scholarly journals THE SYMBOLIC LANGUAGE OF MIRROR IN THE MYSTICAL POEMS AND THE REFLECTION IN ISLAMIC ART

2021 ◽  
Vol 25 (2) ◽  
pp. 191
Author(s):  
G Alibabaei
Keyword(s):  
Symbolic Language ◽  
Islamic Art

Monkey on My Back. An Autoethnographic Narrative of a Therapeutic Experience

2020 ◽  
Author(s):  
Adam Wiesner
Keyword(s):  
Personal Experience ◽  
Meaning Making ◽  
The Self ◽  
Symbolic Language ◽  
Discursive Practices ◽  
Therapeutic Experience ◽  
Postmodern Philosophy ◽  
The Moment ◽  
The Individual ◽  
Global Uncertainty

With a conscious attempt to contribute to contemporary discussions in mad/trans/queer/monster studies, the monograph approaches complex postmodern theories and contextualizes them from an autoethnographic methodological perspective. As the self-explanatory subtitle reads, the book introduces several topics as revelatory fields for the author’s self-exploration at the moment of an intense epistemological and ontological crisis. Reflexively written, it does not solely focus on a personal experience, as it also aims at bridging the gap between the individual and the collective in times of global uncertainty. There are no solid outcomes defined; nevertheless, the narrative points to a certain—more fluid—way out. Through introducing alternative ways of hermeneutics and meaning-making, the book offers a synthesis of postmodern philosophy and therapy, evolutionary astrology as a symbolic language, embodied inquiry, and Buddhist thought that together represent a critical attempt to challenge the pathologizing discursive practices of modern disciplines during the neoliberal capitalist era.

scholarly journals Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 518
Author(s):  
Natividad Adamuz-Povedano ◽  
Elvira Fernández-Ahumada ◽  
M. Teresa García-Pérez ◽  
Jesús Montejo-Gámez
Keyword(s):  
Teaching And Learning ◽  
Number Sense ◽  
Methodological Approach ◽  
Number System ◽  
Algebraic Thinking ◽  
First Year ◽  
Symbolic Language ◽  
Decimal Number ◽  
Language Characteristic ◽  
Theoretical Foundations

Traditionally, the teaching and learning of algebra has been addressed at the beginning of secondary education with a methodological approach that broke traumatically into a mathematical universe until now represented by numbers, with bad consequences. It is important, then, to find methodological alternatives that allow the parallel development of arithmetical and algebraic thinking from the first years of learning. This article begins with a review of a series of theoretical foundations that support a methodological proposal based on the use of specific manipulative materials that foster a deep knowledge of the decimal number system, while verbalizing and representing quantitative situations that underline numerical relationships and properties and patterns of numbers. Developing and illustrating this approach is the main purpose of this paper. The proposal has been implemented in a group of 25 pupils in the first year of primary school. Some observed milestones are presented and analyzed. In the light of the results, this well-planned early intervention contains key elements to initiate algebraic thinking through the development of number sense, naturally enhancing the translation of purely arithmetical situations into the symbolic language characteristic of algebraic thinking.

Pattern in Islamic Art. David Wade

1976 ◽  
Vol 4 (3) ◽  
pp. 102-103
Author(s):  
Robin Kaplan
Keyword(s):  
Islamic Art

What is ‘Islamic’ Art?

Art History ◽  
2021 ◽  
Vol 44 (4) ◽  
pp. 864-866
Author(s):  
Tamimi Arab Pooyan
Keyword(s):  
Islamic Art

Arabesques, Unicorns, and Invisible Masters: The Art Historian’s Gaze as Symptomatic Action?

2015 ◽  
Vol 32 (1) ◽  
pp. 213-232
Author(s):  
Eva-Maria Troelenberg
Keyword(s):  
Art History ◽  
Cultural Difference ◽  
Second World War ◽  
Islamic Art ◽  
Methodological Development ◽  
World War ◽  
Taxonomic History ◽  
History Of ◽  
Historical Methods ◽  
Second World

This essay takes two seminal texts of mid-twentieth-century Islamic art history as case studies for the methodological development of the scholarly gaze in the aftermath of the Second World War. Ernst Kühnel’s Die Arabeske (Wiesbaden, 1949) testifies to the continuity of a taxonomic history of styles, rooted in phenomenologist Sachforschung and apparently adaptable to shifting ideological paradigms. Richard Ettinghausen’s The Unicorn (Washington, 1950) stands for a neo-humanist approach. Its negotiation of aesthetic and cultural difference clearly is to be considered against the background of the experience of exile, but also of the rising tide of democratic humanism characteristic for postwar American humanities. Both examples together offer a comparative perspective on the agencies of art historical methods and their ideological and epistemological promises and pitfalls in dealing with aesthetic difference. Consequently, this essay also seeks to contribute exemplary insights into the immediate prehistory of the so-called “Global Turn” in art history. 


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