İnsan özü gereği biçimlendirme eğilimindedir. Bu biçimlendirme eğilimi topluma ve zamanın şartlarına göre evrilmekte ve gelişmektedir. Biçimlendirmeyi ise edebi boyutta kurguya taşır. Bu bağlamda kurguladıkları mevcut gelişmeler ve değişimler dahası yenilikler çerçevesinde zaman ve topluma bağlı olarak yeni edebi eğilimler, türler, dönemler, yöntemler ve üsluplar vs. ortaya çıkarır. Postmodern dönem özelliklerinin mevcut toplumsal değişime uymadığını ve demode kaldığını öne süren kuramcılar diğer alanlara paralel bir şekilde edebiyatta da postmodern sonrası yeni eğilimlerin ortaya çıktığı üzerinde durmakta ve söz konusu yeni eğilimi tanımlamak için farklı kavramlar benimsemektedir. Bu yeni eğilimi tanımlayan kavramlardan bir tanesi çağdaş edebiyatta bilimkurgu türü ve romantik dönemin bir araya geldiği ve Leonhard Hieronymi tarafından somutlaştırılan Ultraromantizm’dir. Ultraromantizm, yeni dönemdeki romantik özlem ve bakış açısını bilimkurgu temelinde çağın teknolojik imkânlarıyla bir öteye taşır. Romantik olanın dijitalleşme ve küreselleşme temelinde yok olmaya yüz tutmuş insani/bireysel/toplumsal değerleri yeniden canlandırması noktasında ortaya çıkan Ultraromantizm, mitoloji, dijital dünya ve yapay zekâ unsurlarının bir araya geldiği, fantastik olan ve modern masalın birbiri arasında salındığı bir yeni dünya anlatısı olarak öne çıkar. Bu çalışmada, öncelikle postmodern sonrası yeni bir edebi eğilim olarak öne sürülen Ultraromantizm ve özellikleri somutlaştırılacak, romantizm ve neoromantizm ile bağlantısı irdelenecek ve bu açıdan konuyla alakalı güncel çalışmalara örnek teşkil edebilecek bir kuramsal altyapı sunulmaya çalışılacaktır. Çalışma, bu yönüyle kuramsal bir çalışma olup literatür analizine dayanmaktadır. Sonuç itibariyle çağdaş edebiyatta romantizme dönüş, Ultraromantizm çerçevesinde ele alınacaktır.

The Nīlamata purāṇa was a very important text compiled in the early seventh to mid-ninth century, which illustrated the religious life in ancient Kashmir. This text described local religious order that was dominated by Brahmanism. This religious order under the Brahmanism served to maintain the caste system in ancient Kashmir, and also had significant impact on the social and cultural life. Many sacrificial rites on the religious calendar also offered animals as sacrifices, therefore the readers could figure out the natural ecology and animal world from the list of animal sacrifices. The list of these animals also manifested mutual relations among humans, gods, and animals in Kashmir. It seems that horses, cows, and goats were among the most visible animals for sacrificial rites, though other wild animals such as elephants, lions, and tigers were also well known to local people. Elephants and horses were instrumental to the political order too. In the meantime, horses, cows, and goats made crucial contributions to local economic life, yet other domesticated animals and birds were less important. However, the knowledge about animals in Kashmir often evolved with the historical development.

Mosthari Hilal is a young visual artist born in Kabul in 1993 and raised in Germany. In 2023, she published her first literary work, which brings together her experiences and reflections on the concept of ugliness. According to her, this concept develops at the boundary between “nature” and “nurture”, inextricably linked to both human physiology and the social and cultural dimension. A person’s appearance is fundamental to their identity, especially in an image-dominated society such as ours. For an artist like Hilal, the concept of beauty is not just a category imposed from outside, but a dimension that has tormented her internally and informs her entire existence as an artist. Her choice to write a hybrid-genre text—somewhere between a picture book, poetry, essay, and autofiction—demonstrates that this discourse is developed not only in content but also in the form. She selects autofiction and self-centered images as her expressive medium both because it allows her to creatively explore her identity and because it entails a profound reflection on authenticity and the nature of literary mimesis. Given the main characteristics of Hilal’s work, this article has two objectives: First, it aims to show how the concepts of beauty and ugliness of Moshtari Hilal are shaped by power dynamics involving gender, postcolonialism, ableism, and today’s social-media culture. To grasp the richness of its conceptualisation, it is necessary to consider it against the backdrop of evolutionary and philosophical aesthetics, postcolonial thought and normalism, from which it originated. Secondly, it aims to highlight the formal hybridity of Hilal’s text, which consists of poems, images and essayistic passages, and to show its connection with the theme of ugliness.

This study evaluates the error analysis performance of the DeepSeek artificial intelligence chatbot in foreign language teaching, focusing on its ability to detect, correct, and provide feedback on errors in German texts at the B1 proficiency level. Utilizing a structured methodology, 11 texts from the Menschen B1 textbook were modified to include 88 intentional errors, categorized into four types (omission, addition, selection, ordering) across grammatical and lexico-semantic levels. The chatbot’s performance was assessed through three stages: error detection, correction accuracy, and feedback quality. Results revealed that DeepSeek detected 85% of errors overall, with higher success rates for addition (91%) and ordering (91%) errors compared to omission (77%). Correction accuracy stood at 91%, with all selection errors corrected flawlessly, though lexico-semantic ordering errors showed lower correction accuracy (70%). Feedback for correctly corrected errors was 86% accurate, with lexico-semantic errors receiving near-perfect feedback (96%) compared to grammatical errors (75%). While DeepSeek demonstrated robust capabilities in error detection and correction, inconsistencies were observed, particularly in addressing omission errors and providing feedback for grammatical ordering errors. The findings highlight DeepSeek’s potential as a supplementary tool in foreign language education but underscore the need for refinement in handling specific error types and feedback clarity. This study contributes to the limited literature on DeepSeek’s educational applications and offers insights for optimizing artificial intelligence driven error analysis in language learning contexts.

The education system, especially in United States history classes, has been used to prevent repeated violence by teaching youth on historical events with the use of Critical Race Theory and Trauma-Informed teaching. These pedagogies have been applied to various disciplines, but especially Holocaust Education. Although many believe that educators should teach the Holocaust as a historical event with no opposing perspectives, some believe Holocaust denial should also be included in the curriculum. By now, the “both sides” argument is familiar to anyone following US politics. In my paper, I propose a third option: I want to suggest that teaching students the history of Holocaust denial and book banning as well as encouraging students to see these histories in relationship to Nazi aesthetics and the extension of Nazi logic better equip students to become effective critical thinkers. By teaching the history and arguments around these ideologies, this will allow students to be better informed critics of Holocaust denial.

Bu makale, ana dilin normatif alanını ele almakta ve ana dil olarak öğretilmesi yanı sıra eğitim ve devlet dili olarak kullanılıp kullanılamayacağı sorusuna da bir cevap aramaktadır. Türkiye temelinde ve modern demokratik ülkelerden örnekler vererek, her iki alanda ortaya çıkabilecek sorunlara çözüm bulmaya çalışmaktadır. Çalışmada, siyasi ve sosyal barış açısından demokratikleşme sürecinde ortaya çıkabilecek yeni sorunlar da öngörülmüş ve bunların nedenleri ve kaynakları dikkate alınarak ilgili kavramlar yeniden tanımlanmıştır. Konuya ilişkin anayasal ve kanuni dayanakların öncülüğünde ana dilin öğrenilmesi, ana dilde eğitim ve ana dilde etkin savunma konuları karşılaştırmalı örneklerle tartışılmıştır. Çalışmanın son bölümünde tartışılan verilere dayanarak çözüm önerileri sunulmuştur. Makalede, azınlık ve bölgesel diller ulusal devletlerin bir sorunu olarak ele alınmakta ve günümüz demokratik devletlerinin azınlık ve bölgesel dillerle ilgili düzenlemeleri analiz edilmektedir. Bu bağlamda, Kürtçenin ana dil olarak öğretilmesinin yanı sıra, Kürtçenin eğitim sistemine entegre edilip edilemeyeceği de tartışılmaktadır. Bu çerçevede; Fransa, İspanya ve benzer sorunları olan diğer demokratik devletlerin geleneksel hukuki ve anayasal koşulları aşmak için uyguladıkları çözüm konseptleri analiz edilmekte ve konunun hukuki temelleri, özü dikkate alınarak incelenmektedir. Ayrıca, Kürt dilinin Türkiye’de kaderini belirleyen Lozan Antlaşması'nın ilgili maddeleri yeniden yorumlanmış ve çeşitli tespitlerde bulunulmuştur. Ana dilde eğitim bir haktır, ancak resmî dili öğrenmek de ulusal devletin egemenliğini ve sosyal uyumunu korumak için bir ön koşuldur. Çalışmada, etnik veya bölgesel dilin öğrenilmesinin yanı sıra, resmi dil olan Türkçe'nin öğrenilmesinin de zorunlu olması savunulmaktadır. Çalışmada, uluslararası anlaşmalara göre, ulusal egemenliği ve sosyal uyumu korumak için resmi dilin de öğretilmesinin hukuki gerekliliği vurgulanmaktadır.

Despite broad interest in Black Loyalists who fought for the British during the American Revolution, little has been done to understand the British court decisions that undermined their claims for compensation for their service to Great Britian. This article takes up these court decisions to understand the rhetoric of disempowerment promoted by the British court by analyzing the rhetorical strategies used to deny Black Loyalists compensation. In so doing, the article expands our understanding of Black life in the 18th Century, as well as the strategies used in official rhetorics by courts. Through strategies of depersonalization and distancing, the British court committed additional violence to Black people yearning for freedom in the Revolutionary Era.

The concept of dowry is usually associated with the woman to be married. This assertion is based on ancient, medieval and early modern legislation on the European continent. However, it is not unanimous, as Basque legislation in the Biscay region provided for a different legal scenario: the husband contributed a dowry at the time of marriage. In order for this to happen, the wife had to be designated as the sole heiress of her parents. In the following pages, therefore, I will analyse this peculiarity of Basque law and, more specifically, of the territory of Biscay in the 16th-18th centuries. I will not only explain the legislation, but also a large number of real cases found in the archives. These examples show that there were husbands who brought the dowry, while the wives, who had been appointed heiresses by their parents, brought the family home. These situations could therefore be seen as examples of gender equality in the history of European legal cultures.

Dieser Beitrag untersucht die Dynamik des postmodernen Staates, die sich im Transitorischen und unaufhaltsamen Wandel manifestiert und damit die traditionelle Wahrnehmung der menschlichen Existenz verändert. Die Vergänglichkeit transitorischer Zustände führt zur Auflösung, Bewegung und Durchlässigkeit von Räumen, in denen Individuen nur kurz verweilen. Diese Orte verlieren ihre ursprüngliche Funktion als feste Ziele und werden zu Zwischenstationen auf einer fortwährenden Reise. Die Ästhetik des Transitorischen zeigt sich insbesondere in den Widersprüchen zeitgenössischer Mobilität und Migration, die durch paradoxe Elemente wie Instabilität und Unaufhaltsamkeit geprägt sind. In der Migrationsliteratur wird das Transitorische nicht nur als Motiv, sondern als ästhetisches Paradigma reflektiert, das sich mit Instabilität und kontinuierlicher Bewegung beschäftigt. Der Beitrag geht weiterhin der Frage nach, wie die zeitgenössische Migrationsliteratur die Großstadt unter neuen Konstellationen darstellt und diese jenseits der herkömmlichen Bilder der Moderne reflektiert. Durch das Transitmotiv werden zwei Repräsentationen des großstädtischen Wandels beleuchtet: die Veränderung der postmodernen Stadt und die Wahrnehmung der Migranten als Durchgangsreisende. Die Lektüre des Transitmotivs zeigt die fehlende Verbundenheit des Subjekts mit den bereisten Orten, die oft als sterile und orientierungslose Räume erscheinen. Solche Orte sind für das Subjekt lediglich weitere Etappen seiner unaufhörlichen Bewegung und verkörpern sowohl Transitstationen als auch Orte des Transitorischen. Anhand der Werke Alle Tage von Terézia Mora und Die Fremde von Felix Magdalena werden die Darstellungsmöglichkeiten und Grenzen des Transitorischen untersucht.

The cinematic construction of time and space, along with storytelling within these parameters, fundamental aspects that characterise film as a mimetic art form, have been widely employed and adapted in Ghanaian film discourse, spanning both popular and art films. However, neither of these cinematic approaches, especially when compared to traditional concepts like daily drama and community theatre, has been sufficiently explored within the Ghanaian context, as exemplified by Chronicles of Odumkrom: The Headmaster (2015). The effort to contextualise and depict filmmaking practices alongside common social issues rooted in Ghanaian communities is a noteworthy achievement. This paper seeks to link Ghana’s independent digital filmmaking ingenuity to broader themes of nationhood, state, and citizenship, by analysing the film. The primary focus is to explore the relationship between citizen engagement in local and national issues, particularly in community interests, and cinematic expression as envisioned by some Ghanaian film artists. The theoretical framework draws on Foucault’s (1977) insights on the modern world and Agamben’s (2008) reflections on Foucault’s ideas. The paper concludes that film is not only a form of professional artistic practice, but also a powerful mediating force within society.

Apart from exploring relations that bind Poetry and Teaching in common pursuit, this essay stops by certain unexamined premises and uncontested bromides. One such is the notion that poetry is better understood when a teacher lectures on its peculiar strengths, on a poet’s meanings, and how they can be derived by detailed explication. This essay proposes that poetry is what poetry does in a classroom. Young readers prefer less prescriptive ways of reading poems. While the poet’s language is a challenge they must meet on their terms, they feel free to learn their lessons in Language directly from the poems. Teachers will do well therefore to avoid lecturing to young learners who would rather listen to the poems. This essay is structured rather loosely although a subheading for each note anchors the main idea that drives its thoughts. Repetition and overlap of themes in some passages are not accidental. They occur when some forethought leads an idea on to an afterthought, and sometimes mnemonically directs it backward.