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Newcomer Integration and Academic Support in Newfoundland and Labrador
Get PDFThis article extracts eight points for discussion from many years of research in newcomer academic support and social integration in Newfoundland and Labrador. These points include: transportation to school for newcomer students; resources and support for ESL (English as a Second Language) teachers; coordination of the ESL program; workload and student-teacher ratio in ESL & LEARN (Literacy Enrichment and Academic Readiness for Newcomers) programs; hiring criteria and qualifications for ESL and LEARN positions; assessment of newcomer learners for placement and learning disability; non-ESL teachers’ in-service training on working with newcomer students; and collaboration of educational stakeholders. Some of the points were elaborated in other articles (e.g., Doyle, Li, & Grineva, 2016; Li & Grineva, 2016; Li, Que, & Power, 2017) while others are first-time mentions. The majority of these points were highlighted in the last stage of our previous SSHRC project that focused on best practices and policy recommendations in the education sector. For the purpose of this discussion article, we summarize information from multiple data sources without using direct quotations from the participants
How to Think Actuality? Schelling, Aristotle and the Problem of the Pure Daß
No full textIn this paper, I address a problem of Schelling’s late philosophy: the relation between negative and positive philosophy, and the role of the “pure Daß” in the transition from one to the other. While the so-called transition is a well known and much discussed issue, recent Schelling scholarship has underlined the difficulties involved in the mere notion of pure Daß. I propose that we can avoid some of these difficulties by taking into account Schelling’s particular and original interpretation of Aristotle’s notion of actuality (energeia) and the way he applies this notion in his late negative philosophy
The Asystasy of the Life Sciences: Schelling, Hunter and British Idealism
No full textIn 1799 the British Crown purchased 13,000 fossils and specimens from the estate of John Hunter (1728-93). This “vast Golgotha” then became the object of attempts to classify and institutionalize the work of one of the most singular and polymathic figures in the British life sciences whose work encompassed medicine and surgery, physiology, comparative anatomy and geology. The result was the Hunterian Museum at the Royal College of Surgeons, separate Lecture Series on comparative anatomy and surgery from 1810, and “Orations” on Hunter’s birthday from 1814. Almost symbolically, these efforts were disrupted by the burning of twenty folio volumes of Hunter’s notes on the specimens in 1823 by his brother-in-law and executor Sir Everard Home. Home may have wanted to emerge from Hunter’s shadow or disguise his borrowings but saw nothing wrong in his actions and divulged them to Hunter’s amanuensis William Clift (by then Chief Conservator of the Museum). Having based over ninety articles on Hunter’s work, Home claimed he had published and acknowledged everything of value, and that Hunter wanted him to burn the papers, though interestingly he waited thirty years to do so. He also claimed he had wanted to present Hunter’s work in more complete form, and spare him from charges of irreligion. And indeed it had been recently that the debate between John Abernethy and William Lawrence had broken out, over whether Hunter and science should be aligned with religion or materialism: a debate that caused Coleridge to invoke Schelling to support a nervous idealization of Hunter in his Theory of Life. Ignoring Home’s activities, the Royal College, it seems, may also have wanted Hunter’s work to be “completed.” But if so what was troubling about the British scientist’s first outlines and his reluctance to arrive at the “system itself”. And given that Schelling would prove a dangerous supplement, how does Hunter’s speculative empiricism converge with the equally explosive transcendental empiricism of Schelling’s First Outline of a System of the Philosophy of Nature (1799), the most fertile and chaotic of his writings in Naturphilosophie
Brexit, Secession, and Euroscepticism
Get PDFThis paper seeks to develop a forecasting tool for movements to separate within the European Union. Using a primarily cultural approach, the attitudes that exist in all EU countries will be looked at, and compared to secessionist movements at the sub-state level. Despite the fact that the European Union is not a state, it has taken on many of the functions of one, and the movements in states to separate from the EU are similar to sub-state secession movements. Attitudes leading to separation from the EU do differ from those guiding internal secession, and these movements have their own term: Euroscepticism. The question guiding the research is what public perceptions allow Eurosceptic political movements to take hold? The answer, supported by this work is that a combination of institutional, cultural, and economic perceptions, not economic realities, lead to Eurosceptic tendencies. To support the hypothesis, this paper has created a model that measures Eurosceptic attitudes in order to forecast future secession movements. Many models exist for secession movements, and Eurosceptic attitudes, but none combining the fields. Secessionist and Eurosceptic literature and models were blended in order to create an effective forecasting tool at the EU level. The model uses Hard Eurosceptic party vote share in the 2014 European Parliament elections as the dependent variable, and “EU Confidence” as the independent variable. “EU Confidence” is itself a composite of “Institutional Trust”, “Belonging”, and “Economic Trust”, which are in turn composed of public opinion polls, conducted in 2014, on a variety of issues in the EU. The analysis based on the last European Parliament elections shows a strong correlation, with an r-value of -0.690, between Eurosceptic vote share and “EU Confidence”. Furthermore, three of the countries most at risk of secession post-2014, the United Kingdom, Italy, and Greece, were the three forecasted by the model
Method in Theology: From [1 + 1/n]nx to {M (W3)θΦT}4
Get PDFMcShane’s Essay, “Method in Theology: From [1 + 1/n]nx to {M (W3)θΦT}4”, takes off from a puzzling piece of a 1954 letter of Lonergan to Fred Crowe, which Crowe and McShane both struggled with, and pushes forward to a more coherent perspective seeded by Lonergan in the decades that span that letter in both time-directions. The theology identified as a vague genetics in 1954 is précised as a well-defined cyclic collaborative structure to emerge in later millennia as “a resolute and effective intervention in this historical process” (Phenomenology and Logic, 306)
Keeping Promises
Get PDFThis fourth essay carries forward the search for a normative empirical economics by focusing on the challenge of finding out just what could be meant by speaking of money as promise. While the essay does not blossom out into a wholesome precision and a serious development of the meaning of promising, it should lead you to a suspicion that the self-attention required to meet that challenge is a shocking lift of culture and education. The problem of the volume is to make that leading effective by you taking over the leading
Bernard Lonergan’s Puzzling Comment About the Vis Cogitativa
Get PDFThis essay is a demonstration of the first functional specialty, Research. As I understand it, the principle aim of the specialty is to assemble materials relevant to understanding some puzzling issue. The short text from Lonergan’s correspondence that I found puzzling associated the vis cogitativa with the Freudian superego. My task, therefore, is rather straightforward, namely, to gather in one place all the available relevant comments that Lonergan made on the vis cogitativa and the Freudian superego. However, I do include some supplementary materials that provide both background to Lonergan’s comments and an updating of how contemporary neurosciences speak about the traditional function of the vis cogitativa
Teaching Immigration for Reconciliation: A Pedagogical Commitment with a Difference
No full textThis essay takes as its point of departure the Truth and Reconciliation Commission of Canada’s recommendations for facilitating understanding of reconciliation between “Indigenous and non-Indigenous Canadians,” specifically, the recommendations meant to educate newcomers/immigrants about Indigenous issues. While these and similar educational initiatives deeply inform reconciliation measures across public post-secondary institutions, I suggest that the disconnect between immigrants and Indigenous peoples has more to it than mere lack of education, and that their relationship is better conceptualized as a series of tensions between land and labour rights that reproduces settler colonial capitalist nationalism. I further suggest the post-secondary classrooms as important sites for working with these tensions. In this essay I discuss a fourth-year social work elective course on immigration where I attempted to explicitly engage with some of these tensions and their productive role in settler colonial nationalism. I conclude with some thoughts on what moving beyond education for reconciliation could look like in our teaching on immigration, with specific recommendations for the discipline of social work in which such a pedagogical shift is long overdue
