The farm as an educative tool in the development of place attachments among Irish farm youth

ABSTRACT

This paper focuses on the educative role of the farm in the development of relationships between young people and the homeplace they grew up on. The paper is based on qualitative interviews with a cohort of 30 Irish university students (15 men and 15 women) brought up on Irish family farms who would not become full-time farmers. The farm acts as an educational tool through which broader cultural and familial norms of land ownership, succession and affiliations with the land are transmitted to the next generation. This is manifested through, for example, the creation of foundational stories about their forebearers’ influence on the physical appearance of the farm. The resulting place attachments are of profound depth and serve a key role in the succession process in helping to build a sense of duty and responsibilisation into the next generation’s relationship with the landholding.     

Food as Touch/Touching the Food: The body in‐place and out‐of‐place in preschool

The article explores the need to eat as a biological and social practice among children in a preschool in Norway. The children in this preschool are aged from one to two years of age, and some of them have just started there. Different events from mealtimes relate to Derrida's concept of touch and Grosz's notion of bodies in‐place and out‐of‐place. How food touches the children and the practitioners is further discussed through a consideration of body/place relations, which are both material and reflect pedagogical discourses. Its overall context is not only touching the food in a concrete sense, but also food as touch seen as a philosophical concept. Analyzing touching relations around the table including movements in materiality, bodies and discourses of eating may empower the youngest children in a preschool setting.     

Sense of place in environmental education

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.     

A critical trilogy of place: dwelling in/on an irritated place

The aim of this paper is to explore the meaning of dwelling in place in terms of the critical trilogy of place. The critical trilogy is a constructively interpretive framework incorporating Greenwood’s critical pedagogy of place and Heidegger’s philosophical insights of dwelling. The critical trilogy of place, comprising decentralisation, reinhabitation, and regermination, demonstrates the profound meaning of the relationship between human beings and place when applied to a case of land ab/use in Dapu in Taiwan. By exploring the campaign for keeping the place from irritation, the profound meaning of the place is manifested.     

强化意识形态教育占领意识形态阵地

在改革开放和建立社会主义市场经济条件下,面对经济社会生活多样化带来的思想文化多样化的挑战;在和平演变和反和平演变激烈斗争的条件下,面对西方敌对势力"西化"、"分化"中国的图谋;在经济全球化和知识经济的条件下,面对网络化信息化的挑战,高校思想政治工作必须强化阵地意识和使命意识.     

影响网球场地演变的因素分析

文本在现代社会条件下,从体育人类学、社会学的角度,就人类自身发展的需要、科学技术的突飞猛进、材料科学的日新月异、传媒的推动,以及商业的介入等内、外部因素对场地设施产生的影响进行了整理与论述。     

A critical pedagogy of place: from gridlock to parallax 1

Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different.     

Catastrophe,commemoration and education: On the concept of memory pedagogy

Abstract

Dealing with memories of catastrophes is undoubtedly important for education. Yet, how is such an education possible? On which theoretical basis can we describe it? In this article, I build a bridge between ‘Memory Studies’ and educational studies with regard to the topic of ‘catastrophe’ and thus present a provisional general theory of education, such as ‘Memory Pedagogy’ in analogy to ‘Memory Studies’. After describing the category ‘catastrophe’, I outline the basic differentiation between ‘communicative memory’ and ‘cultural memory’ in the field of Memory Studies. I will demonstrate how this basic differentiation can be connected to education through the concept of ‘Bildung’ in German philosophy. On the basis of these preliminary remarks, I highlight the potential of Memory Pedagogy by interpreting a case of catastrophe education, the project ‘Picture of Atomic Bomb’ (PAB). Based on the analysis of the PAB project, I insist that functions as a generator of communicative memory concerning catastrophes through education. Additionally, I point out that the transition from communicative memory (kommunikatives Gedächtnis) to cultural memory (kulturelles Gedächtnis) in the meaning of Jan and Aleida Asmann can also be observed in the PAB project.     

Exploring the dimensions of place: a confirmatory factor analysis of data from three ecoregional sites

Themes of place, situatedness, and locale are increasingly prominent in environmental education literature and practice. Sense-of-place research, which considers how people connect with places and the influence of those connections on engagement with the environment, may have important implications for environmental education. Prior place studies have proposed that people’s place connections have various dimensions. This paper explores four place dimensions, analyzing data from a survey (n?=?712) conducted in three ecoregional sites in which we investigated residents’ sense of place. We examine how our data fit a proposed typology of place dimensions – a four-dimension (biophysical, psychological, sociocultural, and political-economic) categorization based on previous conceptions of the dimensions of place. We use structural equation modeling to question whether a 4-factor conceptualization of the dimensions of sense of place is superior to plausible alternatives. In comparing the four-dimension model with alternative models, we find that the four-dimension model is the best fit for these data. Our findings suggest that environmental and place-based education may benefit from an understanding and consideration of this four-dimension conceptualization of place in program design, implementation, and evaluation.     

记忆自我-关于自我如何创造记忆与记忆如何创造自我

认知神经心理学预测要去了解一复杂的系统,最好的方法就是去观察当某一零件过程抛锚时,发生了些什么.文章大量利用了这一原理,通过检验记忆被自我疾病所影响的方式和记忆失调对自我的危害,可以发现自我创造记忆和记忆如何提供了自我感.     

论百泉书院的历史地位

百泉书院始建于公元951年,其独特的教育和管理模式,给中外教育史家留下了深刻的印象。尤其是在宋末元和明末清初的两个历史时期,百泉书院作为全国的化教育中心、全国三大最高学府之一,地位特别重要。研究和探讨百泉书院两次复兴的沿革和教育规律,对于当代的大学改革仍有十分重要的意义。     

Connecting with place: implications of integrating cultural values into the school curriculum in Alaska

Many authors primarily from industrialised nations discuss human relationships with the natural environment in the context of global environmental issues, and highlight the close relationships that ‘traditional’ societies have with nature. There is a growing trend among indigenous people in North America to restore such a connection with the land through place‐based education. This article reports on progress on such a programme at Russian Mission School in rural Alaska in the period 2002–2007 and its implications for sustainability. The programme actively seeks to integrate the community’s cultural values and activities into their curriculum. This has resulted in raising pupils’ academic skills and confidence, and seems to be bridging a gap of distrust between the school and community. An ethnographical approach was adopted with a mixed research design based primarily on participant observation, supported by semi‐structured interviews, written surveys, and conversations with stakeholders, student writings and secondary sources. The initial fieldwork in 2002 was followed up five years later.     

Spaces of inclusion: investigating place,positioning and perspective in educational settings through photo-elicitation

This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of these photographs and the accompanying comments were anonymised and formed the second part of the research that sought the viewpoints and perspectives of student-teachers, serving teachers, teaching assistants and academics via seminars and workshops. It is the responses received in the seminars and workshops that form the focus of this paper. Four images and a range of responses to them have been selected for discussion and are framed within three key inter-related themes of place, positioning and perspective. Such an analysis is made to consider how self-positioning might inform diverse interpretations of the cultural construction and visual representation of inclusion and exclusion.     

地名词汇的历时变化及其社会动因——以涪陵地名为例

地名词汇的变化大致有三种情况:一是新地名的产生,二是旧地名的消亡,三是地名的更改。而导致地名变化主要有两个动因,一是地名的自然改变,一是地名的强制改变。社会变迁是地名词汇变化的动因,地名词汇则是社会变迁的晴雨表,二者息息相关、时时互动。     

Challenging the productivity mantra: academic writing with spirit in place

Academic writing groups aim to improve the quality and/or the rate of academic publications. In this article, the authors reflect on a writing group with academic and non-academic members that evolved over two years to uphold a deeper and arguably spiritual purpose. The group commenced with the aim of increasing its members' publication rates, but it developed to be a safe space for members to search for meaning as part of a fellowship of writers. This transition was based in the members’ shared commitment to social justice values and individual concerns to generate meaningful research and writing experiences. The group’s distinct processes, the shared values of its members and the site of the group meetings in a socially stigmatised community, all work to deepen its purpose beyond academic productivity. Though the group functions to strengthen individual and group norms that contribute to academic productivity, emergent norms and the fellowship of the writers foster a spiritual dimension in the group. This exploration of the spiritual dimension of a writing group adds to the long list of benefits of fellowship through academic writing groups.     

Short-term memory and working memory in children as a function of language-specific knowledge in English and Spanish

This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in Spanish and English vocabulary. We tested whether the memory processes in a sample of English language learners found in Grade 1 also emerged in Grade 2. For the total sample (N = 90), Grade 1 English STM measures shared a common construct with Spanish STM, whereas Grade 2 STM measures were language dependent. In contrast, WM measures were language independent across grades 1 and 2. When vocabulary subgroups were analyzed, a subgroup × type of memory task emerged. The results showed that performance on Spanish and English STM tasks were a function of high and low Spanish and English vocabulary knowledge, whereas WM was not. The relationship between language-specific processes in memory was discussed.     

现代汉语处所状语的句法位置

现代汉语句子中,处所状语的位置非常灵活。处所状语是在句首、句中还是在句末,要受多方面因素的制约。