Robert Launay – författare

From the sixteenth to the eighteenth centuries, Europeans struggled to understand their identity in the same way we do as individuals: by comparing themselves to others. In Savages, Romans, and Despots, Robert Launay takes us on a fascinating tour of early modern and modern history in an attempt to untangle how various depictions of “foreign” cultures and civilizations saturated debates about religion, morality, politics, and art.  Beginning with Mandeville and Montaigne, and working through Montesquieu, Diderot, Gibbon, Herder, and others, Launay traces how Europeans both admired and disdained unfamiliar societies in their attempts to work through the inner conflicts of their own social worlds. Some of these writers drew caricatures of “savages,” “Oriental despots,” and “ancient” Greeks and Romans. Others earnestly attempted to understand them. But, throughout this history, comparative thinking opened a space for critical reflection. At its worst, such space could give rise to a sense of European superiority. At its best, however, it could prompt awareness of the value of other ways of being in the world. Launay’s masterful survey of some of the Western tradition’s finest minds offers a keen exploration of the genesis of the notion of “civilization,” as well as an engaging portrait of the promises and perils of cross-cultural comparison.

From the sixteenth to the eighteenth centuries, Europeans struggled to understand their identity in the same way we do as individuals: by comparing themselves to others. In Savages, Romans, and Despots, Robert Launay takes us on a fascinating tour of early modern and modern history in an attempt to untangle how various depictions of “foreign” cultures and civilizations saturated debates about religion, morality, politics, and art.  Beginning with Mandeville and Montaigne, and working through Montesquieu, Diderot, Gibbon, Herder, and others, Launay traces how Europeans both admired and disdained unfamiliar societies in their attempts to work through the inner conflicts of their own social worlds. Some of these writers drew caricatures of “savages,” “Oriental despots,” and “ancient” Greeks and Romans. Others earnestly attempted to understand them. But, throughout this history, comparative thinking opened a space for critical reflection. At its worst, such space could give rise to a sense of European superiority. At its best, however, it could prompt awareness of the value of other ways of being in the world. Launay’s masterful survey of some of the Western tradition’s finest minds offers a keen exploration of the genesis of the notion of “civilization,” as well as an engaging portrait of the promises and perils of cross-cultural comparison.

Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including changes in pedagogical methods—from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.

Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including changes in pedagogical methods—from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.

The word dyula means 'trader' in the Manding language. It is also the name of certain Manding-speaking ethnic minorities in parts of northern Ivory Coast, who, for centuries before the advent of colonial rule, enjoyed a virtual trading monopoly over the local region. In the first part of this book Robert Launay describes two Dyula communities prior to the twentieth-century colonial period: he discusses the regional symbiosis between Dyula traders and Senufo farmers; the organization of Dyula activity; and the division of the communities into relatively small clan wards with high rates of in-marriage. The second part examines the ways in which both communities have adapted to the recent loss of their trading monopoly, and the strategies they have employed, such as emigration, the assimilation of Western education and the adoption of new occupations, to carve out a new economic niche for themselves. As an account of the incorporation of 'traditional' community into a modern town, the book will be of interest to anthropologists and others concerned with development and modernisation in Africa and the Third World.

Foundations of Anthropological Theory presents a selection of key texts that reflect the broad range of anthropological thought on human behavior, from Herodotus and Ibn Battuta to Adam Smith and Adam Ferguson. Enables the reader to situate the modern discipline of anthropology within the larger context of intellectual historyFeatures key texts from the ancient and medieval worlds through to the EnlightenmentConsiders the presumptive rights of Europeans to judge the inherent moral worth of non-Western civilizationsProvides fascinating insights into the ways historians, philosophers, missionaries, and even writers of fiction have made valuable contributions to modern anthropological inquiry

Foundations of Anthropological Theory presents a selection of key texts that reflect the broad range of anthropological thought on human behavior, from Herodotus and Ibn Battuta to Adam Smith and Adam Ferguson. Enables the reader to situate the modern discipline of anthropology within the larger context of intellectual historyFeatures key texts from the ancient and medieval worlds through to the EnlightenmentConsiders the presumptive rights of Europeans to judge the inherent moral worth of non-Western civilizationsProvides fascinating insights into the ways historians, philosophers, missionaries, and even writers of fiction have made valuable contributions to modern anthropological inquiry