Tony Woodbury at the University of Texas passed me this recent article by Sheldon Pollock on the meaning and prospects for philology in the 21st century. And there’s a nice shout-out to Zukunftsphilologie.
In short, we may well be standing on the verge of a historic event: the inauguration of a world without philology for the first time in three thousand years. […]
… philologists must develop a new disciplinary formation, with a new intellectual core. For as defined here, philology, unlike philosophy and mathematics, has never had a disciplinary home in which its real capacities could develop. If it did achieve some measure of institutional dominance in the nineteenth-century European university, this was because of the veneration then paid to the study of the classics. […]
Beyond the academy, philology – though one that does not know its name – continues to broadly influence the public domain. It is ironic to observe, given the decline I have charted, how significant are the philological energies across the Internet on sites like “Rap Genius” (http://rap.genius.com), a self-described “crowd-sourced (and artist/producer-sourced) annotation of rap lyrics/beats, from ‘Rapper’s Delight’ to ‘To Pimp A Butterfly.’” Users, including original creators, provide annotation to the often complex lyrics of songs, as well as intertextual linkages and contextual material. The purpose of Rap Genius, originally named Rap Exegesis, is precisely to make sense of texts. It has recently been branching out to include other musical forms, as well as law, history, and more; it is, in fact, now simply named “Genius.” The site seeks to “annotate the world,” “to help us all realize the richness and depth in every line of text.” This is pure philology in terms of practice, albeit practice that as yet has little awareness of its history, theory, or method. Providing that context, and formalizing the discipline, is the role of the university; and today’s academy must also recognize and channel the energies of these popular philological enterprises. […]
Our goal is not only to enable students to gain a historical and theoretical grasp of textual understanding – to understand why Supreme Court Justice Scalia is wrong to assert, about the text called the U.S. Constitution, that “words mean what they mean,” and “their meaning doesn’t change” – but also to see the remarkable continuities in global philology, and, equally important, the differences, sometimes startling differences, in what it has meant for people to make sense of texts. We also want to show them how philology can be more than an academic discipline; indeed, it can be a way of living. You are how you read, and learning to read better – with greater precision, self-awareness, and, above all, respect for the diversity of textual truth in a world ever more unified and ever more in need of unity – means, potentially, learning to be better. […]