Greek and Latin in an age of Open Data
December 1-4, 2014
Open Philology Project
University of Leipzig, Germany
Call For Papers
October 1, 2014 (Extended to October 15, 2014)
Versions of this are available in Arabic, Chinese, Croatian, Farsi, French, Georgian, German, Greek, Hebrew, Italian, Portuguese, Russian, Spanish, and Ukrainian.
The Open Philology Project at the University of Leipzig will host a workshop on Greek and Latin in an age of Open Data. The goal is to provoke discussion about how Greek and Latin can play the most vigorous possible role in the intellectual life of humanity, both within traditional intellectual networks of the West and beyond. If you could reinvent the study of Greek and Latin, what would it look like? The ideal contributions would combine a compelling vision with practical steps forward based upon tangible work already available.
The common language of the workshop will be English. We choose this language as a pragmatic method to facilitate exchange among multiple communities. While all position papers should be in an English version, these may — and should — highlight sources in many other languages. We particularly welcome submissions that draw attention to relevant activities that are taking place beyond the traditional languages of Classical Scholarship. We invite members of different language communities to facilitate communication with their colleagues. Where sufficient demand exists, we may provide simultaneous translation.
Position papers of not more than 1000 words are due by October 1 and can be submitted here. Position papers can summarize larger discussions and should point, insofar as possible, to existing work that has already been produced. We look for contributions from students of Greek and Latin at any level, from introductory students through senior faculty, as well as from library professionals, publishers, curators and others committed to advancing the study of these languages. Accepted position papers will be made available on the Leipzig Digital Humanities Website on November 1. All contributions will be versioned and authors will have the opportunity to update their papers in response to feedback from the community before, during, and after the workshop.
Limited support is available to cover the expenses of those with particularly well reviewed contributions to participate in person at Leipzig.
Topics can include, but are not limited to, the following:
* What constitutes the most vigorous possible role for Greek and Latin in the intellectual life of humanity?
* What opportunities and challenges emerge as we open up our publications and our research data? In particular, what new forms of publication do we need to support?
* What are the limits of openness? There are limits on what can be changed: the core content of a particular argument produced at a particular time by a particular scholar needs to be preserved as it was but at least some commentaries can (and should) be collaboratively produced and maintained (with individuals able to identify their contributions). Likewise some literary translations may reflect a particular poetic voice but collaborative translation is an important new methodology if we are to produce translations for Greek and Latin in an increasing range of modern languages.
* What work most advances the study of Greek and Latin and what work should the community support? Faculty research time is the most plentiful and stable resource available to the field. How should those who are privileged to advance the study of Greek and Latin for a living invest their time and energy?
* How do we make Greco-Roman culture accessible to a global audience? What barriers of language and culture must we address to support students of Greek and Latin beyond Europe, North America and the traditional Western world?
* How do we respond to changing scales of research, with methods from corpus linguistics allowing us to view even the most heavily studied source texts in new ways while methods from computational linguistics allow us to begin to pose questions questions of collections produced over thousands of years and containing billions of words?
* With more than a billion words of Greek and Latin, as well as high resolution images of thousands of manuscripts, inscriptions, and papyri, already available under various open licenses, what possibilities are there for Citizen Science in the study of Greek and Latin? How can a relative handful of advanced researchers and library professionals best engage the aid of citizen scientists in the analysis of these collections?
* What new methods are available for teaching Greek and Latin, drawing upon richly annotated corpora and dynamic feedback loops from gaming, as well as upon findings about memory and language from the cognitive sciences?
* What is the potential role, more generally, of Greek and Latin in primary and secondary school? What should a BA or MA in Greek, Latin or Classical studies entail? What skills should the next generation of teachers and researchers develop?
* How do we support publications about, and infrastructure for, Greek and Latin in an open-access, open-source and open-data world? What kind of publishing infrastructure do we need? What is the role of libraries in publishing as well as maintaining publications and research data? How do scholars best publish their work? Do we need professional services that more closely resemble printers (i.e., organizations that make scholarly contributions as accessible as possible in a normalized and sustainable format) than publishers (organizations that claim control of scholarly output)?
* What is the material basis upon which the study of Greek and Latin survives? And what, if anything, can successes and challenges in various systems contribute in other national contexts? For instance, why in Europe are positions associated with Greek and Latin (including primary and secondary school teachers, library professionals, university professors, curators, etc.) refilled when their previous occupants retire or leave their position? In the United States, by contrast, members of the American Philological Association abandoned the term Philology and voted to become the Society for Classical Studies — a shift that reflects the fact that large courses taught in English translation, rather than courses work in Greek and Latin, are the foundation for many, if not most, departments of Classics. Do the 500,000, 800,000 and 2,000,000 students of Greek and (primarily) Latin in France, Germany, and Italy respectively suggest that European university departments depend upon the need to train teachers? What could classical philology in the US learn from the situation in Europe? And, perhaps even more essentially, to what extent do courses taught in English translation vs. courses on Greek and Latin support the study of Greco-Roman culture?
The workshop will include both video-conference and face-to-face discussions, from Monday through Thursday, December 1-4, 2014. Public discussions will take place via video-conference (17:00-20:00 Central European time; 12:00-15:00 Brasil East Coast; 11:00-14:00 US East Coast time; 08:00-11:00 US West Coast time), with a mixture of formal meetings and informal conversations during the day.
Marie-Claire Beaulieu, Tufts University, UNITED STATES
Monica Berti, University of Leipzig, GERMANY
Christopher Blackwell, Furman University, UNITED STATES
Federico Boschetti, Istituto di Linguistica Computazionale “Antonio Zampolli” – Consiglio Nazionale delle Ricerche, ITALIA
Eleni Bozia, University of Florida, UNITED STATES
Michèle Brunet, Université Lyon 2, FRANCE
Irine Darchia, Tbilisi State University, GEORGIA
Anise D’Orange Ferreira, Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), São Paulo, BRAZIL
Reinhard Foertsch, German Archaeological Institute, GERMANY
Elena González-Blanco, Universidad Nacional de Educación a Distancia, Madrid, SPAIN
Neven Jovanovic, University of Zagreb, CROATIA
Thomas Köntges, University of Leipzig, GERMANY
John Lee, City University of Hong Kong, HONG KONG
Matt Munson, University of Leipzig, GERMANY
Dariya Rafiyenko, University of Leipzig, GERMANY
Bruce Robertson, Mount Allison University, CANADA
Charlotte Schubert, University of Leipzig, GERMANY
Neel Smith, College of the Holy Cross, UNITED STATES
Tariq Yousef, University of Leipzig (GERMANY)