Introduction: Intellectual Traditions of India in Dialogue with Mikhail Bakhtin

2018 ◽  
pp. 1-19
Author(s):  
Lakshmi Bandlamudi ◽  
E. V. Ramakrishnan
Keyword(s):  
Mikhail Bakhtin ◽  
Intellectual Traditions

Mikhail Bakhtin

1995 ◽  
Author(s):  
Michael F. Bernard-Donals
Keyword(s):  
Mikhail Bakhtin

The Alluring Nature of Children's Culture: Fairy Tales, the Carnival and the World Wide Web

2015 ◽  
Vol 8 (2) ◽  
pp. 169-184
Author(s):  
Željka Flegar
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Mikhail Bakhtin ◽  
Children’S Literature ◽  
Social Construct ◽  
Time Out ◽  
The Social ◽  
Children's Culture ◽  
Language And Ideology

This article discusses the implied ‘vulgarity’ and playfulness of children's literature within the broader concept of the carnivalesque as defined by Mikhail Bakhtin in Rabelais and His World (1965) and further contextualised by John Stephens in Language and Ideology in Children's Fiction (1992). Carnivalesque adaptations of fairy tales are examined by situating them within Cristina Bacchilega's contemporary construct of the ‘fairy-tale web’, focusing on the arenas of parody and intertextuality for the purpose of detecting crucial changes in children's culture in relation to the social construct and ideology of adulthood from the Golden Age of children's literature onward. The analysis is primarily concerned with Roald Dahl's Revolting Rhymes (1982) and J. K. Rowling's The Tales of Beedle the Bard (2007/2008) as representative examples of the historically conditioned empowerment of the child consumer. Marked by ambivalent laughter, mockery and the degradation of ‘high culture’, the interrogative, subversive and ‘time out’ nature of the carnivalesque adaptations of fairy tales reveals the striking allure of contemporary children's culture, which not only accommodates children's needs and preferences, but also is evidently desirable to everybody.

How Dialogical Are We Really? Insights Gleaned from Un-Dialogical Moments

2017 ◽  
Vol 6 (4) ◽  
pp. 47-69 ◽  
Author(s):  
Dongjing Kang ◽  
Chigozirim Utah Sodeke
Keyword(s):  
Mikhail Bakhtin ◽  
Research Process ◽  
Martin Buber ◽  
Crucial Step ◽  
Research Reporting

This essay emphasizes the writing of dialogical research as a crucial step in the dialogical research process. Dialogical research accounts should not suppress the ongoing struggles that accompany a genuine desire to engage dialogically in research contexts. Thus, we advocate and model evocative retellings of these struggles. Questioning our own fieldwork based on the work of Martin Buber and Mikhail Bakhtin, we highlight principles of dialogue that also serve as guidelines for dialogical research reporting: unfinalizability, engaging paradoxes, and creative (critical) transformation.

Romance e imagem em O fotógrafo, de Cristóvão Tezza

2012 ◽  
Vol 4 (8) ◽  
Author(s):  
Cimara Valim De Melo
Keyword(s):  
Mikhail Bakhtin ◽  
Roland Barthes ◽  
Susan Sontag

O presente ensaio busca analisar o romance O fotógrafo, de Cristóvão Tezza, para dele extrair elementos comuns à romanesca contemporânea quanto ao modo como esta realiza a projeção imagética e plástica das relações eu/outro nos limites espaciais da criação literária. Para isso, a pesquisa tem como base os estudos de Mikhail Bakhtin sobre as relações entre atividade estética, imagem, espaço e personagem, além dos de Roland Barthes e Susan Sontag sobre o fotográfico e de Erving Goffmann sobre representação.

Dialogue as Generative Form of Positioning

2018 ◽  
Author(s):  
Hubert J. M Hermans
Keyword(s):  
Learning Process ◽  
Main Part ◽  
Mikhail Bakhtin ◽  
Theoretical Perspective ◽  
The Self ◽  
David Bohm ◽  
Self Talk ◽  
Central Elements

For the development of a democratic self, dialogical relationships between different people and between different positions in the self are paramount. After a review of studies on self-talk, the main part of this chapter is devoted to a comparison of the works of two classic thinkers on dialogue, Mikhail Bakhtin and David Bohm. A third theoretical perspective is depicted in which central elements of the two theorists are combined. This perspective centers around the concept of “generative dialogue” that, as a learning process, has the potential of innovation in the form of new and common meanings without total unification of the different positions. Elaborating on central features of generative dialogue, a distinction is made between consonant and dissonant dialogue, the latter of which is inevitable in a time of globalization and localization in which people are increasingly interdependent and, at the same time, faced with their apparent differences.

Learning

2018 ◽  
Author(s):  
Ulrich Kühnen ◽  
Marieke van Egmond
Keyword(s):  
Social Cognitive ◽  
Relevant Literature ◽  
Empirical Literature ◽  
Learning Beliefs ◽  
Good Person ◽  
Intellectual Traditions ◽  
Diverse Backgrounds ◽  
Metacognitive Beliefs ◽  
Ancient Times ◽  
And Performance

Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.

Naming an Unnamable God

2018 ◽  
Author(s):  
James A. Diamond
Keyword(s):  
Hebrew Bible ◽  
Biblical Narratives ◽  
Jewish Intellectual ◽  
Intellectual Traditions ◽  
The Moment

One of the most crucial sources for divulging knowledge about the nature of God and his relationship with his creation are the various names by which God is identified throughout the Hebrew Bible and the rabbinic corpus. This chapter examines those names, especially the Tetragrammaton, based on God’s revelation to Moses recorded in Exodus of the name “I will be who I will be.” Close readings of the biblical narratives as interpreted by all the Jewish intellectual traditions, including rabbinic/midrashic, rationalist/philosophical, and kabbalistic/mystical, reveal a God of “becoming” rather than the philosophical God of “being.” The encounter and dialogue, between Moses and God, out of which the name emerges is the moment that transformatively envisages all future divine–human encounters.

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