L'Institut de l'environnement

2018 ◽  
Vol 41 (2) ◽  
pp. 305-333 ◽  
Author(s):  
Tony Cóme
Keyword(s):  
Research Unit ◽  
Complex Interdependence ◽  
French Art ◽  
Teachers And Students ◽  
German School ◽  
Andre Malraux ◽  
The 1960S ◽  
The One ◽  
Art Schools ◽  
Final Closure

Précis Si, aux yeux des rares Français qui la visitèrent durant les années 1960, la Hochschule für Gestaltung d'Ulm s'affirma comme un lieu d'étude exemplaire, le climat régnant au sein de cette prestigieuse école de design allemande allait irréversiblement se dégrader en 1968. La complicité qui semblait établie entre enseignants et étudiants allait être mise à mal au cours du mois de mai 1968. Des Français essayèrent néanmoins de faire infuser l'esprit de cet établissement allemand, descendant du Bauhaus, au sein des écoles d'art françaises. Lors des assemblées générales et des commissions pédagogiques de Mai 1968, ceux-ci contribuèrent à la création d'une unité d'enseignement et de recherche pluridisciplinaire animée par plusieurs membres de l'école d'Ulm et soutenue par André Malraux : l'Institut de l'environnement. Les grèves et révoltes étudiantes qui enflammèrent le Quartier latin eurent réciproquement une forte influence au sein de l'école d'Ulm, la conduisant à sa fermeture définitive. L'auteur analyse ici ces complexes effets de vases communicants. The few French visitors to the Ulm Hochschule für Gestaltung in the 1960s considered it an exemplary place to study. But the prevailing climate in this prestigious German school of design declined irreversibly in 1968. May ’68 challenged its atmosphere of productive collaboration between teachers and students. In France, however, some tried to instill the spirit of this Bauhaus‐affiliated German establishment in French art schools. On the one hand, during the general assemblies and educational commissions of May 1968, these individuals contributed to the creation of a multidisciplinary teaching and research unit led by several members of the Ulm school and supported by André Malraux: the Institut de l'Environnement. On the other hand, the student strikes and protests that raged through the Latin Quarter had a strong influence on the Hochschule für Gestaltung, leading to its final closure. The author analyzes this complex interdependence.

A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are

2019 ◽  
Vol 18 (2) ◽  
pp. 171-185
Author(s):  
Nicholas Houghton
Keyword(s):  
Fine Art ◽  
Art Practice ◽  
New Paradigm ◽  
Interdisciplinary Practice ◽  
Core Set ◽  
National Examinations ◽  
The 1960S ◽  
The One ◽  
Standardized Examinations ◽  
Art Schools

This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.

Fashioning the sixties: fashion narratives of older women

2016 ◽  
Vol 38 (3) ◽  
pp. 455-475 ◽  
Author(s):  
JACKIE GOODE
Keyword(s):  
Older Women ◽  
The United Kingdom ◽  
The Sixties ◽  
Students Attitudes ◽  
Mind Set ◽  
The 1960S ◽  
The One ◽  
Fashion Designers ◽  
The Guardian ◽  
Art Schools

ABSTRACTThe popular media suggest that we are witnessing ‘a fashion for older women’ and that ‘the latest new faces to light up campaigns and covers’ are retirees (The Guardian, 16 September 2012). Do fashion designers know this? On the one hand, Sir Christopher Frayling, former Rector of the Royal College of Art in the United Kingdom, observes that we need a change in mind-set for the art school of the future since design students’ attitudes to designing for older people is that it is really boring (‘Start the Week’, BBC Radio 4, 19 November 2012). On the other hand, the sculptor Antony Gormley states that ‘Art schools are the things that reinforce agency in the world’. This paper emerges out of an ongoing conversation between a group of women friends about how they feel about clothes and the fashion choices on offer to them. The women constitute a sub-group of women in their sixties who grew up in the 1960s, against a background of ‘cultural revolution’ in British fashion that emerged out of the art schools.

Structural Transformation and Inclusive Growth

2018 ◽  
Author(s):  
Andy Sumner
Keyword(s):  
Structural Transformation ◽  
Global Economy ◽  
Focal Point ◽  
Import Substitution ◽  
National Development ◽  
Inclusive Growth ◽  
1960S And 1970S ◽  
The 1960S ◽  
The One ◽  
Import Substitution Industrialization

This chapter reviews currents in theory with a focus on modernization and neoclassical statements of comparative advantage on the one hand, and structuralism, dependency, and other theories of underdevelopment on the other. The latter theories of underdevelopment hit their zenith in the policies of the import-substitution industrialization of the 1960s and 1970s. They were largely dismissed in the 1980s as the limits of import-substitution industrialization became apparent and as East Asia industrialized, undermining any argument that structural transformation was problematic in the periphery. This chapter theorizes that neither orthodox nor heterodox theories of structural transformation adequately explain the development of late developers because of the heterogeneity of contemporary capitalism. That said, heterodox theories, which coalesce around the nature of incorporation of developing countries into the global economy, do retain conceptual usefulness in their focal point, ‘developmentalism’, by which we mean the deliberate attempts at national development led by the state.

scholarly journals Lost in Migration – Mirandese at a Crossroads

2019 ◽  
Vol 5 (1) ◽  
pp. 488-495
Author(s):  
Cláudia Martins ◽  
Sérgio Ferreira
Keyword(s):  
Minority Language ◽  
Three Dimensions ◽  
Highly Qualified ◽  
Linguistic Rights ◽  
The Bible ◽  
Literary Forms ◽  
Before And After ◽  
The 1960S ◽  
The One ◽  
The 19Th Century

AbstractThe linguistic rights of Mirandese were enshrined in Portugal in 1999, though its “discovery” dates back to the very end of the 19th century at the hands of Leite de Vasconcellos. For centuries, it was the first or only language spoken by people living in the northeast of Portugal, particularly the district of Miranda do Douro. As a minority language, it has always moved among three dimensions. On the one hand, the need to assert and defend this language and have it acknowledged by the country, which proudly believe(d) in their monolingual history. Unavoidably, this has ensued the action of translation, especially active from the mid of the 20th century onwards, with an emphasis on the translation of the Bible and Portuguese canonical literature, as well as other renowned literary forms (e.g. The Adventures of Asterix). Finally, the third axis lies in migration, either within Portugal or abroad. Between the 1950s and the 1960s, Mirandese people were forced to leave Miranda do Douro and villages in the outskirts in the thousands. They fled not only due to the deeply entrenched poverty, but also the almost complete absence of future prospects, enhanced by the fact that they were regarded as not speaking “good” Portuguese, but rather a “charra” language, and as ignorant backward people. This period coincided with the building of dams on the river Douro and the cultural and linguistic shock that stemmed from this forceful contact, which exacerbated their sense of not belonging and of social shame. Bearing all this in mind, we seek to approach the role that migration played not only in the assertion of Mirandese as a language in its own right, but also in the empowerment of new generations of Mirandese people, highly qualified and politically engaged in the defence of this minority language, some of whom were former migrants. Thus, we aim to depict Mirandese’s political situation before and after the endorsement of the Portuguese Law no. 7/99.

Australia and Indonesian Independence

1967 ◽  
Vol 8 (2) ◽  
pp. 226-239 ◽  
Author(s):  
W. J. Hudson
Keyword(s):  
The Netherlands ◽  
United Nations ◽  
Colonial Power ◽  
South West ◽  
South West Africa ◽  
The United Nations ◽  
Southern Rhodesia ◽  
The 1960S ◽  
The One ◽  
United Nations Charter

Relations between Australia and Indonesia became strained within months of Indonesia's attainment of independence, deteriorating as conflict developed first on the question of West Irian and then as a result of Indonesia's hostility towards Malaysia. For many years, it seemed ironical that Australia should have played a major part in the emergence of a neighbour whose external policies and internal trends endangered rather than safeguarded Australian interests. But there is more involved here than historical irony in the context of Australian-Indonesian relations. Sufficient time has now elapsed for Australian policy on the Indonesian independence question to be seen in the wider context of the whole postwar phenomenon of decolonisation. For it is not merely of interest that Australia should have assisted neighbouring Asian rebels against a European colonial Power (remembering that Australia herself was, and is, a European colonial Power) and should then have been embarrassed by the activities of the rebels coming to office. It is of greater interest that, of the immense number of colonial issues anxiously engaging the attention of international society in the 1940s and 1950s, the years which saw the virtual demise of western colonialism, this was the one issue on which Australia took up the rebel cause. Throughout this period and irrespective of the complexion of the parties in power in Canberra, Australia persistently jeopardised her regional objective of friendly relations with anti-colonial Asia by opposing strongly and, at times, bitterly the anti-colonial cause in the United Nations. If nothing else, the United Nations has provided a forum in which each year Australia and other members have been forced to declare themselves on colonial questions. And, until the 1960s when Australia switched policy, Australia fought against all the anti-colonial Powers' largely successful attempts to have developed a system of international control over colonies under the authority of Chapter XI (“Declaration Regarding Non-Self-Governing Territories”) of the United Nations charter, to tighten the trusteeship system of supervision erected under Chapters XII and XIII of the charter, and to involve the United Nations in particular disputes so as to meet alleged threats to peace — all of them being attempts, however indirectly, to hasten the attainment of independence by dependent territories. Thus, Australia supported South Africa on South-West Africa, the Netherlands on West New Guinea, the British on Southern Rhodesia and Oman, the Portuguese on their African territories, the French on Morocco, Tunisia and Algeria. But Australia opposed the Netherlands on the Indonesian question.

scholarly journals Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

2021 ◽  
Vol 18 (14) ◽  
pp. 7717
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Julio Barrachina-Peris ◽  
Manuel Ballester Campillo ◽  
Estefanía Estévez ◽  
Elisa Huéscar
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Motivational Strategies ◽  
Balanced Development ◽  
Perceived Difficulty ◽  
Teachers And Students ◽  
Motivational Style ◽  
Support Autonomy ◽  
The One

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

The foundations and prerequisites of imagology

2021 ◽  
pp. 65-74
Author(s):  
Valerii P. Trykov ◽  
Keyword(s):  
Social Engineering ◽  
Dominant Strategy ◽  
The Other ◽  
Special Role ◽  
The West ◽  
European Culture ◽  
Post War ◽  
The 1960S ◽  
The One ◽  
Eu Project

The article examines the conceptual foundations and scientific, sociocultural and philosophical prerequisites of imagology, the field of interdisciplinary research in humanitaristics, the subject of which is the image of the “Other” (foreign country, people, culture, etc.). It is shown that the imagology appeared as a response to the crisis of comparatives of the mid-20th century, with a special role in the formation of its methodology played by the German comparatist scientist H. Dyserinck and his Aachen School. The article analyzes the influence on the formation of the imagology of post-structuralist and constructivist ideological-thematic complex (auto-reference of language, discursive history, construction of social reality, etc.), linguistic and cultural turn in the West in the 1960s. Shown is that, extrapolated to national issues, this set of ideas and approaches has led to a transition from the essentialist concept of the nation to the concept of a nation as an “imaginary community” or an intellectual construct. A fundamental difference in approaches to the study of an image of the “Other” in traditional comparativism and imagology, which arises from a different understanding of the nation, has been distinguished. It is concluded that the imagology studies the image of the “Other” primarily in its manipulative, socio-ideological function, i.e., as an important tool for the formation and transformation of national and cultural identity. The article identifies ideological, socio-political factors that prepared the birth of the imagology and ensured its development in western Humanities (fear of possible recurrences of extreme nationalism and fascism in post-war Europe, the EU project, which set the task of forming a pan-European identity). It is concluded that the imagology, on the one hand, has actualized an important field of scientific research — the study of the image of the “Other”, but, on the other hand, in the broader cultural and historical perspective, marked a departure not only from the traditions of comparativism and historical poetics, but also from the humanist tradition of the European culture, becoming part of a manipulative dominant strategy in the West. To the culture of “incorporation” into a “foreign word” in order to understand it, preserve it and to ensure a genuine dialogue of cultures, the imagology has contrasted the social engineering and the technology of active “designing” a new identity.

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

Religious Syncretism and Art in the Nineteenth and Twentieth Centuries

2021 ◽  
Author(s):  
Ori Soltes
Keyword(s):  
18Th Century ◽  
Colonial Era ◽  
Religious Traditions ◽  
The Matrix ◽  
Religious Perspectives ◽  
Religious Syncretism ◽  
Spiritual Perspectives ◽  
The 1960S ◽  
The One ◽  
Anti Jewish

Religious and cultural syncretism, particularly in visual art in the Jewish and Christian traditions since the 19th century, has expressed itself in diverse ways and reflects a broad and layered series of contexts. These are at once chronological—arising out of developments that may be charted over several centuries before arriving into the 19th and 20th centuries—and political, spiritual, and cultural, as well as often extending beyond the Jewish–Christian matrix. The specific directions taken by syncretism in art is also varied: it may be limited to the interweave of two religious traditions—most often Jewish and Christian—in which most often it is the minority artist seeking ways to create along lines consistent with what is created by the majority. It may also interweave three or more traditions. It may be a matter of religion alone, or it may be a matter of other issues, such as culture or gender, which may or may not be obviously intertwined with religion. The term “syncretism” has, in certain specifically anthropological and theological circles, acquired a negative connotation. This has grown out of the increasing consciousness, since the 1960s, of the political implications of that term in the course of Western history, in which hegemonic European Christianity has addressed non-Christian religious perspectives. This process intensified in the Colonial era when the West expanded its dominance over much of the globe. An obvious and particularly negative instance of this is the history of the Inquisition as it first affected Jews in late-15th-century Spain and later encompassed indigenous peoples in the Americas, Asia, and Africa. While this issue is noted—after all, art has always been interwoven with politics—it is not the focus of this article. Instead “syncretism” will not be treated as a concept that needs to be distinguished from “hybridization” or “hybridity,” although different modes of syncretism will be distinguished. Syncretistic preludes to visual artists in the 19th and 20th centuries, suggesting some of the breadth of possibility, include Pico della Mirandola, Kabir, and Baruch/Benedict Spinoza. Specific religious developments and crises in Europe from the 16th century to the 18th century brought on the emancipation of the Jews in some places on the one hand, and a contradictory continuation of anti-Jewish prejudice on the other, the latter shifting from a religious to a racial basis. This, together with evident paradoxes regarding secular and spiritual perspectives in the work of key figures in the visual arts, led to a particularly rich array of efforts from Jewish artists who revision Jesus as a subject, applying a new, Jewishly humanistic perspective to transform this most traditional of Christian subjects. Such a direction continued to spread more broadly across the 20th century. The Holocaust not only raised new visual questions and possibilities for Jewish artists, but also did so from the opposite direction for the occasional Christian—particularly German—artist. Cultural syncretism sometimes interweaves religious syncretism—which can connect and has connected Christianity or Judaism to Eastern religions—and a profusion of women artists in the last quarter of the century has added gender issues to the matrix. The discussion culminates with Siona Benjamin: a Jewish female artist who grew up in Hindu and Muslim India, attended Catholic and Zoroastrian schools, and has lived in America for many decades—all these aspects of her life resonate in her often very syncretistic paintings.

scholarly journals Environmental Acoustic Comfort in the Built Environment

2021 ◽  
Vol 9 (71) ◽  
Author(s):  
Margret Sibylle Engel ◽  
Júlio Otávio Herrmann ◽  
Paulo Henrique Trombetta Zannin
Keyword(s):  
Teaching And Learning ◽  
Physical Structure ◽  
Sharp Drop ◽  
Speech Transmission ◽  
Acoustic Quality ◽  
Teachers And Students ◽  
Acoustic Comfort ◽  
The 1960S ◽  
Acoustic Conditions

  The acoustic quality of classrooms has a strong influence on the teaching and learning process. This interference assessed using the impulsive technique to measure the rate of speech transmission (STI), reverberation time (RT) and sound definition (D50). These are the most relevant acoustic descriptors in the assessment of classrooms, where verbal exposure is the means of communication between teachers and students. The evaluation took place in two buildings of the Federal University of Paraná (UFPR), built in the 1960s and another in 2016. The measured values ​​of STI, provided in the classrooms' actual acoustic conditions, were used as an adjustment parameter for simulations made with the software ODEON. After carrying out the measurements and simulations, the dimensioning of improvements was possible. The acoustic simulations presented suggestions to qualify the quality of the classrooms' acoustic comfort, ensuring that teaching and learning to do not suffer losses due to the physical structure of the classrooms. The measured values ​​of STI, RT and D50 show that, in the old building, except for a single classroom that preserves the original ceiling that had a high sound absorption coefficient, it has reasonable values, below the ideal for classrooms, according to the IEC 60268-16 (2011) standard. The investigation showed that the rooms with a roof replaced by a PVC covering had a sharp drop in acoustic quality. The newest building has classrooms with proper acoustic comfort conditions.

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