Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

“This passage can also be read differently …?:” How Jews and Christians censored Hebrew texts in early modern Modena

This article focuses on the impact exerted by the promulgation of the Index of Prohibited Books by Clement VIII in 1596 on the Jews in early modern Modena. In order to explore diverse cultural perspectives among Jews and Christians, it considers how they read, interpreted, and censored controversial passages in the commentary of Rashi (Solomon ben Isaac of Troyes, 1040–1105) on the Pentateuch. It shows parallels between censorship and the expurgation of Hebrew books, as well as the physical ghettoization and expulsion of Jews from Italian cities enacted by Church authorities, on the one hand, and political and cultural negotiations conducted by the Jews themselves, on the other. Just as the city could be protected from Jewish pollution only through the segregation and expulsion of Jews, so too could the Catholic community be effectively shielded from the contamination of Jewish blasphemies only through banning the Talmud and expurgating other Jewish texts. At the same time, Jews developed means of self-vindication, including a straightforward defense of the principal tenets of Judaism and a stratagem of avoiding discussions that referred to the superiority of Jews over Christians in some interpretations of Rashi. These methods enabled Jews to engage in social and political negotiations with Church and ducal institutions.