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1.
On August 8, 1974, having been toppled from power by the Watergate scandal, Richard M. Nixon became the first President to resign his office before completing his term. In his resignation speech, Mr. Nixon attempted to vindicate himself before the American people. Analysis of Mr. Nixon's address reveals that his strategies of denial of intent and transcendence to a larger context were largely unsuccessful in securing closure with his audience.  相似文献   

2.
Bill Clinton's 1993 Memorial Day speech at the Vietnam Wall is an example of amnestic rhetoric, which seeks to discourage public debate and to diminish public memory. In this essay I argue that Clinton's epideictic discourse camouflages an act of apologia in which he defends his controversial opposition to the Vietnam War. Second, I argue that Clinton simultaneously directs his audience's attention away from the past and toward the future, urging them to remember the buried, but to bury the memory of Vietnam. Third, I argue that the speech culminates with an act of rhetorical investiture for Clinton as commander in chief. Finally, I propose the concept of amnestic rhetoric as an addition to public memory scholarship.  相似文献   

3.
In his apologia following a day of grand jury testimony on August 17th, 1998 President Clinton faced a number of rhetorical dilemmas stemming from his illicit relationship with Monica Lewinsky and his subsequent, ill‐fated attempts at covering it up. This essay offers a dilemma‐centered analysis of Clinton's rhetorical situation and provides an assessment of the strategic appropriateness of the speech in light of a theory of the rhetorical event. In so doing it makes frequent reference to the extensive CRTNET commentary on the speech, this both for purposes of assisting in the assessment and for illuminating problems with rhetorical theory and method.  相似文献   

4.
Richard Nixon's remarks upon departing the White House are revealingly banal. Confronted by what he took to he shameless leers in his moment of humiliation, he responded by portraying himself as a romantic prince who remains steadfast in the face of personal adversity. To the extent the message was met with cold scrutiny it failed to evoke an image of heroism or a mood of tragic pity. It was instead heard as a fairy tale told by an undignified sulk. The princely allusions only reminded the listener of darker monarchical impulses and confirmed the propriety of victimizing the self‐proclaimed victim with stares.  相似文献   

5.
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the school, arbitrary and necessary school cultures, and the distinction between primary and secondary effects on educational differences. Some specific criticisms, for example Elster's charge of a double account of domination, are also addressed. Bourdieu's concentration on habitus as the most significant generator of practice is held to be a theory of socialisation and the paper examines the nature of the explanation of social practice provided by such theories. The argument concludes with a plea for critical tolerance with respect to Bourdieu's work but with a suggestion that his account of socially differentiated educational attainment in terms of habitus is finally inadequate.  相似文献   

6.
In painting and music it is common for one artist to build upon the work of another. Beethoven's Ninth Symphony is a composite of variations on Schiller's Ode To Joy, and Picasso readily admitted that he drew heavily from the work of Velasquez in some of his early paintings. The practice of thematic variation is, however, less frequent in works of dramatic literature. Seldom does one writer draw upon the work of another in an obvious manner, use it to reinforce his own thesis, and have his borrowing remain undetected. Yet this is precisely what playwright Arthur Kopit has done in The Day The Whores Came Out To Play Tennis. Although Kopit's thematic variations may not be obvious in the work as produced, they are, however, quite clear if the play is read. The only possible explanation for lack of comment on what is obvious is that very little has been written about any of Kopit's work. Nevertheless, in The Day The Whores Came Out To Play Tennis, Kopit draws extensively from material contained in Anton Chekhov's play, The Cherry Orchard.  相似文献   

7.
Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.  相似文献   

8.
Abstract

This paper approaches the school censorship question and its implications for learning values through literature by focusing on the incidents of a particular case, that of Peterborough County, Ontario, Canada, and by examining the attack on, defence of, and counterargument to the apologia offered for teaching Margaret Laurence's The Diviners. The first part chronicles the actual events within their political context; the second challenges the epistemological assumptions underlying the conception of literature as a reflection or representation of life, in which values are thought to be ‘absorbed’ by the reader through emotional engagement with a ‘transparent’ text. The paper concludes with a reformulation of the grounds for learning values through literature, based on the notion of literature as the construction of fictional worlds whose values are decoded by acts of literary criticism.  相似文献   

9.
This report provides further evidence from the polyglot savant, Christopher, for the nature of Theory of Mind. In particular, we exploit a distinction between modules as classically defined (Fodor, 1983), and “quasi-modules.” While the latter have the domain-specificity of modules, they are not informationally encapsulated and they exploit a nonperceptual vocabulary. We report the results of Christopher's performance on a variety of false-belief tasks, showing that differences inherent in the various tasks allow for an explanation of his apparently inconsistent behavior, which in turn provides evidence for the “quasi-modularity” of his Theory of Mind. 1  相似文献   

10.
After an acrimonious and unsuccessful strike attempting to unionize the steel industry in 1919, the Senate's Labor Committee held hearings to ascertain the causes. Elbert H. Gary, chief executive officer of the United States Steel Corporation, refused repeatedly to give the Senators an adequate explanation of his position on the open shop controversy. His testimony provides an example of the rhetorical strategy of “stonewalling.”  相似文献   

11.
This article traces the rectorate of Fr. Joseph M. Bampton, S.J. at St. Stanislaus' College (or “Beaumont College”), a Jesuit boarding school for boys opened in 1861 near Windsor (Berkshire, England). Although Bampton did not succeed to a flourishing school (the number of students was then extremely small), his term of office (1901–1908) was so productive that Beaumont received recognition as a public school with the admission of its Rector to the Headmasters' Conference (HMC) in 1906. Several factors which made this recognition possible, and which Beaumont shared with its Protestant counterparts (Eton was only a few miles upstream on the other side of the Thames), are analysed: character formation, athleticism, scholarship, Oxford and Cambridge links, leadership, gentry aspirations, intimacy with aristocracy and royalty, and military spirit. Prominent among them (and of special relevance in this study), is Bampton's introduction of the “Captain” system of discipline, or government of boys by boys, as opposed to the age‐long Jesuit system of strict and “ceaseless” boy supervision by masters of discipline or prefects. The latter was the method pursued at Stonyhurst (Lancashire), the “doyen” of the Jesuit colleges in England, and also at the sister educational establishments of France and Spain. The practice of surveillance in French and Spanish colleges run by the Society of Jesus also receives its due share of attention. At once, Bampton's method invites comparison with the reforms introduced by Thomas Arnold (1795–1842) at Rugby in the 1830s. Like Arnold, Fr. Bampton had to face opposition from his community, but his strong will and determination enabled him to pass on to his successor a school restored to its former prosperity. By the 1920s, the “Captain” system of discipline had become a Beaumont tradition which was copied even by Stonyhurst, for so long the sanctuary of Jesuit orthodoxy. For the explanation of Bampton's scheme, “revolutionary” in a Jesuit college, both unpublished material written in the Rector's own hand and the expository articles from his pen which appeared in The Beaumont Review, the school magazine, have been drawn upon. An Appendix at the end of the article gives the names of all the Beaumont Captains between 1901 and 1908.  相似文献   

12.
This analysis of the works of Bettelheim finds three areas of intersection with religious education: identity formation, moral education, and the role of fantasy and ritual. Bettelheim's theory of identity formation came from reflection on his personal experience as a concentration camp survivor. He claimed that prisoners in the camps lost their identity. He sought to inversely foster identity formation in autistic children by creating an environment that built autonomy as opposed to the environment of the camps. His studies on the role of the environment in the formation of selfhood lead to conclusions on identity formation in religious education. Bettelheim critiqued moral education and advocated the teaching of morality by example. Morality should not be imposed as a system of rules, but should follow from love. This paper identifies how Bettelheim's explanation of the ways in which fantasy works to facilitate the formation of the self through meaning attainment is important for religious education.  相似文献   

13.
In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis suggests that, in Buber's model, listening involves a kind of active attentiveness to another's words or actions, engaging them as though they are directed specifically at us. Gordon's discussion of dialogue and listening also indicates that the relation between speaking and listening is one of reciprocity and mutual dependence and that listening plays an essential role in initiating many dialogues by creating a space in which two people can embrace each other as complete individuals.  相似文献   

14.
Mahatma Gandhi's views on relating the world of formal education to the world of work were developed first in his experimental ‘Tolstoy Farm’ in South Africa. On his return to India, Gandhi insisted that a required manual labour component in the curriculum would help regenerate India's village economy, develop in India's children a deeper understanding of India's cultural roots, motivate children to relate ‘book learning’ to life in society, and destroy invidious caste distinctions. The major proposals and suggestions in Gandhi's writing will be discussed in the context of his hopes for using schooling as an agent of progress in India. Mao Ze-Dong's views, on the other hand, were developed in the context of his Yenan experience in the 1930s, i.e. the decision to consolidate a power base in the interior of China before waging a class war against the landlords and capitalists of China. Mao's views were also, to some extent, rooted in the Chinese reality of stagnant, poverty-stricken rural areas. But, Mao's writings indicate that Marxist hopes to relate theory and practice (as understood in dialectical materialism) and to ensure that everyone participated in mental as well as manual labour in a socialist society had led him to formulate his proposals. Both Gandhi's and Mao's views and proposals have been more or less abandoned in India and China respectively. The similar and dissimilar reasons which led to such a fate are examined in this retrospective analysis.  相似文献   

15.
Scholarly accounts of the training of pity in Jean-Jacques Rousseau's Emile focus on how Emile's tutor activates the psychological mechanisms necessary for the feeling of pity in book 4 of the text. This account is inadequate, for it fails to show how Emile acquires the evaluative ability to make the judgment about who deserves pity as well as the willingness to adjudicate his own and others' interests. In this article, Wing Sze Leung argues that books 1 through 3 lay the foundation by developing in Emile the attitudes and dispositions that guide him in his judgment-making about which kind of life he should pursue. Books 4 and 5 then develop Emile's ability to make interpersonal judgments of pity through habituated practice. By gradually cultivating Emile's sensitivity to the potential conflict between his self-interests and others' well-being, as well as the resolution to refrain from infringing on others' interests and to pursue the common good, Rousseau's long-term educational project molds Emile's disposition to act as justice demands. The article concludes with a brief response to some criticisms about Rousseau's educational project.  相似文献   

16.
This article is a case study of the thinking and actions of Mr. Corrigan, an experienced high school chemistry teacher. We explored Corrigan's ideas on teaching science by conducting two types of interviews, and wrote a case summary for Corrigan to read that compared his ideas with our classroom observations. We described his practice as centering on structured classroom and laboratory time, and contrasted it with his emphasis on students' exploratory thinking in the interviews. Corrigan's reflections on the case summary revealed a set of tacit conceptions of teaching science centered on the necessity of having a highly organized classroom and laboratory to ensure students' content understanding and success on tests and in college. We felt Corrigan faced a dilemma in that he values both his control of learning activities and the students' learning through exploration. Corrigan was confident in his practice and did not see much of a dilemma, and felt he was attending to both aspects of his thinking in an adequate fashion. Corrigan's reflections on the case summary are presented as a commentary on our perspective of the relationship between his thinking and actions. Working with Corrigan revealed to us the complexity of characterizing a teacher's thinking and its relationship to actions, and the value of the insight researchers gain from discussing their conclusions with the teacher. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 239–254, 1997.  相似文献   

17.
This article applies criteria for validity in interpretation to Eric Donald Hirsch, Jr.'s interpretations of John Dewey. Specifically, three criteria that Hirsch, himself, established in his earlier work are used to evaluate Hirsch's interpretation of John Dewey as a member of a class (romantics) who embraced a naive naturalism (trait) more often than not (instances within a class) to the great detriment of other salient aspects of education. Hirsch calls his K–8 Core Knowledge sequence revolutionary. His revolution's justification rests, in part, on his rejection of an educational tradition that he attributes to John Dewey and his disciples. Hirsch uses his interpretation of Dewey to portray those who continue to take Dewey's ideas seriously as naive, dogmatic obstructionists who are blocking positive educational reform. Because Hirsch falls short of his own standards for validity in his interpretation of John Dewey, this article suggests that professors of education who continue to rework Dewey's ideas may be sources of potential insight in addressing educational challenges rather than intransigent obstructionists.  相似文献   

18.
In recentyears as the works of Walter Benjamin, the German‐Jewish cultural critic and philosopher, have become more widely available in translation commentaries have emerged which focus on what his writings have to offer current practices of cultural history. Benjamin was an avid collector of children's books. He also wrote extensively on children's literature, forgotten children's stories, the compulsion and cultures of book collecting and about his own childhood experiences in Berlin. This essay concerns itself with Benjamin's relationship with children's literature, both a child and as a collector, and his insights into the process of engaging with the internal world of the child. In doing so consideration is given to his innovative approach to memory‐work and the relationship between “remembering”, memory, artefacts and history. In this sense, this essay is about the book and education and the writing of cultural history.

  相似文献   

19.
The ideas of symmetric peace and symmetric peace education, developed by Anatol Pikas in the preceding article, are here criticised for their lack of definition; it is also alleged that inadequate explanation is given of how the concepts may be applied — for example, in the case of a strong power oppressing a weak one. In particular, this critique concentrates on Pikas' assumption of who the antagonists are, and on his belief in the value of prepared teaching materials. Brock-Utne argues that the common enemy is the arms race itself and that the inculcation of critical and discriminating attitudes is likely to be more effective than producing teaching packages. Constructive alternative ideas, incorporating some of Pikas' thinking, are offered. These emphasize (1) the importance of joint cultural/education exchange programmes for promoting international understanding at grass-roots level; (2) the need to put one's own house in order before criticising the neighbour's — a reference to Sweden's policies, with which Pikas claims to identify, and to the implications of Norway's membership of NATO for those in that country concerned with building peace; and (3) the desirability of setting up fora where, under the right conditions, a type of symmetric peace education can be pursued.  相似文献   

20.
In many places in The Origin of Species, Darwin compares his own theory of Natural Selection favourably with Special Creationism which comes off as a bad second best. He does this using some version of the argument form known as ‘Inference to the Best Explanation’. The first part of this paper is methodological. It considers Whewell’s notion of consilience, that is, the way in which theories can get additional confirmation through unifying otherwise disparate and independent facts. Then it considers various forms of inference to the best explanation. The second part of the paper applies these methodological considerations to an analysis of some of the many passages in Origin where Darwin presents his case in favour of Natural Selection. This gives a far superior explanation of biological facts compared with Special Creationism which provides either an inferior explanation or no explanation at all. Contrary to the view that Creationism should not be taught, the passages from Darwin show at least that it should be understood if only to show that it offers no explanation of a wide range of obvious biological facts. As such the passages in Origin in which Darwin presents his case against Creationism can serve as a series of excellent exercises in getting students to think about Natural Selection as opposed to Creationism. For this reason alone they ought to be better known. In addition, Darwin’s point in these passages can only be understood using principles of scientific method, such as inference to the best explanation, which are essential in showing that Natural Selection is to be preferred to Creationism.  相似文献   

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