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1.
Drawing on Nietzsche’s insights as well as those of his critics, this article explores the dangers and limitations of the antiquarian type of historical investigations. The author begins his analysis by closely examining Nietzsche’s conception of antiquarian history and explaining why he finds this mode of historical investigation so troubling. Next he shows that the problem that Nietzsche associates with the antiquarian type of historicizing can be seen in a contemporary genealogical investigation: Daniel Mendelsohn’s book The Lost. Returning to Nietzsche, he then analyzes the meaning and value of his notion of the ‘power of forgetting’ and argues that it can serve as an antidote to some of the dangers of antiquarian history. In the final part of this article the author examines how the power of forgetting might be educationally valuable.  相似文献   

2.
Abstract

The peoples of Germany and their culture were a major preoccupation of Michael Sadler from his first visits to eastern Germany in the 1890s to his ultimate analysis of the Nazi‐zeit in 1940. Whilst holding the post of first Director of the Office of Special Inquiries and Reports (1895‐1903) he organised the publication of 11 massive volumes of reports and it is significant that papers dealing with German themes are numerous. Volume IX in 1902 is devoted to Education in Germany. In 1907 he published the results of his study of continuation schools and the pioneering of his friend Georg Kerschensteiner and in 1908 he edited the report of an international enquiry into Moral Education with a keynote essay by another of his German friends Professor Rudolf Eucken. The quintessence of all this pre‐war study is contained in an address on England's Debt to German Education which Sadler gave in Frankfurt‐am‐Main in 1912 when he suggested eight lessons that could be learnt from the German experience. Throughout the first world war Sadler wrote and spoke much about parallel movements in German and English education. Between the first and second world wars he watched apprehensively the emergence of Nazism. In his diary of November 1940 he attempted to identify seven tendencies of the 1930s which, had the Nazi leadership not been so powerful in curbing public opinion and ensuring totalitarian control, would have proved constructive and made a contribution towards unifying Europe economically andpolitically.  相似文献   

3.
Following up on his 2007 About Campus article, Kenneth Oldfield shares six more lessons he wishes he had known as a working‐class, first‐generation college student and argues that higher education should pay more attention to first‐generation and class status among students, faculty, and staff.  相似文献   

4.
There are numerous academics who have also been novelists, including several prominent writers of children’s literature. Yet the relationship between academic writing and the writing of fiction has not been systematically explored, nor have the kinds of knowledge gained from the experience of writing fiction always been easy to incorporate into the scholarly and institutional contexts of academic criticism. The author discusses some of the ways in which academic and fiction writing can complement and inform each other, drawing on his own experience in both fields. He also argues that ‘the act of writing’ needs to be far more thoroughly integrated into English studies at both a practical and a theoretical level. Charles Butler was a fiction writer before he was an academic, writing his first novel before he went to London University to study English Literature. He readily admits that his first and second novels remain deservedly unpublished, the influence of other authors hanging too heavily over them. The Darkling (1997) was the first of his six fantasy novels published to date and, as he relates in this article, he has also written a number of critical works. As Charles is one of that rare breed of writers who have managed to combine these two careers (though he has some illustrious precursors, in Tolkien, of course, C.S. Lewis and Ursula Le Guin), we invited him to share his views on both the rewards and possible pitfalls of trying to keep both activities buoyant. Charles Butler is a Senior Lecturer at the University of the West of England, Bristol, where he specializes in children’s literature. He is author of Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones, and Susan Cooper (Scarecrow/ChLA, 2006), and editor of Teaching Children’s Fiction (Palgrave Macmillan, 2006). He is also the author of six children’s fantasy novels, of which the most recent are Death of a Ghost (HarperCollins, 2006) and The Lurkers (Usborne, 2006). His web site is http://www.charlesbutler.co.uk  相似文献   

5.
The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development.  相似文献   

6.
This author responds to Sternberg (2017) and his article, “ACCEL: A New Model for Identifying the Gifted,” published in his special issue of the Roeper Review focused on “wisdom in a changing world.” Wisdom is evident throughout Sternberg’s essay as he invites readers to consider the relevance of his ACCEL (Active Concerned Citizenship and Ethical Leadership) model in the context of its relationship to gifted individuals and the pressing need for change in society. The spiritual concept of wisdom and humanistic educational theory is implicit throughout this review. The author considers elements of the model’s utility and implementation in light of his experience in the field as a veteran educator and consultant, his own research relating to self-efficacy of teachers’ teaching critical thinking, the Kaleidoscope Project, and its similarities to his own Chandelier methodology.  相似文献   

7.
Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by ‘mastery of techniques’. In opposition to Luntley's liberal‐individual, or his subject as rational agent, the author explores Wittgenstein's non‐foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide.  相似文献   

8.
The present study investigated 3‐ to 7‐year‐olds' (N = 91) comprehension of two‐clause sentences containing the temporal connectives before or after. The youngest children used an order of mention strategy to interpret the relation between clauses: They were more accurate when the presentation order matched the chronological order of events: “He ate his lunch, before he played in the garden” (chronological) versus “Before he played in the garden, he ate his lunch” (reverse). Between 4 and 6 years, performance was influenced by a combination of factors that influenced processing load: connective type and presentation order. An independent measure of working memory was predictive of performance. The study concludes that the memory demands of some sentence structures limits young children's comprehension of sentences containing temporal connectives.  相似文献   

9.
作为一位后殖民主义理论家，以及由于其独特的写作背景，这使得赛义德对批评有着自身的与众不同的理解。在理论纷呈的今天，赛义德没有像新批评理论家那样将自己批评局限于文本之内，也没有使其堕入后结构主义的虚无之中。赛义德的批评观，首先是他对文本主义等理论观点的看法，其次是对批评的世俗性和意识形态性的坚持，最后通过“对位阅读”的方法，捕捉文本中种族和帝国的痕迹。  相似文献   

10.
This paper is one teacher's account of an attempt to confront his own professional concerns through a process of critical reflection and classroom‐based self‐evaluation. The writer examines his own motives, as well as the pedagogical issues he faces teaching English to a low‐ability class. The account chronicles the writer's exploration of these issues through an experimental all day workshop on Romeo and Juliet, and concludes with some insights Into the process of curriculum change and the culture of the Institutions within which it takes place.  相似文献   

11.
This essay analyzes the ways in which Kent State, the made‐for‐TV docudrama, purified the image of William Knox Schroeder‐one of the four students killed on May 4, 1970, by Ohio National Guardsmen on the Kent State University campus. The author was a boyhood friend of Schroeder, his roommate at Kent State University at the time of his death, and an observer of many of the major events of the Kent State affair. This essay views the making of a docudrama as a complex problem to be solved and characterizes a docudramatist as a less‐than‐perfect decision maker. Also, this essay views Kent State as a real‐fiction through which the act of rhetorical purification was accomplished. The paper discusses the docudrama's efforts in this regard by analyzing important scenes in which inaccuracies are presented in order to achieve the purification of Schroeder's image.  相似文献   

12.
The author of Revelation, acting as a rhetorical change‐agent, created an experience of transcendence for his readers during the course of the book by discerning in history a divine plan and showing the proper place of his readers in that plan. His invitation to experience transcendence strategically compensated for an apparent gap in the early Christian worldview.  相似文献   

13.
从《世说新语》中数条记载陶侃的资料里可看到他的许多高尚品质：运筹帷幄、机敏过人、珍惜光阴、勤奋好学、勤俭节约、为官廉洁,而这些品质对今天的社会风气具有一定的现实意义。  相似文献   

14.
In this article the author, a certified performance technologist (CPT), explains what led him to pursue the CPT designation and what he has learned since then. His learning journey is framed by the three phases of Shu‐Ha‐Ri, a martial arts concept. He tells of how he developed a foundational proficiency with the CPT performance standards before truly understanding the principles and foundational concepts behind the practices associated with the standards. In his early days, he studied the work of performance improvement masters and practiced their techniques, both interpersonal and analytical. In the years after earning the CPT designation, he strove for true mastery in applying hybrid techniques or ones of his own invention, all grounded in the CPT principles.  相似文献   

15.
In this article Clayton Pierce reviews three books representative of the recent neo‐Marxist literature on education: David Blacker's The Falling Rate of Learning and the Neoliberal Endgame, John Marsh's Class Dismissed: Why We Cannot Teach or Learn Our Way out of Inequality, and Pauline Lipman's The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. His analysis of these books focuses on how each author remains consistent or advances traditional Marxist interpretations of the role of education in capitalist society. In addition, he puts the arguments of each author into conversation with W. E. B. Du Bois's analysis of schooling in a racial capitalist society — what he called caste education — as a way to generate discussion around some of the inherent limitations of Marxist studies of education. Here, Pierce is particularly concerned with the ability of neo‐Marxist analyses of the neoliberal restructuring of education to articulate how white supremacy is preserved even in revolutionary critiques of capitalist schooling.  相似文献   

16.
In the following three excerpts from his 1985 Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education, reprinted by permission of Jossey‐Bass Publishers, Alexander W. Astin describes and critiques four traditional conceptions of educational excellence, explains and defends the talent development approach that he espouses, and presents his conception of educational equity. Charles S. Adams comments on Astin's book in this issue's Reviews.  相似文献   

17.
The Preface to Confessions of an English Opium‐Eater constitutes a fine example of what Thomas De Quincey called style in its “ministerial” capacity. He achieved the ends of this style in two ways: first, he adopted a strategy of accommodation and challenge, whereby he accepted the reader's viewpoint only to undermine and replace it with another; second, his “licentious” style rehearsed the reader in the activity requisite to understand the difficult, involved text which followed.  相似文献   

18.
乔吉是元代文人中"沉屈下僚,志不得伸"的典型。在传统理想与现实生活中艰难跋涉的他,将其有志难酬的感愤、枉作笑谈的凄凉与家道中落的悲酸交织着宣泄在怀古散曲中,本文着重探讨乔吉散曲中的兴怀之吟与共鸣之悲。  相似文献   

19.
The difference of literature: Writing now for the future of young readers   总被引：1，自引：0，他引：1  
CLIE is pleased to print the 1992 Sidney Robbins Lecture, given at the Annual Conference of The International Association of School Libraries at The Queen's University, Belfast. Sidney Robbins founded this journal in 1970, arising from the series of Children's Literature Conferences which be had initiated at St. Luke's College, Exeter, where be worked. He died in 1971.Aidan Chambers began his career as a secondary school teacher of English and drama. For the last twenty-seven years he has been an author of fiction for young readers and a part-time tutor of pre-and inservice teachers. In 1969, with his wife Nancy, he founded Thimble Press, publisher of the magazineSignal and various guides to and monographs on children's books. He is a visiting lecturer in literature for children at Westminster College, Oxford.  相似文献   

20.
本用解构主义的翻译观，在否定有关译和原作关系研究的基础上提出，译通过译作表现他与原作的差异，他是原作在译语化土壤中创作生命的延续。  相似文献   

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