Introduction

Author(s):  
Ross Carroll

This chapter talks about the utility of ridicule and how this can help in building community. It discusses John Hobbes' view of ridicule and refers to it as 'Hobbesian,' an understanding of laughter as an expression of prideful superiority. To look at ridicule through a Hobbesian lens is to call into doubt the very possibility of a safe or inoffensive jest. For Hobbes, then, the problem was not that the strong would constantly laugh at the weak but that vainglorious mockers would provoke angry retaliation from those whose dignity they managed to offend. The chapter also discusses the Shaftesburian view of ridicule as a contrast to the Hobbesian view. Shaftesburian laughter could be more easily shared in company without anyone present feeling slighted or diminished. No philosophy that grounded laughter in individual self-glory could account for how shared laughter forged friendship and conviviality. Ridicule, on this view, was effective against vice because, once exposed, vice naturally inspires contempt in anyone with an uncorrupted moral sense. For Shaftesburians, certain behaviours and traits were intrinsically ridiculous, meaning that any properly constituted mind should dismiss them with laughter once exposed. On the Shaftesburian view, the element of contempt that had been so central to the Hobbesian view could never be disavowed completely. On the contrary, it was from contempt that ridicule derived both its danger and its practical efficacy as an instrument of enlightenment. The chapter presents the argument that declaring ridicule uncivil is to deny its sociable and emancipatory potential.

2016 ◽  
Vol 16 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Launa Gauthier

In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative, holistic instructional approach for instructors who were teaching a modular-based curriculum. The original course was designed to focus on improving students’ individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger’s (1998) notions of communities of practice as sites for learning and Howe and Strauss’ (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder’s (2002) principles for cultivating communities of practice as a way of putting theory into practice. Initial data collection led to the main inquiry question: How could a curriculum, centered on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a “fake it ‘til you make it” mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012


Author(s):  
Logi Gunnarsson
Keyword(s):  

2014 ◽  
Author(s):  
Silvia L. Mazzula ◽  
Rebecca Rangel ◽  
Josie Serrata ◽  
Debra J. Perez
Keyword(s):  

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