Breaking Resemblance

2017 ◽  
Author(s):  
Alena Alexandrova
Keyword(s):  
United States ◽  
Contemporary Art ◽  
Public Life ◽  
The United States ◽  
Complex Relationship ◽  
Central Theme ◽  
The Past ◽  
The Status ◽  
History Of ◽  
Human Hands

During the past two decades curators and artists have shown a distinct interest in religion, its different traditions, manifestations in public life, gestures and images. Since the early 1990s in Europe and the United States many artists critically re-appropriated religious, motifs, themes and images to produce works that cannot qualify as ‘religious,’ but remains in a dialogue with the visual legacy of mostly the Western, and more specifically the Catholic, version of Christianity. The book explores the complex relationship between contemporary art and religion. It focuses on the ways artists re-appropriate religious motifs as a means to reflect critically on our desire to believe in images, on the history of seeing them, and on their double power – iconic and political. When embedded in contemporary artworks, religious motifs become tools to address issues that are central to the infrastructure of, and the distinction between, different eras or regimes of the image: the rules that regulate the status of images and their public significance, their modes of production, circulation and display. The book examines the important motif of the acheiropoietic image (not made by human hands). Its survival and transformation in contemporary image-making practices provides a conceptual matrix for understanding of the reconfiguring relationships between art and religion. The book discusses a number of exhibitions that take religion as their central theme, and a selection works by Bill Viola, Lawrence Malstaf, Victoria Reynolds and Berlinde de Bruyckere who, in their respective ways and media, recycle religious motifs and iconography, and whose works resonate with, or problematise the motif of the true image.

Archaeology education and the political landscape of American schools

Antiquity ◽  
2000 ◽  
Vol 74 (283) ◽  
pp. 194-198 ◽  
Author(s):  
M. Elaine Davis
Keyword(s):  
United States ◽  
The United States ◽  
The Past ◽  
Political Landscape ◽  
The Status ◽  
Values And Beliefs ◽  
History Of ◽  
American Schools ◽  
Key Aspects ◽  
Governmental Control

Education, a primary mode for transmitting society's knowledge, values and beliefs, is a highly political endeavour. To understand fully the place of archaeology within the framework of public education in the United States, some background in the broader political landscape and sanctioned curricula in American schools is necessary. This article examines some key aspects of these issues, including governmental control of education, the ‘history of history’ in schools, and the appropriation of the past. It also looks at the status of archaeology education in the United States and considers an appropriate role for pre-college archaeology.

Redefining Censorship

2018 ◽  
Vol 51 (2) ◽  
pp. 134-142
Author(s):  
Esther B. Schupak
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Emotional Valence ◽  
The United States ◽  
Educational Choice ◽  
Merchant Of Venice ◽  
The Past ◽  
The Merchant Of Venice ◽  
Film Images ◽  
History Of

Abstract Because of its potential for fostering antisemitic stereotypes, in the twentieth century The Merchant of Venice has a history of being subject to censorship in secondary schools in the United States. While in the past it has often been argued that the play can be used to teach tolerance and to fight societal evils such as xenophobia, racism and antisemitism, I argue that this is no longer the case due to the proliferation of performance methods in the classroom, and the resultant emphasis on watching film and stage productions. Because images – particularly film images – carry such strong emotional valence, they have the capacity to subsume other pedagogical aspects of this drama in their emotional power and memorability. I therefore question whether the debate over teaching this play is truly a question of ‘censorship’, or simply educational choice.

Historical Landmarks in the Hundred Years’ War on Palestine

2017 ◽  
Vol 47 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Rashid I. Khalidi
Keyword(s):  
United States ◽  
Security Council ◽  
The United States ◽  
League Of Nations ◽  
Historical Documents ◽  
Hundred Years War ◽  
The Past ◽  
Un Security Council ◽  
History Of ◽  
Modern Era

This essay argues that what has been going on in Palestine for a century has been mischaracterized. Advancing a different perspective, it illuminates the history of the last hundred years as the Palestinians have experienced it. In doing so, it explores key historical documents, including the Balfour Declaration, Article 22 of the Covenant of the League of Nations, and UN Security Council Resolution 242, none of which included the Palestinians in key decisions impacting their lives and very survival. What amounts to a hundred years of war against the Palestinians, the essay contends, should be seen in comparative perspective as one of the last major colonial conflicts of the modern era, with the United States and Europe serving as the metropole, and their extension, Israel, operating as a semi-independent settler colony. An important feature of this long war has been the Palestinians' continuing resistance, against heavy odds, to colonial subjugation. Stigmatizing such resistance as “terrorism” has successfully occluded the real history of the past hundred years in Palestine.

Creating Oportunity

2013 ◽  
Author(s):  
Zoltan J. Acs
Keyword(s):  
United States ◽  
The United States ◽  
Status Quo ◽  
Historical Background ◽  
Economic Opportunity ◽  
Wealth Creation ◽  
The Status ◽  
History Of ◽  
Fundamental Tension ◽  
Opportunity Creation

This chapter describes the system of opportunity creation in the United States, which has been a series of inventions and reinventions of the means by which opportunity has been provided. It begins with a historical background on efforts to suppress opportunity—or at least keep a monopoly hold on it—particularly in Britain. It then considers how opportunity has been embedded in American-style capitalism in two fundamental ways. The first is by equipping individuals with the skills they need to participate in capitalism; the second relates to the functioning of innovation and markets, and to the ability of new industries, firms, and jobs to challenge the status quo—namely, creative destruction. It also highlights the fundamental tension between wealth creation and maintaining economic opportunity. The chapter concludes with a discussion of the role played by schools and education reformers in the history of opportunity and opportunity creation in America.

Veronicas and Artists

2017 ◽  
Keyword(s):  
Contemporary Art ◽  
Religious Images ◽  
The Public ◽  
The Past ◽  
History Of Art ◽  
The Status ◽  
History Of ◽  
The Way ◽  
Contemporary Artists

Chapter One deals with several central issues with regard to understanding the role of religious motifs in contemporary art. Besides being a repetition of imagery from the past, religious motifs embedded in contemporary artworks become a means to problematise not only the way different periods in the history of art are delimited, but larger and seemingly more rigid distinctions as those between art and non-art images. Early religious images differ significantly from art images. The two types are regulated according to different sets of rules related to the conditions of their production, display, appreciation and the way images are invested with the status of being true or authentic instances of art or sacred images. Chapter One provides a discussion of the important motif of the image not made by an artist’s hand, or acheiropoietos, and its survival and transformation, including its traces in contemporary image-making practices. All images are the result of human making; they are fictions. The way the conditions of these fictions are negotiated, or the way the role of the maker is brought to visibility, or concealed, is a defining feature of the specific regime of representation. While the cult image concealed its maker in order to maintain its public significance, and the later art image celebrated the artist as a re-inventor of the old image, contemporary artists cite religious images in order to reflect on the very procedures that produce the public significance and status of images.

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.

POLITICAL ATHEISM: THE SECULARIZATION AND LIBERALIZATION OF AMERICAN PUBLIC LIFE

2018 ◽  
Vol 17 (1) ◽  
pp. 249-277 ◽  
Author(s):  
DAVID SEHAT
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Republican Party ◽  
Public Reason ◽  
Public Life ◽  
The United States ◽  
Overlapping Consensus ◽  
Avant Garde ◽  
The Past

The United States is a deeply Christian country, but over the last sixty years American public culture has become increasingly detached from religious concerns. Christian activists, when not speaking within the Republican Party, have had to assert their privilege in a way that they never had to do in the past. In spite of their efforts, the role of Christianity in culture and politics has seen a more or less continuous decline. This essay examines how and why that process occurred. It puts forward a schematic narrative that relies on the concepts of public reason, the avant-garde, and an overlapping consensus to explain how different people came together in the mid-twentieth century to secularize and liberalize American public life.

SEMINARIES AND WRITING THE HISTORY OF NEW SPAIN: An Interview with Stafford Poole, C.M.

2012 ◽  
Vol 69 (2) ◽  
pp. 237-254
Author(s):  
Susan Schroeder
Keyword(s):  
United States ◽  
Latin American ◽  
American History ◽  
New Spain ◽  
The United States ◽  
Latin American History ◽  
The Past ◽  
Past Half Century ◽  
History Of ◽  
Past Half

Over the course of the past half century, the field of colonial Latin American history has been greatly enriched by the contributions of Father Stafford Poole. He has written 14 books and 84 articles and book chapters and has readily shared his knowledge at coundess symposia and other scholarly forums. Renowned as a historian, he was also a seminary administrator and professor of history in Missouri and California. Moreover, his background and formation are surely unique among priests in the United States and his story is certainly worth the telling.

History of Testing in the United States: PK–12 Education

2019 ◽  
Vol 683 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Maris A. Vinovskis
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
No Child Left Behind ◽  
Federal Government ◽  
The United States ◽  
Late Nineteenth Century ◽  
National Education ◽  
The Past ◽  
History Of ◽  
K 12

This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.

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