Author: Bernhard Forchtner File Type: pdf This book reconstructs how claims to know the lessons from past wrongdoings are made useful in the present. These claims are powerful tools in contemporary debates over who we are, who we want to be and what we should do. Drawing on a wide range of spoken and written texts from Austria, Denmark, Germany and the United States, this book proposes an abstract framework through which such claims can be understood. It does so by conceptualising four rhetorics of learning and how each of them links memories of past wrongdoings to opposition to present and future wrongdoings. Drawing extensively on narrative theory, Lessons from the Past? reconstructs how links between past, present and future can be narrativised, thus helping to understand the subjectivities and feelings that these stories facilitate. The book closes by considering if and how such rhetorics might live up to their promise to know the lessons and to enable learning, offering a revised theory of collective learning processes.**ReviewThis book opens up new horizons in the sociological study of memory. It is not only a theoretical adventure, trying to push a critical approach to memory studies, going beyond Habermas, but also an empirical study full of insights into the workings and transformations of the collective memories we live with and the claims to know the lessons from the past which arise from them. It is required reading for everybody looking to make sense of the dynamics of everyday discourse and political discourse in present-day societies about their pasts. (Klaus Eder, Humboldt-University of Berlin, Germany)It has almost become cliche to claim to have learnt from history in commemorative rhetoric. But what does this mean? Which lessons are to be taken? And how do these lessons vary when referring to Our or Their past wrongdoing? In this erudite and provocative book, Forchtner outlines and analyses four rhetorics of learning each of which, whilst presenting history as a teacher, are characterised by different narrative grammars. Lessons from the Past? is vital reading for anyone interested in Memory Studies and the politics of commemoration. (John E. Richardson, Loughborough University, UK)From the Back CoverThis book opens up new horizons in the sociological study of memory. It is not only a theoretical adventure, trying to push a critical approach to memory studies, going beyond Habermas, but also an empirical study full of insights into the workings and transformations of the collective memories we live with and the claims to know the lessons from the past which arise from them. It is required reading for everybody looking to make sense of the dynamics of everyday discourse and political discourse in present-day societies about their pasts. Klaus Eder, Humboldt-University of Berlin, GermanyIt has almost become cliche to claim to have learnt from history in commemorative rhetoric. But what does this mean? Which lessons are to be taken? And how do these lessons vary when referring to Our or Their past wrongdoing? In this erudite and provocative book, Forchtner outlines and analyses four rhetorics of learning each of which, whilst presenting history as a teacher, are characterised by different narrative grammars. Lessons from the Past? is vital reading for anyone interested in Memory Studies and the politics of commemoration. John E. Richardson, Loughborough University, UK This book reconstructs how claims to know the lessons from past wrongdoings are made useful in the present. These claims are powerful tools in contemporary debates over who we are, who we want to be and what we should do. Drawing on a wide range of spoken and written texts from Austria, Denmark, Germany and the United States, this book proposes an abstract framework through which such claims can be understood. It does so by conceptualising four rhetorics of learning and how each of them links memories of past wrongdoings to opposition to present and future wrongdoings. Drawing extensively on narrative theory, Lessons from the Past? reconstructs how links between past, present and future can be narrativised, thus helping to understand the subjectivities and feelings that these stories facilitate. The book closes by considering if and how such rhetorics might live up to their promise to know the lessons and to enable learning, offering a revised theory of collective learning processes.

Author: Phillip Harding File Type: pdf During the heady, democratic days of the fifth and fourth centuries, the poorer members of Athenian society, the lower two classes of zeugitai and thetes, enjoyed an unprecedented dominance in both domestic and foreign politics. At home, the participatory nature of the constitution required their presence not only in the lawcourts and assembly, but also in most of the minor magistracies abroad, they were the driving force of the navy, which ensured Athens control of the Aegean and the Black seas. Their participation at all levels was made possible by state pay (for jury duty, attendance in the assembly, public office and military service). In the fifth century state pay was financed largely through the tribute paid by members of the empire, supplemented by the liturgical contributions of the rich and, beginning during the war, a property tax (the eisphora). In the fourth century, almost the whole burden was shouldered by taxation upon the wealthy, especially those who owned property. In this book, author Phillip Harding traces the major changes that occurred in the administration of the state that eventually deprived the lower classes of their supremacy and transferred power into the hands of the wealthy land-owners. Things changed radically after Athens defeat in the Lamian (or Hellenic) War in 322BC. Over the next several decades, restriction of the franchise, elimination of pay for some public offices, the loss of the navy, the increased dependence upon local grain from the larger estates in Attika, the removal of the tax burden from the rich by the ending of such major liturgies as the trierarchia and the choregia and the abandoning of the eisphora all contributed to this transformation. **