliation, lack of a strong government, unreal, or maybe even rebirth. In the coming years after the attacks, everything between standing united as a nation to declaring a war had flourished; but how has that left us - the land that has no distinct ethnicity - feel about each other? Why is it that fear is usually missing in the affective mnemonics of memorial sites, which, after all, are signifiers of some of the most horrific violence in human history? Do memorials dedicated to these attacks bring us together in terms of understanding, or is it just continual collective grief? This paper will cover the global complexity of the 9/11 attacks, the Empty Sky 9/11 Memorial in Liberty State Park, NJ, and factors and theories that memorials do influence a sense of complexity. The ground of public memory is always in motion, shifting with the tectonics of national identity. I chose the Empty Sky 9/11 Memorial as my topic of observation as I, personally, visit a few times throughout the year to pay respects to people I personally knew who perished in the attacks to the World Trade Center. I was in the 5th grade when this happened, and had absolutely no clue what was going on until my father did not return home until two days later with a bandage wrapped around his head and his devastating recollection of what happened just before he arrived to his job. The emotions that I feel within myself compared to others will...
Engelhardt, I. (2002). A Topography of Memory: Representations of the Holocaust at Dachau and Buchenwald in comparison with Auschwitz, Yad Vashem and Washington DC. Presses Interuniversitaires Européennes.
Nations keep tragedies alive so that we remember them as a part of history to never forget. There’s truth behind the remark “History repeats itself.” If history ever does repeats itself we should have the knowledge to conquer through the hardships and know how to approach the situation in a better and more productive matter because we will not have forgotten, because we kept the memory
One of the main concerns of contemporary philosophy has been the role of the memory in the life of the individual and the group, or more precisely - the lack and excess of memory. Memory is something very unreliable, because it causes the same kind of decay that invades our physical bodies, undermining the identity of every individual and every society. Even though human identity is based on historical memory, neither individuals, nor societies should be limited in categorical way by it and the importance of forgetting should not be diminished. In consideration of memory, psychoanalysis and history as disciplines may be merged to provide one with a more expansive view of this phenomenon, without reducing one to the other. Reading Freud's account of melancholia in relation to Nietzsche's account of historical illness can help enhance the understanding one derives from each individual discourse, in addition to highlighting an important theme in contemporary philosophy.
This culture is also what allows the Memory Police to take people away without bystanders giving a second thought, like when, “people dashed into alleyways,” to get out of the Memory Police’s way. Through this Ogawa demonstrates to the reader how the combination of a lack of identity and connection can cause people to lose their resilience and subside to an authoritarian
When we encounter a Holocaust survivor, a lot of questions come to our mind. We start to wonder how did they manage to survive. We tend to assume that once the Holocaust was over, survivors began to reestablish their lives and their pain disappeared. However, Holocaust survivors suffered, and even after 70 years after the liberation, Holocaust survivors still experience difficulties on their day-to-day basis. In the years followed the Holocaust they struggled with their painful memories while attempting to renew their lives, most of them in new countries. The Holocaust was one of the greatest massacres against humanity. As time goes by, the Holocaust survivors’ memories start to fade. The obligation to remember is engraved on every Holocaust memorial, but even words “Never Forget” become wearing eventually. With the fear of future generations forgetting the Holocaust, these survivors bare witness in many ways. One of the ways Holocaust survivors bare witness was by literature and education.
In our textbook, The Humanities: Culture, Continuity & Change, Henry M. Sayre states, “A culture encompasses the values and behaviors shared by a group of people, developed over time, and passed down from one generation to the next.” (Sayre, 2015) This quote resonated with me, on so many levels, after writing this paper. Hope you enjoy.
Anthropologists define the term culture in a variety of ways, but there are certain shared features of the definition that virtually all anthropologists agree on. Culture is a shared, socially transmitted knowledge and behavior. The key features of this definition of culture are as follows. 1) Culture is shared among the members of that particular society or group. Thus, people share a common cultural identity, meaning that they recognize themselves and their culture's traditions as distinct from other people and other traditions. 2) Culture is socially transmitted from others while growing up in a certain environment, group, or society. The transmission of cultural knowledge to the next generation by means of social learning is referred to as enculturation or socialization. 3) Culture profoundly affects the knowledge, actions, and feelings of the people in that particular society or group. This concept is often referred to as cultural knowledge that leads to behavior that is meaningful to others and adaptive to the natural and social environment of that particular culture.
Regarding cultural memory, it is the “transformative historical experience that defines a culture” (Rodriguez & Fortier, 2007) and is shared by a number of people. There are different forms of cultural memory; such as, formal, institutional, private, and personal. These memories can happen through history, schools, religion, holidays, anecdotes, memoires, and counter-narratives.
What is culture? Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving
The term “culture” refers to the complex accumulation of knowledge, folklore, language, rules, rituals, habits, lifestyles, attitudes, beliefs, and customs that link and provide a general identity to a group of people. Cultures take a long time to develop. There are many things that establish identity give meaning to life, define what one becomes, and how one should behave.
Culture is the totality of learned, socially transmitted customs, knowledge, material objects and behavior. It includes the ideas, value, customs and artifacts of a group of people (Schaefer, 2002). Culture is a pattern of human activities and the symbols that give these activities significance. It is what people eat, how they dress, beliefs they hold and activities they engage in. It is the totality of the way of life evolved by a people in their attempts to meet the challenges of living in their environment, which gives order and meaning to their social, political, economic, aesthetic and religious norms and modes of organization thus distinguishing people from their neighbors.