Converting Livius.org

4 October 2014
The website today

The website today

In the final weeks of 2013, I started with a project I had wanted to start a long time ago. Written in classical  HTML, the Livius.org-website had become old-fashioned. However, I did not have enough time to convert the site to the content management systems that became popular and offered new possibilities. Still, I did start to clean up pages to separate the illustrations from the text: a massive job. In the end, the site was ready for conversion. But how? To which system?

My colleague and friend Josho Brouwers was able to perform the trick. He built a new system, and I am now gradually converting the site. This needs to be done manually and it is hard to say how much work is finished and how much is still waiting. Today, I added a new page (on the Roman legionary base at Novae), and by now there are 900 HTML pages in the new style. Because there were initially more than 3600 pages, you can say that I have now finished almost a quarter of the job.

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Interview with Jim West

27 August 2014
Jim West and Zwingli

Jim West and Zwingli

You don’t have to be a Christian to appreciate the blog of Jim West, Zwinglius Redivivus. Nor do you have to agree with everything he says to recognize that here we meet someone who is not only interesting, but manages to remain interesting. That’s not just because he’s funny. His real charm is that he has a clear, recognizable theme: while there are many people writing about Christianity, here’s a professionally trained theologian who understands the main issues, can offer context, and knows how to separate the good from the bad and the ugly.

He’s not just a blogger, though. West is also pastoring in the Baptist Church in Petros, which is a small town in Tennessee. I’ve not been there – in fact, I have never met Mr West – but photos show a sober, no nonsense building; its website shows a Christian community that appears to be open to others and willing to contribute to its town.

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Why Pearse’s Mithras Pages Are Important

25 February 2013

Mithras relief from Dormagen

When, in 2040, the departments of humanities will be closed, an elderly historian will perhaps wonder what caused the demise of scholarship. Probably, he will answer that the humanities no longer wanted to live. Somewhere between 1995 and 2005, the will to survive vanished. The ancient, venerable scholarly disciplines no longer wanted to add something meaningful to the shared heritage of mankind.

The turning point, our historian will find out, had been the invention of the internet. Until then, scholars and scientists had communicated their results to the larger audience in a way that can be described as transmitter and receiver: researchers sent out information – books, journals, TV – and the people listened. But at the turn of the millennium, communication became more interactive. People could talk back and could shape the nature of the discourse. Our historian will gladly quote from Time Magazine, which had chosen “you” as the person of the year 2006. The transmitter-receiver metaphor no longer applied; the best metaphor to describe the way in which scientists and scholars explained themselves to the people, became the dialog.

A fine example, our historian will conclude, is Wikipedia, which was a kind of meeting place of good and bad information. Our historian will concede that the designers of the encyclopedia had realized the importance of debate from the very beginning: if someone had a question about someone else’s contribution, they could discuss these issues. It was good that in these debates, people immediately started to refer to their sources, and our historian will recognize that at the beginning of the twenty-first century, everybody recognized the importance of at least looking scientific or scholarly. Compared to the beginning of the twentieth century, that was a leap forward. The greatest achievement of western civilization in the twentieth century was that one-third of the population had had access to higher education.

Unfortunately, our historian will notice, this was not a guarantee of quality. He will discover that the online debates were easily hijacked by activists, because in the debate between good and bad information, between good and poor scholarship, bad information drove out good. Our historian will find it incredible, but he will establish that reliable information was, at the beginning of the twenty-first century, deliberately kept away from the larger public by pay walls. In the fight against activists, bona fide scholars and scientists fought with their arms tied, and by 2005, the damage was done.

This being the nature of the game, one would have expected that philologists, historians, archaeologists, theologians, philosophers, and other scholars would have fought back, but our future historian will discover that this rarely happened. If something was done at all, it was just presenting the facts, which were often correct indeed, but they were offered without any further explanation.

Still, there were professional researchers who investigated how to explain science and scholarship to the people successfully. They recommended scientists and scholars to explain methods and theories, but few scholars bothered to take care. Where was the book, our historian will be wondering, that explained the Lachmann method or the hermeneutic cycle to the larger audience?

Slowly, he will start to understand why so many people could, at the beginning of the twenty-first century, claim to be scholars, and were never contradicted: the scholars never explained how they achieved their results, giving the impression that scholarship was not a real, professional discipline, but a kind of amateurish hobby to which anyone might contribute. Precisely when information was transferred less by transmitter-receiver and more as a dialog, and when a highly educated audience demanded more information than just facts, the scholars retreated from the debate, not explaining what mattered most.

At the beginning of the twenty-first century, our historian will think, three things ought to have been the top priorities if the humanities were to survive:

  1. online encyclopedias, written by professional scholars – and of course for free, because the people had already paid taxes and the information was already theirs;
  2. a sound explanation of methods and theories;
  3. an active policy to refute errors and mistakes.

Our future historian will notice that scholars refused to live up to the expectations. Of course, there were exceptions. There were some websites on which something was explained, but they were rare, they were created after the damage had been done, and they covered only the first of the three requirements. Too little, too late, too incomplete. There will be a wry smile at the historian’s face when he writes about the self-pity of the early twenty-first century scholars: they were never tired of complaining that nobody seemed to understand why the humanities mattered, but they rarely explained.

The historian will conclude that the humanities had committed suicide. Still, there had been people, inside and outside the universities, who had done their best. People who had refused to join the academic rat race, who had not been interested in the length of their publication list, who were really interested in the dialog with the larger audience.

***

One of these is Roger Pearse, the webmaster of Tertullian.org and a tireless fighter against quack history. In December, he has started a website on the Roman god Mithras. It offers a basic account of the Mithraic mysteries, it offers the sources, and most of all: it offers the arguments to refute theories that present Mithraism as an essentially Persian cult (it isn’t) and that it heavily influenced Christianity (it didn’t).

If we want to avoid that a historian, writing in 2040, will conclude that our generation is the one that killed scholarship, we desperately need more websites like these. But I am not optimistic. As long as our academics are more interested in the length of their publication list than in their duty to the larger audience, the humanities are doomed.


Online Sources in the Classroom

15 August 2012

[A response to this post by James F. McGrath]

In 1995 I started my first personal webpage, which I used to publish information on ancient history. It was the beginning of the website that is now called Livius.org. One of the first pieces was a translation of the Behistun Inscription, which was almost immediately copied on the website of a major American university. Because I realized that my website was apparently useful, I decided to improve my articles by adding references to good books.

Somewhere in 1997 (if I recall correctly), I received an e-mail with a letter by four American universities, requesting me to stop adding these references, because my pages were copied by students and presented as assignments. Always wanting to help scholars, I obliged. This means that although I do my best to summarize the communis opinio, or to offer the best interpretation of a given text or event, no user can check the quality of my webpages.

Now the main point of science and scholarship is that the information is not just someone’s opinion, but that it is based on (a) established facts and (b) a well-understood explanatory model (hermeneutics, positivism, comparativism, narrativism, physics of society). And the main point of a popularizing website on ancient history is not that it presents the facts, but that it explains to the people that they must always check the facts and understand the explanatory model. By obliging to the universities’ request, and leaving out what was vital, I essentially killed my own website.

My website is, for me, some kind of open nerve. By trying to help the universities, I missed a chance to make something really useful. When the Dutch classicists and ancient historians offered me an award, I had very, very mixed feelings. Of course a compliment is nice, but people who offer a scholarly award to a website that does not meet the basic requirements, prove that they do not understand what explaining history to a larger audience is all about. That rather diminished the value of the compliment, and I was happier when the Dutch classicists and historians invited me to a meeting to explain a couple of things.

If students cannot check the information – if they cannot know how the facts have been established and which explanatory model is used – students must avoid a website. That’s the first basic lesson. This means that in the present situation, students must just avoid the internet and check their library. Books are a far better source of reliable information.

But there is a more important thing. There used to be a time, not so long ago, that the universities “sent out” information, which society “received”. This is the “sender-receiver model”. The internet now  offers society a possibility to talk back: the “debate model”. Look at the Wikipedia, where activists can change articles to make them suit their own agendas. Or, if activists create a lot of noise, they can silence the voice of reasonable scholars. Communication of scientific and scholarly information has become a debate, and occasionally a shouting match.

In the perfect situation, a bona fide scholar and an activist will both refer to their sources, and can establish what is correct – or comes closest to being correct. Unfortunately, there is no level playing field. After all, bona fide scholarly articles are to be found on pay sites, so in an online debate, the bona fide scholar cannot refer to them.

An example can be found in my own country, where we used to have a minister of Education, Culture, and Science named Maria van der Hoeven, who is on record with some favorable remarks about Intelligent Design. We learned that the woman responsible for our higher education did not understand what the “incompleteness of a theory” meant. There were many publications by professional biologists and other scientists, and there were evangelical Christians who defended the minister. There’s nothing wrong with that, but if I now want to find information about this, I can easily find the Christian information, while the other publications are all behind pay walls. You get the impression that she is the victim of a smear campaign by unthinking scientists. Their voices have been silenced. The second basic lesson about online information is that as long as there is no free access, bad information drives out good. And to some fields of research, the damage is already done.

To sum up: at this moment there is no good reason why students should use the internet. Let’s face it: the internet has failed.


Cures

18 February 2012

Cures, near Fara in Sabina

Nothing earth-shaking, but at least I haven’t added Latin nonsense or falsified mileages: the 1911 Encyclopaedia Britannica article “Cures” — being the little town in Sabine country that Titus Tatius and Numa apparently came from, and which was deemed in Antiquity to have been the origin of the name Quirites applied to the Roman people.

A brief article cribbed from a common 101‑year‑old encyclopedia should hardly be news, but alas it is, sort of. Wikipedia too, bless ’em, reproduces the same article, making essentially no changes: but the only two significant changes it does make are both mistakes. Small ones, but mistakes none the less: the ager Sabinus becomes an “alter Sabinus“; and 26 miles has been turned into 26 km. That in turn wouldn’t be terribly interesting if it weren’t that (a) the introduction of errors into the EB articles is very common at Wikipedia, maybe more common than not; and (b) the prevailing wisdom there, usually delivered with a sniff, is that the 1911 EB is antiquated, sexist, written in stodgy old English, and generally we people can improve all that.

And so we can. Our first step though, is to introduce no mistakes of our own. The next, which I’ve attempted to do on my own page, would be to add the source citations, links to what further websites may be relevant, and in this case a GoogleMap; and the dozen or so times Cures appears elsewhere onsite are now linked to it. Nothing major, but at least it’s not nonsense.


2300 Ancient Sites on Google Earth

1 November 2011

Kampyr Tepe (Uzbekistan)

On several occasions I have blogged on the possibilities of Google Earth and its online spin-off, Google Maps. My last blog on this topic was a bit over half a year ago, when I had some 1700 items available. In the meantime, I have added more than 550 ancient sites to my list, from all quarters of the ancient world. The grand total now is 2375.

The online version is here and the masterfile can be downloaded here. If you use the latter, do not forget the directory NEW/OFF-TOPIC, which contains many others, still unqualified markers.


1700 Ancient Sites on Google Earth

10 April 2011

Hakemi Use (Turkey)

What you are looking for, is here.


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