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1.
BB is the pseudonym of the English writer and naturalist Denys James Watkins-Pitchford. He was born in Lamport, Northamptonshire, in 1905 (his father was Rector of this small village), and he still lives in the county. He was educated privately and studied art both in Paris and at the Royal College of Art in London. His accomplished drawings and scraper-board illustrations are a feature of his books. BB's adult and children's books are marked by his extensive knowledge and love of the English countryside; Wild Lone(1938), the story of a fox in the fox-hunting country of Northamptonshire, and Manka(1939), which traces the life of a wild goose, were followed in 1942 by The Little Grey Men,which won the Library Association Carnegie Medal. Its sequel, The Little Grey Men Go Down the Bright Stream,was published in 1948. After seventeen years as Art Master at Rugby School, BB became a freelance author and illustrator in 1947. His autobiography, A Child Alone(1978) is only one of a number of more recent books which show him still writing, as evocatively and penetratingly as ever. Christopher Ringrose is Principal Lecturer in English and American Studies at Nene College, Northampton. He has published articles on Canadian poetry, literary criticism, the work of Gerard Manley Hopkins, and the nature books of BB.  相似文献   

2.
Charles Causley is one of the most distinguished contemporary British poets. He was born in Launceston, Cornwall (in South-Western England), where he still lives. During 1940–46 he served on the lower deck in the Royal Navy, an experience which still influences his poetry. In 1967 he was awarded the Queen's Medal for Poetry. In 1977, he received an Honorary Doctorate from the University of Exeter and, in addition to awards for different collections of poetry, he was further honoured (in 1986) by the Queen for his services to poetry. He is an experienced and very popular performer at poetry readings. Much of the following interview, recorded in December, 1987, grows out of his long experience as a teacher of young children in his home town.Brian Merrick teaches English and Drama in the School of Education, Exeter University. He is coauthor (with Geoff Fox) of the widely circulated article, Thirty Six Things to do with a Poem,CLE, 12(1), Spring 1981, and coauthor (with Jan Balaam) ofExploring Poetry: 5–8 (NATE Publications, 1987).  相似文献   

3.
The UK editors were delighted when the distinguished writer Robert Westall accepted an invitation to contribute to our continuing series on Books Remembered from Childhood.Robert Westall taught for twenty-eight years, ending that phase of his career as Head of Art and Head of Careers at Sir John Deane's College, Northwich, Cheshire, in the United Kingdom. He was born in the northeast of England, where several of his novels are set, including his first published book, the Carnegie MedalwinningThe Machine-Gunners (Macmillan, 1975). Since finishing teaching, he has been an antique dealer, with a particular interest in clocks, but now concentrates full time on his writing.  相似文献   

4.
Philip Pullman grew up in what was then Southern Rhodesia, in Australia and in North Wales. He took an English degree at Oxford, and taught in middle schools in that city for thirteen years. He now divides his time between writing and lecturing at Westminster College, Oxford. His novelThe Ruby In The Smoke, the first part of a trilogy, won the International Reading Association Children's Book Award in 1988, and the other parts both made the ALA Best Book for Young Adults list. He has also written two illustrated novels for younger readers, books for teenagers and an adult novel.  相似文献   

5.
What Katy Did     
What Katy Didwas the second of more than twenty books written for children by Susan Coolidge, the pen name of Sarah Chauncey Woolsey (1835–1905). Early in Sarah's childhood, the Woolseys moved from Cleveland to Connecticut, where she and her younger sisters and brother grew up. They and her relations provided the models for the fictional Carr family of the Katy novels, Sarah having much in common with Katy herself. What Katy Didwas published by Roberts Brothers of Boston in 1872 and is often compared with Louisa M. Alcott's Little Women,published very successfully by the same firm only four years earlier. Katy Carr was as immediately popular as Jo March, who may well have created an eager market for her. Elizabeth Jennings was born in 1926 in Boston, Lincolnshire, but since the age of six has lived mostly in Oxford. She was educated at Oxford High School and read English Language and Literature at Oxford University. Her first book,Poems (1953), won an Arts Council Award, andA Way of Looking brought her the Somerset Maugham Award in 1956. The latter enabled her to make the first of many visits to Rome, a city which has had a formative influence on her work. She has published fifteen volumes of poetry as well asCollected Poems (1986), which was awarded the W. H. Smith Award in 1987. She has also written two books of poems for children (now out of print) calledThe Secret Brother andAfter the Ark, has translated Michelangelo'sSonnets (reissued in 1988), has edited four anthologies, and has written four critical books, includingEvery Changing Shape andRobert Frost. Over the years she has received five Arts Council prizes or bursaries.CLE invited her to revisit a favorite book of her childhood.  相似文献   

6.
John Christopher is a well known, prize-winning writer. His adult novelThe Death of Grass was runner-up for the International Fantasy Award when Tolkien'sThe Lord of the Rings won first prize. Similarly his children'sTripods trilogy,The White Mountains, The City of Gold and Lead, andThe Pool of Fire, were all runners-up to the Guardian Award, whileThe Guardians won the Guardian award for 1971. HisSword trilogy, The Prince in Waiting, Beyond the Burning Lands, and The Sword of the Spirits, has been reissued by Puffin in a single volume. Some critics, such as John Rowe Townsend (inWritten for Children), have accused John Christopher of an underlying pessimism, or of male chauvinism. Christopher has not replied to these criticisms. He prefers to let his books speak for themselves. Unlike other writers who keep a high public profile, he has not spoken at conferences on children's literature or published essays which present or defend his point of view.Early in 1983 I wrote to John Christopher. What began as a simple fan letter developed into a series of questions, which he was kind enough to reply to at length: from this correspondence, with John Christopher's agreement, I have compiled the interview which follows.He has published articles on C. S. Lewis's Narnia Chronicles (Cle 25), Patricia Wrightson's Wirrun trilogy, and on aspects of language education. He recently completed a graduate diploma in children's literature.  相似文献   

7.
where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.  相似文献   

8.
Hungarian born American chemist, George Andrew Olah was a prolific researcher. The central theme of his career was the pursuit of structure and mechanisms in chemistry, particularly focused on electron-deficient intermediates. He leaves behind a large body of work comprising almost 1500 papers and twenty books for the scientific community. Some selected works have been published in three aptly entitled volumes, Across Conventional Lines.There is no way to capture the many contributions of Olah in a short essay. For this appreciation, we have chosen to high-light some of those contributions that to our mind represent a significant advance to the state of knowledge.  相似文献   

9.
Changing narrators in a literary passage is a pedagogical technique that can enliven composition, yet which still presents a challenge to students. Assuming the original narrator to be omniscient, any new narrator's perception of a situation can only be fragmentary. The challenge lies in giving that new narrator total awareness of events, and in doing so logically. This means rearranging events, modifying the text, and essentially recreating it. The degree of difficulty can be increased by selecting as narrator a character with limited perception of a situation, or one totally absent from the story. For an added dimension of novelty and challenge, the passage can be narrated from the perspective of an inanimate object.His training was in medieval French literature, and he published articles on the chansons de geste in a number of journals over the years. Beginning quite recently, he has become more interested in pedagogy, i.e., the teaching of French, civilization, creative writing, etc. He has written articles that have appeared and are scheduled to appear in such journals as French Review, Contemporary French Civilization, ADFL Bulletin, on such varied topics as Business French, Creative Writing, and the French Liberation. He received his Ph.D. from Stanford University.  相似文献   

10.
C. Walter Hodges first came to prominence as the author/illustrator of Columbus Sails in 1939, which the Junior Bookshelf hailed as The best book never to have been awarded the Carnegie Medal. Widely acclaimed for the treatment of its subject matter, its powerful narration, and accompanying dramatic line illustrations, Columbus Sails was the first of a number of vivid historical novels written and illustrated by Hodges, including The Namesake (nominated for the 1964 Carnegie Medal), The Marsh King (1967), and The Overland Launch (1969). He is internationally recognised both for his indispensable and learned books about the Elizabethan theatre (for which he gained the Kate Greenaway Medal for illustration in 1964) and his vital illustrations to other authors' texts. This timely article is based on interviews and correspondence between the author and Hodges, and traces and celebrates the latter's life and career as a writer, book illustrator, teacher, and scholar.  相似文献   

11.
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and either provides additional support or briefly explores some interpretative alternatives.
Thomas UebelEmail:
Thomas Uebel   is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007).  相似文献   

12.
Cle continues its series of accounts of classroom practice with books that teachers have found successful as class readers with their students.Stephen Wicks is Head of the English Department at Camborne Comprehensive School in Cornwall. He has chosen an American novel, Theodore Taylor'sThe Cay, which he reads with classes of thirteen-year-old boys and girls drawn from the whole ability range.Barbara Hall is in her second year of teaching at The Woodrush Comprehensive School, near Birmingham. She teaches Stan Barstow'sA Kind of Loving to classes of average ability who are taking the Certificate in Secondary Education in English Literature.  相似文献   

13.
Thomas Aquinas, who knew more about education and persuasion than almost anybody who ever lived, once said that when you want to convert someone to your point of view, you go over to where he is standing, take him by the hand (mentally speaking), and guide him to where you want him to go. You don’t stand across the room and shout at him. You don’t call him a dummy. You don’t order him to come over to where you are. You start where he is, and work from that position. That’s the only way to get him to change. Sidney Harris (1973)  相似文献   

14.
Peter Hollindale first developed critical interests in children's literature during postgraduate teacher training at the University of Bristol, where he was taught by Margaret Meek. After teaching for several years in secondary schools he was appointed to the University of York, where he is senior lecturer in English and educational studies. He now teaches an undergraduate special paper on children's literature in the Department of English there. His bookChoosing Books for Children, a guide for parents, was published in 1974, and he has since written extensively on children's literature in academic and professional journals. His article “Ideology and the Children's Book,” which appeared inSignal 55, received the Children's Literature Association Prize for the best essay in the field of children's literature published in 1988. In recent years he has worked closely on J. M. Barrie. His edition of the “Peter Pan” prose texts was published by Oxford University Press in 1991, andPeter Pan and Other Plays appears from the same publisher in 1995. He is interested in reworkings and adaptations of classic children's texts for film and television, and his study of Steven Spielberg'sHook was published inSignal 72 in 1993. For Thimble Press he is currently completingSigns of Childness: A Short Philosophy of Children's Literature. He has contributed a number of articles toCLE, the most recent being “Westall's Kingdom” in the 1994 Autumn issue.  相似文献   

15.
Jon C. Stott is Professor of English at the University of Alberta, where he teaches graduate and undergraduate courses in children's literature. He is the author ofChildren's Literature from A to Z, and many other books and articles on children's literature.  相似文献   

16.
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17.
Ursula Le Guin's original Earthsea trilogy was published between 1968 and 1972. Sequels have since been published at long intervals, first Tehanu in 1990, then The Other Wind (together with a volume of short stories, Tales from Earthsea) in 2002. This essay argues that each of these additions has retrospectively rewritten the earlier books, replacing the accepted original trilogy by a different one, to which the first two books are prequels. Major revisions include the displacement of the principle of balance and equilibrium by that of change, the introduction of feminist perspectives, a movement from supernatural to secular and domestic power, altered status for both wizards and dragons, and above all a radical change in attitudes to death and immortality.  相似文献   

18.
In ubiquitous writings, a Brooklyn College professor has repeatedly drawn attention to the excesses of radical ideologues in higher education. He took his own provost to task for indoctrinating students in a politically myopic policy, inaptly named: “global citizenship.” He was most articulate of those who sought redress for the witch hunt involving Duke lacrosse players. His purview is broad, and he makes the best of enemies. It’s about time that Academic Questions got around to chatting with K. C. Johnson.
Carol IannoneEmail:
Carol Iannone   is editor-at-large of Academic Questions and an officer in the National Association of Scholars.  相似文献   

19.
During a summer workshop course, a group of teachers in British Columbia recently considered ways of encouraging the response of readers in their classes. Time was limited, and their ideas reflect a sustained brainstorming session rather than an attempt to produce a definitive list. More-idiosyncratic ideas which depended upon the peculiar skills of individual teachers have been omitted, as have highly specific illustrations relating to particular books. A dance drama version ofWatership Down, for example, was not seen as a readily transferable classroom activity.The suggestions below are for individual work, for work in pairs, groups, or with the whole class. The Canadian teachers were concerned to confirm a climate in which books were readily handled, shared and exchanged as a central and regular practice of the class.Geoff Fox has taught in secondary schools in both England and America. He has been Visiting Professor at Harvard University and the University of British Columbia and is on the staff at Exeter University. He has collaborated on several books, both for the classroom and for teachers, and is Secretary to the U K Editorial Committee ofCle.  相似文献   

20.
Experiences of teachers give evidence that the usal distinction between instrumental and relational understanding, as defined by the psychologist, is insufficient to interpret learning in an educational context. The learner often possesses relational understanding of some knowledge, for which he sees no use, outside its importance as schoolknowledge. The author analyzes a more general concept of instrumentalism. He defines it as a rationale for learning, connected to the role school has as an instrument for future schooling and employment. Examples of use of the project method are given, which can help to establish another rationale for learning.Bergen State College of EducationThe author of this article is a senior lecturer at the Bergen State College of Education. He has practised for several years as a teacher in the comprehensive school, where he has worked especially among the slow learners. In his native language he has written several books on mathematics education.  相似文献   

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