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The Doll

This brilliant romantic novel of three generations of men in Warsaw is “19th-century realism at its best.” (Czesław Miłosz) Boleslaw Prus is often compared to Chekhov, and Prus’s masterpiece might be described as an intimate epic, a beautifully detailed, utterly absorbing exploration of life in late-nineteenth-century Warsaw, which is also a prophetic reckoning with some of the social forces—imperialism, nationalism, anti-Semitism among them—that would soon convulse Europe as never before. But The Doll is above all a brilliant novel of character, dramatizing conflicting ideas through the various convictions, ambitions, confusions, and frustrations of an extensive and varied cast. At the center of the book are three men from three different generations. Prus’s fatally flawed hero is Wokulski, a successful businessman who yearns for recognition from Poland’s decadent aristocracy and falls desperately in love with the highborn, glacially beautiful Izabela. Wokulski’s story is intertwined with those of the incorrigibly romantic old clerk Rzecki, nostalgic for the revolutions of 1848, and of the bright young scientist Ochocki, who dreams of a future full of flying machines and other marvels, making for a book of great scope and richness that is, as Stanisław Barańczak writes in his introduction, at once “an old-fashioned yet still fascinating love story . . . , a still topical diagnosis of society’s ills, and a forceful yet subtle portrayal of a tragically doomed man.

The Cold War in the Classroom

This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.

A Grammar of Contemporary Polish