995 research outputs found
Education in a ‘neoliberalised’ online teaching and learning space : towards an affirmative ethics
Full text linkThe sudden mass migration of teaching, learning and assessment to the digital terrain
because of the COVID-19 pandemic resulted in the global proliferation of scholarship. This
scholarship ranges from romantic notions of the opportunity to revivify curriculum and
pedagogy in what was deemed an underutilised educational technology (online) resource space
to scholarship contemptuous of this newfound romance. This has exposed the potential
affordances of online teaching and its adjunctive exclusionary effects. Whilst the authors
recognise the short-term benefits of adapting advanced technology for educational purposes, they
provoke the question as to the obliterative potential of technology for the human (university
academics in this instance) and the non-human/more-than-human. It is, however, without
contention that the neoliberal university, driven by the economic viability and sustainability
imperative, gives precedence to curriculum delivery and student support to secure degree
completion targets even within academic timeframe (year) constraints. As such, it is
likely to neglect the cogent matter of the affective as it relates to both academics, students and the
non-human. In this conceptual article, Rosi Braidotti’s critical posthumanist perspective is
drawn upon, offering both critical and affirmative propositions for moving forward in engagement
with technologies in emerging educational online spaces. Firstly, critical perspectives are offered
on some challenges of the neoliberal contouring and new regimes of accountability and
surveillance that appear to have become more efficacious in the digital space. Secondly, it is
acknowledged that humans live in a technologically mediated world and need to navigate this
world in productive ways. Braidotti’s philosophy of affirmative ethics helps us to invigorate
affordances of educational technology that are hopeful. This article’s contribution lies in
alternative imaginings of educational technology, so that technology can be used in ways that
advance pedagogical lives and social relations
For the sake of learning: essays in honor of Anthony Grafton
No full textScope and content: "In this tribute to Anthony Grafton, a preeminent historian of early modern European intellectual and textual culture and of classical scholarship, fifty-eight contributors present new research across the many areas in which Grafton has been active. The articles span topics from late antiquity to the 20th century, from Europe to North American, and a full spectrum of fields of learning, including art history, the history of science, classics, Jewish and oriental studies, church history and theology, English and German literature, political, social, and book history. Major themes include the communities and dynamics of the Republic of Letters, the reception of classical texts, libraries and book culture, the tools, genres and methods of learning. Contributors are: James S. Amelang, Ann Blair, Christopher S. Celenza, Stuart Clark, Thomas Dandelet, Lorraine Daston, Mordechai Feingold, Paula Findlen, Anja-Silvia Goeing, Robert Goulding, Alastair Hamilton, James Hankins, Nicholas Hardy, Kristine Louise Haugen, Bruce Janacek, Lisa Jardine, Henk Jan de Jonge, Diane Greco Josefowicz, Roland Kany, Thomas DaCosta Kaufmann, Arthur Kiron, Jill Kraye, Urs B. Leu, Scott Mandelbrote, Suzanne Marchand, Margaret Meserve, Paul Michel, Peter N. Miller, Glenn W. Most, Martin Mulsow, Paul Nelles, William R. Newman, C. Philipp E. Nothaft, Laurie Nussdorfer, Jürgen Oelkers, Brian W. Ogilvie, Nicholas Popper, Virginia Reinburg, Daniel Rosenberg, Sarah Gwyneth Ross, Ingrid D. Rowland, David Ruderman, Hester Schadee, Wilhelm Schmidt-Biggemann, Richard Serjeantson, Salvatore Settis, Jonathan Sheehan, William H. Sherman, Nancy Siraisi, Jacob Soll, Peter Stallybrass, Daniel Stolzenberg, N.M. Swerdlow, Dirk van Miert, Kasper van Ommen, Arnoud Visser, Joanna Weinberg and Helmut Zedelmaier"--Provided by publisher
Op weg naar de volautomatische kas (interview met Anja Dieleman en Pieter de Visser); Thema: Plantmonitoring
No full textVerschillende partijen werken aan modellen waarmee het klimaat automatisch gestuurd kan worden, naar de behoefte van de plant. Zullen groene vingers ooit overbodig worden? Zo ver is het nog lang niet. Voorlopig dient plantmonitoring vooral als verfijning van de klimaatregeling
Op weg naar de volautomatische kas (interview met Anja Dieleman en Pieter de Visser); Thema: Plantmonitoring
No full textVerschillende partijen werken aan modellen waarmee het klimaat automatisch gestuurd kan worden, naar de behoefte van de plant. Zullen groene vingers ooit overbodig worden? Zo ver is het nog lang niet. Voorlopig dient plantmonitoring vooral als verfijning van de klimaatregeling
Institutionalizing ASEAN: celebrating Europe through network governance
No full textThis article provides a new piece for two of the puzzles of institutionalized cooperation in Association of Southeast Asian Nations (ASEAN). First, with regard to the organization's four decades of existence, there has always been a marked gap between ASEAN's rhetorical goals of cooperation and its actual achievements. What explains these systematic failures of implementation? Second, from the outset, ASEAN was criticized for its light institutionalization, which failed to deliver the substantial cooperation goals. Despite selected institutional reforms, ASEAN's autonomy has not increased remarkably and it has not made any major institutional innovations. Why does ASEAN design institutions it does not use? Why does this transformation gap occur? The author suggests a sociological institutional explanation and argues that major impulses for cooperation have come from outside Southeast Asia, most importantly from Europe. By mimicking the European integration process, ASEAN member states have effectively created an isomorphic organization. The Association's institutional development reflects a concern for international legitimacy and less an objective functional demand arising from the specific interactions of member states. This copying process has led to network governance within the organization
The Vietnamese Theatrical Tradition in the Plot of Monsun, by Anja Hillin
Full text linkFrom the dramatic text Monsun by the German author Anja Hilling, this article analyzes the construction of a plot using elements of the Asian theater, in this specific case the Vietnamese tradition, identifying its presence inthe structure beyond the constant references to the context of that country, starting with the title of the play itself and the trip of one of the characters to Vietnam.A partir do texto dramático Monsun, da autora alemã Anja Hilling, este artigo analisa a construção de uma trama que se utiliza de elementos do teatro asiático, neste caso específico a tradição vietnamita, identi cando a sua presença na estrutura, além das men- ções constantes ao contexto daquele país, começando pelo próprio título da peça e pela viagem de uma das personagens ao Vietnam. 
Discussing Anja Štefan`s fairytales in the first year of primary school
Full text linkFairytales are an indispensable part in children's lives. They stimulate the development of imagination, fantasy; they help to enrich children’s vocabulary and with expressing feelings. There are different types of fairytales and it is very important that children get to know the variety of them. I firstly presented a youth author Anja Štefan and her literary works in my diploma paper. Later on I continued with the presentation of youth literature and I defined the theory of a fairytale, wrote about the origin, its meaning and classification of fairytales which I have also described in greater detail. I stated and described authorial prose work of Anja Štefan: picture book Lešniki, lešniki and classic fairytales Kotiček na koncu sveta, Melje, melje mlinček and Štiri črne mravljice, which can be defined as animal fairytales. I was interested in the receptive development of children in the period of intuitive intelligence, which I thoroughly described. In the empirical part of my diploma I wrote lesson plans for discussing and teaching three Anja Štefan’s animal fairytales in the first grade of primary school. 25 children took part in the research. I found out that pupils distinguish between real and unreal life (imaginative life), they are capable of identifying themselves with a literary person and they perceive animals as literary persons and they identify themselves with them
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