Parisina, Mazeppa and Anglo-Italian displacement

Author(s):  
Peter W. Graham

This chapter examines Parisina (written in England but on an Italian topic) and Mazeppa (written in Italy but on a non-Italian topic) as exemplary instances of Byron’s creation of an Anglo-Italian poetics based on displacement in his narrative verse. It considers them separately and together as a useful way of understanding the ‘intricate fabrication of Byron’s Anglo-Italian identity’. It also considers them ‘in dialogue’ and in relation to Italy in order to throw new light on two works that are generally sidelined in the Byron canon. In Parisina, Byron offers an Italian cautionary tale to Regency England,one in which he can ‘poetically release’ things in his own life that he had to publicly suppress in England. In Mazeppa, instead, Byron explores key aspects of his life in Italy in an imagined location that is displaced from Italy rather than to it. As this essay shows, both narrative poems demonstrate, in contradiction to much critical thinking about Byron, the importance of ‘not being on the spot’ to both the poet’s narrative method and his poetic self-fashioning.

Neophilology ◽  
2021 ◽  
pp. 735-742
Author(s):  
Irina N. Sertakova

We consider the cultural and philosophical aspects of critical thinking and scientific approaches to them in the classical and postclassical philosophy of education. We characterize the specific features of thinking and requirements for it within the framework of the traditional and new models of educational values. We note that in the culturological value context an important place is occupied not by individual models as an intrinsic value, but by the presence of continuity, the implementation of the principles of complementarity and interdependence of “traditional” and “modern”. We analyze the concepts of “culture of thinking” and “culture of education”. We pro-vide definitions and levels of critical thinking in their relation to universal human cultural values, taking into account the awareness of the multipolarity of world. We propose an approach to solv-ing problematic issues related to the formation of critical thinking, in accordance not only with his-torically established philosophical doctrines about thinking, but also with cultural and educational traditions. As an example of the traditions influence of culture of thinking on the critical thinking formation, such educational practice as “Philosophy for Children” is given. We substantiate the choice of programs and methods of philosophizing with children based on cultural reality and spi-ritual problems (intellectual, political, ethical, etc.), characteristic of a particular state. We con-clude that there is a close relationship between cultural and educational traditions and key aspects of the critical thinking formation.


2021 ◽  
Vol 27 (2) ◽  
pp. 138-143
Author(s):  
Oana-Antonia Ilie

Abstract The present paper aims to present some of the contradictions regarding the possibility of dialogue in the digital era. Communication ethics from a dialogic perspective emphasizes commitment to difference and alterity as key aspects of identity building, learning and critical thinking. A dialogical attitude is considered to be the foundation of any authentic communication, as being opposed to the monological arrogance, and as a first precondition of self-development. Despite the skepticism, internet communication can present dialogic characteristics. Social presence and media richness are two of the indicators of a dialogic digital interaction. Although some difficulties may occur, as the absent presence or the multitasking, researchers claim that difference will remain the fuel for the dialogic call of the 21th century communication, whether we will be ready to dialogically answer it or not.


2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  

Author(s):  
Claudia Moatti ◽  
Janet Lloyd ◽  
Malcolm Schofield

2018 ◽  
Vol 17 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Jing Jiang ◽  
Ang Gao ◽  
Baiyin Yang

Abstract. This study uses implicit voice theory to examine the influence of employees’ critical thinking and leaders’ inspirational motivation on employees’ voice behavior via voice efficacy. The results of a pretest of 302 employees using critical thinking questionnaires and a field study of 273 dyads of supervisors and their subordinates revealed that both employees’ critical thinking and leaders’ inspirational motivation had a positive effect on employees’ voice and that voice efficacy mediates the relationships among employees’ critical thinking, leaders’ inspirational motivation, and employees’ voice. Implications for research and practice are discussed.


PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (20) ◽  
Author(s):  
Pam Marek ◽  
Chris Randall
Keyword(s):  

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