The Conflict Between Social Mobility and Individual Development

Author(s):  
Hsueh-Cheng Yen ◽  
Yuh-Yin Wu
Author(s):  
Ashok Kumar Priydarshi ◽  

The rise and development of English novel, like any other phenomenon in literature, can be seen as a part of a history or the process of the individual development. Romantic novels are non-realistic and considered as the aristocratic literature of feudalism. They are non-realistic in sense that their underlying intention is not to help people cope in a positive way. These novels, express and recommend the attitudes of the aristocratic class to which it was ideally supposed to sustain. The genre, developed, however, as a reaction to the aristocratic romance, and grows with the middle class a new art form that centres on a new middle class values, rather than aristocratic patronage. Thus the period after the Restoration of the 16th to 17th century opened up other discourses, thereby breaking the frontier by allowing social mobility and making female writing possible. This allowed Jane Austen to write on realistic and naturalistic themes as morality, religion, captalism, etc. and ‘Pride and Prejudice’ is its fine example.


2018 ◽  
Author(s):  
Erzsébet Bukodi ◽  
John H. Goldthorpe
Keyword(s):  

2012 ◽  
Author(s):  
Ashland Thompson ◽  
Sherry C. Eaton ◽  
Linda M. Burton ◽  
Whitney Welsh ◽  
Jonathan Livingston ◽  
...  

Author(s):  
Suhardi Suhardi

Mental revolution of education requires efforts to print educated human beings by having the motivation to meet the standards of achievement excellence, such as ethos of progress, ethics, achievement motivation, discipline, optimistic, productive, innovative and active views. This can be implemented with character education. Character education is one of the soft skill tools that can be integrated in learning in each subject. Learning activities using an active learning approach have a strategic role in instilling national character values so that students are able to behave and act on values that have become their personality. The purpose of this study was to find and analyze about: 1) Implementation of Character Education to Build Adiwiyata-Based Mental Revolution and Multiculturalism; 2) Implementation of Character Education to Build Mental Revolution in Organizational Culture. This study uses a qualitative approach with phenomenological naturatistics (phenomenology approach), with a descriptive type of case study research design. Data were analyzed using data analysis techniques: data reduction, data analysis and conclusions. The results of the study are: The application of character education to develop a mental revolution can be started from the character of building the environment. Environmental character is very important for individual development. The implementation of character education in building a mental revolution can emphasize the internalization of multicultural values and Adiwiyata which in the end will form a loving environmental awareness and foster a spirit of tolerance.


Author(s):  
Jean-Pierre Amigues

The article presents a holistic view on neuroosteopathy. It demonstrates the connection between the congenital and the acquired alterations with due regard to the epigenetic aspects of morphogenesis in different periods of the organism’s individual development. On the basis of the analysis of scientific literature and of the clinical osteopathic experience the connection between the child’s motor development and the formation of his nervous system is shown. The article presents a plan of osteopathic treatment of the lesions diagnosed which is based on the analysis of the connection between the motor acts, gestures, positions and congenital reflexes.


2019 ◽  
Vol 98 (2) ◽  
pp. 266-290
Author(s):  
Robert Anderson

Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.


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