scholarly journals The ‘Other’ Here and the ‘Other’ There:

2021 ◽  
Vol 12 (2) ◽  
pp. 27-38
Author(s):  
Mark T. S. Currie

Through examining key family narratives and selected personal experiences in this article, I reflect on how I began to rethink and (re)frame the representation of my racialized and (trans)national identities as a hyphenated, South African-Canadian citizen. The article summarizes my experiences of visiting Cape Town, South Africa (for the first time), when I engaged in a semester-long, secondary school teaching internship, conducting in-class action research while teaching Grades 9 and 10 History and English. I was sure that I was not just going to teach—I was going to discover myself. To borrow Derrida’s term, the “edges” of my identity continue to become blurred in relation to the shifting social and economic contexts.

Bothalia ◽  
1984 ◽  
Vol 15 (3/4) ◽  
pp. 591-596 ◽  
Author(s):  
J. J. Spies ◽  
H. Du Du Plessis

The geographical distribution of 14 of the Rubus species in South Africa is presented. Chromosome numbers of nine of the species were determined: six for the first time, one is confirmed and additional polyploid levels are described for the other two species. It is demonstrated that the South African species of the subgenus Idaeobatus contain less diploid specimens and more polyploid specimens than their extra-African counterparts. This phenomenon could be attributed to hybridization between the subgenera Eubatus and  Idaeobatus.


1966 ◽  
Vol 59 (2) ◽  
pp. 158-166
Author(s):  
Susanne K. Langer

WHAT I wish to say to you today is a general reflection on the subject of high school algebra. As a layman both in mathematics and in secondary school teaching, I can speak only from two lay points of view—that of the pupil, which meets you at one end of your activity, and that of the philosopher, which you encounter at the other. Consequently, I shall begin by talking about the futility and barrenness of algebra, and end, I hope, by reviewing with you its importance, interest, and charm. For it is a peculiarity of the subject that an uninitiate mind can usually see nothing in it but a dry, lifeless discipline, whereas the adept sees in it the apotheosis of human reason.


Author(s):  
Tshepo Maake

Qualitative research on gay experiences in South African society is slowly gaining momentum. However, it is accompanied by serious ethical implications and positionality dilemmas that should be considered in carrying out such research. Black gay researchers’ discussions of reflexivity in research that focuses on gay identities and realities in South Africa remain minimal. This paper focuses on a first-time gay male researcher’s experience of being reflexive in a qualitative feminist study on the realities of Black gay men in mining workplaces. It highlights the importance of reflexivity and how it is enacted by a gay researcher who studies a gay population that they are in some way a part of, especially in South Africa, where sexuality is still a contentious topic. It is easy for a researcher to alter participants’ narratives when they are a part of the population because they already have certain perceptions based on their personal experiences. This paper posits that the sexual and other intersecting identities and personal experiences of a researcher matter in research on vulnerable sexual minorities and should be a basis for critical reflections in qualitative feminist research.


1988 ◽  
Vol 9 (01) ◽  
pp. 20-31
Author(s):  
Leo Rauch

What is remarkable about Hegel's creative activity (in the period 1808-12) is the diversity of its contrasts: his thinking and writing of The Science of Logic was going on while he was caught up in the daily tasks of newspaper editorship and then of school-teaching and administration. The contrast is enhanced if we include his Philosophical Propaedeutic here, and place it against The Science of Logic. (We can regard them as having been written almost simultaneously.) The latter book is intended for the learned specialist, and is concerned with elucidating the ultimate structure of reality in the most abstract terms. As a work of philosophy it is technical to an extreme; it is his most recondite work, making no concessions to the difficulties a reader might encounter. The Philosophical Propaedeutic, on the other hand, is intended for the student at secondary school and junior college, and is concerned in part with the concrete social values embedded in social morality and religion. As a work, it is entirely accessible and “open”, and it represents Hegel's attempt to lead his students from their view of the immediate social reality up to an all-encompassing world-vision. (There is a further contrast in the fact that it was not written as a book at all, but as a series of lecture-notes, and was put together as a book by Karl Rosenkranz, nine years after Hegel's death.) Obviously it was because there was no university post for him that he accepted the position of Rector and Professor of Philosophy at the Aegidien Gymnasium in Nuremberg, in 1808. Yet his acceptance was not accompanied by the attitude of faute de mieux -- as though “the speculative Pegasus were being harnessed to the wagon of schoolwork.”


1931 ◽  
Vol 24 (5) ◽  
pp. 285-297
Author(s):  
Susanne K. Langer

What I wish to say to you today is a general reflection on the subject of high-school algebra. As a layman both in mathematics and in secondary school teaching, I can speak only from two lay points of view—that of the pupil, which meets you at one end of your activity, and that of the philosopher, which you encounter at the other. Consequently I shall begin by talking about the futility and barren, ness of algebra, and end, I hope, by reviewing with you its importance, interess and charm. For it is a peculiarity of the subject that an uninitiate mind can usually see nothing in it but a dry, lifeless discipline, whereas the adept sees in it the apotheosis of human reason. The mean from the former outlook to the latter is your ministry.


2012 ◽  
Vol 39 (2) ◽  
pp. 217-233 ◽  
Author(s):  
J. David Archibald

Studies of the origin and diversification of major groups of plants and animals are contentious topics in current evolutionary biology. This includes the study of the timing and relationships of the two major clades of extant mammals – marsupials and placentals. Molecular studies concerned with marsupial and placental origin and diversification can be at odds with the fossil record. Such studies are, however, not a recent phenomenon. Over 150 years ago Charles Darwin weighed two alternative views on the origin of marsupials and placentals. Less than a year after the publication of On the origin of species, Darwin outlined these in a letter to Charles Lyell dated 23 September 1860. The letter concluded with two competing phylogenetic diagrams. One showed marsupials as ancestral to both living marsupials and placentals, whereas the other showed a non-marsupial, non-placental as being ancestral to both living marsupials and placentals. These two diagrams are published here for the first time. These are the only such competing phylogenetic diagrams that Darwin is known to have produced. In addition to examining the question of mammalian origins in this letter and in other manuscript notes discussed here, Darwin confronted the broader issue as to whether major groups of animals had a single origin (monophyly) or were the result of “continuous creation” as advocated for some groups by Richard Owen. Charles Lyell had held similar views to those of Owen, but it is clear from correspondence with Darwin that he was beginning to accept the idea of monophyly of major groups.


Derrida Today ◽  
2010 ◽  
Vol 3 (1) ◽  
pp. 21-36
Author(s):  
Grant Farred

‘The Final “Thank You”’ uses the work of Jacques Derrida and Friedrich Nietzsche to think the occasion of the 1995 rugby World Cup, hosted by the newly democratic South Africa. This paper deploys Nietzsche's Zarathustra to critique how a figure such as Nelson Mandela is understood as a ‘Superman’ or an ‘Overhuman’ in the moment of political transition. The philosophical focus of the paper, however, turns on the ‘thank yous’ exchanged by the white South African rugby captain, François Pienaar, and the black president at the event of the Springbok victory. It is the value, and the proximity and negation, of the ‘thank yous’ – the relation of one to the other – that constitutes the core of the article. 1


2016 ◽  
Vol 33 (1) ◽  
pp. 45-69
Author(s):  
Stephanus Muller

Stephanus Le Roux Marais (1896−1979) lived in Graaff-Reinet, South Africa, for nearly a quarter of a century. He taught music at the local secondary school, composed most of his extended output of Afrikaans art songs, and painted a number of small landscapes in the garden of his small house, nestled in the bend of the Sunday’s River. Marais’s music earned him a position of cultural significance in the decades of Afrikaner dominance of South Africa. His best-known songs (“Heimwee,” “Kom dans, Klaradyn,” and “Oktobermaand”) earned him the local appellation of “the Afrikaans Schubert” and were famously sung all over the world by the soprano Mimi Coertse. The role his ouevre played in the construction of a so-called European culture in Africa is uncontested. Yet surprisingly little attention has been paid to the rich evocations of landscape encountered in Marais’s work. Contextualized by a selection of Marais’s paintings, this article glosses the index of landscape in this body of cultural production. The prevalence of landscape in Marais’s work and the range of its expression contribute novel perspectives to understanding colonial constructions of the twentieth-century South African landscape. Like the vast, empty, and ancient landscape of the Karoo, where Marais lived during the last decades of his life, his music assumes specificity not through efforts to prioritize individual expression, but through the distinct absence of such efforts. Listening for landscape in Marais’s songs, one encounters the embrace of generic musical conventions as a condition for the construction of a particular national identity. Colonial white landscape, Marais’s work seems to suggest, is deprived of a compelling musical aesthetic by its very embrace and desired possession of that landscape.


2020 ◽  
Vol 81 (2) ◽  
pp. 83-87
Author(s):  
Yu. V. Shcherbinina

The article is devoted to the genesis of personal and eponymous nicknames as a vivid phenomenon in the history of language and speech, which has irrefutable potential for developing methods of teaching and educating schoolchildren. The main varieties of nicknames, the conditions for their formation and the specifics of daily life in different historical periods are considered. The interconnections of nicknames with similar and related phenomena of Russian and European speech cultures are analyzed. The feasibility of analysing nicknames in the methodological practice of secondary school is postulated. Possible ways of the implementation of intrasubject and intersubject communications in the school teaching of humanities are offered on the basis of familiarizing students with the history of eponymous and personal nicknames.


2018 ◽  
Vol 52 (2) ◽  
pp. 455-462 ◽  
Author(s):  
G. Ya. Doroshina ◽  
I. A. Nikolajev

Sphagnum mires on the Greater Caucasus are rare, characterized by the presence of relict plant communities of glacial age and are in a stage of degradation. The study of Sphagnum of Chefandzar and Masota mires is carried out for the first time. Seven species of Sphagnum are recorded. Their distribution and frequency within the North Caucasus are analyzed. Sphagnum contortum, S. platyphyllum, S. russowii, S. squarrosum are recorded for the first time for the study area and for the flora of North Ossetia. The other mosses found in the study area are listed.


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