Thither and Back Again

2019 ◽  
Vol 31 (4) ◽  
pp. 6-14
Author(s):  
Sue Emmy Jennings
Keyword(s):  
Special Needs ◽  
The Other ◽  
Children With Special Needs ◽  
Central Theme ◽  
Midsummer Night's Dream ◽  
Child Attachment ◽  
The World ◽  
A Midsummer Night's Dream ◽  
Other World ◽  
Culturally Embedded

In A Midsummer Night’s Dream, the experience of the other world is a central theme, symbolised by the world of the fairies. The play traces a journey from the rigid laws of the court to the seeming chaos of the forest to a return to a place of compromises. It is within the forest that several characters experience ‘other worldliness’; indeed, the forest itself becomes the other world. In my fieldwork with the Senoi Temiar peoples in Malaysia, there is also a belief in other world journeys. In addition to the other world, there are issues addressed in terms of applying Shakespeare with children with special needs as well as troubled teenagers and adults. I describe my own learning from the tribe in terms of understanding child attachment and development. Finally, I suggest that Shakespeare’s plays, in particular Dream, provide rites of healing. These are provided in other societies by their own culturally embedded rituals of healing.

Sectarian struggle in the Middle East and the new Alliances

2019 ◽  
pp. 337
Author(s):  
Harith Qahtan Abdullah
Keyword(s):  
Middle East ◽  
Critical Period ◽  
The Other ◽  
New Era ◽  
Islamic World ◽  
The World ◽  
Gulf States ◽  
Other World ◽  
Islamic Civilization ◽  
New Formation

Our Islamic world passes a critical period representing on factional, racial and sectarian struggle especially in the Middle East, which affects the Islamic identification union. The world passes a new era of civilization formation, and what these a new formation which affects to the Islamic civilization especially in Syria, Iraq, Yemen, and Lebanon. The sectarian struggle led to heavy sectarian alliances from Arab Gulf states and Turkey from one side and Iran states and its alliances in the other side. The Sunni and Shia struggle are weaken the World Islamic civilization and it is competitive among other world civilization.

scholarly journals FOREST IN THE BASHKIRS' VIEW OF THE WORLD

2022 ◽  
pp. 33-40
Author(s):  
Ю. А. Абсалямова
Keyword(s):  
World View ◽  
Construction Materials ◽  
The Other ◽  
Aesthetic Perception ◽  
Food Protection ◽  
Other Hand ◽  
The World ◽  
Other World ◽  
The One ◽  
The Relationship

В статье анализируются особенности восприятия лесного пространства башкирами. На основе языковых, фольклорных материалов сделана попытка раскрыть различные аспекты взаимоотношений лес - человек, образ леса в картине мира башкир. Как и в большинстве традиционных культур, в целом мифологический образ леса носит отрицательный характер. В фольклоре он часто описывается как тёмный, мрачный, неизвестный, таящий опасности, противопоставляясь обжитому и освоенному пространству селений. Лесной пандемониум также представлен в основном отрицательными персонажами. В целом образ леса в традиционной картине мира башкир предстаёт довольно неоднозначным. С одной стороны - это категория, связанная с потусторонним миром, неизведанная, «чужая» территория. С другой - лес издавна являлся источником различных благ - в виде строительного материала, пушнины, различных продуктов питания, укрывал от врагов. The article analyzes the features of Bashkirs' perception of the forest space. On the basis of the materials of the epos, folklore, folk ideas, an attempt was made to reveal the various aspects of the relationship between forest and man, the image of the forest in Bashkirs' world view. As in most traditional cultures, the mythological image of the forest as a whole is negative. In folklore, it is often described as dark, gloomy, unknown, fraught with danger, being contrasted with the inhabited and developed space of the villages. The forest pandemonium is also represented mainly by negative characters. On the other hand, in the domestic perception forest is valued for the benefits derived from it: shelter, food, protection from enemies. In addition, Bashkirs, distinguished by a developed aesthetic perception and contemplative thinking, appreciated its beauty, which is also reflected in folklore. In general, the image of forest in the Bashkirs' traditional view of the world appears rather ambiguous. On the one hand, it is the category associated with the other world, unknown, «foreign» territory. On the other hand, the forest has long been a source of various benefits - in the form of construction materials, furs, various food products, and it sheltered them from enemies.

Epilogue

2018 ◽  
pp. 191-204
Author(s):  
Suparna Roychoudhury
Keyword(s):  
Cognitive Theory ◽  
The Other ◽  
Midsummer Night's Dream ◽  
A Midsummer Night's Dream ◽  
The Mind

Why has Shakespeare’s sensitivity to the cognitive discourse of imagination not been noticed before? In A Midsummer Night’s Dream, Theseus’ speech on imagination is followed by the play-within-play of “Pyramus and Thisbe” enacted by Bottom and the other “rude mechanicals”; it shows that Shakespeare was interested in the mechanical applications of imagination, its cognitive uses in playmaking. But this interest was obscured by Enlightenment and Romantic thinkers, who prized the fairies above the mechanicals: Shakespeare was remade from a man of the theater into a visionary poet; imagination was remade from a mechanism of the mind into a mystical force of creativity. It is time to recuperate the scientific and epistemological background of Shakespeare’s interest in imagination, whose crucial achievement was to bring the complexities of cognitive theory into the realm of art.

Inside and Outside the Mirror: Mongolian Shamans’ Mirrors as Instruments of Perspectivism

Inner Asia ◽  
2007 ◽  
Vol 9 (2) ◽  
pp. 173-195 ◽  
Author(s):  
Caroline Humphrey
Keyword(s):  
The Other ◽  
The World ◽  
The Dead ◽  
Other World

AbstractThis article explores the implications of the fact that shamans’ mirrors, and mirrors in general, have two quite different sides, one reflecting images and the other a dull blank or imagined as a teeming other world. It is argued that, for shamanists, the far side of themirror is conceived as the world of the dead, which is populated by spirits. Living people can, in certain circumstances such as divination, see ‘through’ the mirror into that world, and shamans when interacting with spirits in trance place themselves inside it. Two different perspectives, of the living and of the souls/spirits, are thus produced. The article ends with some speculations about the non-symmetrical character of these perspectives and concludes that the Mongols upholding these traditions are not post-moderns.

African Indigenous Religions

2020 ◽  
Author(s):  
Walter E.A. van Beek
Keyword(s):  
Everyday Life ◽  
The Other ◽  
Social Structures ◽  
Indigenous Religion ◽  
The Social ◽  
The Family ◽  
The World ◽  
Other World ◽  
Indigenous Religions ◽  
The Village

There is not one African indigenous religion (AIR); rather, there are many, and they diverge widely. As a group, AIRs are quite different from the scriptural religions the world is more familiar with, since what is central to AIRs is neither belief nor faith, but ritual. Exemplifying an “imagistic” form of religiosity, these religions have no sacred books or writings and are learned by doing, by participation and experience, rather than by instruction and teaching. Belonging to specific local ethnic groups, they are deeply embedded in and informed by the various ecologies of foragers, pastoralists, and horticulturalists—as they are also by the social structures of these societies: they “dwell” in their cultures. These are religions of the living, not so much preparing for afterlife as geared toward meeting the challenges of everyday life, illness and misfortune, mourning and comforting—but also toward feasting, life, fertility, and togetherness, even in death. Quiet rituals of the family contrast with exuberant public celebrations when new adults re-enter the village after an arduous initiation; intricate ritual attention to the all-important crops may include tense rites to procure much needed rains. The range of rituals is wide and all-encompassing. In AIRs, the dead and the living are close, either as ancestors or as other representatives of the other world. Accompanied by spirits of all kinds, both good and bad, harmful and nurturing, existence is full of ambivalence. Various channels are open for communication with the invisible world, from prayer to trance, and from dreams to revelations, but throughout it is divination in its manifold forms that offers a window on the deeper layers of reality. Stories about the other world abound, and many myths and legends are never far removed from basic folktales. These stories do not so much explain the world as they entertainingly teach about the deep humanity that AIRs share and cherish.

A Note on the Four Chords in act II of A Midsummer Night's Dream

Tempo ◽  
1963 ◽  
pp. 36-37
Author(s):  
Eric Roseberry
Keyword(s):  
The Other ◽  
Midsummer Night's Dream ◽  
A Midsummer Night's Dream ◽  
Major Chord ◽  
The One

We know from the composer's own account that work on A Midsummer Night's Dream was by no means always easy going. Therefore when I accidentally stumbled (aurally, be it noted) upon the remarkable fact that the four chords used in Act II of the Dream were almost identical with those used in the setting of Keats's ‘Sonnet to Sleep’ in the Serenade I fully expected to learn that the composer had consciously borrowed from the earlier work, reversing the order of the first two chords (adding a B to the D major chord) and magically re-spacing and re-scoring them. As the poetic element in each piece is concerned with the properties of sleep (inducing a healing forgetfulness on the one hand, a fantastic change of identities on the other) the conscious re-working of those earlier chords of the Serenade would have seemed by no means inapt.

The Ritual and Rhetoric of A Midsummer Night's Dream

PMLA ◽  
1968 ◽  
Vol 83 (2) ◽  
pp. 380-391 ◽  
Author(s):  
James E. Robinson
Keyword(s):  
Social Conflict ◽  
The Other ◽  
Symbolic Sequence ◽  
Midsummer Night's Dream ◽  
Human Love ◽  
A Midsummer Night's Dream ◽  
The One

Two comic ideas inform the artistry of A Midsummer Night's Dream. The traditions of festival and ritual help to explain the one idea of celebrating man's quest for renewal in communion with nature and divinity; the traditions of Roman comedy and rhetoric help to explain the other, the idea of understanding man's folly in his quest for order in society. Shakespeare creates two contexts, finite society with its mores and laws, and nature with its transcendent gods, and then assimilates the two in the action and language of the play. The action combines a dialectical sequence based on social conflict and a symbolic sequence based on magic and myth. The language ranges between debate and song, argument and incantation. The gods of nature become both measure and mirror of the absurdity of human love, and the result is both satiric and celebrative: folly is understood as folly and celebrated as myth. Shakespeare's amusement at the artist's power through language to comprehend the relation of nature and experience and translate the comprehension into comic myth is apparent throughout. Bottom's wedding to Titania is summary of the comprehension and the play-within-a-play is a burlesque of the power.

scholarly journals TINJAUAN KRITIS ATAS TARIKH AL-UMAM WA AL-MULUK KARYA IBN JARIR AL-TABARI

ALQALAM ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 283
Author(s):  
Adnan Adnan
Keyword(s):  
The Other ◽  
Muslim World ◽  
Central Theme ◽  
Islamic History ◽  
Islamic World ◽  
Universal History ◽  
The World ◽  
History Of ◽  
Muslim Intellectuals ◽  
The Impact

Tarikh al-Umam wa al-Muluk (history of nations and kings) by Abu Ja'far Muhammad ibn Jarir al-Tabiiri, is by common consent the most important universal history produced in the world of Islam. This monumental work explores the history of the ancient nations, the prophets, the rise of Islam and the history of  the Islamic World down to the year 302 A.H./915 AD. His work, chronicled the History of Islam year by year; an attempt to categorize history from creation till the year 302 A.H/915 A.D. By the time he had finished his work, he had gathered all the historical traditions of the Arabs in his voluminous work. The Muslim world was not slow in showing its appreciation, and this work became famous as Islamic Traditional Historiography. However, much to criticize by western scholars (orientalist or lslamicist) sphere in writting   style  of Thabari  work not systematically and interp retatively. In fact, no discovered logical argumen and rational parallel with historical ideas manifesting. The impact of uncommon muslim scholars to become a reference for Islamic historical Studies. A central theme of this paper will be invate of Muslim intellectuals/scholars to be Tarikh Thabari as prominent reference in the Islamic historical studies. Moreover, I will argue that Tarikh al-Umam wa al-muluk by al-Tabari is the most important reference on Islamic history than the other references.

scholarly journals Med pravičnostjo, kakovostjo in učnimi dosežki v osnovni šoli

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 167-189
Author(s):  
Matej Rovšek
Keyword(s):  
Primary School ◽  
Special Needs ◽  
School System ◽  
Modern Society ◽  
The Other ◽  
International Studies ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
External Assessment ◽  
Regular School

Between equity, quality and learning achievements in primary school One of the features of Slovenian primary school system is the parallelism of two groups of schools – regular ones and those for certain groups of students with special needs. This makes us one of the few countries (EASIE, 2018) to still have completely separated schools for just over 2% of students with special needs. Despite the fact that both types comprise the same educational system, which is, in most aspects, regulated by the same law, some groups of students with special needs do not have the possibility of schooling under the same roof. However, this is only a part of the topic we are going to discuss. The other one tackles the question of equity of schooling in regular schools – besides all other students, this mostly concerns those with special needs, those with mild intellectual abilities, Roma students as well as those with low socio-economic standards (SES). The equity of the Slovenian school system will be discussed in a wider context, not only in the case of gender, SES and nationality comparing learning achievements. The article is based on the assumption that the regular school of today is not adjusted to the developmental needs of most students. For the purpose of discussion, elements which comprise the school system, must be defined: some are either of systemic or curricular, or conceptual or pedagogic nature, such as: curriculum, standards of knowledge, different forms of internal and external assessment, placement of children with special needs etc. Despite all of these elements compromising to make a stable schooling system, they are not all coherent with the needs of today’s modern society and are, even more so, in contrast with the results of the neuro-science in education. Another category of equal opportunities within the question of school equity would, besides the SES, nationality and ethnicity, have to be that of different capabilities of students, regarding the unified (official) standards of knowledge. All of these elements also make it difficult for today’s school to become a school of diversity. A school which will support different students, regardless of their learning achievements, SES and other characteristics. A school where all the students could be successfully educated, those who are already in the regular schools as well as those who are still part of the segregated forms of education. The article will depict why the present school system is no longer suitable for the majority of students and will point to possible solutions. The key solution touches on the changes of curriculums and the concept of assessment, the changes of which also have an impact on all the other elements. The assumptions will be clarified by studying the connection of stated elements and data of the international studies such as the TIMSS and PISA study from 2018 and earlier as well as using other actual Slovenian studies. Key words: equity in education, children with special needs, curriculum, minimum standards of knowledge, assessments, learning achievements, cognitive science

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