„One can’t go wrong with this,“ I thought. Well – now I know better!
In an academic exercise, I presented some digital methods to teacher trainees. I wanted to enable them to use these methods deliberately later in school. The required tools were as simple as possible. It was important that they were quick to apply (as teacher’s time is very limited) and easy to use (so their pupils could work with them as well – without losing attention on the content of the lesson). Hereby, the content, not the technology, must be emphasized. Continue reading “Avoiding Nightmares in Teaching Digital Methods”
Humanities tend to make things complicated. And that’s a privilege, because they have decided to describe and analyze their topic of research as exactly as possible. Skimming over complex issues leads to a loss of important details and, in doing so, to inaccurate argumentations. As humanists, our medium to transport insights and information is still a language and so – besides scientific research – we artfully string together words and produce rhetorical highly adorned sentences to convince our readers that our assumptions and arguments are unassailable. To describe details, we often need a lot of words (although sometimes we reduce a complex issue to a familiar technical term)! Continue reading “Visual Windows – The Added Value of Visualizations in Humanities”
“Digital church” (#DigitaleKirche ) is currently much discussed. It’s inspiring (and sometimes amusing) to follow the debates about digital tools, social media, helpful apps, or the latest means of communication in all fields of ecclesiastical life. Thinking about “blessing robots,” “donation apps,” or “pastoring chat bots” is an important step to usher the church into the daily digital experience of their (potential) members. I think the church has to go that way for communicational and administrative reasons as long as digital technology supports pastoral tasks and doesn’t replace “offline” community. In this way, #DigitaleKirche is an esteem of the communicative fundamental structure of the church and, also, of the ways communication between people has changed. Continue reading “Digitizing the Church – Challenges for Academic Theology”
“I think, yes, it’s also available with Latin texts,” Ines Rehbein and Josef Ruppenhofer answered during a lecture in one of our InFoDiTex sessions on my request. Immediately, I was electrified – to me this was a magic moment, because in most of the digital humanities conferences and summer schools, I learned to know powerful and valuable tools for English or German text corpora. Yet, my corpus covers a bundle of 252 Latin letters written by St. Augustine around the beginning of the 5th century CE. At least in my experience, useful tools for Latin texts are quite rare (I know there are many more possibilities with some skills in programming, but in this context, I’m thinking of hands-on tools for less technical researchers to start with). Continue reading “Veni Vidi Vici? Using the TreeTagger on Latin Texts”
Whoever has studied history has surely heard about the great controversies on historiographical theories and schools with their linguistic and epistemological ideas. It seems to me that the 20th century was full of radical position fights and historians walking from “turn to turn.” But today, they shy away from a theory based “digital turn” or – even a step forward – a “paradigm shift” of methodological thinking and narratives. Therefore, I wonder: do historians really need a “theory of digital history?” Do they even want it? Is it necessary? Continue reading “Does Digital History Need a Theory?”
In the spring of 2016, two graduate students in theology sat together during a coffee break: One of them complained: “It is impossible to find the most suitable method to work with my digitized corpus.” The other nagged: “And I can’t find a theory which fits into my way of analysing sources statistically!” Continue reading “InFoDiTex: What We Do and What We Want”