Andreas C. Lehmann, John A. Sloboda, and Robert H. Woody
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195146103
- eISBN:
- 9780199851164
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195146103.001.0001
- Subject:
- Music, Psychology of Music
This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and ...
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This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and priorities of the performing musician rather than the research community, it reviews the relevant psychological research findings in relation to situations and issues faced by musicians, and draws out practical implications for the practice of teaching and performance. Rather than a list of dos and don'ts, the book equips musicians with an understanding of the basic psychological principles that underlie music performance, enabling each reader to apply the content flexibly to the task at hand. Following a brief review of the scientific method as a way of thinking about the issues and problems in music, the text addresses the nature–nurture problem, identification and assessment of musical aptitude, musical development, adult skill maintenance, technical and expressive skills, practice, interpretation and expressivity, sight-reading, memorization, creativity, and composition, performance anxiety, critical listening, and teaching and learning. While there is a large body of empirical research regarding music, most musicians lack the scientific training to interpret these studies. This text bridges this gap by relating these skills to the musician's experiences, addressing their needs directly with non-technical language and practical application. It includes multiple illustrations, brief music examples, cases, questions, and suggestions for further reading.Less
This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and priorities of the performing musician rather than the research community, it reviews the relevant psychological research findings in relation to situations and issues faced by musicians, and draws out practical implications for the practice of teaching and performance. Rather than a list of dos and don'ts, the book equips musicians with an understanding of the basic psychological principles that underlie music performance, enabling each reader to apply the content flexibly to the task at hand. Following a brief review of the scientific method as a way of thinking about the issues and problems in music, the text addresses the nature–nurture problem, identification and assessment of musical aptitude, musical development, adult skill maintenance, technical and expressive skills, practice, interpretation and expressivity, sight-reading, memorization, creativity, and composition, performance anxiety, critical listening, and teaching and learning. While there is a large body of empirical research regarding music, most musicians lack the scientific training to interpret these studies. This text bridges this gap by relating these skills to the musician's experiences, addressing their needs directly with non-technical language and practical application. It includes multiple illustrations, brief music examples, cases, questions, and suggestions for further reading.
Yasmin Annabel Haskell
- Published in print:
- 2003
- Published Online:
- January 2012
- ISBN:
- 9780197262849
- eISBN:
- 9780191734588
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262849.003.0004
- Subject:
- Literature, 17th-century and Restoration Literature
In the eighteenth century, the publication of scientific books boomed following the switch to the vernacular. The decline of Latin and Greek, the availability of translations, and the adoption of ...
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In the eighteenth century, the publication of scientific books boomed following the switch to the vernacular. The decline of Latin and Greek, the availability of translations, and the adoption of novel ways of presenting scientific information increased the population of potential audiences during this period. This chapter explores some of the Jesuit Latin poems on scientific subjects before the transition to vernacular. It aims to determine the extent to which the Jesuits anticipated and participated in the vulgarizing mission of textbooks writers later in the century. In general, Jesuits were regarded as scientific educators owing to their contributions to the growing interest in science. During the eighteenth century, the trend was for the production of the facile side of science and illustrated books; however, French Jesuits did not adhere to the growing trend. Although they curbed their poetic powers on playful and topical objects like the secular science writers, their poems and works were devoid of instructive or diverting diagrams and pictures. They also capitalized on poems that were written in Latin at a time when the language rarely attracted noble and bourgeois readers, and in a genre that could be hardly described as novel.Less
In the eighteenth century, the publication of scientific books boomed following the switch to the vernacular. The decline of Latin and Greek, the availability of translations, and the adoption of novel ways of presenting scientific information increased the population of potential audiences during this period. This chapter explores some of the Jesuit Latin poems on scientific subjects before the transition to vernacular. It aims to determine the extent to which the Jesuits anticipated and participated in the vulgarizing mission of textbooks writers later in the century. In general, Jesuits were regarded as scientific educators owing to their contributions to the growing interest in science. During the eighteenth century, the trend was for the production of the facile side of science and illustrated books; however, French Jesuits did not adhere to the growing trend. Although they curbed their poetic powers on playful and topical objects like the secular science writers, their poems and works were devoid of instructive or diverting diagrams and pictures. They also capitalized on poems that were written in Latin at a time when the language rarely attracted noble and bourgeois readers, and in a genre that could be hardly described as novel.
Andreas C. Lehmann
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780195304565
- eISBN:
- 9780199850723
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304565.003.0001
- Subject:
- Music, Psychology of Music
Research in perception and cognition in music has seen tremendous growth over the last two decades. In the wake of recent advances in neurobiology, trying to separate perception and cognition has ...
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Research in perception and cognition in music has seen tremendous growth over the last two decades. In the wake of recent advances in neurobiology, trying to separate perception and cognition has become less appropriate and useful. In order to be of maximal use for music educators, the work here tries to understand cognition in its broader sense, namely, how it applies in the context of experience, training, development, and culture. The first five chapters of this book proceed from the basic neurological and cognitive processes to a panoramic view of musical development and the theories behind research on learning. The last two chapters concentrate on music performance skills, musical expression, and the audience.Less
Research in perception and cognition in music has seen tremendous growth over the last two decades. In the wake of recent advances in neurobiology, trying to separate perception and cognition has become less appropriate and useful. In order to be of maximal use for music educators, the work here tries to understand cognition in its broader sense, namely, how it applies in the context of experience, training, development, and culture. The first five chapters of this book proceed from the basic neurological and cognitive processes to a panoramic view of musical development and the theories behind research on learning. The last two chapters concentrate on music performance skills, musical expression, and the audience.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.001.0001
- Subject:
- History, American History: 20th Century, American History: 19th Century
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including ...
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This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.Less
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.
Kysa Nygreen
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780226031422
- eISBN:
- 9780226031736
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226031736.001.0001
- Subject:
- Education, Secondary Education
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical ...
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Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, the book tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project, the book uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, the book levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.Less
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, the book tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project, the book uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, the book levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.
Geoffrey Cantor
- Published in print:
- 2005
- Published Online:
- February 2006
- ISBN:
- 9780199276684
- eISBN:
- 9780191603389
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199276684.003.0005
- Subject:
- Religion, History of Christianity
This chapter looks at nine different modes of scientific activity pursued by Quakers and Jews. These range from the wealthy amateur — including several Jews who pursued science in an upper-class, ...
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This chapter looks at nine different modes of scientific activity pursued by Quakers and Jews. These range from the wealthy amateur — including several Jews who pursued science in an upper-class, gentlemanly fashion — to the Jews and Quakers who traded in scientific specimens. Members of both communities used science in their professional engineering careers. Likewise, both communities produced educationalists who taught science through their lectures and textbooks. Another way in which science was deployed was in the scientific study of their own religious communities through the use of statistics. But there are also some interesting differences. For example, several 18th century Jews were attracted to Newton’s ideas, which were generally ignored by Quakers.Less
This chapter looks at nine different modes of scientific activity pursued by Quakers and Jews. These range from the wealthy amateur — including several Jews who pursued science in an upper-class, gentlemanly fashion — to the Jews and Quakers who traded in scientific specimens. Members of both communities used science in their professional engineering careers. Likewise, both communities produced educationalists who taught science through their lectures and textbooks. Another way in which science was deployed was in the scientific study of their own religious communities through the use of statistics. But there are also some interesting differences. For example, several 18th century Jews were attracted to Newton’s ideas, which were generally ignored by Quakers.
Robert Wuthnow
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157207
- eISBN:
- 9781400846498
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157207.003.0010
- Subject:
- Sociology, Urban and Rural Studies
This chapter examines the future that small communities may—or may not—hold for the next generation. As residents nearly always see it, young people who grow up in small towns should go to college in ...
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This chapter examines the future that small communities may—or may not—hold for the next generation. As residents nearly always see it, young people who grow up in small towns should go to college in order to be well prepared for whatever the future may hold. However, the reasons given along with the concerns underlying these reasons are more complex than surveys and census data reveal. Although they consider higher education critical, residents—parents and educators alike—acknowledge that there are aspects of small-town culture that make it difficult for young people to plan appropriately in order to make the most of college or university training. The chapter considers the importance of college for future planning among young people, as well as the disadvantages of living in a small town, and how community ties remain among residents.Less
This chapter examines the future that small communities may—or may not—hold for the next generation. As residents nearly always see it, young people who grow up in small towns should go to college in order to be well prepared for whatever the future may hold. However, the reasons given along with the concerns underlying these reasons are more complex than surveys and census data reveal. Although they consider higher education critical, residents—parents and educators alike—acknowledge that there are aspects of small-town culture that make it difficult for young people to plan appropriately in order to make the most of college or university training. The chapter considers the importance of college for future planning among young people, as well as the disadvantages of living in a small town, and how community ties remain among residents.
Kimberly Sheridan, Elena Zinchenko, and Howard Gardner
- Published in print:
- 2004
- Published Online:
- September 2009
- ISBN:
- 9780198567219
- eISBN:
- 9780191724084
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198567219.003.0018
- Subject:
- Neuroscience, Behavioral Neuroscience
This chapter argues that, in the coming years, educators and the general public will look increasingly to discoveries from the neurosciences for insights into how best to educate young people. It ...
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This chapter argues that, in the coming years, educators and the general public will look increasingly to discoveries from the neurosciences for insights into how best to educate young people. It considers how educators can navigate change and opportunities of scientific discovery. The chapter proposes a new cluster of professionals: neuro-educators. The mission of neuro-educators will be to guide the introduction of neurocognitive advances into education in an ethical manner that pays careful attention to and constructively capitalizes on individual differences. The uniquely honed skills of these neuro-educators will enable them to identify neurocognitive advances that are most promising for specific educational goals and then, even more broadly, to translate basic scientific findings into usable knowledge that can empower new educational policy for a new neurosociety.Less
This chapter argues that, in the coming years, educators and the general public will look increasingly to discoveries from the neurosciences for insights into how best to educate young people. It considers how educators can navigate change and opportunities of scientific discovery. The chapter proposes a new cluster of professionals: neuro-educators. The mission of neuro-educators will be to guide the introduction of neurocognitive advances into education in an ethical manner that pays careful attention to and constructively capitalizes on individual differences. The uniquely honed skills of these neuro-educators will enable them to identify neurocognitive advances that are most promising for specific educational goals and then, even more broadly, to translate basic scientific findings into usable knowledge that can empower new educational policy for a new neurosociety.
Lena Dominelli
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780195333619
- eISBN:
- 9780199918195
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195333619.003.0009
- Subject:
- Social Work, Communities and Organizations
This chapter explores how women, including social work educators and practitioners, have used civil society organizations, international institutions, and networking skills to promote gender ...
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This chapter explores how women, including social work educators and practitioners, have used civil society organizations, international institutions, and networking skills to promote gender equality; change economic, political, and social realities locally, nationally, and internationally; embed gains in everyday routines; and develop relevant social work curricula. Social workers have advocated for gender equality and participated in struggles for social change as individuals active in the women's movement; as development workers tackling structural inequalities; as therapists addressing individual women's woes; and as participants in the UN, its related agencies, and international organizations such as the International Association of Schools of Social Work (IASSW), International Federation of Social Workers (IFSW), and International Council on Social Welfare (ICSW). Some gender-blind interventions have had positive impacts on women's personal well-being. Others are overtly feminist and seek structural changes in the social distribution of power and resources.Less
This chapter explores how women, including social work educators and practitioners, have used civil society organizations, international institutions, and networking skills to promote gender equality; change economic, political, and social realities locally, nationally, and internationally; embed gains in everyday routines; and develop relevant social work curricula. Social workers have advocated for gender equality and participated in struggles for social change as individuals active in the women's movement; as development workers tackling structural inequalities; as therapists addressing individual women's woes; and as participants in the UN, its related agencies, and international organizations such as the International Association of Schools of Social Work (IASSW), International Federation of Social Workers (IFSW), and International Council on Social Welfare (ICSW). Some gender-blind interventions have had positive impacts on women's personal well-being. Others are overtly feminist and seek structural changes in the social distribution of power and resources.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0002
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical ...
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Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical aptitude? Were women’s and men’s psychosocial traits similar and/or divergent? What did sex differences imply for female exercise, recreation, and sports? Answering these questions proved difficult as American notions of fitness and femininity changed, scientific debates over human differences intensified, and professional physical educators sought social legitimacy between the 1890s and 1940s. White gym teachers fashioned complicated views that sustained the value of their profession, affirmed bourgeois whiteness and heterosexual femininity, justified both sex segregation and gender equity in the gym, and left room for new ideas about active womanhood.Less
Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical aptitude? Were women’s and men’s psychosocial traits similar and/or divergent? What did sex differences imply for female exercise, recreation, and sports? Answering these questions proved difficult as American notions of fitness and femininity changed, scientific debates over human differences intensified, and professional physical educators sought social legitimacy between the 1890s and 1940s. White gym teachers fashioned complicated views that sustained the value of their profession, affirmed bourgeois whiteness and heterosexual femininity, justified both sex segregation and gender equity in the gym, and left room for new ideas about active womanhood.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0007
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 7 (the counterpart to Chapter 1) examines the status of white and black female physical educators, coaches, and administrators in academic institutions as their profession matured and women’s ...
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Chapter 7 (the counterpart to Chapter 1) examines the status of white and black female physical educators, coaches, and administrators in academic institutions as their profession matured and women’s sports underwent a revolution (following the enactment of Title IX in 1972). Covering several generations of female teachers in grades K-12 through college-level, the chapter considers their backgrounds, training and credentials, and workplace challenges. Many instructors and coaches dealt with low status, multiple responsibilities, entrenched homophobia, and new administrative structures in athletics and physical education. The chapter asks why the field’s marginalization of “different” members persisted, even as gender and racial equality improved elsewhere in American society during the second half of the twentieth century.Less
Chapter 7 (the counterpart to Chapter 1) examines the status of white and black female physical educators, coaches, and administrators in academic institutions as their profession matured and women’s sports underwent a revolution (following the enactment of Title IX in 1972). Covering several generations of female teachers in grades K-12 through college-level, the chapter considers their backgrounds, training and credentials, and workplace challenges. Many instructors and coaches dealt with low status, multiple responsibilities, entrenched homophobia, and new administrative structures in athletics and physical education. The chapter asks why the field’s marginalization of “different” members persisted, even as gender and racial equality improved elsewhere in American society during the second half of the twentieth century.
Jane Stevenson
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780198185024
- eISBN:
- 9780191714238
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198185024.003.0016
- Subject:
- Literature, Women's Literature
In 17th century England, women's Latin learning acquired a new utility since gentry-level women might find themselves impoverished by the Civil War. Some found that Latin gave them access to paid ...
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In 17th century England, women's Latin learning acquired a new utility since gentry-level women might find themselves impoverished by the Civil War. Some found that Latin gave them access to paid work. At the level of the court, Latin was out of fashion, but the educated provincial gentry continued to teach daughters Latin. Nuns, particularly Benedictines and Wardists, also studied Latin, and there is also some evidence for Irish women learning Latin. Women continued to study Latin in the 18th century, but learned women were increasingly anxious to conceal their learning.Less
In 17th century England, women's Latin learning acquired a new utility since gentry-level women might find themselves impoverished by the Civil War. Some found that Latin gave them access to paid work. At the level of the court, Latin was out of fashion, but the educated provincial gentry continued to teach daughters Latin. Nuns, particularly Benedictines and Wardists, also studied Latin, and there is also some evidence for Irish women learning Latin. Women continued to study Latin in the 18th century, but learned women were increasingly anxious to conceal their learning.
Barbara Charlesworth Gelpi
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780195073843
- eISBN:
- 9780199855179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195073843.003.0002
- Subject:
- Literature, 19th-century Literature and Romanticism
The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for ...
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The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for Shelley’s formative years and provide insights into the “Mother Goddess” influences in his body of work. Evidence from journals, letters, and books during this era strongly suggest the idealization of the role of women as mothers. Strong emphasis was placed on maternal nurturing and its potent and irreversible impact on the offspring’s development. The chapter links this idea with the resurgence of the concept of “Venus” in the culture of that time and the metaphorical deification of the mother, in her role as an educator of young minds. It is this milieu that Shelley formed his version of the goddess myth—a union of pagan and Christian traditions—which is prevalent in his literary pieces.Less
The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for Shelley’s formative years and provide insights into the “Mother Goddess” influences in his body of work. Evidence from journals, letters, and books during this era strongly suggest the idealization of the role of women as mothers. Strong emphasis was placed on maternal nurturing and its potent and irreversible impact on the offspring’s development. The chapter links this idea with the resurgence of the concept of “Venus” in the culture of that time and the metaphorical deification of the mother, in her role as an educator of young minds. It is this milieu that Shelley formed his version of the goddess myth—a union of pagan and Christian traditions—which is prevalent in his literary pieces.
Martin L. McLaughlin
- Published in print:
- 1996
- Published Online:
- October 2011
- ISBN:
- 9780198158998
- eISBN:
- 9780191673443
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198158998.003.0006
- Subject:
- Literature, European Literature, 16th-century and Renaissance Literature
Turning from men of letters such as Petrarch, Salutati, and Bruni to humanists whose main occupation was teaching, one finds a predictable change of emphasis in discussions of literary imitation. ...
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Turning from men of letters such as Petrarch, Salutati, and Bruni to humanists whose main occupation was teaching, one finds a predictable change of emphasis in discussions of literary imitation. Gasparino Barzizza (1360–1430) and Antonio da Rho (1395–1451) may acknowledge, like Petrarch, the supremacy of Cicero's Latin, but they deal with imitation in basic and pedagogical rather than literary terms. In the humanist educators and writers of educational treatises, the topic receives greater attention, but always in the context of basic rules of rhetorical training rather than as specific stylistic advice. This chapter describes the contributions of humanist educators such as Pier Paolo Vergerio the Elder, Gasparino Barzizza, Antonio da Rho, and Guarino Veronese.Less
Turning from men of letters such as Petrarch, Salutati, and Bruni to humanists whose main occupation was teaching, one finds a predictable change of emphasis in discussions of literary imitation. Gasparino Barzizza (1360–1430) and Antonio da Rho (1395–1451) may acknowledge, like Petrarch, the supremacy of Cicero's Latin, but they deal with imitation in basic and pedagogical rather than literary terms. In the humanist educators and writers of educational treatises, the topic receives greater attention, but always in the context of basic rules of rhetorical training rather than as specific stylistic advice. This chapter describes the contributions of humanist educators such as Pier Paolo Vergerio the Elder, Gasparino Barzizza, Antonio da Rho, and Guarino Veronese.
Nicole M. Ardoin, Alan Reid, Heila Lotz-Sisitka, and Édgar J. González Gaudian
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0032
- Subject:
- Environmental Science, Environmental Studies
This book has discussed academic debates and practices in urban environmental education. It has highlighted challenges and opportunities facing the field of environmental education in general and ...
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This book has discussed academic debates and practices in urban environmental education. It has highlighted challenges and opportunities facing the field of environmental education in general and educators working in urban areas in particular. It has examined how the unique features of cities—as places facing major environmental and justice issues yet also as hubs of innovation—influence environmental education goals and implementation. Urban planning, social justice, climate change, and social-ecological systems resilience are areas environmental education has addressed in the past, but which are becoming increasingly salient for environmental education in cities. This afterword urges environmental educators to: First, challenge the urban/rural binary by recognizing and critiquing processes such as urban decay, suburban sprawl, migration, and gentrification. Second, spend time in the field—or, more accurately, in the streets— in order to understand urban settings in a deeper, more embodied way.Less
This book has discussed academic debates and practices in urban environmental education. It has highlighted challenges and opportunities facing the field of environmental education in general and educators working in urban areas in particular. It has examined how the unique features of cities—as places facing major environmental and justice issues yet also as hubs of innovation—influence environmental education goals and implementation. Urban planning, social justice, climate change, and social-ecological systems resilience are areas environmental education has addressed in the past, but which are becoming increasingly salient for environmental education in cities. This afterword urges environmental educators to: First, challenge the urban/rural binary by recognizing and critiquing processes such as urban decay, suburban sprawl, migration, and gentrification. Second, spend time in the field—or, more accurately, in the streets— in order to understand urban settings in a deeper, more embodied way.
Caryl Rivers and Rosalind Barnett
- Published in print:
- 2013
- Published Online:
- November 2015
- ISBN:
- 9780231151634
- eISBN:
- 9780231525305
- Item type:
- book
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231151634.001.0001
- Subject:
- Psychology, Developmental Psychology
This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and ...
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This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and boys are so fundamentally different, they require unique styles of parenting and education. Ignoring the science that challenges these claims, those who promote such theories make millions while frightening parents and educators into enforcing old stereotypes and reviving unhealthy attitudes in the classroom. This text unmakes the pseudoscientific rationale for this argument, stressing the individuality of each child and the specialness of his or her talents and desires. It recognizes that in our culture, girls and boys encounter different stimuli and experiences, yet encouraging children to venture outside their comfort zones helps them realize a multifaceted character.Less
This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and boys are so fundamentally different, they require unique styles of parenting and education. Ignoring the science that challenges these claims, those who promote such theories make millions while frightening parents and educators into enforcing old stereotypes and reviving unhealthy attitudes in the classroom. This text unmakes the pseudoscientific rationale for this argument, stressing the individuality of each child and the specialness of his or her talents and desires. It recognizes that in our culture, girls and boys encounter different stimuli and experiences, yet encouraging children to venture outside their comfort zones helps them realize a multifaceted character.
James L. Heft S.M.
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199796656
- eISBN:
- 9780199919352
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199796656.003.0001
- Subject:
- Religion, Religion and Society
This chapter first lays out the book's three arguments. First, Catholic schools have an enduring value which deserves greater support from parents, pastors, and the religious and public sector. ...
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This chapter first lays out the book's three arguments. First, Catholic schools have an enduring value which deserves greater support from parents, pastors, and the religious and public sector. Second, the value of Catholic schools, so dependent in the past on the services and pedagogical skills of thousands of religious sisters, brothers and priests, can be sustained by dedicated, justly compensated, and appropriately educated lay leaders. And third, since Catholic culture has weakened dramatically over the last fifty years, Catholic educators must address critically the dominant culture that shapes so much of the way students—indeed, not just students, but many educators themselves—think today. The chapter then presents some statistics on the closing of Catholic schools and discusses the ambivalence over Catholic schools. An overview of the subsequent chapters is also presented.Less
This chapter first lays out the book's three arguments. First, Catholic schools have an enduring value which deserves greater support from parents, pastors, and the religious and public sector. Second, the value of Catholic schools, so dependent in the past on the services and pedagogical skills of thousands of religious sisters, brothers and priests, can be sustained by dedicated, justly compensated, and appropriately educated lay leaders. And third, since Catholic culture has weakened dramatically over the last fifty years, Catholic educators must address critically the dominant culture that shapes so much of the way students—indeed, not just students, but many educators themselves—think today. The chapter then presents some statistics on the closing of Catholic schools and discusses the ambivalence over Catholic schools. An overview of the subsequent chapters is also presented.
Sophie Haroutunian-Gordon
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300120004
- eISBN:
- 9780300155822
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300120004.003.0008
- Subject:
- Sociology, Education
This book argues that interpretive discussions enable students to form genuine questions by finding points of ambiguity in texts, interpreting texts, and listening to challenging perspectives. The ...
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This book argues that interpretive discussions enable students to form genuine questions by finding points of ambiguity in texts, interpreting texts, and listening to challenging perspectives. The data gathered from the case study suggests that participants can engage people in reflection. This conclusion emphasizes the need to explore the possibility of integrating interpretive discussions into teaching academic subjects in schools, the possibility of preparing educators to lead interpretive discussions, and to engage students in creating questions and interpreting texts.Less
This book argues that interpretive discussions enable students to form genuine questions by finding points of ambiguity in texts, interpreting texts, and listening to challenging perspectives. The data gathered from the case study suggests that participants can engage people in reflection. This conclusion emphasizes the need to explore the possibility of integrating interpretive discussions into teaching academic subjects in schools, the possibility of preparing educators to lead interpretive discussions, and to engage students in creating questions and interpreting texts.
Paul Heinrich
- Published in print:
- 2010
- Published Online:
- November 2011
- ISBN:
- 9780199238361
- eISBN:
- 9780191730290
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199238361.003.0052
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Palliative Medicine Research
The world of medical education has been transformed over the past forty years through the use of members of the public in role playing to teach and assess clinical and communication skills. Howard S. ...
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The world of medical education has been transformed over the past forty years through the use of members of the public in role playing to teach and assess clinical and communication skills. Howard S. Barrows began to use ‘programmed patients’ in the early 1960s, and in a sustained creative burst, pioneered most of the subsequent applications of the method. Programmed patients are surrogate patients that have undergone a number of name changes that reflect the variety of functions that they fulfil, including programmed patients, professional patients, simulated patients, pseudo patients, standardised patients, patient partners, and patient instructors. They are most commonly referred to as SPs, an abbreviation that covers the more general term of simulated patient and the standardised patient for examination purposes. This chapter, however, refers to those who play the roles of SPs as actors. First, it explores the notion of different modes of performance, which determine the subsequent decisions on recruitment, training, feedback, and debriefing. Virtually all models of simulation with SPs consist of three distinct roles: actor, role player, and educator.Less
The world of medical education has been transformed over the past forty years through the use of members of the public in role playing to teach and assess clinical and communication skills. Howard S. Barrows began to use ‘programmed patients’ in the early 1960s, and in a sustained creative burst, pioneered most of the subsequent applications of the method. Programmed patients are surrogate patients that have undergone a number of name changes that reflect the variety of functions that they fulfil, including programmed patients, professional patients, simulated patients, pseudo patients, standardised patients, patient partners, and patient instructors. They are most commonly referred to as SPs, an abbreviation that covers the more general term of simulated patient and the standardised patient for examination purposes. This chapter, however, refers to those who play the roles of SPs as actors. First, it explores the notion of different modes of performance, which determine the subsequent decisions on recruitment, training, feedback, and debriefing. Virtually all models of simulation with SPs consist of three distinct roles: actor, role player, and educator.
ROBERTA MICHNICK GOLINKOFF, KATHY HIRSH-PASEK, and DOROTHY G. SINGER
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780195304381
- eISBN:
- 9780199894321
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304381.003.0001
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Imagine a world in which children are encouraged to parrot answers, to fill in the blanks, and to not go beyond the facts. There is little time for play; the focus is on memorization of the “facts”. ...
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Imagine a world in which children are encouraged to parrot answers, to fill in the blanks, and to not go beyond the facts. There is little time for play; the focus is on memorization of the “facts”. Indeed, play is viewed as a waste of time when more important “work”, the work of memorizing and parroting, could be done. As the pressure on children in school increases, paradoxically their ability to relax and just have fun through play is being restricted. This book confronts the prevailing popular “fact” that play is immaterial to children's development and instead argues that play is crucial to children's emotional health and it prepares them for school. Play offers both social and cognitive advantages for children and the adults they will become. This book challenges parents and educators to promote the value of play in children's learning.Less
Imagine a world in which children are encouraged to parrot answers, to fill in the blanks, and to not go beyond the facts. There is little time for play; the focus is on memorization of the “facts”. Indeed, play is viewed as a waste of time when more important “work”, the work of memorizing and parroting, could be done. As the pressure on children in school increases, paradoxically their ability to relax and just have fun through play is being restricted. This book confronts the prevailing popular “fact” that play is immaterial to children's development and instead argues that play is crucial to children's emotional health and it prepares them for school. Play offers both social and cognitive advantages for children and the adults they will become. This book challenges parents and educators to promote the value of play in children's learning.
