scholarly journals Beyond Disciplines: Spoken Word as Participatory Arts-based Research

2021 ◽  
pp. 194084472110526
Author(s):  
Helen F. Johnson
Keyword(s):  
Spoken Word ◽  
Social Scientists ◽  
Arts Based Research ◽  
Arts And Sciences ◽  
Poetic Inquiry ◽  
Innovative Method ◽  
The Arts ◽  
The Face ◽  
History Of ◽  
Participatory Arts

For many, the arts and sciences stand at opposite ends of an unbridgeable divide: the sciences, rigid, objective, systematic and authoritative; the arts, fluid, subjective, dynamic and capricious. Yet, there is a long history of productive dialogue and interconnection between these fields. Arts-based research represents a particularly fertile form of arts/science interaction. This paper interweaves poetry, theoretical discussion and empirical research to make the case for spoken word poetry as an arts-based method of inquiry that can provide a radically different way of doing, being and collaborating in and through research. With reference to the innovative method of ‘collaborative poetics’ and to the work of youth slam/spoken word educators, I argue that social scientists and spoken word practitioners can learn much from one another’s tools, techniques and ways of thinking, creating new forms of knowledge, redefining the audience/author relationship, and facilitating a ‘critical resilience’ which enables both individual fortitude in the face of adversity and a means through which to challenge the conditions that give rise to this adversity. The paper thus considers how spoken word as participatory poetic inquiry enables participants, researchers and poets to address the critical complexities and challenges of contemporary life.

Denaturalizing the Monroe Doctrine: The rise of Latin American legal anti-imperialism in the face of the modern US and hemispheric redefinition of the Monroe Doctrine

2020 ◽  
Vol 33 (3) ◽  
pp. 541-555
Author(s):  
Juan Pablo Scarfi
Keyword(s):  
International Law ◽  
Latin American ◽  
Elastic Behaviour ◽  
Legal Tradition ◽  
Social Scientists ◽  
Monroe Doctrine ◽  
The Us ◽  
The Face ◽  
History Of ◽  
Pan Americanism

AbstractThe Monroe Doctrine was originally formulated as a US foreign policy principle, but in the late nineteenth and early twentieth centuries it began to be redefined in relation to both the hemispheric policy of Pan-Americanism and the interventionist policies of the US in Central America and the Caribbean. Although historians and social scientists have devoted a great deal of attention to Latin American anti-imperialist ideologies, there was a distinct legal tradition within the broader Latin American anti-imperialist traditions especially concerned with the nature and application of the Monroe Doctrine, which has been overlooked by international law scholars and the scholarship focusing on Latin America. In recent years, a new revisionist body of research has emerged exploring the complicity between the history of modern international law and imperialism, as well as Third World perspectives on international law, but this scholarship has begun only recently to explore legal anti-imperialist contributions and their legacy. The purpose of this article is to trace the rise of this Latin American anti-imperialist legal tradition, assessing its legal critique of the Monroe Doctrine and its implications for current debates about US exceptionalism and elastic behaviour in international law and organizations, especially since 2001.

Hooke recommemorated

1996 ◽  
Vol 50 (1) ◽  
pp. 139-140
Keyword(s):  
Social Life ◽  
Royal Society ◽  
Early Years ◽  
Domestic Life ◽  
Robert Hooke ◽  
Arts And Sciences ◽  
Personal Interaction ◽  
The Arts ◽  
Christ Church ◽  
History Of

Richard Nichols, The Diaries of Robert Hooke, The Leonardo of London, 1635-1703 . Lewes, Sussex: The Book Guild, 1994, Pp. 185, £15.00. ISBN 0- 86332-930-6. Richard Nichols is a science master turned historian of science who celebrates in this book Robert Hooke’s contributions to the arts and sciences. The appreciation brings together comments from Hooke’s Diaries , and other works, on each of his main enterprises, and on his personal interaction with each of his principal friends and foes. Further references to Hooke and his activities are drawn from Birch’s History of the Royal Society, Aubrey’s Brief Lives , and the Diaries of Evelyn and of Pepys. The first section of the book, ‘Hooke the Man’, covers his early years of education at home in Freshwater, at Westminster school and at Christ Church, Oxford, where he soon joined the group of experimental philosophers who set him up as Curator of the Royal Society and Professor of Geometry at Gresham College, Bishopsgate. Hooke’s domestic life at Gresham College is described - his intimate relationships with a series of housekeepers, including his niece, Grace Hooke, and his social life at the College and in the London coffee houses.

scholarly journals Is There a Definition? Ruminating on Poetic Inquiry, Strawberries and the Continued Growth of the Field

2018 ◽  
Vol 3 (2) ◽  
pp. 48-76 ◽  
Author(s):  
Adam Vincent
Keyword(s):  
Qualitative Research ◽  
Research Methodology ◽  
Research Process ◽  
Major Focus ◽  
Arts Based Research ◽  
Poetic Inquiry ◽  
History Of

Over the last ten years, Poetic Inquiry (PI) has proven itself as an emergent arts-based research methodology. It has gained greater acceptance in the larger community of qualitative research due in large part to the hundreds of published studies that employ the writing or analysis of poetry as a major focus of the research process (Finley, 2003; Prendergast, Leggo & Sameshima, 2009; Prendergast & Galvin, 2012). However, despite this greater acceptance and increase in studies found in the literature, there has not been a critical contemporary exploration of the history, theory and method of PI that could lend itself to defining what the method is, for those unfamiliar with it. This article provides a summary of PI as it exists in the literature today. This includes surveying the rhizomatic history of the method, exploring debates around who should or should not use the method and conversation around the current uses of PI in qualitative research.

A Cultural History of Memory in the Eighteenth Century

2020 ◽  
Keyword(s):  
Eighteenth Century ◽  
Cultural History ◽  
French Revolution ◽  
Collective Identity ◽  
Age Of Revolution ◽  
Arts And Sciences ◽  
The Arts ◽  
History Of ◽  
The Aesthetic

The Cultural History of Memory in the Eighteenth Century places in sharp relief the contrast between inspiring ideas that heralded an auspicious future and immemorial traditions that cherished a vanishing past. Waxing large during that era was the European Enlightenment, with its projects for reform and optimistic forecasts about the prospect of making a better world. Heritage was reframed, as martyrs for the cause of religious liberty and heroes for the promotion of the arts and sciences were enshrined in a new pantheon. They served as icons marking a pathway toward a presumed destiny, amid high hopes that reason would triumph over superstition to guide the course of human affairs. Such sentiments gave reformers a new sense of collective identity as an imagined community acting in the name of progress. Against this backdrop, this volume addresses a variety of themes in memory’s multi-faceted domain, among them mnemonic schemes in the transition from theist to scientific cosmologies; memory remodeled in the making of print culture; memory’s newfound resources for introspection; politics reimagined for the modern age; the nature of tradition reconceived; the aesthetics of nostalgia for an aristocracy clinging to a tenuous identity; the lure of far-away places; trauma in an age of revolution; and the emerging divide between history and collective memory. Along the way, contributors address such topics as the idea of nation in early modern politics; the aesthetic vision of Hubert Robert in his garden landscapes; the transforming effects of the interaction between mind and its mnemonic satellites in print media; Shakespeare remembered and commemorated; the role of memory in the redesign of historiography; the mediation of high and popular culture through literature; soul-searching in female autobiography; and commemorative practices during the French Revolution.

The Social Aspect of Intellectual Culture

2018 ◽  
pp. 185-196
Keyword(s):  
Social Aspect ◽  
Intellectual Culture ◽  
Human Interest ◽  
Arts And Sciences ◽  
Physical Universe ◽  
The Arts ◽  
The Social ◽  
History Of

This chapter presents George Boole's lecture on the social aspect of intellectual culture. He says that within proper limits and under proper conditions, intellectual tastes are not only compatible with social enjoyment, but tend to refine and enlarge that enjoyment. An interest in the progress of the arts and sciences and in the researches of the antiquary and the scholar is calculated not to destroy but to deepen our interest in humanity. He further says that the connection between intellectual discovery and the progressive history of our race gives to every stage of the former a deep human interest. Each new revelation, whether of the laws of the physical universe, of the principles of art, or of the great truths of morals and of politics, is a step not only in the progress of knowledge, but also in the history of our species.

Evolution of the College-centered University: Tufts and Brandeis, 1945–1970

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
Undergraduate Education ◽  
Academic Community ◽  
American Jews ◽  
Doctoral Level ◽  
Arts And Sciences ◽  
The Arts ◽  
History Of ◽  
Armed Services ◽  
The Military

Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”

Integrating the Arts for Leadership Education and Development

2022 ◽  
pp. 357-378
Author(s):  
Traci Erin Wallrauch
Keyword(s):  
Leadership Education ◽  
Organizational Agility ◽  
Education Programs ◽  
Top Down ◽  
Arts And Sciences ◽  
The Arts ◽  
The Face ◽  
Collaborative Engagement ◽  
Education And Development ◽  
And Control

The arts involve engaging the human imagination and sensory skills to communicate and create experiences, artifacts, and surroundings shared with others. Conventionally, education providers have compartmentalized the arts and sciences as separate and disparate disciplines. Yet, the future of work will continue to demand that organizations and their members remain agile, creative, and innovative in the face of ongoing uncertainty and change. As a result, leadership paradigms and models have been changing from top-down, command and control to relational, participative standards due to the need for collaborative expertise and organizational agility. This chapter will address the skills required for relational leaders and learning organizations, how higher education programs must model the way, and how integrating the arts within other disciplines could answer the call for deeper learning and collaborative engagement in the 21st century.

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