scholarly journals English Literature from the “Other” Perspective: A Thought and an Approach

IIUC Studies ◽  
2015 ◽  
Vol 9 ◽  
pp. 261-278
Author(s):  
Umme Salma
Keyword(s):  
Cultural Heritage ◽  
Teaching Method ◽  
English Literature ◽  
Point Of View ◽  
The Other ◽  
Educational Institutions ◽  
English Poetry ◽  
Cultural Inheritance ◽  
Set Up ◽  
Reading Teaching

English Literature as the knowledge of the former master is an exclusively challenging discipline to be focused from “the Other” perspective, from Muslim perspective, one among many Others. It is a bellicose field because in the postcolonial world its presence reminds of the colonial past, and declares the continuance of the myriad ideological projections and paradigmatic speculations of that past in the neocolonial form. Still postcolonial Indian Muslim societies are promoting and propagating English knowledge in every stage of educational institutions, and thus creating a culturally hybrid/syncretic nation which can neither accept Englishness entirely nor reject its own cultural inheritance and realities totally. Whereas other postcolonial nations can approve, accept and accelerate the mixed-up jumbled cultural syncretism gradually losing or conforming their native cultural signifiers with Western culture, Muslims cannot because the ideology and approach to life of Islam are straightly opposite to the English knowledge, emanated from the Judeo-Christian and Greco-Latin cultural heritage. Keeping in view the aforementioned ideas, the paper argues that this is high time to review this epistemological crisis from historical set up and to read English literature from the “Other” point of view. Therefore, it proposes some ways to re-read the English canonical compositions and puts forward as specimen the re-reading/teaching method of ENG: 2420, titled “English Poetry: 17th &18th Centuries” from the undergraduate syllabus of IIUC.IIUC Studies Vol.9 December 2012: 261-278

which challenges him into interpretative activity, into being a solver and realizer of the text rather than just a passive consumer of it. I have subjected the giraffe to such prolonged analysis because it is an emblematic beast. The point I want to stress in this paper is that Heliodoros’ whole novel demands an active interpretative response from his reader. The Aithioptka is a much more challen­ ging read than any of the other Greek novels, precisely because it is pervaded at every level by the kind of self-conscious game-playing typified by the riddle of the giraffe. Here, for instance, is the Egyptian priest, Kalasiris, who acts as narrator for about a third of the whole novel, describing a dream he had on the island of Zakynthos: as I slept, a vision of an old man appeared to me. Age had withered him almost to a skeleton, except that his cloak was hitched up to reveal a thigh that retained some vestige of the strength of his youth. He wore a leather helmet on his head, and his expression was one of cunning and many wiles; he was lame in one leg, as if from a wound of some kind. (5.22.1) The vision reproaches Kalasiris for failing even to pay him a visit while in the vicinity, prophesies punishment for the omission, but conveys greetings from his wife to Kalasiris’ charge, the heroine Charikleja, ‘since she esteems chastity above all things’ (5.22.3). Again a riddle is set up by not immediately identifying the old man, and again the description is presented from the point of view of a character within the story. Here, however, the situation is rather more complicated, since Kalasiris himself has two aspects, as narrator and character within his own narration. As narrator he knows the identity of the dream figure, but in his presentation of his own experience he omits any explanatory gloss, and re-enacts the perplexity of his initial reaction. He describes the dream as he saw it, rather than as he subsequently understood it. Again the reader is challenged to disambiguate the riddle by matching the points of the description with knowledge acquired elsewhere. Every detail corresponds to something in the Homeric poems.4 This time Heliodoros has succeeded in keeping the easiest clues to the end, particularly the formulaic epithet polytropos (‘of many wiles’), proverbially associated with one epic individual, and the reference to a wound in the leg which also clinches its owner’s recognition in the original. Further clues are offered by the fact

2014 ◽  
pp. 320-320
Keyword(s):  
Point Of View ◽  
The Other ◽  
Initial Reaction ◽  
Game Playing ◽  
Set Up ◽  
As If

Some paradoxes in contemporary upbringing

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Delyan Penchev ◽  
◽  
◽  
Keyword(s):  
Social Problems ◽  
Educational Institution ◽  
Point Of View ◽  
The Other ◽  
Educational Institutions ◽  
Traditional Practices ◽  
Educational Practices ◽  
Important Condition ◽  
Basic Functions ◽  
Standard Practices

In historical point of view every human generation learn some standard practices in upbringing from previous generations but create new. In contemporary pedagogy this processes are connected with two basic educational functions – conservative and progressive. Conservatism represent save and continuation of traditional practices in upbringing chiefly in family and educational institutions but according to progressive idea this practices have to be partial or completely changed. This change is important condition for adaptation on children to the present and the future. On the other hand, all this can generate series of contradictions and paradoxes in actions on basic upbringing factors – family and educational institution. In this article the author examine some dysfunctions of educational practices on this factors, as refusal to execute their basic functions, evade responsibility, don’t attach importance to main social problems, inefficient educational practices and so on.

Can the ‘Subaltern’ Ride? A Reply to O'Hanlon and Washbrook

1992 ◽  
Vol 34 (1) ◽  
pp. 168-184 ◽  
Author(s):  
Gyan Prakash
Keyword(s):  
Nineteenth Century ◽  
Third World ◽  
Status Quo ◽  
Point Of View ◽  
The Other ◽  
Progressive Change ◽  
The Third ◽  
Set Up ◽  
The Third World ◽  
Mode Of Production

The problem with Prakash, O'Hanlon and Washbrook conclude, is that he tries to ride two horses at once—one Marxist, the other poststructuralist deconstructionist. ‘But one of these may not be a horse that brooks inconstant riders. …’ So, they say we must choose only one to ride on, not both because the two, in their view, have opposing trajectories. One advances historical understanding and progressive change, the other denies history and perpetuates a retrogressive status quo. Posed in this manner, the choices involve more than a dispute over which paradigm provides a better understanding of the histories of the third world and India. At stake is the writing of history as political practice, and the only safe bet, from their point of view, is Marxism (of their kind), not the endless deferral and nihilism of deconstruction and postmodernism. Having set up this opposition, O'Hanlon and Washbrook's either/or logic has no place for the productive tension that the combination of Marxist and deconstructive approaches generates. They are uncomfortable with those recent writings that employ Marxist categories to analyze patterns of inequalities and exploitation while also using deconstructive approaches to contend that Marxism is part of the history that institutionalized capitalist dominance—approaches which argue that although Marxism can rightfully claim that it historicizes the emergence of capitalism as a world force, it cannot disavow its history as a nineteenth-century European discourse that universalized the mode-of-production narrative.

scholarly journals Problematika Pendidikan TK Al-Qur’an dalam Menyiapkan Generasi Qur’ani di Kota Balikpapan

2018 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Basri Basri
Keyword(s):  
Early Childhood ◽  
Educational Institution ◽  
Point Of View ◽  
The Other ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Study Group ◽  
Other Hand ◽  
The Subject

Progress of a nation is determined by quality of education of nation itself. There are several factors that affect the quality of education such as the subject of educators, materials and supporting facilities. One of the basic educational institutions that contribute to the quality of education this country is educational institutions in community starting from Kindergarten school. Kindergarten al-Qur'an and early childhood of the Qur'an. The educational institution of the Qur'an today is growing very rapidly but on the other hand has not been directly proportional to the quality produced. This study discusses of Qur'anic educational problems preparing the Qur'anic generation seen from the point of view of management and implementation  education of the Qur'an in institution. The results of this study indicate that the educational institutions of al-Qur'an are still experience problems in the management such as the responsibility of managers, the managerial capability of the unit head, and the ability to provide supporting facilities, in the implementation of learning, there are many educational institutions that do not match the ratio of the number of teachers with one study group on the other hand, the quality of teachers are still low and the ability of teachers transfer knowledge to students.

scholarly journals Desregulación y personalización en escuelas de elite: El trabajo de los profesores para la consagración escolar de los sectores privilegiados

2016 ◽  
Vol 24 ◽  
pp. 68
Author(s):  
Sandra Ziegler
Keyword(s):  
Buenos Aires ◽  
The Other ◽  
Educational Institutions ◽  
Buenos Aires Province ◽  
Selection Systems ◽  
Teachers And Students ◽  
Set Up ◽  
The One ◽  
Selection Of ◽  
Buenos Aires City

The following article is based on a qualitative research developed in three Buenos Aires City and Buenos Aires Province high-schools that define themselves “elite educational institutions”.  Our purpose is to analyze the pedagogical work conducted by these institutions in relation to how they monitor their students’ trajectories and its examination systems. On the one hand, we identify strategies of personalization that account for an institutional set-up with close links between teachers and students, which enables them to overcome the hurdles to a system based on international exams. On the other, strategies of autonomy devolve to students’ responsibility for their own results, encouraging them to compete amongst themselves. These differences are connected to the academic selection systems established by each of the institutions. By inquiring into these dynamics, we have a better understanding of how these institutions function and how they contribute to the processes of socialization and reproduction of specific segments aimed at occupying elite positions. This paper also addresses the role played by the teachers as symbolic facilitators who, through their work, contribute to the selection of those groups.

scholarly journals On the action of a locomotive driving wheel

1926 ◽  
Vol 112 (760) ◽  
pp. 151-157 ◽  
Keyword(s):  
Transverse Dimension ◽  
Point Of View ◽  
The Other ◽  
Electric Locomotive ◽  
Final State ◽  
State Of Stress ◽  
Driving Wheel ◽  
The Subject ◽  
Reversed State ◽  
Set Up

In the appendix to a paper read before the Institution of Civil Engineers, dealing generally with the subject of the 'Electric Locomotive,' the author discussed the running qualities of locomotives from the point of view of dynamics. He based the discussion on the forces set up between wheel and rail, and these forces he referred to the creepage of the surfaces in contact due to elastic deformation of the material in the neighbourhood of the contact, defining "creepage" traversed. He later introduced two quantities, f and f ', which represented respectively the tractive force per unit creepage, longitudinally and transversly, to the rail. The quantities f and f ', which were assumed constant in any particular problem, were not determined at the time, and the present paper is primarily an attempt to compute the first of them. The area of contact between wheel and rail varies with the statr of wear of the parts. For a new rail the longitudinal dimension of the contact is in general greater than the transverse dimension; but, as the rail flattens with use, the contact area approximates in shape to a uniform strip transverse to the rail. The final state is assumed herein, the wheel and rail being conceived as cylinders having their generating lines parallel. The problem proposed is accordingly a two-dimensional one. Instead of assuming the problem to be that of a cylinder rolling on a plane, however, we implicitly assume it to be that of two cylinders of like material and of equal and opposite radii, pressed together and rolling on one another, one being subject to a torque and the other to an equal counter-torque. Under this assumption, any state of stress or strain in one member, due to tangential tractive forces only, is matched by an equal reversed state in the other, and the distribution of pressure between the members is unaffected by the traction, since the radial displacements of the surfaces in contact are complementary. We may note also that any conclusion deduced for a driving wheel is true, with reversal of stresses and strains, for a wheel undergoing braking.

The Monologue of Browning

1918 ◽  
Vol 11 (2) ◽  
pp. 121-144
Author(s):  
George Herbert Palmer
Keyword(s):  
Middle Age ◽  
English Literature ◽  
The Other ◽  
Robert Browning ◽  
Quarter Century ◽  
Personal Lives ◽  
Other Hand ◽  
Lyrical Ballads ◽  
Set Up

Hardly another poet in the whole course of English literature has met with such violent and continuous partisanship as Robert Browning. When Wordsworth put forth his epoch-making little volume of Lyrical Ballads, he too met derision, but it lasted only twenty years. By the time he reached middle age his position as a master was assured, and his limitations were well understood. Over Browning disputation has continued longer. Throughout his life and during the quarter-century since his death he has had ardent assailants and just as ardent defenders. Persons of standing declare the man a barbarian, who broke into the fair fields of verse with poetry cacophonous in sound, obscure in expression, and shocking in subject. On the other hand, there are those who regard Browning as half divine. He is a prophet, they say, and has so disclosed to them the significance of their personal lives that they cannot hear any criticism of him without a shiver. Sometimes Browning is set up in laudatory antagonism to Tennyson, or Tennyson in antagonism to Browning; and certainly these poets do differ fundamentally. But are their differences disparaging or supplemental? I believe I shall find the safest approach to my heated subject if, without praise or blame, I coolly note some of the points of contrast between the two.

LINGUISTIC FEATURES OF NAMES OF BUILDINGS, ROADS AND LANDSCAPES IN CHINESE EDUCATIONAL INSTITUTIONS

2021 ◽  
pp. 94-100
Author(s):  
Чу Цзяньминь
Keyword(s):  
Cultural Heritage ◽  
Cultural Values ◽  
Educational Institution ◽  
Point Of View ◽  
Educational Institutions ◽  
Linguistic Features ◽  
Linguistic Identity ◽  
Cultural Characteristics ◽  
Teachers And Students ◽  
Historical Heritage

Статья посвящена анализу лингвистических особенностей наименований зданий, дорог и ландшафтов в китайских учебных заведениях. Анализ проводится с точки зрения положений аксиологической лингвистики с целью выявления выражаемых языком и текстами ценностей. В ходе анализа речевого материала автор приходит к выводу, что наименования зданий, дорог и ландшафтов в китайских колледжах и университетах имеют лингвистическое своеобразие, отражающее определенные культурные особенности Китая и его богатое историческое наследие. Наименования, являющиеся символом учебного заведения, используются не только с целью его выделения среди других, в частности, его концепций и особенностей управления, его истории, культурного наследия и духовной атмосферы, но также и для того, чтобы объяснять и передать культурные ценности, создать культурную атмосферу и улучшить гуманистическое сознание преподавателей и учащихся. The article is devoted to the analysis of the linguistic features of the names of buildings, roads and landscapes in Chinese educational institutions. The analysis is carried out from the point of view of the provisions of axiological linguistics in order to identify values expressed in language and texts. In the analysis of speech material, the author concludes that the names of buildings, roads and landscapes in Chinese colleges and universities have a linguistic identity that reflects certain cultural characteristics of China and its rich historical heritage. The names that are the symbol of the educational institution are used not only to distinguish it from others, in particular its concepts and characteristics of management, its history, cultural heritage and spiritual atmosphere, but also to explain and convey cultural values, create a cultural atmosphere and improve the humanistic consciousness of teachers and students.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

RHYNCHOLITES AND THE PROBLEM OF NARROW AND BROAD CONCEPTION OF TAXONS

2018 ◽  
pp. 12-17 ◽  
Author(s):  
I. R. Khuzina ◽  
V. N. Komarov
Keyword(s):  
Sexual Dimorphism ◽  
Morphological Characteristics ◽  
Mass Scale ◽  
Individual Variability ◽  
Point Of View ◽  
The Other ◽  
New Taxon ◽  
Artificial System ◽  
Broad Understanding

The paper considers a point of view, based on the conception of the broad understanding of taxons. According to this point of view, rhyncholites of the subgenus Dentatobeccus and Microbeccus are accepted to be synonymous with the genus Rhynchoteuthis, and subgenus Romanovichella is considered to be synonymous with the genus Palaeoteuthis. The criteria, exercising influence on the different approaches to the classification of rhyncholites, have been analyzed (such as age and individual variability, sexual dimorphism, pathological and teratological features, degree of disintegration of material), underestimation of which can lead to inaccuracy. Divestment of the subgenuses Dentatobeccus, Microbeccus and Romanovichella, possessing very bright morphological characteristics, to have an independent status and denomination to their synonyms, has been noted to be unjustified. An artificial system (any suggested variant) with all its minuses is a single probable system for rhyncholites. The main criteria, minimizing its negative sides and proving the separation of the new taxon, is an available mass-scale material. The narrow understanding of the genus, used in sensible limits, has been underlined to simplify the problem of the passing the view about the genus to the other investigators and recognition of rhyncholites for the practical tasks.

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