Drama, Education, and Social Change: the Debate Continues, 2

1986 ◽  
Vol 2 (8) ◽  
pp. 369-369
Author(s):  

David Hornbrook's articles in NTQ 4 and 5 offered a challengig perspective to the history of drama-in-education. a critique of present practices and practitioners. and some positive proposals for the future place of the subject in the clrriculum. These provoked Widespread interest and we published in NTO 7 a first selection of comments. We now continue the debate with comments from Gavin Bolton, Who has published Widely on educational drama and is Head of Drama and in the School of Education of the University of Durham. and Warwick Dobson. Senior Lecturer in Drama at Bradord and llkley College.

1986 ◽  
Vol 2 (7) ◽  
pp. 283-283

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.


1986 ◽  
Vol 2 (5) ◽  
pp. 16-25
Author(s):  
David Hornbrook

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.


1985 ◽  
Vol 1 (4) ◽  
pp. 346-358 ◽  
Author(s):  
David Hornbrook

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.


2012 ◽  
Vol 11 (4) ◽  
pp. 189-202 ◽  
Author(s):  
Fabio Rodrigues ◽  
Douglas Galante ◽  
Ivan G. Paulino-Lima ◽  
Rubens T.D. Duarte ◽  
Amancio C.S. Friaça ◽  
...  

AbstractThis review reports the Brazilian history in astrobiology, as well as the first delineation of a vision of the future development of the field in the country, exploring its abundant biodiversity, highly capable human resources and state-of-the-art facilities, reflecting the last few years of stable governmental investments in science, technology and education, all conditions providing good perspectives on continued and steadily growing funding for astrobiology-related research. Brazil is growing steadily and fast in terms of its worldwide economic power, an effect being reflected in different areas of the Brazilian society, including industry, technology, education, social care and scientific production. In the field of astrobiology, the country has had some important landmarks, more intensely after the First Brazilian Workshop on Astrobiology in 2006. The history of astrobiology in Brazil, however, is not so recent and had its first occurrence in 1958. Since then, researchers carried out many individual initiatives across the country in astrobiology-related fields, resulting in an ever growing and expressive scientific production. The number of publications, including articles and theses, has particularly increased in the last decade, but still counting with the effort of researchers working individually. That scenario started to change in 2009, when a formal group of Brazilian researchers working with astrobiology was organized, aiming at congregating the scientific community interested in the subject and to promote the necessary interactions to achieve a multidisciplinary work, receiving facilities and funding from the University de Sao Paulo and other funding agencies.


2018 ◽  
Vol 8 (3) ◽  
pp. 179
Author(s):  
Raimundo Bambó-Naya ◽  
Pablo De la Cal-Nicolás ◽  
Carmen Díez-Medina ◽  
Sergio García-Pérez ◽  
Javier Monclús-Fraga

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.


2002 ◽  
Vol 19 (1) ◽  
pp. 124-128
Author(s):  
Kamran Asghar Bokhari

Many scholars have attempted to tackle the question of why democracy has seemingly failed to take root in the Islamic milieu, in general, and the pre dominantlyArab Middle East, in particular, while the rest of the world has witnessed the fall of"pax-authoritaria" especially in the wake of the demercratic revolution triggered by the failure of communism. Some view this resistance to the Third Wave, as being rooted in the Islamic cultural dynamics of the region, whereas others will ascribe it to the level of political development (or the lack thereof). An anthology of essays, Challenges to Democracy in the Middle East furnishes the reader with five historical casestudies that seek to explain the arrested socio politico-economic development of Syria, Lebanon, Iraq, Iran, and Turkey, and the resulting undemercratic political culture that domjnates the overall political landscape of the Middle East. The first composition in this omnibus is "The Crisis of Democracy in Twentieth Century Syria and Lebanon," authored by Bill Harris, senior lecturer of political studies at the University of Otago in Dunedin, New Zealand. Haris compares and contrasts the political development of Syria and Lebanon during the French mandate period and under the various regimes since then. He examines how the two competing forms of national­ism, i.e., Lebanonism and Arabism, along with sectarianism, are the main factors that have contributed to the consolidation of one-party rule in Syria, and the I 6-year internecine conflict in Lebanon. After a brief overview of the early history of both countries, the author spends a great deal oftime dis­cussing the relatively more recent political developments: Syria from 1970 onwards, and Lebanon from I 975 to the I 990s. Harris expresses deep pes­simism regarding the future of democratic politics in both countries, which in his opinion is largely due to the deep sectarian cleavages in both states. The next treatise is "Re-inventing Nationalism in B􀀥thi Iraq 1968- 1994: SupraTerritorial Identities and What Lies Below," by Amatzia Baram, professor of Middle East History at the University of Haifa. Baram surveys the Ba·th's second stint in power (1968-present) in lraq. Baram's opinion is that a shift has occurred in B􀀥thist ideology from an integrative Pan-Arab program to an Iraqi-centered Arab nationalism. She attributes this to Saddam's romance with the past, on the one hand, which is the reason for the incorporation of themes from both the ancient Mesopotamian civiliza­tion and the medieval Abbasid caliphal era, and, on the other hand, to Islam and tribalism, that inform the pragmatic concerns of the Ba'thist ideological configuration ...


1954 ◽  
Vol 22 ◽  
pp. 165-264 ◽  
Author(s):  
A. Fergus Hewat ◽  
Colin S. Penn

The name of Lewis P. Orr is an honoured one in the history of medico-actuarial literature. It may well be claimed that his paper on “The selection of lives”(T.F.A. 8, page 103) and the revised edition (T.F.A. 13, page 181) were for many years the standard British works on the medical aspects of life assurance underwriting. His earlier paper (T.F.A. 6, page 55) on “Research in life assurance”—submitted to the Faculty in 1911—may, in its consequences, have been even more important because it set the actuaries of the time thinking, and from that, years later, arose the Continuous Mortality Investigation of the Institute and Faculty of Actuaries; but it is with the subject of the two later papers that we are now concerned.


1997 ◽  
Vol 38 (1) ◽  
pp. 123-177
Author(s):  
JOHN D. HARGREAVES

This special issue of Pedagogica Historica, a journal published from the University of Gent, presents a selection of eighteen papers from an international conference on the history of education held in Lisbon in 1993. The texts are in English and French, although there are no contributors from France or Britain. The contributions deal with general themes and European backgrounds as well as colonial experience. Six which relate to Africa will be briefly described here.


2005 ◽  
Vol 9 (1) ◽  
pp. 1-4 ◽  
Author(s):  
ANN TAYLOR ◽  
WIM VAN DER WURFF

Whether judged by the amount of intrinsic interest, the number of knock-on effects, or the sheer volume of scholarly work devoted to it, it seems safe to say that one of the major issues in English historical syntax is the shift from object–verb (OV) to verb–object (VO) order. Over the last three decades in particular, a large body of literature has grown up that has resulted in an increasingly detailed picture of this change. No doubt in part because the recent introduction of electronic corpora has provided a boost to data-oriented work, the popularity of this change shows no imminent signs of abating. Evidence for the continuing popularity of this topic was demonstrated at two conferences held at the University of Leiden Centre for Linguistics in 2003 (the second Holland–York Symposium on the History of English Syntax in April 2003, and the Conference on Comparative Diachronic Syntax in August 2003). Although neither of the meetings had the shift from OV to VO in English as a special theme, the conference programmes together included no fewer than eight papers on the topic. Seven of these can be found in this special issue, which aims to illuminate selected aspects of the alternation between OV and VO order in the history of English; the collection of articles is rounded off by a review of a recent monograph on the subject.


2007 ◽  
Vol 49 (3) ◽  
pp. 589-595
Author(s):  
Ian Anderson

Daniel Martin B.Sc., M.A., Ph.D., F.R.S.E. was born in Carluke on 16 April 1915, the only child of William and Rose Martin (née Macpherson). The family home in which he was born, Cygnetbank in Clyde Street, had been remodelled and extended by his father, and it was to be Dan's home all his life. His father, who was a carpenter and joiner, had a business based in School Lane, but died as a result of a tragic accident when Dan was only six. Thereafter Dan was brought up single handedly by his mother.After attending primary school in Carluke from 1920 to 1927, Dan entered the High School of Glasgow. It was during his third year there that he started studying calculus on his own. He became so enthused by the subject that he set his sights on a career teaching mathematics, at university if at all possible. On leaving school in 1932, he embarked on the M.A. honours course in Mathematics and Natural Philosophy at the University of Glasgow. At that time the Mathematics Department was under the leadership of Professor Thomas MacRobert; the honours course in Mathematics consisted mainly of geometry, calculus and analysis, and the combined honours M.A. with Natural Philosophy was the standard course for mathematicians. A highlight of his first session at university was attending a lecture on the origins of the general theory of relativity, given on 20th June 1933 by Albert Einstein. This was the first of a series of occasional lectures on the history of mathematics funded by the George A. Gibson Foundation which had been set up inmemory of the previous head of the Mathematics Department. From then on, relativity was to be one of Dan's great interests, lasting a lifetime; indeed, on holiday in Iona the year before he died, Dan's choice of holiday reading included three of Einstein's papers.


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