2,165 research outputs found
Il significato metaforico come problema filosofico: un confronto tra Black, Goodman e Davidson
No full textThis article deals with the confrontation of Max Black, Nelson Goodman and Donald Davidson on the topic of metaphorical meaning. In particular, some aspects of their discussion are outlined as reasons for Black’s criticism of his own interaction view. Goodman’s connection between metaphor and expression, and Davidson’s criticism of nonliteral meaning of metaphor will be analyzed in the light of Black’s outstanding questions about metaphor. The examination aims to outline some limits and potential of Black’s still influential view and to motivate the encounter between the analytical approach and the questioning of aesthetics in the contemporary debat
Alice Miel and Democratic Schooling: An Early Curriculum Leader\u27s Ideas on Social Learning and Social Studies
No full textAlice Miel, a nationally prominent curriculum development scholar-practitioner at Teachers College of Columbia University for some three decades (1942-1971), frequently has been overlooked in research on the nature and evolution of the curriculum field and the progressive education movement. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This study addresses this oversight.
Miel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also explores Miel\u27s notions of the elementary school social studies :urriculum and situates those notions within the context of the conventional wisdom of her day regarding a discipline-centered curriculum.
In a broader context, this study contributes to the body of curriculum history scholarship. According to Kliebard (1992), for example, curriculum history often deals with the relationship between social change and changing ideas and contains significant social and cultural artifacts of knowledge that have become embodied in the curriculum of schools. Davis (1976, 1977) characterizes curriculum history as a reflective enterprise for curriculum workers that contributes to their understanding of present courses of study and of the professional field by lending a framework for thoughtful deliberation of what the schools should teach. With these observations in mind, Miel\u27s work may be understood as both artifact of curriculum history and as mindful reflection, situated within a particular social and historical context, on democratic meanings and processes. Biographies of Caswell, Taba, Tyler, Schwab, Kilpatrick, Rugg, Bobbitt, Zirbes, Stratemeyer, and others have yielded significant insights. In addition, Seguel\u27s study of early curriculum leaders (1966) constitutes an important theoretical contribution to the field. The study of Miel\u27s life and work adds to this body of knowledge
Review: Silvana di Gregorio & Judith Davidson (2008). Qualitative research design for software users
No full textEl empleo de paquetes de software para apoyar diferentes etapas de la investigación es cada vez más común entre los académicos de investigación cualitativa. La revisión del libro de Di GREGORIO y DAVISDSON, uno de los más recientes publicados en este tópico, pone particular atención a su primera parte. Allí, las autoras proponen y discuten algunos aspectos innovadores sobre el análisis de datos cualitativos asistido por computadora, tales como la emergencia del proyecto E como un "género" que influye en la totalidad del diseño de la investigación cualitativa. La revisión presenta de modo resumido la segunda y tercera partes del libro, más pragmáticamente orientadas al uso de los paquetes de software en la investigación cualitativa. Finalmente, la revisión finaliza con algunas observaciones críticas sobre el libro, el cual es una herramienta esencial de aprendizaje y reflexión para académicos y estudiantes de la investigación cualitativa de diferentes campos de investigación e indagación.Die Nutzung von Software zur Unterstützung unterschiedlicher Phasen des Arbeitsprozesses ist zunehmend Teil des Alltags qualitativer Forscher/innen. Dieser Beitrag beschäftigt sich mit einem der aktuellsten Bücher zu diesem Thema. Im ersten Teil des Buches, dem hier besondere Aufmerksamkeit geschenkt wird, diskutieren DI GREGORIO und DAVIDSON einige innovative Aspekte computer-gestützter qualitativer Datenanalyse wie z.B. die Entstehung von "E-Projekten" als einem eigenen Genre, das das komplette Design qualitativer Projekte tangiert. Der zweite und dritte Teil des Buches, die sich eher pragmatisch mit der aktuellen Verwendung von Software im qualitativen Forschungsprozess befassen, werden nur kurz skizziert. Ich ende mit einigen kritischen Anmerkungen zum Buch, das aus meiner Perspektive ein wichtiges Hilfsmittel für die Lehre und Reflexion qualitativer Forschung ist.The employment of software packages to support different stages of research is increasingly common amongst qualitative scholars. The review addresses DI GREGORIO and DAVIDSON's book, one of the most recent published on this topic, paying particular attention to its first part. There, the authors propose and discuss some innovative aspects of computer-assisted qualitative data analysis, such as the emergence of the E-Project as a "genre" affecting the whole qualitative research design. The review briefly presents the second and third part of the book, more pragmatically oriented to the actual use of software packages in qualitative research. The review ends with some critical remarks on the book, which remains an essential tool of learning and reflection for qualitative research scholars and students across different fields of research and inquiry
Alice in the land of animated forms
No full textThis work is born from memories, adventures, (re)discoveries in the personal, educational and professional spheres. Reflections and empirical experiences in formal and non-formal environments as an artist-educator, on a journey from learning to teaching. This work will contribute to the reflection on theater, animated forms theater and art education, concomitantly with the importance of sociocultural projects. In basic education, little known as content and artistic experimentation, in the quest to increase knowledge and experience. Thus, it reflects whether the Theater of Animated Forms includes the teaching and learning of theatrical language with a view to promoting this education aimed at the perspective of artistic expression as a way of dialoguing with the world. It emphasizes a process of transition and continuation, where there is a search for a conscious identity reality in learning in various contexts, a teaching-learning process in constant construction with the understanding of training. Dialogues with authors who deal with points in common, such as: Ana Maria Amaral, Ana Mae Barbosa, Augusto Boal, Duarte Júnior, Paulo Freire, Roque de Barros Laraia, among others. In its development, the method took a qualitative form. A phenomenological understanding of these experiences that depart for a performative writing tracing an idea of the author, a pun on the name of the author and the protagonist of the work “Wonderland”, Alice. In summary, reflect on the Animated Forms Theater as a methodology for teaching and learning theatrical language for basic education in Amazonas, as a form of knowledge, experiences and experimentation.Esse trabalho nasce, de memórias, aventuras, (re)descobertas no âmbito pessoal, educacional e profissional. Reflexões e vivências empíricas em ambientes formais e não-formais como artista-educadora, em um percorrer da discência para a docência. Este trabalho busca contribuir para a reflexão sobre o teatro, teatro de formas animadas e a arte-educação, de modo concomitante a importância dos projetos socioculturais. Na educação básica, pouco difundida enquanto conteúdo e experimentação artística, na busca de elevar o conhecimento e vivência. Assim, reflete se o Teatro de Formas animadas comporta o ensino e a aprendizagem da linguagem teatral com vistas a promover essa educação visada na perspectiva da expressão artística como forma de dialogar com o mundo. Enfatiza um processo de formação transitória e continuada, onde se tem a busca identitária consciente no aprender em variados contextos, um ensino-aprendizagem em constante construção com a compreensão da realidade. Dialoga com autores que tratam sobre pontos em comum, como: Ana Maria Amaral, Ana Mae Barbosa, Augusto Boal, Duarte Júnior, Paulo Freire, Roque de Barros Laraia, entre outros. Em seu desenvolvimento, o método se deu forma qualitativa. Uma compreensão fenomenológica dessas experiências que partem para uma escrita performativa traçando uma ideia de trocadilho com o nome da autora e a protagonista da obra “País das Maravilhas”, Alice. Em síntese, refletir acerca do Teatro de Formas animadas como metodologia de ensino e aprendizagem da linguagem teatral para a educação básica no Amazonas, como forma de conhecimento, vivências e experimentações
Theodore and Alice White
No full textTheodore E. White and his wife Alice examine an author\u27s copy of his first book. "Dinosaurs at Home" is the book authored by the Paleontologist at Dinosaur National Monument
Finding Aid to the Collection of Alice Brown Materials.
No full textAlice Brown (12/5/1857 - 6/21/1948) was born in Hampton Falls, New Hampshire. She graduated from Robinson Seminary in Exeter, N.H., in 1876, and taught in local schools for five years before moving to Boston, Massachusetts, to write full time. There, she wrote and did editorial work for the Christian Register, followed by The Youth\u27s Companion, and published on average a book a year until 1935, continuing to write shorter works into the 1940s. Brown wrote novels, short stories, plays, and poetry, much of which focused on local New England settings. She also wrote biographies and travelogues. The bulk of the author\u27s personal correspondence was destroyed at her wishes upon her death in 1948.
The collection contains letters (1895 - 1944) from Alice Brown to various correspondents, including some literary figures (Sarah Orne Jewett, Charles E. L. Wingate) and editors of publications (Boston Evening Transcript, Colby Library Quarterly). The collection also contains some First Appearances of the author\u27s published work (Harper\u27s Monthly magazine, The Youth\u27s Companion)
Relative values: resisting desire and individuation in Barbara Garlaschelli's 'Alice nell'ombra' and 'Sorelle'
No full textBarbara Garlaschelli (Milan, 1965), a successful author of literature for adolescents, editor of children's series and publishing consultant, has recently received acclaim in Italy as one of the most interesting new voices in noir fiction, with two novels published two years apart: Alice
nell ombra (2002) and Sorelle (2004)1.
Although the novels clearly represent two distinct moments in Garlaschelli's literary development -- something which is apparent in the differing structures, narrative strategies and linguistic registers -- they are both set against a common and disturbingly claustrophobic family milieu. It is against this shared backdrop that a female protagonist struggles to reconcile herself with the notions of disenfranchisement and individuation, in an attempt to negotiate a novel formulation of self in the face of extremely adverse personal and familiar circumstances. The aim of this article is to explore how, departing from the canonical structure of crime fiction, Garlaschelli weaves two unsettling tales of love and prevarication, unearthing that obscure side of society which lives and propagates itself from within the bosom of the family
Para onde vai esse caminho? Possibilidades teatrais com a dramatização de Alice no País das Maravilhas
No full textThe literary work Alice in Wonderland brings to students a sharing of imagination, creation and scenic experiments through the enactment or possibilities of dramatization of this text. During the course of the undergraduate course the author of this work knows this work and I decided to deepen and know this millenary literature. From the study of this work begins to develop in the Cultural Paths of Art theatrical possibilities with the children's theater class through the principle of methodology of Rildo Cossson (2018) that works the basic sequence, along with the dramatization games of Luiz Fernando de Souza (2008). The process with the Alice in Wonderland Literary Work reveals that the process within the classroom can be meaningful, and stimulating new knowledge for everyone involved, every moment we thought of giving up came the idea of the author of this work or the children involved. To continue and just as Alice in Wonderland took the risk, so did we end the process with sensations that Wonderland exists, now we must believe in the impossible full of possibilities.
Keywords: Theatrical possibilities, Alice in Wonderland, Drama, Childhood theather, Non-formal Education.Esta pesquisa Para onde vai esse caminho? Possibilidades teatrais com a dramatização de Alice No País das Maravilhas traz para os estudantes um compartilhar de imaginação, criação e experimentos cênicos através da encenação ou possibilidades de dramatização desse texto. No curso de graduação conheço essa obra e decido aprofundar e conhecer essa literatura milenar. A partir do estudo dessa obra comecei a desenvolver no espaço Cultural Caminhos da Arte possibilidades teatrais com a turma de teatro infantil através da sequência básica apresentada por Rildo Cossson (2018) e dos jogos de dramatização de Luiz Fernando de Souza (2008). O processo com a obra literária Alice no País das Maravilhas revela que o desafio dentro da sala de aula pode ser significativo e estimular novos conhecimentos para todos os envolvidos. Em cada momento que pensávamos em desistir, surgia uma ideia minha ou das crianças envolvidas para continuar e assim como Alice correu risco no mundo das maravilhas, nós também corremos para terminar o processo com a sensação de que o mundo das maravilhas existe. Agora é necessário acreditarmos no impossível imbuído de possibilidades.
Palavras-chaves: Possibilidades teatrais, Alice no País das Maravilhas, Dramatização, Teatro infantil, Ensino não formal
Cognitive Alice: Lewis Carroll’s Alice Books in Dialogue with Narratology
No full textThis dissertation’s main purpose is twofold, on the one hand it gives new insights into the construction and meaning of Lewis Carroll’s Alice books, on the other hand it makes a contribution to the field of cognitive narratology, furnishing a complete practical example of the application of cognitive narratology’s tools to a relevant literary work. I take the Alice books as a case study to illuminate the working of cognitive narratology as an interdisciplinary project, relying both on classical narrative studies and on methods taken from the cognitive field. This focus also serves a synthetic view of cognitive narratology itself, which is in its essence a combination of the revaluation of classic narrative concepts and the introduction of new ones. A useful theoretical concept to give a general understanding of my methodology as the tying together of different overlapping approaches, is the idea of the Alice books as a cognitive playground, a huge mental landscape where different intellectual suggestions and speculations coexist with experientiality and affections. Wonderland and the Looking-Glass land are thus presented as fantastical cognitive playgrounds where different minds interact with each other creating the big and complex aesthetic space of the literary text. Each of my chapters examines a specific topic in relation to the minds of the author, the readers and the characters. After a preface and a first chapter outlining the main theoretical currents of cognitive narratology and pointing out the special fit of the Alice books for this kind of analysis, the subsequent chapters are: “Virtual Alice”, “Mirrored Alice”, “Emotional Alice”, and “Unnatural Alice”, each of them offering different, although interconnected, insights into the peculiar dialogue which can be established between the Alices and the cognitive narratological approach
Il sogno di Alice
No full textAlice in Wonderland, published in 1865, is 150 years old and continues to be one of the most popular masterpieces that is appreciated by children and adults. The article explores the polysemy of the text, its fine hermeneutical approaches, the symbolic ramifications of its visual reinterpretations – especially in the illustra-tions. This novel continues to fuel our imagery and, at same time, it continues to discuss the biographers of Carroll on the complex personality of this author. In particular, the article emphasizes the original and unexpected turn that Alice in Wonderland gave to children’s literature, through the storytelling of a point of view – “another look” – that definitely belongs to childhood
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