法人格のない財団を講学上の信託とみなすべきとの学説に鑑みた際の任意の財団の設立時寄附行為の表現の一案

A Proposal for the Wordings and Expressions of the Articles of Endowment at the Time of Establishment of a Nichtrechtsfähiger Foundation in Light of the Academic Theory that an Unincorporated Foundation without Rechtspersönlichkeit Should be Deemed as a Trust in the sense of Academic Argument

High-impact hate speech by persons of authority: A lower threshold needed?

This paper discusses a global trend in the approach to hate speech. It describes how the international human rights organisations are recently addressing the dynamics of hate speech and how academic thinking is stretching the framework of the justification of hate speech regulations. This work analyses the aspect of cause and effect in the light of the role of the speaker; examining the academic argument that content expressed by public figures of authority have a higher impact, in particular in the context of the digital media ecosystem, with a social media dominance.

Will You Not Revive Us Again? (Psalm 85:6): An Evaluation of Revival In The Context Of Evangelical-Pentecostal Movements.

The study attempted an explanation of what revival of religion is and how revival erupts amongst the Evangelical–Pentecostal movements whiles not leaving behind the challenges associated with the breaking forth of revivals. This qualitative study was guided by the interpretive paradigm and the sampling strategy was homogeneous sampling. The findings are that revivals conjointly originate from the Holy Spirit, through a prepared person. Both the prepared person and the Holy Spirit are requirements for revival to come to pass. Throughout history, revival has occurred with its resultant challenges such as theological incoherence, abuse of gifts, loss of ecclesial identity and distinctiveness. It is being recommended that, revivals should be managed to promote the Christian faith in the long-run. The study has contributed to the literature on revivals by answering the academic argument of whether a revival is a surprising work of God or otherwise. Keywords: revival, revivalism, evangelical-pentecostal movements

The blog: facilitator tool for english teacher creators

Current world conditions require a teacher who is in permanent connectivity with the environment, due to their need to interact and communicate, and particularly to be listened to in the knowledge context, which includes their educational skills. In this article, we will deal with blogs in particular, because they enable connectivity, establishing relationships between teachers involved in a discussion group. This article tried to determine the effectiveness of the use of the blog with pedagogical purposes in this group, as it is an alternative that contributed to their condition of creators, giving answers to the multiple situations that were presented in a school context, especially when they were immersed in the school. The information presented in this research was collected by a discussion group organized in a blog, where their opinion and academic argument in teaching practice was expressed, as well as several scientific articles written by the researcher related to the issue of English teacher training. The results obtained in these narratives demonstrate the effectiveness of using a blog, when it becomes a vehicle to promote interaction between colleagues, giving the opportunity for discussion around daily problems, which, as new teachers, raise their interest, concern and attention. (150-200 words).

What’s in an argument? Reflections on knowledge exchanges

This article draws on a turn of events in the speaker’s long association with Papua New Guinea in the Pacific. Pacific Island academics have made it clear that anthropologists should be explicit about ‘knowledge exchange’. Knowledge transfers take innumerable forms; in the case of the anthropologist, however, it often seems that expert knowledge is more taken than given. Thinking comparatively about academic practice, is there any future for potential ‘exchanges’ as forms of interdisciplinarity, say, or of argument between points of view? The article takes the concept of an academic argument to ask about its counterparts in non-academic milieux of knowledge-making in one part of the Pacific.

Inquiry and Argument in the Secular Academy

Part IV turns to an extended engagement with the academic study of religion, which is often constitutively hostile to any form of theology. Chapter 11 identifies some of the norms of inquiry and argument that prevail in the secular academy in order to show that analytic theology conforms to those very same norms. I develop a framework for academic argument that depends on the notion of “discursive commitments,” taken from the pragmatist philosophy of Robert Brandom and Jeffrey Stout. Here is the central insight: when we engage in academic argument, we are obliged to support our claims with reasons and evidence, and to respond with reasons and evidence when our claims are appropriately challenged.

Not by Firkowicz’s Fault: Daniel Chwolson’s Comic Blunders in Research of Hebrew Epigraphy of the Crimea and Caucasus, and their Impact on Jewish Studies in Russia

Daniel Chwolson (1819–1911) made a huge impact upon the research of Hebrew epigraphy from the Crimea and Caucasus. Despite that, his role in the more-than-a-century-long controversy regarding Crimean Hebrew tomb inscriptions has not been well studied. Chwolson, at first, adopted Abraham Firkowicz’s forgeries, and then quickly realized his mistake; however, he could not back up. Th e criticism by both Abraham Harkavy and German Hebraists questioned Chwolson’s scholarly qualifications and integrity. Consequently, the interference of political pressure into the academic argument resulted in the prevailing of the scholarly flawed opinion. We revisit the interpretation of these findings by Russian, Jewish, Karaite and Georgian historians in the 19th and 20th centuries. During the Soviet period, Jewish Studies in the USSR were in neglect and nobody seriously studied the whole complex of the inscriptions from the South of Russia / the Soviet Union. The remnants of the scholarly community were hypnotized by Chwolson’s authority, who was the teacher of their teachers’ teachers. At the same time, Western scholars did not have access to these materials and/or lacked the understanding of the broader context, and thus a number of erroneous Chwolson’s conclusion have entered academic literature for decades.

Seeking relevancy and transformation: The journey of valuing agency at a South African film school

AFDA (The School for the Creative Economies) South Africa, has a consciousness – framed by the emerging landscape of decolonization – that storytelling needs to be more socially relevant than ever before. Student filmmakers find themselves at a crossroad of needing to capture characters that are relevant with a view to engendering diversity and transformation. This paper discusses the explicit need for integrating the skill of critical thinking, framed by academic argument, into the conceptual process of student film development. This is because the conceptual relevance of films has to be deepened and well expressed. In addition, the identities of characters have to be as authentic and as representative as possible. By teaching students critical thinking, and its integration into the creative process, AFDA believes that the end product will have succinct social/political meaning. AFDA has devised an innovative way to integrate student agency and research into the conceptual development stage of the student filmmaking process. This paper demonstrates how this is done and motivates how this type of approach enables promising results. Keywords: Critical thinking, Agency, Creative process, Identity, Academic argument How to cite this article:Underhill, J.L. 2020. Seeking relevancy and transformation: The journey of valuing agency at a South African film school. Scholarship of Teaching and Learning in the South. 4(2): 22-34. https://doi.org/10.36615/sotls.v4i2.117. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/