共查询到20条相似文献，搜索用时 25 毫秒
1.
In this response to Reis’s and Zuss’s responses to our meditation on the grotesque, we attempt to draw distinctions between
positivist, empiricist, and realist (including grotesque realist) projects. We also, drawing on Bakhtin, consider the difference
between dialogic and dialectic commentary. 相似文献
2.
托尼·莫里森的《宠儿》和余华的《活着》都讲述了各自主人公痛苦的人生经历。虽然故事情节备不相同,但是其中的批判意蕴并无二致。从萨特的存在主义角度来分析两部作品,发现在两位主人公各自所处的荒诞时代,人并没有选择的自由,因此他们的一切痛苦都源于那个时代的荒诞。 相似文献
3.
4.
通过对中外文学艺术作品中的怪诞现象的探源和浅析，笔者认为怪诞是一个流变的概念。文章初步概括并分析怪诞的审美特征：反常的构成原则；混合恐惧和滑稽的震惊感；双重性的功能价值。怪诞与滑稽的区别主要在于反常程度、创作态度和审美价值的差异上；怪诞与荒诞的区别在于怪诞更多作为一种创作手法，荒诞更主要是一种观念和意识。 相似文献
5.
Ursula Hoadley 《课程研究杂志》2015,47(6):733-749
The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young’s ongoing involvement and interest in South Africa. Three broad periods in Young’s career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: ‘powerful knowledge’. The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored. 相似文献
6.
张弦是我国新时期文坛上一位重要的现实主义作家,他的小说通过对建国后诸多女性命运的描写,揭示了封建残余思想对爱情、婚姻及家庭的影响,其作品对中国几千年来根深蒂固的封建传统意识进行了反思。对民族自身的劣根性和中华传统文化中的痼疾进行了批判,这是对鲁迅批判传统文化的很好继承和发扬。具有强烈的现实意义。 相似文献
7.
詹姆斯·乔伊斯是爱尔兰现代派小说泰斗,作为一位有着惊人敏锐观察力、写作风格向来无所畏惧的现实主义批判大师来说,他在其短篇小说《一朵小云》里描述的绝不仅是一个普通小人物的生存状况和精神状态。本文尝试运用萨特的存在主义哲学观点来分析作品里主人公小钱德勒的人物性格和命运,以此来揭示乔伊斯所要展示的整个都柏林"精神瘫痪"主题。 相似文献
8.
Mark Zuss 《Cultural Studies of Science Education》2009,4(4):791-798
In this commentary on Weinstein and Broda’s paper, I consider their promising claims for the liberatory potential of the grotesque
in biology/science education. In response to their analysis of four “specimen” examples, I address the question of confronting
the limits of pedagogical representations of the grotesque and the abject. I offer suggestions to enrich their project with
critical use of historical undercurrents informing normative images of the body. I propose that the functioning of a contemporary
epistemic convergence of the grotesque and the sublime opens up the space for a continual reimaging and refiguring of bodies. 相似文献
9.
《International Journal of Research & Method in Education》2013,36(2):117-118
This article revisits the critical realist ethnographic process that was adopted in my doctoral thesis, which was concerned with the experiences of ethnic identity of white British and Pakistani British children as they started kindergarten in the northwest of England. The article focuses on the ethnography that emerged from the visits that I carried out alongside staff to children's homes before they started kindergarten and on the way in which these were portrayed and analysed in the final thesis. I conclude that the process of observation, writing field notes and then producing a fuller ethnography produced a very partial representation of the empirical world. This was problematic in that, in critical realism, what is observed in the world of the ‘empirical’ and considered in the world of the ‘actual’ forms the basis for understanding the underlying causal tendencies which point to the underlying explanatory concepts in the world of the ‘real’. I argue, however, that more careful critical realist ethnography has the potential to be a powerful methodological framework which accepts the contested nature of reality but which, unlike postmodernism, provides a means of addressing possibilities and of moving beyond ‘undecidability’. 相似文献
10.
Robyn Yucel 《Science & Education》2018,27(5-6):407-433
Including the perspectives of scientists about the nature and process of science is important for an authentic and nuanced portrayal of science in science education. The small number of studies that have explored scientists’ worldviews about science has thus far generated contradictory findings, with recent studies claiming that scientists simultaneously hold contradictory sophisticated and naïve views. This article reports on an exploratory study that uses the framework of Bhaskar’s critical realism to elicit and separately analyse academic scientists’ ontological and epistemological views about science in semi-structured interviews. When the views of scientists are analysed through the lens of critical realism, it is clear that it is possible to hold a realist ontological commitment about what knowledge is of, simultaneously with a fallibilist epistemological commitment about knowledge itself. The apparent incongruence of scientists’ so-called naïve and sophisticated views about science is resolved when analysed using a critical realist framework. Critical realism offers a simple and coherent framework for science educators that avoids many of the problems of positivism and social constructivism by finding a middle ground between them. The three pillars of critical realism: ontological realism, epistemological fallibilism and judgmental rationality help to make sense of how socially constructed scientific knowledge can be anchored in an independent reality. 相似文献
11.
陀思妥耶夫斯基的作品在现代中国被读者的接受处于一种失衡状态:带有"反动倾向"之类的作品遭到严重的冷落;而揭露社会黑暗和同情社会底层的作品却大受欢迎。其中,在中国影响最大的作品有四部———《穷人》、《死屋手记》、《罪与罚》、《被侮辱与被损害的》,从这些作品的译介和接受的情况可见,陀氏是以"为人生的现实主义作家"为国人所接受的。 相似文献
12.
Vivien van Rij 《Children‘s Literature in Education》2013,44(3):208-221
This paper examines the work of one of New Zealand’s most acclaimed writers, Maurice Gee, and the use of his children’s fiction as an experimental ground for postmodernist techniques further developed in his writing for adults. In particular, it considers Gee’s borrowings of his own and others’ non-fictional and fictional material, to produce richly literary, historical novels. The paper argues that realist and postmodernist features are woven into the children’s and adult books, but that the balance is differently skewed in each. It thus addresses an area largely atypical of the children’s novel, but one that should be of concern to children’s literature critics. 相似文献
13.
周继武 《徐州师范大学学报(哲学社会科学版)》2001,27(3):101-103
巴赫金的怪诞现实主义观，从怪诞与民间诙谐文化，狂欢化精神的整体性出发，对怪诞作出了自己的阐释，他的观点已经自成体系，对今后的怪诞美学研究将具有重大的学术价值和方法论意义。 相似文献
14.
Shawanda Stockfelt 《Compare》2015,45(1):5-25
The paper discusses factors impacting on boys’ educational aspirations at two case-study schools in urban Jamaica. It focuses on boys’ experience of their educational environment in relation to social, cultural and economic factors, which shapes the nature of their aspirations towards higher education. The study utilised Bourdieu’s notion of ‘capital’ grounded in a critical realist meta-theoretical framework, the narratives of the participants and the researcher’s experiential understanding as a participant observer to explore boys’ aspirations over a 12-month period. The findings from the study suggested that boys’ educational aspirations are complex and affected by their level of capital in relation to persistent narratives from family and the Jamaican Diaspora within high-income countries like the UK, the USA and Canada. 相似文献
15.
宋雄华 《江西教育学院学报》2009,30(5):84-88
剖分式怪诞艺术主要存在于原始艺术和商周青铜艺术中,它产生的思维基础是原始人的完整性思维,完整性思维是在原始人的思维原则——互渗律的影响下产生的．互渗律的思维原则又是在原始人对万物的基本看法——万物有灵观的影响下发展起来的,而这种互渗律制约下的追求完整性表达的怪诞艺术．又服务于特定的生命巫术目的。简言之,剖分式怪诞艺术的产生有深刻的思维基础和复杂的现实动机．体现了原始人的思维特征和文化观念及其深远影响。 相似文献
16.
Matt Reingold 《Journal of Jewish Education》2018,84(3):312-329
Over the course of the 2015–2016 academic year, 12th-grade students at a Jewish high school in Canada participated in a research study that assessed how they integrated morally complex narratives in Israel’s past into their own relationship with the country. This article presents material based on how students reacted to learning that some Jewish immigrants were mistreated by the government by way of intentional economic disparity, depiction as grotesque caricatures in standard curricula, and denial of access to funds for cultural expression. The majority of students expressed shock and outrage as this narrative contrasted with the Zionist narrative that they had previously learned. 相似文献
17.
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the ‘true’ world and the ‘seeming’ world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified ‘realist’ epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between ‘true’ and ‘false’ perspectives. This framework is essential for the development of an intellectually robust and life‐affirming culture. 相似文献
18.
Responding to university policies and initiatives: the role of reflexivity in the mid-career academic 总被引：1，自引：0，他引：1
Angela Brew David Boud Lisa Lucas Karin Crawford 《Journal of Higher Education Policy & Management》2017,39(4):378-389
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ. 相似文献
19.
The camera never lies?: analysing photographs in research on sexualities and schooling 总被引：1，自引：0，他引：1
Louisa Allen 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):761-777
This article is concerned with how to analyse photographs produced during research on sexualities and schooling. Photo-diaries and photo-elicitation were employed in an examination of the sexual cultures of two New Zealand secondary schools. This visual methodology sought to disclose spatial and embodied dimensions of sexualities at school while centring and valuing students’ perspectives. In an attempt to answer the question ‘what does this photograph really mean’, the author experiments with a series of analytical accounts conceptualised as ‘realist’, ‘interpretivist’, ‘performative’ and ‘materialist’ approaches. These readings are interrogated for their political and ontological effects. On the basis of the project's aims of taking young people's perspectives seriously and foregrounding material reality, an argument for a ‘materialist’ reading is made. 相似文献
20.
王萌 《通化师范学院学报》2011,32(5):74-76
俄国批判现实主义画家列宾的著名油画《伊凡雷帝杀子》和英国著名剧作家莎士比亚的作品《威尼斯商人》在诠释＂莎士比亚化＂戏剧创作原则的重要性方面有着异曲同工的作用。二者都是通过对文学艺术作品中典型环境和典型人物的描写,重申＂莎士比亚化＂戏剧创作原则的重要性。文学艺术的多样性并不排除其创作原则在总体上的一致性。 相似文献