共查询到20条相似文献，搜索用时 46 毫秒
1.
王思雯 《佳木斯教育学院学报》2012,(9):51+55
近些年来,很多奇幻电影引进中国,例如:《哈利波特》《指环王》《纳尼亚传奇》等等。这些作品都受到中国观众的欢迎,而且越来越多的读者开始关注这些作品的原著。《纳尼亚传奇》是C.S.路易斯创作的有名的系列作品。本文将在"第二世界"理论下探索这部作品,这部系列作品也回答了人类心灵的三大疑问。 相似文献
2.
3.
王成英 《齐齐哈尔师范高等专科学校学报》2010,(3):74-75
刘易斯作品《纳尼亚王国传奇》对《圣经》的历史纪年、叙事结构,主题以及人物都进行了全面的戏仿.因此本文试图以戏仿理论为指导,以小说对《圣经》的戏仿为切入点,从文章的主题、叙事结构、人物形象入手,对《纳尼亚传奇》中的戏仿现象进行分析研究. 相似文献
4.
Courtney B. Strimel 《Children‘s Literature in Education》2004,35(1):35-52
This article claims that J. K. Rowling's Harry Potter series, with its use of magic, frightening storylines, and character ambiguity is beneficial to children who are dealing with issues related to terror and terrorism. The author explains that the scenarios presented in Rowling's series teach children strategies for coping with both physical and psychological victimization, and argues that the series explores morality issues, allowing child readers to analyze terror-related questions such as why some people are considered evil, why difference is often believed to be bad, and why good people do bad things. It is acknowledged that many critics believe that the same elements claimed as beneficial in the essay are actually immoral and dangerous to child readers. These critics' evaluations are countered in two ways: first, the author uses expert evidence to demonstrate that children are capable of distinguishing between fantasy and reality by the age of 5, making fantasy the most viable means for children to cope with terror; and second, the author examines and interprets specific passages within the series to demonstrate how various scenes lead children to explore important, yet frightening issues while remaining in an emotionally safe state. The author concludes that the series has proven to be more beneficial than harmful by presenting evidence gathered from actual child readers who state that the Harry Potter series has allowed them to confront and cope with terror and terrorism in their own lives. 相似文献
5.
Justin Pack 《Educational theory》2019,69(5):603-613
In this essay Justin Pack responds to Vine Deloria, Jr., and Daniel Wildcat's call to “indigenize education” by exploring what that entails both in his own life and for his teaching. Recognizing the power of place in Native American metaphysics, epistemology, and ethics is essential to the project of indigenizing education, according to Pack. He recounts how reading Deloria and Wildcat's Power and Place: Indian Education in America as a graduate student radically changed his perception of and relation to place, instilling in him the insight that knowing the history of a place is key to gaining a sense of one's connection to place. This realization, in turn, influenced Pack's approach to teaching. He came to understand that passing his changed perception and experience of place along to his students helped their development of critical thinking skills by exposing them to a metaphysics radically different from Western epistemology and ethics and by opening a path for them to recover a deeper sense of what it means to be in a place. Ultimately, Pack's aim in the essay is to demonstrate the potential for teaching Native American philosophy to function as a disruptive force in the classroom. 相似文献
6.
Matthew Clarke 《教育政策杂志》2020,35(2):151-167
ABSTRACTThis paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government’s 2016 White Paper, Educational Excellence Everywhere. Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be ‘reality’, education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut. 相似文献
7.
Michele D. Castleman 《Children‘s Literature in Education》2011,42(1):19-32
As a narrative series, Brandon Sanderson’s humorous, middle grade, Alcatraz Smedry novels display some of the arguably vague
concepts of Reader Response theorist Wolfgang Iser as accessible themes that encourage a critical understanding of the stories.
Alcatraz Versus the Evil Librarians (2007), Alcatraz Versus the Scrivener’s Bones (2008) and Alcatraz Versus the Knights of Crystallia (2009) are the supposed autobiographies of 13-year-old Alcatraz Smedry, who regularly pauses the narrative to comment on
the nature of reality and fantasy and on his state as a hero. As the implied author, Alcatraz directly addresses the reader
to describe characteristics of the implied readers and to note gaps in the narrative and aspects of the story’s structure.
The metafictive techniques incorporated throughout Sanderson’s fantasy parodies guide readers to ask critical questions of
the books, the fantasy genre, reality and Alcatraz’s characterization of himself. Examining the Alcatraz series with the
lens of Iser’s concepts displays their use in children’s literature and demonstrates how issues of the implied author and
implied reader may stretch beyond the scope of an individual narrative into questions and critiques of genre, parody, metafiction,
reality and the reliability of a narrator. 相似文献
8.
C.S.路易斯所创作的奇幻儿童文学系列作品《纳尼亚传奇》风靡全世界。作为一个一生都在宣扬基督教思想的平教徒,他在这部作品里深深地渗入了其基督教思想。本文通过对书中与《圣经》相对应的八个孩童主人公的分析,试图认清作者寄予在这部作品中的基督教思想。 相似文献
9.
Kellie Sanders 《Gender and education》2015,27(7):887-908
Relationships between girls and women have typically been explored through the lexicon of ‘friendship’ or, where there is a presence of sexual desire, ‘lesbian’. This article suggests the complexity and impact of female (same-sex) sociality, and its relationship to heteronormativity and power dynamics between girls and women runs deeper than the terms ‘friendship’ or ‘lesbian’ give rise to. Exploring social and power dynamics amongst girls and women, this article explores how gender is policed and negotiated within a framework of homosociality. Drawing on empirical research within a women's Australian Rules football team, I explore the complexity of female same-sex bonds, the negotiation of gender embodiment and performance within female homosocial spaces, and the emergence of women's own lexicons in making sense of their relationships with other women in this particular social sphere, further considering how this might be applied to other female homosocial spaces, including same-sex educational and sporting sites. 相似文献
10.
11.
Rhetoric and poetry 总被引：2，自引：1，他引：1
Hoyt H. Hudson 《Quarterly Journal of Speech》2013,99(2):143-154
To win in 1972 the Democrats needed a unified rhetoric. Their strategy was to emphasize persona. The breaking news of Senator Eagleton's mental health, coming at a strategic time, created a fantasy that chained through the electorate and presented the McGovern persona as inconsistent, inept, and untrustworthy. 相似文献
12.
Ansley T. Gilpin Melissa M. Brown Jillian M. Pierucci 《Early education and development》2013,24(7):920-932
Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly emotion regulation. This study investigated whether fantasy-oriented children, who engage in more pretense, demonstrate higher levels of emotion regulation. Prekindergartners (n = 103) and teachers were given a battery of measures assessing children’s emotion regulation, fantasy orientation, theory of mind, and language. Results from hierarchical regression analyses indicated that children’s proclivity toward fantastical play (their fantasy orientation) uniquely predicted 24% of the variance in their emotion regulation skills over and above typical predictors: age, theory of mind, and language skills. That is, children who participated in more fantasy pretense demonstrated better emotion regulation skills than their peers. Practice or Policy: The present study suggests that future research, curriculum, and interventions should focus on targeting fantastical pretense to assess causal mechanisms of emotion regulation development. Teachers and parents should encourage children’s fantastical pretense, as research suggests it may be an important contributor to the development of critical socialization skills such as emotion regulation. 相似文献
13.
Olivier Michaud 《Educational theory》2012,62(3):287-304
Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean‐Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary to progressive readings of Emile, he argues, Rousseau's position on this issue is not reducible to “education against authority.” What appears at first glance to be an education against authority is, in a deeper sense, an education toward and even within authority. Michaud contends that we have to embrace these complexities and contradictions that inform Rousseau's work in order to gain insights into the place and role of authority in democratic education. Michaud sheds light on Rousseau's stance on authority through a close study of specific topics addressed in Emile, including negative education, opinion, one's relation to God, friendship and loving relationships, and, finally, the relation Rousseau established with his reader. 相似文献
14.
Karen E. Wohlwend Carmen L. Medina 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):545-560
In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision but also disjunctures and slippages that enable critical responses and productive remakings. WNTW is a dramatization of remediation of one woman's (portrayed) lived practices and clothing choices which are read on her body as personal expression of fashion trends. These globalized lessons with body texts require new ways of reading and responding that allow learners/viewers to see the power relations that construct particular identity performances as errors and cultural practices and ethnicities as unacceptable. 相似文献
15.
16.
David T. Hill 《Asia Pacific Journal of Education》2016,36(3):364-378
Since Joseph Nye introduced the concept of “Soft power” in his 1991 book, Bound to Lead: The Changing Nature of American Power, analysts have discussed states' efforts to exercise their influence by attracting and co-opting rather than coercing or using force. This paper will examine enrolments trends in Indonesian language in Australian universities, in the context of Indonesia's public diplomacy and Australian government educational policy. Enrolment data and trend analysis updates the 2012 National Report on Indonesian in Australian Universities: Strategies for a stronger future. Then, using statistics provided by a recent Newspoll commissioned by the Australian Department of Foreign Affairs and Trade, the article explores Australian attitudes to Indonesia in the context of Indonesia's limited linguistic “soft power”. It concludes that the fluctuations in Indonesian language learning in Australia and Australian attitudes to Indonesia generally appear more influenced by Australian government policy than any conscious efforts by Indonesia to exercise “soft power”. It concludes that it is to the advantage of both countries that Indonesian language learning be better promoted and supported. 相似文献
17.
Albert Johnson 《Quarterly Journal of Speech》2013,99(2):198-206
Mikhail Bakhtin's concept of heteroglossia is central to his concept of dialogism and the way discourse achieves meaning. Bakhtin ‘s catalog of kinds of heteroglossia in the novel offers a method for describing the narrative discourse in Flannery O'Connor's Wise Blood, a novel that has evoked disagreement about its quality and its effects. Bakhtin's concept has greater explanatory power than other theories used to explore the rhetorical effects of the novel and the values embodied in its language. In turn, the application of Bakhtin's theory suggests that some kinds of heteroglossia play a larger role in establishing ideology than even Bakhtin claimed. 相似文献
18.
The themes of love, loss and magic have been enduring themes in fairytales, myths, legends and fantasy within the genre of children's literature. These stories frequently depict young protagonists who have been ‘orphaned’ in some way—for example, through death, betrayal, absence, rejection or unexplained disappearance. In many of these narratives an important feature is the power of the story to grip and hold its readers through the intervention of magic in its most sinister and beneficent form as well as the love and loyalty of friends and creatures drawn from the world of fantasy. What is seldom examined is the way in which the author's own biography of loss and love both informs and provides a major impetus to the stories they have written. This article explores the way in which the themes of love, loss and magic interconnect with two phenomenally successful contemporary children's writers. Using selected extracts from the work of Philip Pullman and Michael Morpurgo, the article suggests a dynamic synergy with the authors and their stories. 相似文献
19.
Sandra Williams Rachel Willis 《Changing English: An International Journal of English Teaching》2017,24(3):330-341
This article considers children’s engagement with the Ologies, a series of postmodern texts that blur the boundaries between fact and fiction. It follows on from a text-based analysis of the series published in this journal (22(3) 2015). Data collected from 9–12 year olds demonstrate how actual readers took up the invitation offered by the text and were able to identify the tension between realism and fantasy, oscillate between different genres, stop to play games and use the tactile to make meaning. In addition, they willingly brought their own knowledge of the world to the text and were able to tease out meanings through dialogic interaction. We argue that the meaningful discussion that ensued is due to the multi-layered nature of the books which offers agency to the pupils with little adult interference. 相似文献
20.
《Journal of moral education》2012,41(3):201-213
Abstract: Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research. 相似文献