ESCHINE E IL PROGETTO DI SOLONE SULL’EDUCAZIONE DEI GIOVANI: L’INTERPRETAZIONE DELLE LEGGI SOLONIANE NELL’ORAZIONE CONTRO TIMARCO

Deutsche Schule urbana - Collegio Allemão de Pelotas na rota da Verein Für das Deutschtum im Ausland (V.D.A.), 1921-1925, 1933 / Urban Deutsche Schule – German College of Pelotas on the Verein Für das Deutschtum im Ausland (V.D.A.) Route, 1921-1925, 1933

Revista de História e Historiografia da Educação ◽

10.5380/rhhe.v2i6.66034 ◽

2019 ◽

Vol 2 (6) ◽

pp. 80

Author(s):

Maria Angela Peter da Fonseca ◽

Elomar Antonio Callegaro Tambara

Keyword(s):

School Culture ◽

Rio Grande ◽

Rio Grande Do Sul ◽

The South ◽

Educational Project ◽

Cultura Escolar ◽

Didactic Material ◽

German College

Neste artigo enfoca-se o papel dos visitantes que chegavam à Deutsche Schule urbana, Collegio Allemão de Pelotas, no sul do Rio Grande do Sul, provenientes da Verein für das Deutschtum im Ausland (V.D.A.), (Sociedade de Apoio ao Deutschtum no Exterior), em 1921, 1923, 1924, 1925 e 1933, situada em Hamburgo e Berlim, na Alemanha. O objetivo desses visitantes era inspecionar o projeto educacional alemão e a manutenção do Deutschtum, que mesclava elementos do nacionalismo alemão, vigente, à cultura escolar deste educandário em tempos de Nacionalização do Ensino no Brasil. Consequência dessas visitas era o envio de livros, material didático e professores alemães, bem como a troca de correspondência entre os alunos do educandário de Pelotas e alunos alemães. Trata-se de pesquisa qualitativa, bibliográfica e documental cujas fontes principais são os Relatórios Escolares da Deutsche Schule de Pelotas dos anos 1921, 1923, 1924, 1925 e 1933.* * *This paper focuses on the role of visitors arriving at the urban Deutsche Schule, German College of Pelotas, in the south of Rio Grande do Sul from the Verein für das Deutschtum im Ausland (VDA), a Society for Supporting Deutschtum Abroad, in 1921, 1923, 1924, 1925 and 1933, located in Hamburg and Berlin, Germany. The purpose of these visitors was to inspect the German educational project and the maintenance of the Deutschtum, which merged elements of German nationalism, in force, into the school culture of this educandário in times of Nationalization of Teaching in Brazil. The consequence of these visits was the sending of books, didactic material and German teachers, as well as the exchange of correspondence between the students of the educator of Pelotas and German students. It is a qualitative, bibliographical and documentary research whose main sources are the School Reports of the Deutsche Schule of Pelotas of years 1921, 1923, 1924, 1925 and 1933.

Recontextualising partisan outrage online: analysing the public negotiation of Trump support among American conservatives in 2016

AI & Society ◽

10.1007/s00146-020-01109-5 ◽

2020 ◽

Author(s):

Anthony Kelly

Keyword(s):

Right Wing ◽

Rhetorical Strategy ◽

The Public ◽

Commercial Media ◽

Media Institutions ◽

Political Talk ◽

Us Presidential Election ◽

Contemporary United States ◽

Creative Construction

AbstractThis article conceptualises the role of audience agency in the performance of American conservative identities within a hybridised outrage media ecology. Audience agency has been under-theorised in the study of outrage media through an emphasis on outrage as a rhetorical strategy of commercial media institutions. Relatively little has been said about the outrage discourse of audiences. This coincides with a tendency to consider online political talk as transparent and "earnest," thereby failing to recognise the multi-vocality, dynamism, and ambivalence—i.e., performativity—of online user-generated discourse. I argue the concept of recontextualisation offers a means of addressing these shortcomings. I demonstrate this by analysing how the users of the American right-wing partisan media website TheBlaze.com publicly negotiated support for Donald Trump in a below-the-line comment field during the 2016 US presidential election. These processes are situated with respect to the contested, dynamic, and creative construction of partisan identities in the contemporary United States.

About the Role of Hermeneutic Analysis of the Heuristic Potential of J. A. Comenius’ Philosophical and Educational Project

Психолого-педагогический поиск ◽

10.37724/rsu.2020.55.3.002 ◽

2020 ◽

pp. 14-23

Author(s):

С.М. Марчукова

Keyword(s):

Practical Knowledge ◽

Historical Context ◽

Theory And Practice ◽

Medieval Philosophy ◽

Educational Project ◽

History Of ◽

Science And Education ◽

Pedagogical Research ◽

And Function

В методологии современного педагогического исследования принципы герменевтического круга и герменевтической спирали, с одной стороны, способствуют пониманию конкретного знания после предварительного ознакомления с тенденциями развития абстрактного научно-теоретического знания, с другой стороны, способны стать основными структурными элементами, связывающими педагогическую науку и практику (В. В. Краевский). В статье обоснована актуальность использования герменевтического метода для раскрытия эвристического потенциала философско-образовательного проекта Я. А. Коменского, его связи с философской традицией, основы которой заложены в философии и педагогике античности и средневековья. Использование метода герменевтический спирали, «витки» которой отражают связь наследия Коменского с педагогической мыслью этих эпох, позволяет понять, что методология комениологических исследований опирается не на педагогический опыт XVII века, а на фундаментальные основания педагогической науки. Современное осмысление места философско-образовательного проекта Коменского в контексте истории науки и образования способствует соединению двух линий в комениологических исследованиях — педагогической и психологической (Днепров, 1997), развитию эвристического и прогностического аспектов историко-педагогического знания (В. Г. Безрогов, Б. М. Бим-Бад, М. В. Богуславский, Э. Д. Днепров, И. А. Колесникова, Г. Б. Корнетов, А. С. Степанова и др.). В статье приведены примеры изучения трудов Я. А. Коменского разных лет с помощью принципов герменевтического круга и герменевтической спирали. Историко-научный контекст, позволяющий иллюстрировать ретроспективу тенденций дифференциации и интеграции в истории развития образования, определяет новизну исследования. Выявление «эвристичности герменевтического круга» (Ю. С. Сенько) для становления нового педагогического мышления и развития гуманитарного аспекта педагогических технологий составляет теоретическую и практическую значимость исследования для системы высшего педагогического образования и практики работы школы. Раскрытие эвристического потенциала философско-образовательного проекта Я. А. Коменского призвано способствовать развитию отечественной комениологии как одного из фундаментальных направлений историко-педагогической науки. The principles of the hermeneutic cycle and the hermeneutic spiral typical of modern pedagogical research ensure acquisition of practical knowledge through abstract, theoretical cognition and function as structural elements that secure connections between pedagogical theory and practice (V. V. Krayevsky). The article accounts for the relevance of employing the hermeneutic method to unveil the heuristic potential of J. A. Comenius’s philosophical and educational project, to highlight its rootedness in ancient and medieval philosophy and pedagogy. Employing the method of the hermeneutic spiral, whose turns highlight the connections between J. A. Comenius’ legacy and ancient and medieval pedagogy, one can realize that the methodology of comeniological research rests on the fundamental principles of pedagogy rather than on the principles of pedagogy of the 17th century. The modern interpretation of J. A. Comenius’ philosophical and educational project in the context of history of science and education contributes to the integration of pedagogical and psychological aspects of comeniological research (Dneprov, 1997), facilitates the development of the heuristic and prognostic aspects of history of pedagogy (V. G. Bezrogov, B. M. Bim-Bad, M. V. Boguslavsky, E. D. Dneprov, I. A. Kolesnikova, G. B. Kornetov, A. S. Stepanova and others). The article focuses on the application of the principles of the hermeneutic cycle and the hermeneutic spiral to the investigation of J. A. Comenius’s works. The novelty of the research is accounted for by the fact that the tendencies of differentiation and integration are viewed through the prism of historical context. The theoretical significance and the practical value of the research consist in the investigation of the heuristic potential of the hermeneutic cycle (Yu. S. Senko) for modern pedagogical thinking and further humanization of pedagogical technologies. The investigation of the heuristic potential of J. A. Comenius’ philosophical and educational project ensures the development of Russian comeniology as a branch of history of pedagogy

The rhetoric of New Zealand's COVID-19 response

Accounting Auditing & Accountability Journal ◽

10.1108/aaaj-08-2020-4890 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Binh Bui ◽

Olayinka Moses ◽

John Dumay

Keyword(s):

Critical Role ◽

Decision Makers ◽

Response Strategy ◽

Content Type ◽

Rhetorical Strategy ◽

The Public ◽

Government Documents ◽

The Right ◽

Public Policy Decisions

PurposeThe authors unpack the critical role of rhetoric in developing and justifying the New Zealand (NZ) government's coronavirus disease 2019 (COVID-19) lockdown strategy.Design/methodology/approachUsing Green's (2004) theory of rhetorical diffusion, the authors analysed government documents and media releases before, during and after the lockdown to reconstruct the government's rationale.FindingsThe blending of kairos (sense of urgency and “right” time to act), ethos (emphasis on “saving lives”), pathos (fear of disruption and death) and selective use of health-based logos (shrinking infection rates), prompted fast initial adoption of the lockdown. However, support for the rhetoric wavered post-lockdown as absence of robust logos became apparent to the public.Research limitations/implicationsThe authors implicate the role of rhetoric in decision-makers’ ability to successfully elicit support for a new practice under urgency and the right moment to act using emotionalisation and moralisation. The assessment of the NZ government's response strategy provides insights decision-makers could glean in developing policies to tame the virus.Practical implicationsThis study’s analysis demonstrates the unsustainability of rhetoric in the absence of reliable information.Originality/valueThe authors demonstrate the consequences of limited (intermittent) evidence and disregard for accounting/accountability data in public policy decisions under a rhetorical strategy.

Search the Theme of Educational Projects As Co-Creation of a Teacher and Students (on Geometric Material)

Profession-oriented School ◽

10.12737/article_5c07c910996d66.17827152 ◽

2018 ◽

Vol 6 (6) ◽

pp. 25-31

Author(s):

О. Павлова ◽

O. Pavlova ◽

Н. Чиркова ◽

N. Chirkova

Keyword(s):

Search Activity ◽

Educational Project ◽

Research Activities ◽

Visual Geometry

The role of independent search activity in achieving the goals of the child’s development is recognized. The involvement of the child in the educational and research activities and the role of the teacher in its organization depend on the children’s age. The article shows techniques for helping to find an idea for the project, on the example of visual geometry. The role of co-creation between the teacher and the students in the search for the theme of the educational project is highlighted. Examples of ideas for simulation projects are given.

PLATO'S PILOT IN THE POLITICAL STRATEGY OF JULIAN AND LIBANIUS

The Classical Quarterly ◽

10.1017/s0009838817000659 ◽

2017 ◽

Vol 67 (2) ◽

pp. 607-616

Author(s):

David Neal Greenwood

Keyword(s):

Golden Age ◽

Fourth Century ◽

The Political ◽

Political Strategy ◽

Greek Philosophy ◽

Self Presentation ◽

Philosophical Concept ◽

Rhetorical Strategy ◽

Constantius Ii

The rhetorical career of Libanius of Antioch (a.d.314–c.393) spanned the reigns of a number of fourth-century emperors. Like many orators, he used the trope of the emperor as a pilot, steering the ship of state. He did this for his imperial exemplar Julian and in fact for his predecessor Constantius II as well. Julian sought to craft an identity for himself as a theocratic king. He and his supporters cast him as an earthly parallel to the Christ-like versions of Heracles and Asclepius he constructed, which was arguably a co-opting of Christian and particularly Constantinian themes. In a public oration, Julian even placed himself in the role of Christ in the Temptation in the Wilderness. This kind of overtly Christian metaphor was not Libanius’ preferred idiom, however, and he wrote of Julian as another kind of chosen and divine saviour-figure, one with its roots in the golden age of Greek philosophy. The figure of the κυβερνήτης, the ‘pilot’ or ‘helmsman’, is a philosophical concept with roots in the thought of the pre-Socratics but most familiar from Plato. The uses of this metaphor by Julian and Libanius highlight the rhetorical strategy and self-presentation the emperor employed during his reign.

When “We Believe that ...”: The Role of Collective “we” in the Dialogic Negotiation in Hard News Discourse

Prague Journal of English Studies ◽

10.2478/pjes-2020-0008 ◽

2020 ◽

Vol 9 (1) ◽

pp. 157-196

Author(s):

Zuzana Nádraská

Keyword(s):

Point Of View ◽

Rhetorical Strategy ◽

News Reports ◽

News Discourse ◽

Reader Engagement ◽

Strong Statement ◽

The Difference ◽

First Person Plural ◽

The Individual

AbstractThe present paper examines the occurrence of collective self expressed by the first person plural “we” in British broadsheet hard news reports. Given that “we” typically embraces “I” and the “non-I”, and is viewed in contradistinction to “others”, it is subjective and dialogic (inter-subjective) in nature (Baumgarten et al.; Benveniste). This study, grounded in Systemic Functional Linguistics and the theory of engagement, examines the coupling, i.e., co-occurrence, of one dialogic signal “we” with other dialogic meanings (entertain, proclaim and disclaim) used for the dialogic negotiation of content and writer-reader engagement (Martin, “Beyond Exchange”; Martin and White). Couplings are interpreted from the point of view of the overall rhetorical strategy they are put to, referred to as syndromes of meaning (Zappavigna et al., “Syndromes”; Zappavigna et al., “The Coupling”). The rhetorical functions of syndromes reflect the basic dialogic meanings of the examined engagement categories such as a tentative suggestion of an opinion (entertain), a strong statement of an opinion (proclaim) and a rejection of a dispreferred opinion (disclaim). Finer variations within the individual rhetorical strategies are related to the difference in the source of dialogic positioning (an individual versus collective voice) and the referential scope of the pronoun (a precisely defined reference versus reference with a more general and diffused scope).

Post-Crisis Assurance and the ‘Tests of Life’ Reading of 1 John

Reformed Theological Review ◽

10.53521/a247 ◽

2021 ◽

Vol 80 (2) ◽

pp. 133-154

Author(s):

Matthew Payne

Keyword(s):

Rhetorical Strategy ◽

1 John

1 John has often been read as advocating a series of personal ‘tests of life’, by which individuals can evaluate the genuineness of their conversion. This article argues that framing 1 John’s teaching on assurance in this way distorts its teaching by failing to recognise the epistle’s rhetorical strategy. It argues that this epistle was intended to positively cultivate assurance in its original recipients by highlighting that they had already proven their possession of salvation by their perseverance in their confession, whereas others had recently abandoned it. This invites reflection on the role of pastoral evaluation and exhortation in cultivating assurance rather than on individualistic strategies alone.

Hell as “Eternal” Punishment? On the Depiction of Hell in Vīlhojī’s Kathā Gyāncarī

Asiatische Studien – Études Asiatiques ◽

10.1515/asia-2018-0011 ◽

2018 ◽

Vol 72 (2) ◽

pp. 339-362

Author(s):

Susanne Kempe-Weber

Keyword(s):

Seventeenth Century ◽

Fifteenth Century ◽

Religious Tradition ◽

Close Connection ◽

Rhetorical Strategy ◽

Religious Doctrine ◽

Unique Composition ◽

Eternal Punishment

Abstract This paper engages with the literature of the Biśnoī Sampradāya, a religious tradition that emerged in the fifteenth century in Rajasthan and traces itself back to the Sant Jāmbhojī. The paper specifically examines a composition of the sixteenth-seventeenth century poet-saint and head of the tradition Vīlhojī. His Kathā Gyāncarī is a unique composition among the corpus of Biśnoi literature with regard to its genre, style and content. The text revolves around the consequences of one’s actions after death, particularly punishment in hell. This paper aims to illustrate that the Kathā Gyāncarī depicts suffering in hell as the eternal consequence of committing sins or crimes, which is unique not only for Biśnoī literature, but for Sant literature in general. It argues that the depiction of hell as eternal punishment was used as a rhetorical strategy at a time the Biśnoī Sampradāya faced intense difficulties. In another vein, this depiction of hell could indicate the Biśnoīs’ close connection to the Indian Shi’a community of the Nizārī Ismā’īlīs. This is reflected not only in the Kathā Gyāncarī’s function of hell as a eternal punishment for disbelievers and sinners, but also in the soteriological role of the teacher or guru as well as in the appearance of various Nizārī figures and motives in the text. In either way picturing hell as eternal suffering serves to amplify the authority of the Biśnoī teachers and the supremacy of the Biśnoī religious doctrine.

INTERATIVIDADE E COMPLEMENTARIDADE: O USO DE PROJETOS AULAS DO CICLO BÁSICO DAS ENGENHARIAS

e-xacta ◽

10.18674/exacta.v6i1.926 ◽

2013 ◽

Vol 6 (1) ◽

pp. 9

Author(s):

Wagner Marcelo Pommer ◽

Clarice Peres Carvalho Retroz Pommer

Keyword(s):

Scientific Knowledge ◽

Teaching And Learning ◽

Technological Environment ◽

Educational Project ◽

Complementary Action

Naturalmente, é próprio das Engenharias desenvolverem projetos aplicados às disciplinas específicas, de modo a produzir relatórios técnicos especializados. Frente à necessária expectativa de que as universidades cultivem profissionais com qualidade, abre-se espaço para discutir o papel formativo das disciplinas dos cursos das Engenharias. Uma das possibilidades consiste em articular competências e conhecimentos no ciclo básico, associados ao desenvolvimento de projetos educativos. A efetivação dos projetos educativos na sala de aula dos cursos de Engenharia possibilita a interatividade do aluno, que deve ser acompanhada e valorizada pela reflexão, situando uma ação complementar que promova desafios. Este artigo relata as etapas de desenvolvimento de um projeto que objetivou a confecção e construção de uma bomba eólica, inserida num contexto de desafio aos alunos. No desenvolvimento das etapas do referido projeto educativo, os alunos vivenciaram a interatividade e a complementaridade, processos fundamentais para alavancar o ensino e a aprendizagem. Foi observado que o projeto educativo favoreceu a interatividade com os conhecimentos científicos desenvolvidos nas diversas disciplinas, num contexto complementar com o ambiente técnico e tecnológico, possibilitando a imersão dos alunos envolvidos em uma dimensão qualitativa e criteriosa, quadro que favorece o desenvolvimento de habilidades e competências básicas para um futuro engenheiro.AbstractNaturally, it is typical from Engineering to develop projects applied in specific disciplines, in a way to produce specialized technical reports. Facing the required expectation from Universities to prepare quality professionals, it opens up space to discuss the formative role of engineering courses disciplines. One possibility is to articulate skills and knowledge in the basic cycle, associated with developing educational projects. The use of educational projects in classroom engineering courses enables student interactivity, which must be associated and valorized by reflection, establishing a complementary action that promotes challenges. This paper reports the developing stages of and educational project that aimed to create and construct a wind pump, inserted in a challenging context to the students. In the intermediate stages of this educational project, students experienced interaction and complementarity, fundamental processes to leverage teaching and learning. We observed that the educational project favored interactivity with scientific knowledge developed in the different disciplines, in a complementary context with technical and technological environment, enabling students’ immersion in a qualitative and judicious dimension, framework that encourages the development of skills and essential competences to a graduated engineer.