McNeely, Ian F.

Permanent URI for this collection

https://hdl.handle.net/1794/1431

This collection contains some of the work being carried out by Ian F. McNeely, Assistant Professor of History, University of Oregon. For more complete information, visit the author's personal web site

Department of History
319 McKenzie Hall

1288 University of Oregon

Eugene, OR 97403-1288

(541) 346-4791

imcneely@uoregon.edu

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    Wilhelm von Humboldt and the World of Languages
    (Ritsumeikan Studies in Language and Culture (Ritsumeikan University, Kyoto, Japan), 2011-10-06) McNeely, Ian F.
    At a time when systematic knowledge of the world’s languages first became possible, Wilhelm von Humboldt (1767-1835) cast language as a vehicle to study the human mind and interpret human cultural difference. Long recognized as a canonical theorist, Humboldt also conducted massive empirical research through a global correspondence network bringing him reports from six continents on dozens of languages. He occupied a brief, fascinating moment in world history just before the globalization of knowledge was reshaped by the professionalization of scholarship.
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    Current Trends in Knowledge Production: An Historical-Institutional Analysis
    (Routledge, 2009-12-02) McNeely, Ian F.
    Building on the author’s recent survey of Western knowledge institutions since antiquity, this article assesses the impact of current trends in information technology, higher education, science, and the environment on knowledge production. Its focus on institutions diverges from conventional histories of ideas, media, and technologies but also from the under- standings of knowledge and information prevalent among economists. It instead identifies patterns by which entirely new institutions of knowledge supersede their predecessors, reconcep- tualizing today’s changes around the fitful process by which the laboratory, broadly understood, outgrows the tutelage of the academic disciplines.
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    The University in Ruins? A Report on Knowledge
    (2009-05-20T04:58:27Z) McNeely, Ian F.
    Revisiting Montreal professor Bill Readings’ posthumous critique of the modern university, this talk offers a new framework for understanding both the history of knowledge and changes in its institutions since the end of postmodernism.
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    German History and World History ca. 1800
    (2006-10-17T17:42:51Z) McNeely, Ian F.
    Conference paper for a panel on the German Sattelzeit (period around 1800) arguing that German historians should embrace the methods and concerns of world historians and laying out possible research agendas that would result.
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    The Renaissance Academies between Science and the Humanities
    (2006-06-25T18:05:10Z) McNeely, Ian F.
    A synthetic analysis of the academies of the Renaissance and early modern periods, emphasizing their importance as an alternative to the European university and as a bridge between the "two cultures" of science and the humanities.
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    The Humboldts' Marriage and the Gendering of Intellectual Space
    (2005-10-05T16:32:16Z) McNeely, Ian F.
    Analyzes the letters of Wilhelm and Caroline von Humboldt, written 1808-1810, which bear witness to the gestation of modern academia within a state shattered by Napoleon’s conquests. This paper aims to show how activities associated with Bildung (scholarship, art collecting, child-rearing) became gendered during this period.
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    Plato on a Pommel Horse
    (Oregon Council for the Humanities, 2004) McNeely, Ian F.
    A comparison of ancient Greek and nineteenth-century German gymnastics, with lessons on the two cultures of academics and university athletics today.
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    The Popular Enlightenment: Knowledge, Society, and Institutions Before the German University Revolution
    (2002-11) McNeely, Ian F.
    This conference paper discusses three examples of popular Enlightenment, a printed book, a learned society, and a periodical, together denoting a much wider field of institutional experimentation. Each represented a different institutional solution to the problem of reforming society in line with Enlightenment ideology.
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    The Unity of Teaching and Research: Humboldt's Educational Revolution
    (Oregon Council for the Humanities, 2002-09) McNeely, Ian F.
    Before Wilhelm von Humboldt founded the University of Berlin in 1810, it was by no means clear that the university would become the modern world’s dominant intellectual institution. After Humboldt’s reforms, teaching and research came to be seen as its twin, even inseparable, missions. Today, we hear a lot about the difficulties universities face in reconciling their research and teaching obligations. What many see as an unresolvable tension between specialized research and teaching for the masses, Humboldt would have viewed as a false dichotomy. Recapturing the novelty of Humboldt’s revolution promises to help redeem an educational philosophy embattled in many quarters today.