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Old Series: Volume 4, Number 2 (June 1995)
No full textPOSTMODERN JEWISH REASONING(S). How does that sound to you? On May 22, about eighteen of us joined host Eugene Borowitz for a delightful conference at Hebrew Union College (NYC) on postmodern Jewish philosophy and text reading. In-between sessions on Sifre Devarim and Mishnah Eduyot, we reflected on what to call what we were doing (a practice we have indulged in only too often in this journal). Philosophers, rabbis, text scholars, literary folk, we gathered around selections from these texts, read first in chevrutot, then in the context of background readings on modern and postmodern pedagogy broadly considered: modes of transmitting knowledge, that is, and thus of receiving and interpreting foundational texts. Then we asked what we had been doing _ what patterns of behavior were displayed? Many kinds of pattern, to be sure, but, if we had to label the whole collection of them, we tended to agree that “philosophy” was too determinate a term, even with the “postmodern Jewish” modifier. “Reasoning(s)” won the hour (the day is too much to ask): a mark that there were identifiable patterns of discursive behavior here, even if no one pattern was privileged, nor any single way of describing the patterns. Some of us would have been happy with “Reasoning” (singular, but non-imperious since as vaguely known as the divine word), others more suspicious of any master(s),would have preferred something like “reasonings….” But we all tended to acknowledge our being engaged by a process that headed somewhere and by a dialogue, at once, with one another, with these texts, and with successive traditions of reading them that now begin to include our various “postmodern Jewish” discourses. The text scholars among us may not be perturbed if “philosophy” per se has less of a hold on us, but it’s an unsettling thought for students of Maimonides and Rosenzweig among us who are accustomed to serving their Talmud with two lumps of Aristotle or Kant. In THE BODY OF FAITH (Harper, 1983), Michael Wyschogrod offers what may prove to be mediating words: It is difficult to avoid asking why the Bible does not focus on reason as [humanity’s] distinguishing characteristic.... The Bible does not know of [the dissociation of matter and mind].. and speaks of [human beings] as being created in the image or likeness of God without expecting that this will be taken automatically to refer to the nonvisual likeness of an endowment, such as reason. In addition, the whole framework of definition is foreign to the biblical mind, especially when applied to the being around whom creation revolves . . . And yet, reason plays a very important role in the Bible. It is best, at this point, to stop talking about reason and to begin talking about intelligence. Reason is a philosophical construct with definite theoretical implications. Intelligence is a working endowment rather than a theory and can be active in the absence of a philosophical theory about the rationality of the universe and the structure of mind that enables it to grasp the rationality inherent in the world. Intelligence is a quality of brightness that enables all normal human beings to some extent and some to an extraordinary extent to grasp relations and implications in complex situations. There are various forms of intelligence, and an individual can excel in one and not in another...
Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth
No full textScholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students’ academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence
"Looks Like Cotton Candy": Deconstructing Fascism in Post-War Japanese and Italian Horror Cinema
No full textThe giallo films of Italy and the pink films of Japan are often written off as "B-film trash" by the public, journalists, critics, and even sometimes academics. Yet as "cliche" or "gratuitous" as these films tend to be, they are deeply engaged with the fascist pasts of the nations. This thesis argues that the rampant historical and cultural revisionism that plagued (and continues to plague) post-war Italy and Japan are responsible for this unprecedented boom in horror cinema. Furthermore, this thesis posits that the horror film is the most well-equipped cultural tool for deconstructing the fascist pasts of Italy and Japan. Focusing specifically on Dario Argento's Deep Red (1975), this thesis illustrates how the giallo film works through Italy's culpability in the Holocaust. Similarly, this thesis examines how Nobuhiko Obayashi's House (1977) and Teruo Ishii's Horrors of Malformed Men (1969) critique the post-war Japanese official narrative of culpability in war crimes and the fetishization of the atomic bomb.Film StudiesBachelors of Arts (BA
Captain Sinclair’s Recreational Area West Shoreline Management Plan
Get PDFCaptain Sinclair’s Recreational Area (CSRA) is located on the Severn River and Whittaker Creek in Gloucester County, Virginia. In 2016, a shoreline management plan was developed for CRSA, and a hybrid gapped stone sill living shoreline system and oyster bag sills were installed on the site in 2016 and 2017, respectively. Recently, the 100-acre western peninsula, Captain Sinclair’s Recreational Area–West (CRSA-W), with 2 miles of shoreline across Whittaker Creek from the original shoreline management area was acquired by the Middle Peninsula Chesapeake Bay Public Access Authority (MP-PAA) and assimilated into CRSA.
The goal of this project is to determine how erosion can be managed at CSRA-W in coordination with MP-PAA’s goals. The objective was to create a plan that provides the reasoning and knowledge to incentivize reach-based shore protection, habitat enhancement and future coastal resiliency that best aligned with the property owner's preferences, priorities, and ability to fund the project. Shore erosion and coastal resiliency was analyzed holistically to find ways for problems to be solved on a reach basis in a manner that aligns with the property owner's personal priorities and available funding resources.
A remote site assessment of the property was conducted to determine the physical characteristics, habitat shifts, and shoreline change rates over time of the site. This was followed by an on-site real-time kinematic elevation survey, nearshore sediment sampling, and up-to-date photography of the site. The site has both low energy and medium-energy wave environments. The western shoreline has low energy, and the eastern shore has very low energy. The southern points are exposed to medium energy, but the shoreline between them is low energy. The site has a low elevation, with an average marsh elevation of 3.25 ft MLW and a maximum upland elevation of 5 ft MLW. As such, the area is especially threatened by flooding from storm surge and sea level rise. Overall, it was determined that the western and southern shorelines are experiencing the highest rates of erosion, which has been increasing in recent years.
Ultimately, four different management options were created. The first option is to do nothing and allow the marsh to retreat naturally. The second option is the construction of hybrid stone sill living shoreline systems along the site. The third option is the construction of intertidal oyster reefs along the site, and a variety of proprietary and non-proprietary design examples have been presented. The final option is to incorporate the use of thin layer placement (TLP) to restore and build the marsh habitat with dredged sediment.
The MP-PAA regularly utilizes its public properties to help facilitate and test shoreline protection products which are both innovative and new to the Commonwealth. One such product, Quickreef, offered to donate units to demonstrate technology at a low to moderate energy shoreline location on an MP-PAA owned property. Since the effectiveness of the Quickreef units will be evaluated and better understood by the time construction occurs at the
CSRA-W property, Middle Peninsula Planning District Commission staff on behalf of the MP-PAA selected to design Quickreef sill living shoreline systems as a first possible targeted location solution amongst the proposed concepts in areas with firmer nearshore sediment with the higher upland areas, along with the construction of both larger Natrx concrete oyster reef structures and smaller intertidal oyster reefs in the softer nearshore areas. They have also
expressed interest in pursuing TLP and marsh enhancement in the future. The shoreline management plan has factored in strategies for the MP-PAA to acquire funding and permitting for these designs, and is focused on the implementation of this project. This report provides an overall summary of the site assessment, shore survey, data analysis, and management planning undertaken for the site.This project was funded by the Virginia Coastal Zone Management Program at the Department of Environmental Quality through Grant # NA22NOS4190187 Task 73 of the U.S. Department of Commerce, National Oceanic and Atmospheric Administration, under the Coastal Zone Management Act of 1972, as amended. The views expressed herein are those of the authors and do not necessarily reflected the views of the U.S. Department of Commerce, NOAA, or any of its subagencies
Implementing Pbis: High School Principals’ Perceptions Of The Change Process
Get PDFThe purpose of the study was to gain deeper understanding of the PBIS process in high schools and high school principal perceptions of leadership qualities that enable, and challenge, school-wide change to facilitate PBIS successfully. The study provided an opportunity for high school principals to give a voice to PBIS leadership through sharing their personal experiences leading high schools through the PBIS process. A gap exists in the research regarding experience leading PBIS in high schools; it is important to provide high school principals the opportunity to share their experiences with PBIS while leading in a culture of change. Data were collected from high school principals, who completed a survey and participated in a focus group interview or individual interviews. Survey responses were analyzed using descriptive statistics, while a focus group and one-on-one interviews were coded and analyzed to answer three research questions: How do principals describe the process of initiating, implementing, and institutionalizing PBIS regarding data analysis, staff buy-in and staff engagement, and school culture, and how principals perceive the components of effective leadership to be essential to, and exist in, their practice in the successful implementation of PBIS. I found high school principals value: targeted division support for the PBIS process; collective buy-in and engagement cultivated through empowering teachers, building relationships, fostering a sense of community, and embedding PBIS in daily life; an environment where risk-taking is encouraged; transparency in data sharing and analysis with PBIS, especially in creating plans for support and recognition; and carefully planning the initiative.EducationDoctor of Education (Ed.D.
The Enduring Mystery At Town Creek: New Interpretations At A Rural North Carolina Museum
No full textTown Creek Indian Mound is a rural museum and historic site located in Montgomery County, North Carolina. Archaeological excavations at Town Creek historic site have occurred in varying capacities for nearly ninety years. Since 1955, Town Creek’s museum has served to represent archaeological endeavors occurring at the historic site. Therefore Western-trained and white archaeologists have been the sole voices presented within the museum space. Town Creek’s current museum exhibits are stuck in a state of pastness, only representing a small portion of Native lifeways; namely discourse on ritual, ceremony, and death. Current exhibits and historical interpretations at Town Creek’s museum view Native pre-history as separate from extant, historic Native groups, creating ruptures between representations of the past and present. Public memory that is held by tourists and returning visitors supports similar interpretations of a separate and mysterious Native past. The last two years have been a period of change at Town Creek’s museum. The museum exhibits at Town Creek, which are some of the oldest in the North Carolina Historic Sites division, and are being critically re-examined for the first time since 1983. And for the first time, the museum has begun processes of Native stakeholder engagement. Town Creek’s museum has the unique opportunity to move forward with new interpretations. How can the museum at Town Creek situate itself in these developing dialogues of change?AnthropologyMaster of Arts (M.A.
Old Series: Volume 3, Number 4 (December 1994)
Get PDFRosenzweig and Levinas (along with Buber and Cohen) are the principle parents of the founding members of this Network, and Gibbs’ book brings them into close dialogue with each other, with their peers in late modern/early postmodern thought, and with us. This is therefore a very important book and a very important occasion, for both the Academy and the Postmodern Jewish Philosophy Network. All are welcome. So please come! For a warmup, to get you ready, we enclose a preliminary review of Gibbs’ book, by Martin Srajek (he’ll be offering different words at the Boston event). In a future issue, we’ll review the Boston Gibbs event as a whole. Aryeh Botwinick also announces: Sunday night, 9:15pm, in Robert Gibbs very own room at the Copley, Aryeh B. is hosting a Talmud and Postmodernism study session for Network members and others. Please review Aryeh’s contribution to our Network Vol. 3.2 (on “Overdetermination”) – but this session will be on new textual material. (If you need details ahead of time, please call Aryeh at ____.) Meanwhile, for a warmdown, we complete this special issue with a reprint of a longer version of a remarkable paper Nobert Samuelson delivered at the AAR conference in Chicago. While the paper is not about postmodern thought, its importance for a number of us who were there lies in its success in overviewing the stages of Jewish philosophy that lead up to the one we presume to think we occupy! We hope that someday some member of this Network will send us an epilogue on postmodern Jewish philosophy worthy of the rest of Norbert’s paper
"I’m Concerned about Actually Doing it”: The Struggles of Pre-service Teachers Becoming Change Agent
No full textThis paper reports the struggles of 24 pre-service teachers (PTs) while intentionally integrating anti-racist pedagogy in which they were trained in a secondary teacher education program. PTs participating in this study are from various disciplines (i.e. Science, Math, English and Social Studies). Our findings reveal a multitude of struggles that PTs face when designing and implementing social justice-oriented curricula at the middle school level. Specifically, PTs reflected on and wrestled with three major concerns: 1) PTs’ own identities of being White and/or new teachers when they engaged with diverse student groups; 2) parents’ misperception about Critical Race Theory; 3) a lack of support from leadership regarding social justice issues. Our research suggests that in order to be change agents, PTs need more support from teacher education programs on their teaching practice for the social justice issues in addition to theoretical training. We argue that university faculty, cooperative teachers, open-minded school leaders, and parents could all be involved in long-term efforts to reform schools so that we can improve education for all.Educatio
