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TURBA ◽  
2022 ◽  
Vol 1 (1) ◽  
pp. 95-102

It is perhaps more relevant now than ever before to prepare the ground for a pedagogical discussion on theater curation. Theater festivals have recently become prominent in India. It is true that India has cherished a ubiquitous tradition of festivals—utsavs and mahotsavs—for hundreds of years. Take, for example, the staging of Kudiyattam at ancient Sanskrit koothambalams, which would last several weeks in a festival atmosphere; the touring circuit of Assam mobile theater, which has created festival-like events since the 1950s; or the Marathi (political) theater, which has an active culture of more than a century of traveling and festival-like events. These are not the kind of festivals I am interested in for the purpose of this article—they have a “traditional” logic built into their purpose—but the kind that have emerged along secular lines in post-independent and urban India. These “new” theater festivals are primarily sponsored by the state, are supported by public funds at the regional and national level, and are therefore open to public participation and scrutiny. These festivals, wherever they are held, commonly include a multilingual and multicultural itinerary of plays. The intent behind the selection is largely driven by the post-colonial project, which is to “put together” an idea of modern India by including plays that have a critical outlook—these could be contemporary scripts, modern adaptations of classical plays, and works that explore contemporary vocabularies of performance (body-based, post-dramatic, experimental, etc.). Currently, India has over a dozen of these new theater festivals of varying scale; each running annually, each claiming to show the best of contemporary theater. In the absence of a touring circuit, these festivals provide artists with the opportunity to travel, to seek new audiences, to mingle with peers and masters, to be written about, and to woo award committees. Festivals are now doing for theater what exhibitions have done for visual art; they are highly visible events that offer immense resources and the promise of further influence. Festivals seem to bestow legitimacy on artistic work of a kind not seen before.


Entropy ◽  
2021 ◽  
Vol 23 (12) ◽  
pp. 1652
Author(s):  
Margret Westerkamp ◽  
Igor Ovchinnikov ◽  
Philipp Frank ◽  
Torsten Enßlin

Knowledge on evolving physical fields is of paramount importance in science, technology, and economics. Dynamical field inference (DFI) addresses the problem of reconstructing a stochastically-driven, dynamically-evolving field from finite data. It relies on information field theory (IFT), the information theory for fields. Here, the relations of DFI, IFT, and the recently developed supersymmetric theory of stochastics (STS) are established in a pedagogical discussion. In IFT, field expectation values can be calculated from the partition function of the full space-time inference problem. The partition function of the inference problem invokes a functional Dirac function to guarantee the dynamics, as well as a field-dependent functional determinant, to establish proper normalization, both impeding the necessary evaluation of the path integral over all field configurations. STS replaces these problematic expressions via the introduction of fermionic ghost and bosonic Lagrange fields, respectively. The action of these fields has a supersymmetry, which means there exists an exchange operation between bosons and fermions that leaves the system invariant. In contrast to this, measurements of the dynamical fields do not adhere to this supersymmetry. The supersymmetry can also be broken spontaneously, in which case the system evolves chaotically. This affects the predictability of the system and thereby makes DFI more challenging. We investigate the interplay of measurement constraints with the non-linear chaotic dynamics of a simplified, illustrative system with the help of Feynman diagrams and show that the Fermionic corrections are essential to obtain the correct posterior statistics over system trajectories.


2021 ◽  
Author(s):  
◽  
Petarpa Boonserm

<p><b>In this thesis four separate problems in general relativity are considered, dividedinto two separate themes: coordinate conditions and perfect fluid spheres. Regardingcoordinate conditions we present a pedagogical discussion of how the appropriateuse of coordinate conditions can lead to simplifications in the form of the spacetimecurvature — such tricks are often helpful when seeking specific exact solutions of theEinstein equations. Regarding perfect fluid spheres we present several methods oftransforming any given perfect fluid sphere into a possibly new perfect fluid sphere.</b></p> <p>This is done in three qualitatively distinct manners: The first set of solution generatingtheorems apply in Schwarzschild curvature coordinates, and are phrased in termsof the metric components: they show how to transform one static spherical perfectfluid spacetime geometry into another. A second set of solution generating theoremsextends these ideas to other coordinate systems (such as isotropic, Gaussian polar,Buchdahl, Synge, and exponential coordinates), again working directly in terms of themetric components. Finally, the solution generating theorems are rephrased in termsof the TOV equation and density and pressure profiles. Most of the relevant calculationsare carried out analytically, though some numerical explorations are also carriedout.</p>


2021 ◽  
Author(s):  
◽  
Petarpa Boonserm

<p><b>In this thesis four separate problems in general relativity are considered, dividedinto two separate themes: coordinate conditions and perfect fluid spheres. Regardingcoordinate conditions we present a pedagogical discussion of how the appropriateuse of coordinate conditions can lead to simplifications in the form of the spacetimecurvature — such tricks are often helpful when seeking specific exact solutions of theEinstein equations. Regarding perfect fluid spheres we present several methods oftransforming any given perfect fluid sphere into a possibly new perfect fluid sphere.</b></p> <p>This is done in three qualitatively distinct manners: The first set of solution generatingtheorems apply in Schwarzschild curvature coordinates, and are phrased in termsof the metric components: they show how to transform one static spherical perfectfluid spacetime geometry into another. A second set of solution generating theoremsextends these ideas to other coordinate systems (such as isotropic, Gaussian polar,Buchdahl, Synge, and exponential coordinates), again working directly in terms of themetric components. Finally, the solution generating theorems are rephrased in termsof the TOV equation and density and pressure profiles. Most of the relevant calculationsare carried out analytically, though some numerical explorations are also carriedout.</p>


2021 ◽  
pp. 2130015
Author(s):  
Robin Ducrocq ◽  
Michel Rausch de Traubenberg ◽  
Mauricio Valenzuela

A short introduction to N = 1 supergravity in four dimensions in the superspace approach is given emphasizing on all steps to obtain the final Lagrangian. In particular, starting from geometrical principles and the introduction of superfields in curved superspace, the action coupling matter and gauge fields to supergravity is derived. This paper is based on the book [M. Rausch de Traubenberg and M. Valenzuela, A Supergravity Primer: From Geometrical Principles to the Final Lagrangian (World Scientific, 2020)] and on several lectures given at the doctoral school of Strasbourg.


2020 ◽  
Vol 9 (2) ◽  
pp. 225-235
Author(s):  
Patricia Breil

In one way or another, the other plays an important role in educational settings. Over the last few decades, the recourse to philosophical phenomenology has proved to be helpful for the discussion of this topic. Coming from this thematic direction, this article focuses on the other in its constitutive function for the construction of identity. Both within the phenomenologist Bernhard Waldenfels’ theory of responsivity as well as in the pedagogue Wilfried Lippitz’ theory of alterity, the other is a structural part of the self. It will be shown that within these theories the possible dangers of an encounter with the other cannot be addressed in an adequate way. However, this is especially important in educational contexts. Therefore, with regard to the philosophies of Jean‐Paul Sartre and Simone de Beauvoir, I would like to present two additional phenomenological approaches from which the pedagogical discussion can benefit. Both Sartre and Beauvoir put great focus on possible obstacles regarding the en‐ counter with the other. Whereas Sartre identifies negativity as an essential part of human existence, Beauvoir enriches these thoughts with an ethical component. Against the background of these philosophies, the other comes into view as a possible source of both objectification and empowerment. Lastly, the article shows that an implementation of these considerations in teacher training can lead to a deeper understanding of the constitution of identity and the inherent possibilities of any interaction with the other.


2020 ◽  
Vol 64 (4 (254) ◽  
pp. 183-196
Author(s):  
Patrizia Breil

Phenomenology has been well-received in pedagogy from the very beginning. With direct reference to Husserl, Aloys Fischer calls for a Descriptive Pedagogy. Only on the basis of a close description of educational processes similar to the phenomenological reduction can the educational sciences rediscover their actual subject matter. In this article the author traces the development of phenomenological thought in educational theory with a special focus on the notions of corporeality and negativity. As a necessary condition of perception in general, corporeality constitutes an important factor in the structural being-to-the-world of the human being. Apart from being able to sense its surroundings the body can also be perceived as part of these surroundings. Due to this double role, the subject opens up to foreign influences and negativity. Thus, the other plays an important role in the constitution of the identity of the subject. Through corporeality, a sphere of intersubjectivity is opened up. A recapitulation of Käte Meyer-Drawe’s Pedagogy of Inter-Subjectivity and Wilfried Lippitz’ Theory of Bildung and Alterity shows how these thoughts can be made useful for pedagogical discussion. Hereby, sociality and alterity prove to be foundational categories for educational settings in general. Finally, the author gives an outlook on current developments in phenomenological pedagogy.


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