scholarly journals Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research

2020 ◽  
Vol 8 ◽  
Author(s):  
Christian George Gregory
Keyword(s):  
Teaching And Learning ◽  
Empirical Studies ◽  
Historical Context ◽  
Classroom Research ◽  
Conversational Analysis ◽  
Dialogic Pedagogy ◽  
The Past ◽  
Classroom Dialogue ◽  
History Of ◽  
The One

A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual MattersSkidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue. This project divides itself neatly in half: the first six chapters trace the theory of dialogic pedagogy, including the history of discourse, coding, and practices, while the remaining seven are devoted to empirical studies marked by a careful microanalysis of dialogue.The work distinguishes itself from scholarship on the dialogical the past 20 years, during which works have either been single-authored, deeply-researched, and theoretical (Matusov, 2009a; Wegerif, 2013) or vast collections of essays organized conceptually (Ball & Freedman, 2004; White & Peters, 2011; Ligorio & Cesar, 2013). While special journal editions have brought new focus to unexplored threads of the dialogical, such as the exploration of silence in the classroom or the history of the School of the Dialogue of Cultures (Matusov 2009b), this collection affords considerable latitude to its theoretical and historical frame. A comparable work of conceptual breadth is that of White (2016), whose publication frames classroom research of lower school learners with concepts from Bakhtin. Like White’s work, Skidmore and Murakami paint at once in broad strokes and miniature: on the one hand, the collection situates dialogical pedagogy into its historical context, interweaving the work of early Russian theorists; at the same time, it offers granular studies of classroom dialogue. Since Skidmore authors or co-authors seven of the 13 chapters, the collection somewhat serves as a project of singular intent, one that raises a persistent question as to whether the methodologies in the studies presented in the second half of the work, focused on Conversational Analysis (CA) and the Discourse Analysis (DA), cohere to the ambitions of dialogical pedagogy offered in the first. In the end, the promise that CA affords greater magnification of classroom moments does not overcome what may be a limitation of the methodology to unearth dialogic pedagogy.

The Invention of Papal History

2019 ◽  
Author(s):  
Stefan Bauer
Keyword(s):  
Catholic Reformation ◽  
History Writing ◽  
Historical Texts ◽  
The Past ◽  
History Of ◽  
Cultural Standards ◽  
Commissioned Works ◽  
The One ◽  
Late Renaissance ◽  
The Church

How was the history of post-classical Rome and of the Church written in the Catholic Reformation? Historical texts composed in Rome at this time have been considered secondary to the city’s significance for the history of art. The Invention of Papal History corrects this distorting emphasis and shows how history-writing became part of a comprehensive formation of the image and self-perception of the papacy. By presenting and fully contextualizing the path-breaking works of the Augustinian historian Onofrio Panvinio (1530–68), this book shows what type of historical research was possible in the late Renaissance and the Catholic Reformation. Historiography in this period by no means consisted entirely of commissioned works written for patrons; rather, a creative interplay existed between, on the one hand, the endeavours of authors to explore the past and, on the other hand, the constraints of patronage and ideology placed on them. This book sheds new light on the changing priorities, mentalities, and cultural standards that flourished in the transition from the Renaissance to the Catholic Reformation.

Camus's Absurd and the World of Melville's Confidence-Man

PMLA ◽  
1967 ◽  
Vol 82 (1) ◽  
pp. 14-27
Author(s):  
Leon F. Seltzer
Keyword(s):  
Careful Analysis ◽  
The Other ◽  
The Novel ◽  
The Past ◽  
The World ◽  
Critical Attention ◽  
Confidence Man ◽  
Ugly Duckling ◽  
History Of ◽  
The One

In recent years, The Confidence-Man: His Masquerade, a difficult work and for long an unjustly neglected one, has begun to command increasingly greater critical attention and esteem. As more than one contemporary writer has noted, the verdict of the late Richard Chase in 1949, that the novel represents Melville's “second best achievement,” has served to prompt many to undertake a second reading (or at least a first) of the book. Before this time, the novel had traditionally been the one Melville readers have shied away from—as overly discursive, too rambling altogether, on the one hand, or as an unfortunate outgrowth of the author's morbidity on the other. Elizabeth Foster, in the admirably comprehensive introduction to her valuable edition of The Confidence-Man (1954), systematically traces the history of the book's reputation and observes that even with the Melville renaissance of the twenties, the work stands as the last piece of the author's fiction to be redeemed. Only lately, she comments, has it ceased to be regarded as “the ugly duckling” of Melville's creations. But recognition does not imply agreement, and it should not be thought that in the past fifteen years critics have reached any sort of unanimity on the novel's content. Since Mr. Chase's study, which approached the puzzling work as a satire on the American spirit—or, more specifically, as an attack on the liberalism of the day—and which speculated upon the novel's controlling folk and mythic figures, other critics, by now ready to assume that the book repaid careful analysis, have read the work in a variety of ways. It has been treated, among other things, as a religious allegory, as a philosophic satire on optimism, and as a Shandian comedy. One critic has conveniently summarized the prevailing situation by remarking that “the literary, philosophical, and cultural materials in this book are fused in so enigmatic a fashion that its interpreters have differed as to what the book is really about.”

WHY STUDYING THE HISTORY OF PHILOSOPHY MATTERS

Think ◽  
2021 ◽  
Vol 21 (60) ◽  
pp. 5-20
Author(s):  
Anna Marmodoro
Keyword(s):  
Ancient Philosophy ◽  
History Of Philosophy ◽  
Special Focus ◽  
The Past ◽  
History Of ◽  
The One

The debate over whether and how philosophers of today may usefully engage with philosophers of the past is nearly as old as the history of philosophy itself. Does the study of the history of philosophy train or corrupt the budding philosopher's mind? Why study the history of philosophy? And, how to study the history of philosophy? I discuss some mainstream approaches to the study of the history of philosophy (with special focus on ancient philosophy), before explicating the one I adopt and commend.

“A composItIon wrItten wIthout creatIve lImItatIons” – Wanda Landowska and concerto for harpsichord and five instruments by ManueL de Falla (1923)

2021 ◽  
Vol 1 (15) ◽  
pp. 67-107
Author(s):  
Ines R. Artola
Keyword(s):  
Strict Sense ◽  
Sonata Form ◽  
Historical Sources ◽  
Avant Garde ◽  
20Th Century Music ◽  
The Third ◽  
Word Analysis ◽  
The Past ◽  
History Of ◽  
The One

The aim of the present article is the analysis of Concerto for harpsichord and five instruments by Manuel de Falla – a piece which was dedicated by the composer to Wanda Landowska, an outstanding Polish harpsichord player. The piece was meant to commemorate the friendship these two artists shared as well as their collaboration. Written in the period of 1923-1926, the Concerto was the first composition in the history of 20th century music where harpsichord was the soloist instrument. The first element of the article is the context in which the piece was written. We shall look into the musical influences that shaped its form. On the one hand, it was the music of the past: from Cancionero Felipe Pedrell through mainly Bach’s polyphony to works by Scarlatti which preceded the Classicism (this influence is particularly noticeable in the third movement of the Concerto). On the other hand, it was music from the time of de Falla: first of all – Neo-Classicism and works by Stravinsky. The author refers to historical sources – critics’ reviews, testimonies of de Falla’s contemporaries and, obviously, his own remarks as to the interpretation of the piece. Next, Inés R. Artola analyses the score in the strict sense of the word “analysis”. In this part of the article, she quotes specific fragments of the composition, which reflect both traditional musical means (counterpoint, canon, Scarlatti-style sonata form, influence of old popular music) and the avant-garde ones (polytonality, orchestration, elements of neo-classical harmony).

scholarly journals "We Never Knew":  The Differences between Museum History and  Academic History Explored through an  Exhibition of the New Zealand Wars

2021 ◽  
Author(s):  
◽  
Elspeth Hocking
Keyword(s):  
Public History ◽  
Historical Context ◽  
Theoretical Models ◽  
Structured Interviews ◽  
The Past ◽  
Presentation Modes ◽  
Academic History ◽  
History Of ◽  
Museum History ◽  
Conducting Research

<p>Public history and academic history have been viewed both as opposites, two practices related only by their concern with sharing the past, as well as conceptualised as similar fields with close connections to each other. Museum history exhibitions are an obvious example of public history in action. However, is the history that exhibitions present all that different from what is produced in the academy, or is this history academia in another form? Initially this dissertation aimed to explore the relationships between academic and public histories as discipline and practice, assuming a relationship rather than divide between the two fields as suggested in some of the literature. However, the eventual results of the research were different than expected, and suggested that in fact public histories manifest very differently to academic histories within a museum context. Using an adapted ethnographic research methodology, this dissertation traces the development of a single history exhibition, "Te Ahi Kā Roa, Te Ahi Kātoro Taranaki War 1860–2010: Our Legacy – Our Challenge", from its concept development to opening day and onwards to public programmes. This exhibition opened at Puke Ariki in New Plymouth in March 2010, and was a provocative display not only of the history of the wars themselves, but of the legacy of warfare in the Taranaki community. Other methods include partially structured interviews which were conducted with ten people involved in creating this exhibition, who outlined their roles in its production and provided their views on its development, and also a brief analysis of the broader social and historical context in which the exhibition was staged. Through tracing the creation of this history, the findings suggested that the history produced at Puke Ariki is a history in its own right, with noticeable differences from academic histories. The strongest correlation between public and academic history in this instance was the shared aspiration to be rigorous in conducting research and, as far as possible, to create an accurate portrayal of the past. Otherwise the history created by Puke Ariki through the exhibition proved to be different in that it was deliberately designed to be very accessible, and it utilised a number of presentation modes, including objects, text, audiovisual and sound. It was interactive, and had a clear aim of enabling the audience to participate in a discussion about the history being presented. Finally, it was a highly politicised history, in that decision making had to be negotiated with source communities in a collaborative fashion, and issues of censorship worked through with the council, a major funding source. The dissertation concludes that producing history in a museum context is a dynamic and flexible process, and one that can be successful despite not necessarily following theoretical models of exhibition development.</p>

scholarly journals AKOMODASI PESANTREN PADA KESENIAN RAKYAT DI CANGKRINGAN, SLEMAN, YOGYAKARTA

2018 ◽  
Vol 15 (2) ◽  
pp. 284-296
Author(s):  
Kholid Mawardi
Keyword(s):  
Historical Context ◽  
Boarding School ◽  
Folk Art ◽  
Religious Community ◽  
The Other ◽  
The Past ◽  
Diverse Society ◽  
Art Community ◽  
The One ◽  
The Relationship

This study investigated the construction of thoughts by KH. Ahmad Masrur and al-Qodir Islamic Boarding School to accomodate folk art; to reveal the relationship among KH. Ahmad Masrur, al-Qodir Islamic Boarding School, and folk art communities in Wukirsari village; and to find out the approaches of accommodation implemented in the folk art Village. The findings of this study led to some conclusions. First, on the one hand, Mr. Masrur (an Islamic expert) wanted to send the goodness and the beauty of Islam not only to be achieved by Moslems but also by other religious community. On the other hand, the folk art community wanted to maintain their existence in the diverse society. Therefore, those two intentions are linked to each other in order to accomplish those goals. Second, the relationship among Mr. Masrur, al-Qodir Islamic Boarding School, and Wukirsari village folk art community; in terms of historical context, it was the repetition of the relationship pattern in the past time that occured during the Islamisation process in Java. It was carried out by placing the locality as the basis of Islam. Mr. Masrur, al-Qodir Islamic Boarding School put themselves as the exponents of folk art; Mr. Masrur had the role as the patron and the community folk art had the role as the clients, and the overall relationship was accomplished based on mutually beneficial relationship. Third, the forms of accommodation  roposed by Mr. Masrur towards folk art in Wukirsari village were through compromise and tolerance. The form of the compromise was visible through the willingness of both parties to feel and understand the circumstances of one to each other party. As for the form of tolerance, it was implemented by Mr. Masrur and al-Qodir Islamic Boarding School deliberately to avoid various disputes and conflicts.

scholarly journals Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Boby Ferdianza
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Educational Game ◽  
Learning History ◽  
The Past ◽  
Teaching History ◽  
New Learning ◽  
History Of ◽  
Main Factors ◽  
Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

About the "supertask" ("sverhzadacha") of K. S. Stanislavsky... (about the history of the word supertask (sverhzadacha) in the Russian language)

2021 ◽  
Vol 82 (3) ◽  
pp. 92-98
Author(s):  
I. I. Krivonosov
Keyword(s):  
Historical Context ◽  
Russian Language ◽  
Method Acting ◽  
The Past ◽  
Initial Term ◽  
History Of ◽  
Structural Methods ◽  
The Russian Language ◽  
Terminology System ◽  
National Corpus

The article is devoted to the history of the appearance and functioning of the word supertask (sverhzadacha) in the Russian language. Two lines of the lexeme functioning were distinguished: the first is associated with the etymology of the word, the second – with its use by K. S. Stanislavsky in the terminology system and the further entry of the unit into general use on the basis of determinologization. It is interesting that the second meaning has acquired the most widespread use. Only in the past two decades, the word has begun to lose its connection with the process of artistic creation. The purpose of the study was to briefly review the history of the word: from its first fixation in the Russian language and application by K. S. Stanislavsky (to designate one of the key concepts of Method Acting) up to modern contexts of use. The entry of the lexeme into the language was investigated using structural methods. The methods of contextual and distributive analysis were used to analyse both the contexts in which Stanislavsky used this word and the process of its fixation in the National Corpus of the Russian language. Statistical analysis was used to trace the dynamics of integration of the lexeme into the Russian language and its fixation in various spheres. The methods of component and comparative analysis were used to describe the formation mechanism of the initial term in the historical context. Borrowings of the term supertask (sverhzadacha) were found in other languages, indicating the spread of Stanislavsky’s system. The conclusion is drawn that the word supertask (sverhzadacha) functions in the Russian language mainly as a term from Stanislavsky’s system, gradually becoming determinologized and returning to the meaning conveying the logical sum of its constituent components.

Communication as source and motivator of language evolution

2003 ◽  
Vol 27 (3) ◽  
pp. 249-268 ◽  
Author(s):  
Vilmos Benczik
Keyword(s):  
Language Change ◽  
Language Evolution ◽  
Communication Technologies ◽  
Point Of View ◽  
Syntactic Complexity ◽  
Linguistic Resources ◽  
Human Thought ◽  
The Past ◽  
History Of ◽  
The One

Language emerges and changes primarily through communication; therefore communication technologies play a key role in the history of language change. The most powerful communication technology from this point of view is phonetic writing, which has a double effect on language: on the one hand it impoverishes suprasegmental linguistic resources; on the other hand it evokes in language a profound and sophisticated semantic precision, and also syntactic complexity. The huge progress in abstract human thought that has taken place over the past three or four centuries has come about on the basis of these linguistic changes. Today, when writing seems to be losing its earlier hegemony over communication, the question arises as to whether this will lead to the erosion of human language, and also of human thought.

95 Years of Teaching High School Sociology

2005 ◽  
Vol 33 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Michael DeCesare
Keyword(s):  
United States ◽  
High School ◽  
Citizenship Education ◽  
Social Problems ◽  
Empirical Studies ◽  
The United States ◽  
Teaching Sociology ◽  
The Past ◽  
Current Events ◽  
History Of

A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.

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