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1.
Abstract

With the ambition of penetrating into the very core of the Norwegian and Nordic friluftsliv: An ecologically responsible life in the open air-in nature, people will have to become acquainted with Fridtjof Nansen—with the thinker as well as the practitioner. Outdoor life with natural and strong links to the national friluftsliv—tradition was his ideal, and quite a lot of people in the years after him have been fired with his enthusiasm for the wonderful experiential and health—giving meetings with nature. Obviously, he has been a hero and an idol for generations of people. His reputation as an arctic explorer, as scientist and sportsman, as an internationalist and a humanitarian, have been emphasized by a great many books and articles about him. The main purpose of this article is to shed more light upon his thinking about friluftsliv, to show and explain its focus, its models and paragons.  相似文献   

2.
Abstract

Girlfriend Theology is a method of religious education by which women who have found power, voice, and authority might nurture resilience in adolescent girls within faith communities. This essay relates one portion of a larger project involving ethnographic research with fifteen females. These females gathered in small groups and followed a four‐part method that began with one person telling a story from her life. This paper shares one of these ninety‐minute story sessions in which a religiously diverse group engages in God‐talk. From four such Girlfriend Theology sessions arose seven theological assertions—statements about God, humanity, and communities of faith—that sometimes affirmed and sometimes challenged traditional interpretations. These assertions reflect emancipatory theological motifs when analyzed through the lens of womanist, mujerista, and Asian‐feminist theology. This essay draws connections between the story session reported and two of the seven theological assertions of Girlfriend Theology.

What would it mean for a girl—against the stories read, chanted, or murmured to her—to choose to tell the truth of her life aloud to another person at the very point at when she is invited into the larger cultural story of womanhood—that is, at . . . adolescence?

—Lyn Mikel Brown, Telling a Girl's Life  相似文献   

3.
In this review essay, Claudia Ruitenberg discusses Trevor Norris's Consuming Schools, René Arcilla's Mediumism, and Martha Nussbaum's Not for Profit. While the primary focus of each book is different — with Norris concentrating on the pressures of consumerism and commercialism on K–12 schooling, Arcilla analyzing modernist art and existentialist education, and Nussbaum emphasizing the role of the humanities in educating for democratic citizenship — each of the books in some way addresses the question of how people can be educated to resist consumerism and how education itself can resist being absorbed by consumerism. Here, Ruitenberg considers this common theme as well as the more specific question of what special role — if any — the arts might play in anticonsumerist education.  相似文献   

4.
“以人为本”是科学发展观的本质规定。高校思想政治教育工作担负着培养社会主义建设者和接班人的重任,在高校思想政治教育工作中坚持以人为本,就是尊重人在教育中的主体地位,在教育工作中把人的发展放到首位,帮助大学生树立正确的价值取向,实现思想政治教育促进受教育者全面发展的最终目的。  相似文献   

5.
“Dialectical disorientation” is a rhetorical form that creates uncertainty and ambiguity through confrontation between two competitive but complementary orientations. This essay examines its dynamics in four films addressing the war in Vietnam: The Deer Hunter, Apocalypse Now, Platoon, and Full Metal Jacket. We argue that the works subvert traditional American war mythology. The films present the war as destructive rather than regenerative and purposeless rather than meaningful. This divisive scene creates a context in which principles governing behavior in war—militarism and moralism—become inoperative. The essay first details the development of disorientation in the films and then examines the rhetorical and social implications of the analysis.  相似文献   

6.
ABSTRACT

This essay examines 19: The Musical—a memorial project that marks the suffrage centennial. The author employs an intersectional lens to examine the arguments this memorialization makes about a suffrage past as well as a feminist present and future. This intersectional emphasis is especially important given the prevalent present-day assumption of the suffrage movement as an entirely white women's endeavor—one that especially forgets the racism and exclusivity that riddled the suffrage movement.  相似文献   

7.
Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful.  相似文献   

8.
Abstract In this review essay, Harvey Kantor and Robert Lowe explore the history of the culture wars in public education in the United States. Drawing on three books — David Tyack’s Seeking Common Ground, Jonathan Zimmerman’s Whose America? and Amy Binder’s Contentious Curricula— Kantor and Lowe review the history of struggles over the content of history texts and over the place of religion and religious values in the classroom. They suggest that while these struggles have been partially successful in freeing public education from the racial and ethno‐religious particularisms that informed its origins, the more inclusive curriculum that resulted from these efforts has been rendered largely symbolic by the persistence of segregation and the inequality of resources that accompanies it.  相似文献   

9.
Given the rise in obesity and the positive exercise effects in curbing obesity levels, exercise promoters are expected to use technological applications—social media and fitness applications—in their exercise motivational programs. The purpose of this article is to critique the use of social media and fitness apps as both ineffective and potentially harmful. An alternative approach is proposed where phronesis (practical wisdom) in exercise participation can be achieved via physical and cognitive mastery of the action for its own sake (real techne-art, embodiment). Emphasizing exercise outcomes (e.g., energy expenditure) captured by external devices distracts from embodied and phronetic action. Drawing on the philosophies of phronesis, techne, and embodiment, exercise promoters should emphasize embodied exercise experiences via mastery of action, social interactions, and connectedness to nature. They should target real action in real communities, and not emotionless and meaningless online forums about how to become the ultimate virtual fitness buff.  相似文献   

10.
Although not a well-known figure either in educational or South Carolina history, John Eldred Swearingen had a profound impact on the schools of the Palmetto State. Guiding the schools to transition from 19th-century academies to 20th-century schools, Swearingen held office from 1907–1922. During these years, Swearingen oversaw unprecedented legislation impacting attendance, funding, and curriculum. Swearingen's stance on African American education was unlike many of his contemporaries—he used a variety of methods to improve education and raiseconsciousness amongst his White politician counterparts.

All of these facts would make him a worthy subject of biographical study; however, that he achieved all these things while blind makes his life and career all the more worthy. Almost as overlooked as Swearingen's contributions to South Carolina is the role the state played in the Brown v. Board of Education decision via the Briggs v. Eliott case. Drawing from Swearingen's own words, the papers of his contemporaries, and both legal and historical analysis of the involved legal cases to present an overview of both Swearingen and Briggs, this article argues that without Swearingen's visionary leadership—or if he had not been undone politically—the road to Briggs would have been quite different—if it existed at all.  相似文献   

11.
In this essay, Harry Brighouse responds to the collection of articles in the current issue of Educational Theory, all concerned with nonideal theorizing in education. First, he argues that some form of ideal theory is indispensable for the nonideal theorizer. Brighouse then proceeds to defend Rawls against some critics of his kind of ideal theorizing by arguing that a central feature that is often misconstrued as unduly idealizing — the full compliance assumption — in fact constrains utopianism. Next, he discusses each of the contributions in turn, and he concludes by sounding a warning that lack of humility is an ever‐present danger for nonideal theorizers who seek to evaluate, and provide guidance for, policy and practice. Falling prey to this vice, Brighouse cautions, can seriously dent the value of nonideal scholarship.  相似文献   

12.
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal.  相似文献   

13.
Abstract

This paper reviews Deleuze’s theory of language in Logic of Sense, and Deleuze and Guattari’s theory of language in A Thousand Plateaus. In the ontology informed by the Stoics described in those books, human being and language do not exist separately but in a mixture of words and things. The author argues that this flattened ontology of surfaces is incommensurable with the ontology of depth used in conventional humanist qualitative methodology and recommends beginning new empirical inquiry with a concept instead of with method and methodology.  相似文献   

14.
This article explores the ways in which high school girl popularity is constructed as heterosexual and normatively gendered, leaving lesbian adolescents on the periphery of the high school social scene. Based upon data from a larger critical life history study with adolescent lesbians, this article explores their experiences of school, friendship, and their attempts to fit in with social groups in school. The young women in this research associated popular with straight and attractive, sometimes using the words interchangeably, and identified the required characteristics of a popular girl as looking perfect and a fluency in boy-talk. Girls less concerned with their appearance or with boys were marked as outsiders in the high school culture. How schools participate in reproducing heterosexist popularity is also discussed.

I made good grades—I was in a lot of activities but still—it didn't mean much to people unless, you know, I have a boyfriend or I'm chasing after guys with the rest of the girls, you know.

—Amy, high school senior  相似文献   

15.
In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben‐Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical emotional praxis, Ben‐Porath's counterposition of belligerent and expansive citizenship education, and Saltman's critique of educational programs that capitalize on natural disasters and wars. Papastephanou examines various operations of ontology in an interplay with hauntology (to use Jacques Derrida's terminology) and thus puts forward a critical approach to the contribution of each perspective.  相似文献   

16.
Children’s picture books that recreate, parody, or fictionalize famous artworks and introduce the art museum experience, a genre to which I will refer as “children’s art books,” have become increasingly popular over the past decade. This essay explores the pedagogical implications of this trend through the family program “Picture Books and Picture Looks” conducted at the Art Institute of Chicago. Program sessions were observed to learn the extent to which picture books featuring the painting A Sunday on La Grande Jatte—1884 (Seurat) informed and impacted children’s experiences with the original artwork. The books Katie’s Sunday Afternoon (Mayhew, 2005), Babar’s Museum of Art (De Brunhoff, 2003), and Willy’s Pictures (Browne, 2000) provided the foundation for the program. In addition to these three books, The Dot (Reynolds, 2003), which does not include a reference to La Grande Jatte (Seurat, 1884–1886), acted as a “control” variable. This research demonstrates that while most picture books can be used to establish a level of comfort in an environment that is new to children, those that directly referenced the painting provided a base level of knowledge from which children could confidently draw upon encountering the original work. The research further indicated that, when used in conjunction with original artworks, children’s art books provide unique and distinct entry points for talking about art. The inclusion of artwork in children’s picture books elicits an enthusiasm and recognition that enhances the museum experience, and such books can be effective tools for enabling reflective, imaginative experiences with art.  相似文献   

17.
Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds (B is for bear). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, we gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. We found that all groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness.  相似文献   

18.
Most scholarly fields, at least in the humanities, have been asking the same questions about the politics of encounter for hundreds of years: Should we try to find a way to encounter an other without appropriating it, without imposing ourselves on it? Is encountering‐without‐appropriating even possible? These questions are profuse and taken up with intense interest in scholarship about the personal essay, specifically, which has often been credited as a philosophical form.

Within debates about the ethics of the personal essay, the most significant concern is about the traditionally accepted relationship of the writer‐represented‐on‐the‐page. For example, the notable rhetoric and composition scholar, David Bartholomae, argues that students of what he calls ‘“creative nonfiction” or “literary nonfiction”’ (1995, p. 68) write ‘... as though they [are] not the products of their time, politics and culture, as though they could be free, elegant, smart, independent, the owners of all that they saw’ (p. 70).

In other words, the personal essay, as a subgenre of creative or literary nonfiction, allows for the perpetuation of the fallacy that a writer can be ‘free’ of social influences, ‘independent’ of a society and of its politics, and ‘owners’ of their own perspectives and experiences—of those the writer expresses on the page, specifically. Consequently, if the writer is not conscious and critical of the social influences acting on him/her, if s/he believes the text to be the singular and uninfluenced production of his/her own self, then the topic taken up in the essay is tyrannized by the self‐centered (and dangerously un‐critically‐conscious) perspective of the writer.

However, the personal essay also has its strengths as a philosophical form: in its privileging of skepticism; in its attention to complexity and complication; and even in its existence‐as‐evidence of some quality of its writer. Too, very often essays pay homage to works of other essayists, as in the case of Gass's ‘Emerson and the Essay’, instead of mowing down other works in order to establish its own reign. Despite these ethically responsible characteristics, though, I show, using Gass's essay about Emerson's work, that the personal essay continues to be devalued because of its reliance on and celebration of its transparent relationship to its author.

In general, essayists don't complain in their work about the belief in this transparent relationship; they advocate it. Thus, my purpose is not to suggest that there is no relationship between the essayist and the essay. Rather, I will, in the latter half of the article, turn to the work of philosopher Emmanuel Levinas, which describes and enacts an approach to an other (writer/text) that does not hinge on the assumption that writer and text are in a transparent relationship to each other. I hope that in presenting this possibility for re‐thinking the essay (and its relationship to its writer), writers, scholars, and teachers of the essay—and even its opposition—will give it new attention and explore further the possibilities that it may provide for engagement, for encounter.  相似文献   

19.

Business and technical writing grows out of a need to “build bridges” between ourselves and others. With today's diversifying readerships and increasingly global marketplace, business and industry face a new challenge that is reshaping our conception of business/technical writing and the metaphors of the genre. The metaphors of “selling” and “reader‐centeredness” demand especially to be recast and subordinated to a new metaphor of interculturalism/ internationalism—"ourselves among others.” Grounded in a social theory of language and communication, this new metaphor signifies that “bridge‐building” across differences will be the key in contexts becoming at once more heterogeneous and global.  相似文献   

20.
ABSTRACT

In this essay, I explore how Native American rhetoric of resistance exposes the settler colonial logics that constitute a hegemonic force in the greater social imaginary. Focusing on two sites—the Minneapolis Walker Arts Center’s Scaffold exhibit and The Landing, a historic settlers’ village located twenty miles from the Walker—I assess both how settler colonialism is enacted in these spaces and how Native American activism represents a talking back to settler colonialism. I argue that examining places as networked arguments reveals the ways in which they can speak to each other and unsettle dominant ideologies. To better understand the settler colonial logics that Native American resistance rhetoric seeks to unsettle, I advocate for critical examination of how scholars and activists are constituted by those very centering logics.  相似文献   

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