Power,punishment,patriarchy in Shakespeare’s Othello

An informal survey revealed that graduate students presented with Shakespeare’s works felt academically unfit and powerless.These student-teacher-text power relationships parallel the power relationships between the dominant patriarchy and female characters in’Othello’-Desdemona,Emilia,and Bianca.Both main characters contribute to the creation of the new or der.The writer wants to look briefly at a Shakespearean couple outside Othello as an attempt at alternative model for distributing power.     

《奥赛罗》的人文主义反思

《奥赛罗》揭示了人文主义思想具有内在的矛盾,具有脆弱性和局限性,体现了莎士比亚对人文主义深刻的反思和对现实的清醒认识,同时他也没有丧失对人文主义理想的希望。     

莎士比亚在中国舞台上的大写意——中国戏剧、戏曲舞台上《奥瑟罗》的变脸

自莎士比亚的《奥瑟罗》登上中国戏剧、戏曲舞台以来就不断在中国舞台上演绎着悲欢离合、情愁爱恨、生离死别的悲剧。在《奥瑟罗》传入中国的100年中，一代又一代的中国戏剧家将其改编为话剧、京剧和越剧．在其改编的过程中。溶入了中国导演、演员对莎士比亚《奥瑟罗》的独特理解。《奥瑟罗》中的悲剧主人公在中国舞台上不断变脸，其中既有中国政治的影响．又有现实的、现代性的思考。     

《奥瑟罗》与《伪君子》人物形象的比较分析

《奥瑟罗》与《伪君子》两部作品有极大的差异性 ,但两剧中主要人物思想、行为、性格方面又有许多相似之处 ,形成一定对应关系。从中可以分析和理会莎士比亚与莫里哀作品的内涵 ,认识他们的思想特征、创作旨意、艺术风格及其发展变化的流程。     

《奥赛罗》的后殖民解读

运用后殖民批评理论重新解读莎士比亚的《奥赛罗》,认为该剧通过对摩尔人奥赛罗在白人世界里追求身份认同注定失败的叙述,以及从中透露出来的种族和异教歧视,在一定程度上表现出了西方种族主义者的殖民叙事偏见。     

身份认同的困境：探析奥赛罗的悲剧

＂嫉妒说＂与＂轻信说＂不能将莎士比亚《奥赛罗》悲剧的深层原因进行深度解释。从身份认同与他者角度,剖析奥赛罗对威尼斯白人基督教社会身份认同的困境、失败与否定,从而揭示其轻信、嫉妒、杀妻及其自杀的深层心理原因,重新解读奥赛罗的悲剧。     

悲剧中的清醒意识——谈《奥塞罗》的悲剧意义

莎士比亚借奥塞罗的悲剧命运,使人们不仅认识到人性中的善恶转化及恶随时战胜善的可能性,而且还认识到反动势力的虚伪和残酷及进步力量在发展初期的幼稚和本身存在的弱点,从而警醒世人要保持清醒的头脑,勇于和自身本性中的弱点作斗争,勇于和反动阶级及本阶级内部的反动势力作斗争,积极地追求幸福生活,其作品具有历史意义和现实意义。     

析《奥瑟罗》悲剧的社会成因

《奥瑟罗》创作于英国文艺复兴时期。奥瑟罗与苔丝狄蒙娜充满着人文主义的理想。为了追求幸福的婚姻,他们冲破了封建家庭的阻拦。然而,在新旧交替的社会现实中,他们的单纯浪漫无疑要遭到强大的黑暗势力的摧残,这是他们命运的必然归宿。     

教育惩戒实施中的问题、成因及路径探析

教育惩戒之问题表现为惩戒权责难辨,教师在该惩戒时不敢惩戒;惩戒尺度难以拿捏,惩戒方式难以选择;惩戒法规不清,教师在不该惩戒时滥用惩戒。分析其原因有:赏识教育理念落实中存在偏差;学生对惩戒存在认知偏差,心理应力较低;家长对惩戒的过度关注和过度解读以及网络媒体对教育惩戒施加的压力。解决路径:教育主管部门应"听取""研讨"到"完善",以法律法规为惩戒正名;教师要艺术惩戒,实现从"敢用""慎用"到"不用"的转变。     

Threatening the patriarchy: teaching as performance

This article brings into conversation theories of performance and performativity to argue that the analogy of a teacher as a performer is a very complex discourse that both empowers and disempowers women teachers. As the field of teachers is increasingly comprised of women and the education policy and administrative leadership fields is increasingly comprised of men, there is an equally disturbing increase in the amount of disciplining, standardisation, and evaluation of teachers’ practices within schools in recent decades. The author argues that the perceived feminisation of the teaching field produces a situation in which teachers’ performance is threatening to the patriarchal institutions, causing further surveillance upon women and their role. Yet, in contrast, an analogy of performance also can allow teachers to subvert hegemonic patriarchal practices. Central to this discussion are notions of threat, corporeality, and temporality. The author concludes with examples of how teachers and researchers have successfully subverted and re-appropriated the teaching as performance analogy for the betterment of teachers, despite the complexity of this discourse.     

Corporal punishment in schools: myths, problems and alternatives

In many countries, corporal punishment of school children continues to be an officially or unofficially sanctioned form of institutional child abuse. Continuing support for the use of corporal punishment is related to the following factors: (1) widely held beliefs regarding the effectiveness of corporal punishment, (2) an unawareness of problems resulting from the use of physical punishment, and (3) a lack of knowledge about effective disciplinary alternatives. The purpose of this paper is threefold: One is to show that many of the beliefs are myths, e.g., corporal punishment is not needed to build character. The second purpose is to show that physical punishment can lead to more problems than it appears to solve, e.g., the punitive teacher is avoided, and thus, is not a positive factor in the child's education and development. The third purpose is to discuss two types of alternatives to punishment, the social learning approach and communication skills training. These positive methods of discipline not only enhance classroom behavior, but also facilitate learning. In an atmosphere free of abusing and demeaning acts and in a classroom characterized by positive mutual regard, teachers can maximize their effectiveness as teachers and students can maximize their effectiveness as learners.     

莎士比亚的人文主义思想在其四大悲剧中的体现

莎士比亚的作品中处处洋溢着人文主义思想,尤其在其四大悲剧中,通过悲剧形象的塑造向人们传递了人文主义的内涵,讴歌了人文主义精神,表达了对人文主义理性的追求。     

浅析《一千英亩》中男权,女权及自然的博弈

简.斯迈利是当代美国著名女作家,素以深入刻画当代美国普通人的喜怒哀乐见长,1991年斯迈利的代表作《一千英亩》问世后好评如潮,接连荣获1992年普利策奖和美国国家书评人奖。小说描写了美国中西部爱荷华州泽布伦县一户农场由弱而兴再由盛而衰的故事,以女主人公吉妮的视角展开叙述,揭示了女性及土地在农业进步,机械化生产过程中所遭受的苦难及灾害。该文试从生态批评的角度浅析男权女权及自然之间的博弈,旨在给人以启发,不再重蹈破坏生态平衡,危害女性以至危害人类的覆辙,认识到三者间的制约和平衡,履行各自的权利和义务,创造一个更加美好的世界。     

威尔第歌剧《奥瑟罗》与莎剧《奥瑟罗》艺术特点之比较

威尔第歌剧<奥瑟罗>取材于莎士比亚同名悲剧<奥瑟罗>.本文从人物刻划、戏剧结构与冲突处理、戏剧性、抒情性与悲剧性的综合、现实性和审美风格等五个方面对二者进行比较.作者认为:二者处理的素材基本相同,但体裁形式相异,故二者在艺术特点上既有相同之处,也存在众多不同,因而呈现出不同的艺术魅力.     

体罚和变相体罚学生现象评析

本文就最近二年来媒体公开报道的有关体罚和变相体罚学生的实例 ,从心理学、教育学、法律学等多角度对这种现象作出了科学的分析和评价 ,指出体罚和变相体罚学生严重伤害了学生的身心健康 ,是一种非教学的、违法的行为 ,并分析了导致这种现象普遍存在的原因 ,提出了杜绝这种现象发生的措施。     

也论戏剧文本中的不可靠叙述——以《奥赛罗》中的伊阿古为例

"不可靠叙述"是当前叙事学研究的一个热门话题。不可靠叙述的修辞性理论创始人韦恩.布思,主张以隐含作者的规范为标准判断叙述者的可靠性,后经修辞性叙事理论家詹姆斯.费伦进一步发展了他的观点,将"不可靠叙述"分成了6种类型,进而又细分为"疏远型不可靠性"和"契约型不可靠性"两大类别。探讨戏剧叙事作品中的不可靠叙事策略不仅可以促进读者对戏剧文本的多层次解读,影响读者的伦理判断,而且可以引导读者更深层次地理解剧本的创作过程,体会到文本的经典价值。     

战神的成人仪式－论《奥瑟罗》的主题

莎士比亚处理的是从本质上完全区别于荷马的母题：英雄时代走向未落，人类明有了完全不同的课题；“英雄”从童年，少年走向青年，成年时期，在成熟以前，他必须经过一个复杂的成人仪式，“战神”奥瑟罗是“荷马式英雄”的精神后代，在剧中经历的就是这么一个成人仪式，这是人类必须经历的成人仪式，人类在这种残酷的成人仪式中生存了下来，但并非完全“无恙”。     

Attitudes mediate the intergenerational transmission of corporal punishment in China

This research aimed to examine the intergenerational transmission of corporal punishment and the role of parents’ attitudes toward corporal punishment in the transmission processes in Chinese societies. Based on social-cognitive theory, it was hypothesized that parents' attitudes toward corporal punishment would mediate the transmission of corporal punishment. Seven hundred and eighty-five fathers and eight hundred and eleven mothers with elementary school-age children (data collected in winter 2009) were recruited through convenience sampling techniques. The Chinese version of Parent-Child Conflict Tactics Scale (CTSPC) and Attitude toward Physical Punishment Scale (ATPP) were used as the main assessment tools to measure parents' corporal punishment experiences in childhood, current use of corporal punishment and attitudes toward corporal punishment. Findings revealed that the strength of intergenerational transmission of corporal punishment was strong and parents' attitudes toward corporal punishment played a mediating role in the continuity of corporal punishment for both fathers and mothers in China. The findings highlighted the role of attitudes in the intergenerational transmission of corporal punishment within the Chinese cultural context and also suggested the need for intervention programs to focus on modification of maladaptive attitudes toward what is appropriate and effective discipline.     

教师在适用教育惩罚手段中的角色定位

教育惩罚是教育界广泛关注的问题。从教师在教育惩罚中的角色误区入手,通过对当前教师在教育惩罚中角色失当的原因分析,对教师在教育惩罚机制中的角色给以定位——理性的道德建设者、心理健康的理疗师、法律意识的塑造者,以促进教育工作者有效利用惩罚手段,刚柔并济,张弛有度,培养出有责任、有理性的下一代,促进社会的和谐发展。     

略论宣告死缓后的刑种变动

死缓是我国刑事立法的创举，但不是一个独立的刑种，具有相对不确定性，刑法第50条规定了缓期二年后死缓将变成相应确定的刑种，并有三种可能结果。文章对死缓刑种变动的三种情况逐一进行了研究探讨，并提出了新的见解。