Ageism and Gender among Social Work and Criminal Justice Students

Undergraduate sociatl work and criminal justice students completed 1 of 4 vignettes that were identical with the exception of the age and gender of the vignette's subject. In each vignette, the subject interacted with an opposite-sex 24-year-old waiter or waitress. Following each vignette, respondents answered 20 items relating to the age, gender, and perceived sexual behavior of the vignette's subject. The multivariate general linear model was significant (F = 174.572, p = .000) by the Wilk's Lambda Criterion. Tests of between-subjects effects yielded 17 significant item variables that focused on perceptions of the age appropriateness of the behaviors, perceptions of the sexual behaviors of the vignette's characters, perceptions of the affability of the vignette's characters, perceptions of characters being lonely, perceptions regarding the waiter's/waitress' financial gain/incentive, and perceptions of social acceptance for the vignette's main character and his/her affiliation with the younger service person. The findings suggest that male characters were perceived as sexually interested more often than female characters. Older characters are more likely to be perceived as nonsexual, particularly older women. Sexual behaviors in older characters were perceived as a gender transgression. While perceptions may be negative surrounding older males who engage in sexual behaviors, judgments appear harsher for older women.     

Absurdities,Contradictions, and Paradoxes in Miguel de Unamuno's Amor y pedagogía

This essay reconsiders Miguel de Unamuno's contribution to philosophy and education by focusing on his Amor y pedagogía (Love and Pedagogy [1902]) — a piece of fiction considered by many to be the transition point in his work from the documentary realism of the nineteenth century to what Unamuno called “viviparous” narrative for the twentieth century. Deron Boyles examines four central characters in Love and Pedagogy — Avito Carrascal, Marina Carrascal, Fulgencio Entrambosmares, and Apolodoro Carrascal — as symbolic representations of enduring conflicts in school and society.     

What is a Significant Educational Experience?

This article analyses the nature of an educational experience by taking as its starting point Dewey's Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey calls an ‘undergoing’, an engagement with content which may be difficult or painful. It is suggested that this kind of experience may be seen in terms of a ‘light’ pedagogy in which content is allowed to unfold. This is contrasted with educational experiences that are ‘teacher‐driven’ or ‘learner‐driven’.     

试析科林斯在《傲慢与偏见》中的话语交际语用能力

运用语言学领域中的合作原则理论与礼貌原则理论,对简.奥斯丁的小说《傲慢与偏见》中人物科林斯的话语交际进行分析,在展示小说人物科林斯在合作原则和礼貌原则的语言表现体现其深厚的交际能力。     

小小的北极村，世界的北极村——迟子建文学创作的文化人类学简释

“北极村”是迟子建文学创作的生命原点,以其为中心的叙事与方法构成了其独特的文学风格,也使迟子建在“各领风骚三五年”的当代文坛上成为一道亮丽的风景线,奠定了其在当代中国乃至世界文坛的地位。正是迟子建坚持用文化人类学的视野给全球化时代焦躁疲惫的心灵创造了一个“精神的家园”——北极村。执着甚至执拗地坚守。她把许许多多文学的根系深深植于中国文化的厚土,使她笔下的人物不再是一时一地之人,也使她创造的文学走出一个民族,走入“人类”文学的殿堂。     

Barbara Bodichon’s travel writing: her epistolary articulation of Bildung

English painter Barbara Bodichon received a dynamic home education, consisting of engaging lessons, reading sessions, family discussions, sketching excursions, and trips at home and abroad. As an adult, Bodichon led a nomadic life, living between Algeria and England and travelling across Europe and America. Seeking to unpack travelling and travel letters as sources of learning, this paper studies Bodichon’s correspondence as epistolary articulations of her Bildung (self-cultivation). It argues that, conforming to Bildung’s idea of forging one’s individuality in interaction with the world, her travelling provided her with a variety of settings through which she extended towards the unknown and incorporated it into her sense of being. In turn, letters functioned as forums where she made sense of encountering the difference through which she individualised her subjectivity. Notwithstanding, a revised reading of Bildung permits teasing out to what extent Bodichon’s self-cultivation was developed at the expense of certain social categories.     

Portraits of Mujeres Desjuiciadas: Womanist pedagogies of the everyday,the mundane and the ordinary

In this article, Ruth Trinidad Galvan describes her ethnographic study with rural women and their communities in Central Mexico, as well as her affiliation with a grassroots popular education organization. The organizing mechanism of the small savings groups and the women's work and participation in them inspired a reconceptualization of ''pedagogy'' situated in the multiple subject positions and conditions of campesinas. The reconceptualization of ''pedagogy,'' thus stems from a womanist perspective as it is based on the socio-cultural and economic conditions affecting campesinas, and situated in a complex web of interpersonal relationships of the everyday. Trinidad Galvan, then, describes the organic pedagogical forms of spirituality, well-being and convivencia as interrelated modes of teaching and learning, knowledge creation and identity production. Her work with campesinas and exploration of womanist pedagogies further expand US knowledge of immigrant peoples' values and experiences, as well as the ways they live, learn and teach each other in the everyday.     

“Listen Then,or, Rather,Answer”: Contemporary Challenges to Socratic Education

The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.     

Looking from the inside out: rethinking university history

When Geoffrey Sherington and I set out on our project on the Australian Public University, which culminated in Sydney: The Making of a Public University (2012), we wanted to move away from the emphasis of conventional institutional history on chancellors, vice-chancellors and governing councils in order to explore the university as a social institution. Using the theoretical and methodological approach of social history, we studied how students, academics, researchers, philanthropists along with the university's governing body were all important characters in the creation and development of Australia's first university. This essay explores some of the influences in this approach, especially the relationship between oral history and women's history and the history of administration in the story of educational institutions such as universities, and examines the methodological challenges for historical analysis of bringing together these approaches.     

Embodied meaning-making: using literacy-as-event to explore a young child's small world play

This article uses the concept of literacy-as-event to explore the embodied meaning-making of a young child during small world play. Recent developments in literacy research, influenced by relational thinking, have led to a reconsideration of how meaning-making unfolds in home and school settings. The concept of literacy-as-event suggests that meaning-making is unpredictable and dynamic, responding to novel socio-material interactions between texts, people, objects and moments. This view suggests that there is a need to ensure children have opportunities to engage with embodied and material meaning-making beyond shared reading events. In this article, small world play after a shared reading event is positioned as enabling socio-material meaning-making through embodied and material encounters with people and objects. A single episode of small world play is presented for analysis. A multimodal analytical approach is used, drawing attention to the embodied interactions between a child, her adult and objects. Analysis of the data shows that the young child's meaning-making involved moments of physical and material almost-hiatus, followed by erratic movements. These often unexpected fluctuations, between stillness and motion, created generative tensions between the child and her adult, enabling creative swerves in engagement between narrative action, character traits and story themes.     

方方爱情题材小说的诗意追求

方方是新写实主义的代表作家之一,但其作品并非都是客观地原生态地反映现实,“零度情感”地观照生活。在其系列爱情题材小说中可以看到作者对于小说“诗意”的追求,这种“诗意”主要表现在小说中浓郁的主观抒情色彩、具有象征性和丰富涵义的意象的选用、人物形象的简化以及语言的诗化等方面。     

The Innovative Educational Thought of Jane Roland Martin: A Review Essay

D. G. Mulcahy highlights some of Jane Roland Martin's major contributions to the field of philosophy of education in this review essay. He focuses on several of Martin's better‐known works — including Reclaiming a Conversation, The Schoolhome, Changing the Educational Landscape, Coming of Age in Academe, Educational Metamorphoses, and School Was Our Life — tracing through them the development of her reconceptualization of the idea of a liberal education from the early1980s to the present day. Viewing Martin's contribution from the perspective of liberal education, he contends, underscores the optimistic spirit of her work as well as its originality and significance for the theory of education as a whole. Mulcahy gives particular attention to these elements of Martin's thought: the importance she attributes to educating the young for active participation in the world and not mere observation of it; her analysis of the range and complexity of our cultural wealth; her concept of a gender‐sensitive education; and her emphasis on the unique contribution of the experience of women to education. Martin's substantial body of work, Mulcahy concludes, stands as a compelling alternative to mainstream educational theorizing, one that offers hope for the potential of educational renewal.     

Critical Review of Mary Midgley's Intelligent Design Theory and Other Ideological Problems

Mary Midgley's pamphlet Intelligent Design Theory and Other Ideological Problems has been a widely read contribution to discussions of the place of creationism in schools. In this critique of her account, I outline Midgley's view of the relations between science and religion, her claims about what material can legitimately appear in science lessons, and her account of the nature of religion. I argue that she is mistaken in all three areas, and show that her most plausible reply to these criticisms also fails. Finally, I offer some thoughts on the proper relations between science and religion in the classroom.     

Telling and Retelling Our Stories on the Professional Knowledge Landscape

Drawing on a 3-year study focusing on the shaping influences of the professional knowledge landscape on the personal practical knowledge of experienced teachers, we first explore how stories are shaped as they are told and responded to in different places and, second, explore whether or not this sharing leads to imagining new possibilities for retelling and reliving stories. By sharing and exploring a story of a disagreement between a parent and a teacher, we focus on what we do when we tell stories in schools and what we do when we tell stories off the school landscape. In making meaning from this story, we show that both in the teacher's living of the story with the parent and in her numerous recountings of the story to others on the school landscape, she did not have opportunities to figure out new ways to relive the story. In our research group, she shared her story again. In this telling, we asked her to focus on who she, the mother, and the principal are in the story, and we inquire into what plotlines each were living. We ask questions about how they were positioned as characters in relation to one another. Re-searching the story in this way enabled us to understand the embodied nature of the teacher's knowing and how this knowledge shaped the events of the story as they were lived out, particularly how the teacher's living of a relational story countered the story of teacher and principal as positioned above parent. By drawing on Nelson's work on 'found' and 'chosen' communities, we imagine ways in which schools could become chosen communities where the story of school might be one of fostering the living out of multiple stories. We imagine the stories emerging from such communities might significantly shape the landscape of schools by opening up new possibilities for living in relation with others.     

Nietzsche,Eternal Recurrence and Education: The Role of the Great Cultivating Thought in the Art of Self‐Cultivation (Bildung)

In this essay, I briefly outline Nietzsche's doctrine of the eternal recurrence that has implications for education, and life in general; and, lastly, I argue that from an educational point of view, Nietzsche's doctrine of the eternal recurrence is best viewed as the great cultivating thought that has radical ramifications for any project of character education. Indeed, Nietzsche's concern with self‐cultivation (Bildung) to a large degree brings together the central tenets of his thinking to emphasise an ethics of character that is meant to serve as an alternative approach to cultivating character or the self in such a way that it reveals ‘what one is’ now (being), and who they could become (becoming). In order to bring this about, Nietzsche does not conceive the eternal recurrence as a theoretical doctrine, but as an exercise that we incorporate into our lives as a habitual practice, vis‐à‐vis, through repeated and prolonged meditation, reflection, thought and dialogue on the significance of the idea in such a way that it transforms the individual for the better. Subsequently, the idea of the eternal recurrence only becomes cultivating and truly educational if it transforms our lives in such a way that we come to revalue the self as a work of art to a point where we are able to educate ourselves against our age.     

Adult Questions and Children's Responses: Coordination of perspectives in studies of children's theories of other minds

The main aim of this study is to shed light on the issue of how children learn to identify what is meant by what is said in communicative practices. The study replicates and extends the well-known work on what is referred to as children's 'theories of other minds'. The focus in the present study is on the interplay between the adult and the child, the nature of the task and the child's position in the communicative encounter. Rather than assuming that children have or do not have 'theories of other minds', we explore the communicative conditions under which children can be made sensitive to the nature of other people's (mistaken) beliefs. The empirical work was carried out amongst children aged three to five, since this is the critical age at which it is claimed that children become sensitive to the fact that other people's perspectives of a situation may differ from their own. The results show that whether or not children 'are able' to adopt other people's perspectives is very much a situated affair and reflects the manner in which they are brought into a position where they can share the framing of the adult. The questions posed are interpreted differently by the children in ways that go beyond the intended difference that concerns perspectivity. The test situation is polysemous in many respects and the variation in responses cannot be reduced to such a simple distinction as the one implied in the theory of mind research paradigm, which represents a monological conception of communication.     

现实主义文学传统的复兴——新世纪以来短篇小说的审美特征(二)

上个世纪80年代以来,随着存在主义、结构主义、解构主义、意识流等西方思潮一波接着一波涌入中国作家的创作视野之中,在这些思潮的催动下,作家们将各种文学实验发展到极致,一度曾将文学的现实主义品格丢弃。90年代以后,人们逐渐发现,真正具有持久阅读价值和永恒意义的还是那些具有现实主义品格的文学作品。新世纪以来,短篇小说从关注底层、关注弱者的现实主义创作精神,真实反映社会生活、时代命运及道德情感的创作方法,反拨虚空的内容和艺术形式的创作现状等三个维度,显示出现实主义文学传统的复兴这一审美特征。     

Learning to Write: Plowing and Hoeing,Labor and Essaying

In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome‐driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic writing — that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing‐as‐plowing and writing‐as‐hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost (in one's subject and one's work) and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film.     

Comment on Jane Eyre' Character and Her Spirit

This paper,from what Jane Eyre experienced and what she thought about the happenings,first analyses Jane Eyre’s independent,rebellious characters and spirits and her spiritual and supernatural themes,and then shows her typical character.