scholarly journals The Chivalry of a Martial Artist – Interview with Wu Jing

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Leilei Jia

Abstract This dialog was conducted between Wu Jing, an actor and a film director, and Jia Leilei, a researcher of the Chinese National Academy of Arts, at Director Wu Jing’s Studio in Beijing on May 18, 2021. This dialog is about Wu Jing’s personal experiences and film concepts including Wu Jing as a martial artist, Wu Jing as an actor and a director; his persistence in pursuing authenticity in filmmaking as well as his life philosophy, all highlighting the chivalry of martial artists both in the film world and real life.

2019 ◽  
Vol 13 (1) ◽  
pp. 174-190
Author(s):  
Mojca Ilc Klun

Slovenian emigration is often presented with a general overview in which general data and statistical facts prevail, while the individual experiences and memories of Slovenian emigrants are omitted from these descriptions. In the study, which was conducted using a biographical-narrative methodological approach among members of the Slovenian diaspora from the United States of America, Canada and Australia, we were interested in the personal experiences and memories of those who emigrated from Slovenia themselves, or whose ancestors did. Through those life stories and memories, we can illustrate Slovenian emigration processes in such a way that people would better understand global migration processes. In the article we present three real life stories of members of the Slovenian diaspora, their individual memories and perceptions of their place of origin, homeland, the memories of emigration and immigration processes and memories of integration to the new social environments.


1992 ◽  
Vol 20 (3) ◽  
pp. 274-277 ◽  
Author(s):  
Bill Ellis

Folklorists have proposed the term ostension to describe real-life actions that are guided by a pre-existing legend. In its purest form, ostension is the literal acting out of a story in real life. An example might be if a group of child abusers, hearing rumors about Satanic Ritual Abuse (SRA), were to change their modus operandi to include some of the atrocities mentioned, to confuse children and make prosecution difficult. Such a situation is possible, but folklore research suggests that it is far rarer in reality than three other forms of ostension: pseudo-ostension, quasi-ostension, and proto-ostension. In pseudo-ostension, individuals fabricate details of SRA to lead others to believe that satanists are responsible, when the child abuse has a different nature and motivation. In quasi-ostension, over-anxious authorities may overinter-pret evidence to make it coordinate with notions of “classic” SRA, when in fact the situation is less clear-cut. Finally, in proto-ostension, individuals may, for a variety of sincere reasons, claim events of other people as their own personal experiences. Analysts of the SRA controversy should be careful not to commit themselves to extreme positions of belief or disbelief; facts can become narrative and narrative can become fact.


2022 ◽  
pp. 34-54
Author(s):  
Christine M. Baker

Few digital technologies have captured the world's imagination as much as the cluster of immersive experiences usually labelled virtual reality, augmented reality, and extended reality. A certain mythology has grown up around these technologies, their purpose, application, benefits, and risks. This chapter addresses these elements, offering insights into real-world applications and some thoughts about how the technologies could evolve. A limiting factor when writing about immersive technologies is the lack of comprehensive research into real-life applications and their long-term effects. In addition, there is a tendency for potential users and commentators to become overly optimistic about the latest developments in this niche. This research adopts an interpretivist qualitative approach, based on a review of existing literature and web sources, and the author's personal experiences as an industry professional. What is clear is that these technologies are not a passing fad and are likely to shape the human experience in social, economic, and technological terms in future years.


Author(s):  
Hamza R'boul

Narrating personal experiences, stories, or real-life events can engage students in meaningful learning that is interesting and fun. Digital storytelling can support not only knowledge transfer but also realizing socially-just education by promoting inclusive attitudes. This chapter argues for the use of digitally supported storytelling for social justice education. Interculturally-critical digital storytelling is presented as a critical orientation that is sensitive to intercultural issues of power and sociopolitical realities. It makes a case for implementing digital storytelling as a way of introducing experiences and narratives that explore elements pertinent to social justice. Interculturally-critical digital storytelling involves (a) incorporating multicultural literature in order to amplify students' voices and include different cultures, (b) considering storytelling as a creative practice that entails an innovative method of teaching and learning, and (c) emphasizing the need to discuss and question hegemonic normative expectations that perpetuate injustices and inequalities.


2002 ◽  
Vol 32 (3) ◽  
pp. 335-365 ◽  
Author(s):  
Marc Schiltz

AbstractIn this paper I approach the efflorescence of witchcraft-sorcery concerns in post-colonial Africa through the personal experiences of Délé, a Nigerian friend and research assistant. At one level, the witchcraft-sorcery incidents offer illustrations of the rural-urban conflict situations that the Comaroffs and other Africanists have written about in recent years. Yet at another level I read Délé's texts for what they are, the chronicles of a real-life drama in which he plays the tragic hero's role. As a storyteller, Délé recalls events in which the actors' virtues, vices, and emotions constantly mirror our own experiences of what people can turn out to be as they progress through life. In Délé's case I perceive such a progression in his shift from a virtue-centred Catholic upbringing in rural Ìséyìn to a more prayer/power-centred aládúrà-Pentecostalism in Lagos, when recently the spectres of mágùn sorcery and witchcraft began to close in on his marriage, livelihood and health. Délé's tale compels me, as a friend and correspondent with a different view of the world, to reconsider the morally universalising aspects of what it entails to be human. I attempt this from the triple perspective of Délé's ancestral roots in traditional Yoruba religion, his attraction towards aládúrà-Pentecostalism in a failed nation-state, and his nostalgia for the missionary Catholicism through which our friendship first developed.


2017 ◽  
Vol 17 (1) ◽  
pp. 78-86 ◽  
Author(s):  
Catherine Borshuk

The present article describes difficulties and opportunities associated with students’ disclosure of their personal experiences in university class settings. In classes that deal with topics such as violence, racism, family dynamics, mental health or social justice, students with first-hand experience of these topics can bring valuable real-life experience to class discussion. However, bringing intimate information to class may also raise issues of appropriate boundaries and the role of the classroom setting for sharing potentially upsetting information. Drawing on principles of feminist pedagogy and using examples from classes I teach about women and psychology, I detail the challenges related to students’ personal biographies and beliefs about their experiences, and outline some strategies that may usefully find balance between respecting their experiences and providing a learning environment while teaching about the values and ethics of an academic discipline.


Author(s):  
Dennis Showers

Common Core Mathematics in the US promotes eight Standards for Mathematical Practice to guide instructional reform. Standard 2 includes the practice of “decontextualizing” or abstracting a given situation and representing it symbolically to solve real-world problems. Preparing teachers to employ this practice in classrooms requires knowledge and skill to apply technology to bring the real world into the classroom and the ability to discuss personal experiences in a mathematical way. Professional development with New York teacher candidates and in-service teachers in Nicaragua, China, and the US indicates the need for further dissemination with a research program to evaluate its efficacy.


2012 ◽  
Vol 12 ◽  
Author(s):  
Erika Junhui Yi

The fandom of BL, as it is known in China, celebrates explicit homoerotic relationships between boys or men—fictional characters taken from mainstream media, real-life celebrities, and male personifications of day-to-day objects and animals, as well as original characters. Mainstream media reports on BL fandom and BL fan girls in China have never been favorable; this subculture and the fans within it are constantly represented in a negative and biased light. But because I am a BL fan girl myself, I can offer an insider's perspective. This essay is a reflection on my personal experiences and observations as a member of BL fandom, and a response to erroneous, stigmatizing claims and moral panic about this community in China.


2017 ◽  
Vol 114 (1) ◽  
pp. 90-98
Author(s):  
Arville Earl ◽  
Shelia Earl

The reality of an ever-accelerating globalization, accompanied by an expanding religious pluralism, presents significant challenges to many long-enduring concepts of doing missions. This article will focus on identifying some of those challenges and offering some possible options for ongoing missions involvement. Particular attention will be given to the potential of melding missions practices with the nurturing of interfaith relationships with the prospect of forming covenants of commonality. It is our premise that continuing interfaith conversations will break down barriers of misunderstanding and facilitate the growth of mutually compatible relationships across delicate cultural and religious boundary lines. Within the context of these developing cross-faith relationships, probable new opportunities for effectual missions ministry will emerge. In developing this article, we will draw from multiple sources, including published works by notable scholars of missiology, theology, ethics, and sociology. Songs, hymns, poems, and prayers will provide helpful illustrations. Additional material will come from real-life interfaith interchanges and from our personal experiences while serving as missions practitioners in West Africa and Eastern Europe.


2019 ◽  
Vol 13 (1) ◽  
pp. 174-190
Author(s):  
Mojca Ilc Klun

Slovenian emigration is often presented with a general overview in which general data and statistical facts prevail, while the individual experiences and memories of Slovenian emigrants are omitted from these descriptions. In the study, which was conducted using a biographical-narrative methodological approach among members of the Slovenian diaspora from the United States of America, Canada and Australia, we were interested in the personal experiences and memories of those who emigrated from Slovenia themselves, or whose ancestors did. Through those life stories and memories, we can illustrate Slovenian emigration processes in such a way that people would better understand global migration processes. In the article we present three real life stories of members of the Slovenian diaspora, their individual memories and perceptions of their place of origin, homeland, the memories of emigration and immigration processes and memories of integration to the new social environments.


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