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Abstract This article aims to capture the spirit and content of a lively exchange among museum staff members at the Denver Art Museum. It began as a conference call and continued as an online dialogue about how definitions of success have evolved with advances in technology and changing expectations of visitors. Together we explored how DAM staff encourage more active participation in the museum and the creative tension that ensues between visitor co‐creation and institutional control. Woven throughout this conversation are examples that demonstrate the need to move fluidly between high tech and low tech interpretives, onsite and online experiences, and the impact of environments that break down museum stereotypes. It is our hope that this discussion will spark similar dialogues among colleagues in individual institutions and in the profession at large. Readers are encouraged to respond through the blog at Curator’s new website: http://www.curatorjournal.org . 相似文献
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Dr. Boris M. Levinson 《Journal of Jewish Education》2013,79(3):46-53
Abstract Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95. The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00. From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95. The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper). Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95. The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00. The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper). Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337. The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00. The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163. Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper. Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00. Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95. Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper. A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50. 相似文献
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Ralph Levinson 《Cultural Studies of Science Education》2012,7(3):693-701
The focus of this response to Virginie Albe and Marie-José Gombert??s (2011) article on a research study of students?? school science conference on global warming is to develop some thoughts on covert assumptions which underpin any such conference. My comments refer to the politics behind the production of scientific knowledge of climate change and the institutional barriers to action on socio-scientific issues presented by schools working predominantly on neoliberal agendas. 相似文献
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Samantha G. Levinson Keith Caldwell Helen E. Petracchi Sandra Wexler Rafael Engel 《Journal of Teaching in Social Work》2013,33(2):160-175
Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students. 相似文献
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Meira Levinson 《牛津教育评论》2013,39(1-2):39-58
Inspired by concern about promoting civic participation and preserving the liberal democratic state, political theorists have recently reignited a debate about the nature of political education in a liberal society. These theorists' arguments in favor of teaching toleration are significant for the progress of education reforms currently being debated and implemented in current liberal democracies and some emerging nations. Despite the increasing attention paid to the value of liberal civic education, however, its specific content is typically left virtually blank. This article aims to redress this gap in the literature by developing a coherent and comprehensive (albeit still very general) curriculum for liberal political education. To this end, Section I analyses the nature of the ideal liberal democratic state and develops a general curriculum for liberal political education based on the type of citizens needed to preserve and take advantage of such a state. It concludes by introducing two potentially illiberal outcomes of this curriculum: children's forced development of the capacity for autonomy, and the reduction of diversity in the state. Section II argues that the development of autonomy is actually central to liberal theory and liberal education more broadly conceived, while Section III suggests that civic and social diversity will persist, but rightly play a secondary role to the goals of liberal political education. The article concludes, therefore, with a reassertion of the content and importance of liberal political education. 相似文献
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Daylong at-home audio recordings from 10 Tseltal Mayan children (0;2–3;0; Southern Mexico) were analyzed for how often children engaged in verbal interaction with others and whether their speech environment changed with age, time of day, household size, and number of speakers present. Children were infrequently directly spoken to, with most directed speech coming from adults, and no increase with age. Most directed speech came in the mornings, and interactional peaks contained nearly four times the baseline rate of directed speech. Coarse indicators of children’s language development (babbling, first words, first word combinations) suggest that Tseltal children manage to extract the linguistic information they need despite minimal directed speech. Multiple proposals for how they might do so are discussed. 相似文献
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Martin Levinson 《The Urban Review》2017,49(3):382-399
This article focuses on methodological and epistemological issues arising from a research project with two Gypsy communities (2010–2012) in the South West of England. Although the two communities seem to share cultural roots and values, and live within a few miles of each other, they have contrasting experiences within the education system and very different relationships with the surrounding mainstream communities. The article explores difficulties emerging as a consequence of the contrasting positions of the participant communities, the differing research aspirations and practices across the research team, and also the tensions between ethnographic work and participatory action research. It queries the problematic nature of participation, and proposes the concept of the faux-participant. 相似文献
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