@article{THESIS,
      recid = {3968},
      author = {Palmieri, Kristine},
      title = {Philology as a Way of Knowing: Classical Philology in the  Reformed German Universities, 1730–1830},
      publisher = {University of Chicago},
      school = {Ph.D.},
      address = {2022-06},
      number = {THESIS},
      pages = {412},
      abstract = {This is the first comprehensive history of the philology  seminar as an institutional, intellectual, pedagogical, and  scientific space. It also breaks new ground by studying the  history of philology from a history of science perspective.  “Philology as a Way of Knowing” demonstrates how and why  classical philology became the preeminent science at German  universities in the period 1730–1830 by telling two  interrelated stories. On one hand, it reveals how the  transformation of philological methods and pedagogical  practices within philology seminars led to the emergence of  a distinctive philological ethos and way of knowing, which  spread through German academia like wildfire. On the other  hand, it traces the braided institutional, cultural, and  political factors that facilitated classical philology’s  increasing institutional authority, educational importance,  and scientific legitimacy.By juxtaposing these two  analyses, this dissertation explains how the rise of  classical philology as a discipline was fundamentally  linked to the development and dissemination of certain  scholarly ideals, epistemic virtues, and habits of mind,  which comprised the philological ethos. It also provides a  new explanation for classical philology’s institutional and  cultural significance in the nineteenth century that links  it directly to the field’s growing epistemic authority and  scientific legitimacy after 1750. The analysis ends in 1830  because I contend that this was the point at which  classical philology’s position at the pinnacle of the  hierarchy of disciplines, as the dominant subject in German  secondary schools, and as a powerful cultural touchstone  for generations of Gymnasium students, was secured.  Finally, by arguing that the philological ethos of the  seminars constituted a new way of knowing and positing that  this ethos contributed to the formation of a distinctive  mode of German science, this dissertation offer an opening  provocation that I hope will stimulate bold new research,  which transcends the boundaries between the history of  science and the history of the humanities globally.},
      url = {http://knowledge.uchicago.edu/record/3968},
      doi = {https://doi.org/10.6082/uchicago.3968},
}