E. W. Heaton
- Published in print:
- 1994
- Published Online:
- April 2004
- ISBN:
- 9780198263623
- eISBN:
- 9780191601156
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263627.001.0001
- Subject:
- Religion, Judaism
The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This ...
More
The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This book presents a fresh and enlivening case for the strong influence that this schooling must have had on the writers of the stories, poetry and proverbs of the Bible. The eight Bampton Lectures that form the first eight chapters of this book were delivered in the University Church of St Mary the Virgin in Oxford, UK. The topics covered are: the evidence for schools in ancient Israel; comparisons between Egyptian and Israeli school-books and literature; ‘wisdom’ and school traditions in the Old Testament books of Proverbs and Ecclesiastes; the school tradition in the literary style of the teachings of the prophets and teachers; the narrative skills of the Jerusalem school tradition in the stories of the Old Testament; doubt and pessimism as expressed in Job and Ecclesiastes; and various aspects of belief and behaviour in the Old Testament, as reflected in the school tradition. The last chapter is a summing-up. The book is of interest to students and scholars of the Hebrew Bible (Old Testament) or religious studies, both in Judaism and Christianity.Less
The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This book presents a fresh and enlivening case for the strong influence that this schooling must have had on the writers of the stories, poetry and proverbs of the Bible. The eight Bampton Lectures that form the first eight chapters of this book were delivered in the University Church of St Mary the Virgin in Oxford, UK. The topics covered are: the evidence for schools in ancient Israel; comparisons between Egyptian and Israeli school-books and literature; ‘wisdom’ and school traditions in the Old Testament books of Proverbs and Ecclesiastes; the school tradition in the literary style of the teachings of the prophets and teachers; the narrative skills of the Jerusalem school tradition in the stories of the Old Testament; doubt and pessimism as expressed in Job and Ecclesiastes; and various aspects of belief and behaviour in the Old Testament, as reflected in the school tradition. The last chapter is a summing-up. The book is of interest to students and scholars of the Hebrew Bible (Old Testament) or religious studies, both in Judaism and Christianity.
Karen Pechilis
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780195145380
- eISBN:
- 9780199849963
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195145380.001.0001
- Subject:
- Religion, Hinduism
A distinctive aspect of Hindu devotion is the veneration of a human guru, who is not only an exemplar and a teacher, but is often worshipped as an embodiment of the divine. In the past these gurus ...
More
A distinctive aspect of Hindu devotion is the veneration of a human guru, who is not only an exemplar and a teacher, but is often worshipped as an embodiment of the divine. In the past these gurus have almost always been men. Today, however, female gurus are a noticeable presence, especially in the United States. This book containing nine chapter looks at the phenomenon of the female guru both in its original Indian context, where Hindu women leaders have been unusual but not unknown, and as it has evolved on the American scene. Each chapter is devoted to a particular female guru, ranging from the 5th-century Tamil saint Karaikkal Ammaiyar to Gurumayi, who today presides over the worldwide movement of Siddha Yoga, headquartered in the Catskill resort town of South Fallsburg, New York.Less
A distinctive aspect of Hindu devotion is the veneration of a human guru, who is not only an exemplar and a teacher, but is often worshipped as an embodiment of the divine. In the past these gurus have almost always been men. Today, however, female gurus are a noticeable presence, especially in the United States. This book containing nine chapter looks at the phenomenon of the female guru both in its original Indian context, where Hindu women leaders have been unusual but not unknown, and as it has evolved on the American scene. Each chapter is devoted to a particular female guru, ranging from the 5th-century Tamil saint Karaikkal Ammaiyar to Gurumayi, who today presides over the worldwide movement of Siddha Yoga, headquartered in the Catskill resort town of South Fallsburg, New York.
Ismo Dunderberg
- Published in print:
- 2006
- Published Online:
- May 2006
- ISBN:
- 9780199284962
- eISBN:
- 9780191603785
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199284962.003.0007
- Subject:
- Religion, Biblical Studies
In this chapter, the Johannine Beloved Disciple is located within the broader context of early Christian portrayals of the disciples of Jesus. First, it is pointed out how they increasingly became ...
More
In this chapter, the Johannine Beloved Disciple is located within the broader context of early Christian portrayals of the disciples of Jesus. First, it is pointed out how they increasingly became portrayed as authors of early Christian texts; the Beloved Disciple in John and Thomas in the Gospel of Thomas denote the first step towards this development. Special attention is devoted to the authorial fiction created in these texts. Second, the chapter points out that several other followers of Jesus were described in terms of their specific affinity with him. These figures include, in addition to the Beloved Disciple and Thomas, Mary of Magdala, James, and Bartholomew. Most of them are portrayed as having the privilege of knowing Jesus’ hidden teaching, but they differ in their willingness to disclose this teaching to other disciples. It is suggested that the Beloved Disciple in John could be understood as an ‘anti-James’, replacing the brothers of Jesus.Less
In this chapter, the Johannine Beloved Disciple is located within the broader context of early Christian portrayals of the disciples of Jesus. First, it is pointed out how they increasingly became portrayed as authors of early Christian texts; the Beloved Disciple in John and Thomas in the Gospel of Thomas denote the first step towards this development. Special attention is devoted to the authorial fiction created in these texts. Second, the chapter points out that several other followers of Jesus were described in terms of their specific affinity with him. These figures include, in addition to the Beloved Disciple and Thomas, Mary of Magdala, James, and Bartholomew. Most of them are portrayed as having the privilege of knowing Jesus’ hidden teaching, but they differ in their willingness to disclose this teaching to other disciples. It is suggested that the Beloved Disciple in John could be understood as an ‘anti-James’, replacing the brothers of Jesus.
Eleni Kechagia
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199597239
- eISBN:
- 9780191731495
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199597239.001.0001
- Subject:
- Classical Studies, Ancient Greek, Roman, and Early Christian Philosophy
Plutarch's philosophical work remained largely in the shadow of his celebrated Lives, partly because it was often dubbed ‘popular philosophy’, and partly because it was thought to be lacking in ...
More
Plutarch's philosophical work remained largely in the shadow of his celebrated Lives, partly because it was often dubbed ‘popular philosophy’, and partly because it was thought to be lacking in originality. This book contributes to the ‘rehabilitation’ of Plutarch as a serious philosopher by discussing his work as a teacher, interpreter, and, eventually, historian of philosophy. It offers a critical analysis of Plutarch's anti-Epicurean treatise Against Colotes — a unique text that is rich in philosophical material and has been widely used as a source for ancient Greek philosophy but has not been studied in its own right so far. Combining a historical approach with structural analysis and close reading of selected sections of the text, the book demonstrates that Plutarch engaged with the philosophy of his past in a creative way. By refuting Colotes' Epicurean arguments against the main Greek philosophers up to the Hellenistic era, Plutarch gives an insightful critical assessment of the philosophy of his past and teaches his readers how to go about doing and reading philosophy. The book concludes that Plutarch emerges as a respected critic whose ‘reviews’ of the past philosophical theories are an essential companion when trying to piece together the puzzle of ancient Greek philosophy.Less
Plutarch's philosophical work remained largely in the shadow of his celebrated Lives, partly because it was often dubbed ‘popular philosophy’, and partly because it was thought to be lacking in originality. This book contributes to the ‘rehabilitation’ of Plutarch as a serious philosopher by discussing his work as a teacher, interpreter, and, eventually, historian of philosophy. It offers a critical analysis of Plutarch's anti-Epicurean treatise Against Colotes — a unique text that is rich in philosophical material and has been widely used as a source for ancient Greek philosophy but has not been studied in its own right so far. Combining a historical approach with structural analysis and close reading of selected sections of the text, the book demonstrates that Plutarch engaged with the philosophy of his past in a creative way. By refuting Colotes' Epicurean arguments against the main Greek philosophers up to the Hellenistic era, Plutarch gives an insightful critical assessment of the philosophy of his past and teaches his readers how to go about doing and reading philosophy. The book concludes that Plutarch emerges as a respected critic whose ‘reviews’ of the past philosophical theories are an essential companion when trying to piece together the puzzle of ancient Greek philosophy.
Caroline Johnson Hodge
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780195182163
- eISBN:
- 9780199785612
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195182163.003.0008
- Subject:
- Religion, Biblical Studies
This chapter uses a model of multiple identities — in which individuals and groups might embody several ethnic or other identities, situationally emphasizing one while downplaying others — as an ...
More
This chapter uses a model of multiple identities — in which individuals and groups might embody several ethnic or other identities, situationally emphasizing one while downplaying others — as an interpretive framework for Paul. It argues that we can interpret both Paul's own identity as multiple and shifting and Paul's prescription for gentile salvation in terms of multiple identities. When he begins his mission work, Paul reprioritizes components of his own identity to be a teacher of gentiles, the ethnic and religious other. Paul then must orchestrate similar but much more radical changes for gentiles who are baptized into Christ. Paul's rhetorical task, especially in Romans and Galatians, is to explain to gentile believers how their new composite identity works: how they must rearrange previous components and make room for new ones. This reading challenges the “fusion theory”, which argues (mostly based on Galatians 3:28) that Paul advocates and erasure of identity.Less
This chapter uses a model of multiple identities — in which individuals and groups might embody several ethnic or other identities, situationally emphasizing one while downplaying others — as an interpretive framework for Paul. It argues that we can interpret both Paul's own identity as multiple and shifting and Paul's prescription for gentile salvation in terms of multiple identities. When he begins his mission work, Paul reprioritizes components of his own identity to be a teacher of gentiles, the ethnic and religious other. Paul then must orchestrate similar but much more radical changes for gentiles who are baptized into Christ. Paul's rhetorical task, especially in Romans and Galatians, is to explain to gentile believers how their new composite identity works: how they must rearrange previous components and make room for new ones. This reading challenges the “fusion theory”, which argues (mostly based on Galatians 3:28) that Paul advocates and erasure of identity.
John Marenbon
- Published in print:
- 2015
- Published Online:
- October 2017
- ISBN:
- 9780691142555
- eISBN:
- 9781400866359
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691142555.001.0001
- Subject:
- Religion, Philosophy of Religion
From the turn of the fifth century to the beginning of the eighteenth, Christian writers were fascinated and troubled by the ‘Problem of Paganism’, which this book identifies and examines for the ...
More
From the turn of the fifth century to the beginning of the eighteenth, Christian writers were fascinated and troubled by the ‘Problem of Paganism’, which this book identifies and examines for the first time. How could the wisdom and virtue of the great thinkers of antiquity be reconciled with the fact that they were pagans and, many thought, damned? Related questions were raised by encounters with contemporary pagans in northern Europe, Mongolia, and, later, America and China. This book explores how writers — philosophers and theologians, but also poets such as Dante, Chaucer, and Langland, and travellers such as Las Casas and Ricci — tackled the Problem of Paganism. Augustine and Boethius set its terms, while Peter Abelard and John of Salisbury were important early advocates of pagan wisdom and virtue. University theologians such as Aquinas, Scotus, Ockham, and Bradwardine, and later thinkers such as Ficino, Valla, More, Bayle, and Leibniz, explored the difficulty in depth. Meanwhile, Albert the Great inspired Boethius of Dacia and others to create a relativist conception of scientific knowledge that allowed Christian teachers to remain faithful Aristotelians. At the same time, early anthropologists such as John of Piano Carpini, John Mandeville, and Montaigne developed other sorts of relativism in response to the issue. A sweeping and original account of an important but neglected chapter in Western intellectual history, the book provides a new perspective on nothing less than the entire period between the classical and the modern world.Less
From the turn of the fifth century to the beginning of the eighteenth, Christian writers were fascinated and troubled by the ‘Problem of Paganism’, which this book identifies and examines for the first time. How could the wisdom and virtue of the great thinkers of antiquity be reconciled with the fact that they were pagans and, many thought, damned? Related questions were raised by encounters with contemporary pagans in northern Europe, Mongolia, and, later, America and China. This book explores how writers — philosophers and theologians, but also poets such as Dante, Chaucer, and Langland, and travellers such as Las Casas and Ricci — tackled the Problem of Paganism. Augustine and Boethius set its terms, while Peter Abelard and John of Salisbury were important early advocates of pagan wisdom and virtue. University theologians such as Aquinas, Scotus, Ockham, and Bradwardine, and later thinkers such as Ficino, Valla, More, Bayle, and Leibniz, explored the difficulty in depth. Meanwhile, Albert the Great inspired Boethius of Dacia and others to create a relativist conception of scientific knowledge that allowed Christian teachers to remain faithful Aristotelians. At the same time, early anthropologists such as John of Piano Carpini, John Mandeville, and Montaigne developed other sorts of relativism in response to the issue. A sweeping and original account of an important but neglected chapter in Western intellectual history, the book provides a new perspective on nothing less than the entire period between the classical and the modern world.
Stephanie Pitts
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199838752
- eISBN:
- 9780199950065
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838752.001.0001
- Subject:
- Music, Psychology of Music
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest ...
More
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.Less
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.
Jo Bridgeman
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199652501
- eISBN:
- 9780191739217
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199652501.003.0031
- Subject:
- Law, Family Law, Human Rights and Immigration
This chapter explores civil law responsibilities to children. First, it examines the nature, scope, and extent of the civil responsibilities of parents to children, then the professional ...
More
This chapter explores civil law responsibilities to children. First, it examines the nature, scope, and extent of the civil responsibilities of parents to children, then the professional responsibilities of teachers, before turning to responsibilities to ‘other people's children’. The analysis of the cases considers the nature of responsibility to children, expectations of children and of parents, teachers, and other adults caring for children and what they reveal of the nature of relationships between adults and children.Less
This chapter explores civil law responsibilities to children. First, it examines the nature, scope, and extent of the civil responsibilities of parents to children, then the professional responsibilities of teachers, before turning to responsibilities to ‘other people's children’. The analysis of the cases considers the nature of responsibility to children, expectations of children and of parents, teachers, and other adults caring for children and what they reveal of the nature of relationships between adults and children.
Jon Shelton
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780252040870
- eISBN:
- 9780252099373
- Item type:
- book
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252040870.001.0001
- Subject:
- Education, Educational Policy and Politics
Historians have sought for some time to understand why the labor-liberal coalition’s political influence declined and how the right instituted a conservative revolution in the 1970s and 80s in the ...
More
Historians have sought for some time to understand why the labor-liberal coalition’s political influence declined and how the right instituted a conservative revolution in the 1970s and 80s in the US. Teacher Strike! shows that conflict over urban education was fundamental in this story. Indeed, hundreds of thousands of teachers went on strike in virtually every corner of the US in the 1960s, 70s, and 80s, and in many cases, for weeks or even months at a time. The many contentious and lengthy teacher union walkouts during this era made manifest three interlocking limitations to postwar liberalism: the failure to provide public employees full union rights, the inability to ensure that African-Americans in the nation’s largest cities enjoyed equal educational and economic opportunities, and the drastic, insoluble fiscal crises brought on by deindustrialization and economic downturn in the nation’s biggest cities. This book uses cases studies from New York City, Philadelphia, Pittsburgh, St. Louis, and Newark—all led by locals of the American Federation of Teachers (AFT)--to show both the range and depth of this phenomenon. Through this broad treatment of conflict in public education, Teacher Strike! charts the new neoliberal order that emerged from the ashes of labor liberalism and shows how critics’ linking teacher unions and the urban poor together as “unproductive” proved crucial to altering the nation’s political trajectory.Less
Historians have sought for some time to understand why the labor-liberal coalition’s political influence declined and how the right instituted a conservative revolution in the 1970s and 80s in the US. Teacher Strike! shows that conflict over urban education was fundamental in this story. Indeed, hundreds of thousands of teachers went on strike in virtually every corner of the US in the 1960s, 70s, and 80s, and in many cases, for weeks or even months at a time. The many contentious and lengthy teacher union walkouts during this era made manifest three interlocking limitations to postwar liberalism: the failure to provide public employees full union rights, the inability to ensure that African-Americans in the nation’s largest cities enjoyed equal educational and economic opportunities, and the drastic, insoluble fiscal crises brought on by deindustrialization and economic downturn in the nation’s biggest cities. This book uses cases studies from New York City, Philadelphia, Pittsburgh, St. Louis, and Newark—all led by locals of the American Federation of Teachers (AFT)--to show both the range and depth of this phenomenon. Through this broad treatment of conflict in public education, Teacher Strike! charts the new neoliberal order that emerged from the ashes of labor liberalism and shows how critics’ linking teacher unions and the urban poor together as “unproductive” proved crucial to altering the nation’s political trajectory.
Silvana Pozzebon
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199573349
- eISBN:
- 9780191721946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199573349.003.0010
- Subject:
- Business and Management, Public Management, Pensions and Pension Management
This chapter examines the context and features of occupational pension plans in the Canadian public sector and compares these with their private sector counterparts. Relative to the declining ...
More
This chapter examines the context and features of occupational pension plans in the Canadian public sector and compares these with their private sector counterparts. Relative to the declining importance of registered pension plans in the private sector, pension coverage rates of public sector employees remain high and their pension plans retain traditional characteristics. Yet funding considerations have brought considerable change to public sector employee pensions. These and other challenges are discussed.Less
This chapter examines the context and features of occupational pension plans in the Canadian public sector and compares these with their private sector counterparts. Relative to the declining importance of registered pension plans in the private sector, pension coverage rates of public sector employees remain high and their pension plans retain traditional characteristics. Yet funding considerations have brought considerable change to public sector employee pensions. These and other challenges are discussed.
Keith Brainard
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199573349
- eISBN:
- 9780191721946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199573349.003.0012
- Subject:
- Business and Management, Public Management, Pensions and Pension Management
Retiree benefits for US employees of state and local governments have been traditionally paid via defined benefit (DB) plans, but this arrangement has been neither monolithic nor static. This chapter ...
More
Retiree benefits for US employees of state and local governments have been traditionally paid via defined benefit (DB) plans, but this arrangement has been neither monolithic nor static. This chapter provides examples of variants on the traditional DB model and presents recent developments in retirement benefits for public employees, focusing on the incorporation of DC plan elements into or alongside DB plan structures.Less
Retiree benefits for US employees of state and local governments have been traditionally paid via defined benefit (DB) plans, but this arrangement has been neither monolithic nor static. This chapter provides examples of variants on the traditional DB model and presents recent developments in retirement benefits for public employees, focusing on the incorporation of DC plan elements into or alongside DB plan structures.
Colin Latimer
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780199231256
- eISBN:
- 9780191710803
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199231256.003.0013
- Subject:
- Mathematics, History of Mathematics
The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the ...
More
The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the Meiji restoration) and he and his entourage transferred the capital from Kyoto to Edo / Tokyo (Edo was renamed Tokyo) in September 1868. The new and globally ambitious Meiji government quickly realized the importance of science and technology. A major problem was the shortage of teachers capable of teaching advanced courses. So Japanese sought Kelvin's involvement in the appointment of teaching staff. This chapter discusses Kelvin's protégés in Tokyo and Japanese scholars in Glasgow.Less
The modern era in Japan is normally considered as beginning in 1868 when the feudal age, or Edo era, finally ended. The Emperor Meiji declared the restoration of Imperial rule in January 1868 (the Meiji restoration) and he and his entourage transferred the capital from Kyoto to Edo / Tokyo (Edo was renamed Tokyo) in September 1868. The new and globally ambitious Meiji government quickly realized the importance of science and technology. A major problem was the shortage of teachers capable of teaching advanced courses. So Japanese sought Kelvin's involvement in the appointment of teaching staff. This chapter discusses Kelvin's protégés in Tokyo and Japanese scholars in Glasgow.
Robert Eric Frykenberg
- Published in print:
- 2008
- Published Online:
- September 2008
- ISBN:
- 9780198263777
- eISBN:
- 9780191714191
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198263777.003.0011
- Subject:
- Religion, Church History
This chapter examines the establishment of modern English education in India. Today, India is second only to the United States as the largest English-speaking and English-reading country in the ...
More
This chapter examines the establishment of modern English education in India. Today, India is second only to the United States as the largest English-speaking and English-reading country in the world. Much of the story of how English achieved a status as the only current continent-wide and all-India-wide language lies in its acquisition by mahajan elites who wished to preserve their dominance. In this effort, the work of the Scottish missionaries — Duff, Wilson, and Anderson — contributed to this elite drive for education in English. Thereafter, upper-class missionaries, especially those who ran the elite colleges, did much to bring about the establishment of Indian-English as the paramount language of the entire continent.Less
This chapter examines the establishment of modern English education in India. Today, India is second only to the United States as the largest English-speaking and English-reading country in the world. Much of the story of how English achieved a status as the only current continent-wide and all-India-wide language lies in its acquisition by mahajan elites who wished to preserve their dominance. In this effort, the work of the Scottish missionaries — Duff, Wilson, and Anderson — contributed to this elite drive for education in English. Thereafter, upper-class missionaries, especially those who ran the elite colleges, did much to bring about the establishment of Indian-English as the paramount language of the entire continent.
Helena Sanson
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264836
- eISBN:
- 9780191754043
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264836.003.0006
- Subject:
- Linguistics, Historical Linguistics
This chapter first outlines the linguistic situation of Italy in the first decades of the nineteenth century. It then investigates the role that schooling had in spreading Italian in the ...
More
This chapter first outlines the linguistic situation of Italy in the first decades of the nineteenth century. It then investigates the role that schooling had in spreading Italian in the post-unification period, with particular attention given to issues that concerned the female sex, now that state schools catered for young girls as well as boys. Controversies surrounding women's education were as alive as ever in the second half of the nineteenth century, with a decisive role being played by the question of how mothers could effectively and competently contribute to make Italian the language used in the family. If mothers could not instruct their children to use the national language competently — something that was now perceived as a good citizen's duty — female teachers, the ‘maestre’, were called to step in. They were entrusted with the quasi-religious task of spreading education and language to children, irrespective of the hardships and sacrifices that their poorly paid and unjustly undervalued profession imposed upon them. In a difficult linguistic situation, in which access to Italian still had to be gained with effort and study, Tuscan women (even if uneducated) were, contrary to the majority of women across the peninsula, in the privileged position of being considered the repository of an unspoilt form of language which flowed naturally from their lips. Some renowned non-Tuscan men of letters actively sought their help and assistance to give the language of their works that spontaneity they so much aspired to and did not possess.Less
This chapter first outlines the linguistic situation of Italy in the first decades of the nineteenth century. It then investigates the role that schooling had in spreading Italian in the post-unification period, with particular attention given to issues that concerned the female sex, now that state schools catered for young girls as well as boys. Controversies surrounding women's education were as alive as ever in the second half of the nineteenth century, with a decisive role being played by the question of how mothers could effectively and competently contribute to make Italian the language used in the family. If mothers could not instruct their children to use the national language competently — something that was now perceived as a good citizen's duty — female teachers, the ‘maestre’, were called to step in. They were entrusted with the quasi-religious task of spreading education and language to children, irrespective of the hardships and sacrifices that their poorly paid and unjustly undervalued profession imposed upon them. In a difficult linguistic situation, in which access to Italian still had to be gained with effort and study, Tuscan women (even if uneducated) were, contrary to the majority of women across the peninsula, in the privileged position of being considered the repository of an unspoilt form of language which flowed naturally from their lips. Some renowned non-Tuscan men of letters actively sought their help and assistance to give the language of their works that spontaneity they so much aspired to and did not possess.
Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0009
- Subject:
- History, American History: 20th Century
By borrowing the practices of K‐12 schooling, pre‐kindergarten advocates hope to gain higher‐quality classrooms, trained and well‐compensated teachers, stable funding, and access for more children. ...
More
By borrowing the practices of K‐12 schooling, pre‐kindergarten advocates hope to gain higher‐quality classrooms, trained and well‐compensated teachers, stable funding, and access for more children. However, pressure to improve student achievement in reading and math may make it difficult for a balanced, child‐centered curriculum to flourish, and parent involvement may be a lower priority. Putting the promise of preschool into practice requires attention not only to securing for preschool the professionalism and stability that schools can offer, but also to sustaining the strengths of early childhood programs that grew up outside of schools. Teacher training and compensation, curriculum, and parent involvement are some of the key questions that policymakers today face as they seek to ensure that the preschool system they build will be of high quality.Less
By borrowing the practices of K‐12 schooling, pre‐kindergarten advocates hope to gain higher‐quality classrooms, trained and well‐compensated teachers, stable funding, and access for more children. However, pressure to improve student achievement in reading and math may make it difficult for a balanced, child‐centered curriculum to flourish, and parent involvement may be a lower priority. Putting the promise of preschool into practice requires attention not only to securing for preschool the professionalism and stability that schools can offer, but also to sustaining the strengths of early childhood programs that grew up outside of schools. Teacher training and compensation, curriculum, and parent involvement are some of the key questions that policymakers today face as they seek to ensure that the preschool system they build will be of high quality.
Christian Perring
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0004
- Subject:
- Religion, Religion and Society
Nearly all ethical issues in teaching can be formulated in terms of what it takes to be a good teacher. This chapter focuses on the ethical issues in death and dying, especially as they overlap with ...
More
Nearly all ethical issues in teaching can be formulated in terms of what it takes to be a good teacher. This chapter focuses on the ethical issues in death and dying, especially as they overlap with end-of-life issues in medical ethics. What should be the pedagogical aims in teaching these topics to undergraduates? This is an ethical issue addressing the stance of the teacher towards the students and what it means to be a good teacher. The current trend in educational assessment is to focus on the outcomes of education, generally in terms of skills gained. The skills of consulting with others in the emotionally-charged time of facing death and making good decisions are rarely covered. We need to face our limitations in knowing what count as good decisions and well-developed skills. Interdisciplinary courses that focus on difficult decisions are important new developments in education, but they are hard to teach well, challenging conceptions of what a good course is.Less
Nearly all ethical issues in teaching can be formulated in terms of what it takes to be a good teacher. This chapter focuses on the ethical issues in death and dying, especially as they overlap with end-of-life issues in medical ethics. What should be the pedagogical aims in teaching these topics to undergraduates? This is an ethical issue addressing the stance of the teacher towards the students and what it means to be a good teacher. The current trend in educational assessment is to focus on the outcomes of education, generally in terms of skills gained. The skills of consulting with others in the emotionally-charged time of facing death and making good decisions are rarely covered. We need to face our limitations in knowing what count as good decisions and well-developed skills. Interdisciplinary courses that focus on difficult decisions are important new developments in education, but they are hard to teach well, challenging conceptions of what a good course is.
David E. Balk
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0009
- Subject:
- Religion, Religion and Society
Three considerations involving psychology provide important points of entry for teaching college students about thanatology. The first consideration is to examine psychological understandings of ...
More
Three considerations involving psychology provide important points of entry for teaching college students about thanatology. The first consideration is to examine psychological understandings of bereavement, grief, and mourning. The second consideration is the prevalence within any college campus of students in the first or second year following the death of a family member or a friend, with the subsequent interest many students will have in issues of thanatology. The third consideration involves strategies and principles, many from educational psychology, for promoting active learning in a college course on death and dying. Further, there are fundamental matters of ethics to be examined regarding teacher obligations and classroom protocol when engaging students on thanatology topics. Because painful feelings and emotional distress may be elicited, this chapter asks whether teachers should do more than listen attentively. Should the syllabus contain “informed consent” in which the potential for painful feelings to be elicited gets mentioned and cautions are raised that the course is not the place for someone wanting to resolve bereavement? Responses of three experienced professors about these ethical issues are included.Less
Three considerations involving psychology provide important points of entry for teaching college students about thanatology. The first consideration is to examine psychological understandings of bereavement, grief, and mourning. The second consideration is the prevalence within any college campus of students in the first or second year following the death of a family member or a friend, with the subsequent interest many students will have in issues of thanatology. The third consideration involves strategies and principles, many from educational psychology, for promoting active learning in a college course on death and dying. Further, there are fundamental matters of ethics to be examined regarding teacher obligations and classroom protocol when engaging students on thanatology topics. Because painful feelings and emotional distress may be elicited, this chapter asks whether teachers should do more than listen attentively. Should the syllabus contain “informed consent” in which the potential for painful feelings to be elicited gets mentioned and cautions are raised that the course is not the place for someone wanting to resolve bereavement? Responses of three experienced professors about these ethical issues are included.
Paul Badham
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0021
- Subject:
- Religion, Religion and Society
This chapter was originally written as a guide for teachers in Britain responsible for teaching Philosophy of Religion to Advanced Level Students. The “A” Level examination is taken at age 18 in ...
More
This chapter was originally written as a guide for teachers in Britain responsible for teaching Philosophy of Religion to Advanced Level Students. The “A” Level examination is taken at age 18 in Britain and this chapter was first published in the journal Dialogue in November 2003. The chapter explores the wide range of beliefs held in contemporary society giving both the case for extinction on naturalistic grounds as well as spelling out the importance for world religion of belief in life after death. It explores the case for dualism in the writings of leading British philosophers. It looks at Resurrection in Judaism, Christianity, and Islam as well as the importance of the law of Karma in the religions of the East. It outlines the philosophical arguments for life after death in Christian philosophy, and examines the empirical evidence for reincarnation with special to the Tibetan and Pure-land traditions of Buddhism. The chapter ends with an examination of Near-death experiences and their possible significance.Less
This chapter was originally written as a guide for teachers in Britain responsible for teaching Philosophy of Religion to Advanced Level Students. The “A” Level examination is taken at age 18 in Britain and this chapter was first published in the journal Dialogue in November 2003. The chapter explores the wide range of beliefs held in contemporary society giving both the case for extinction on naturalistic grounds as well as spelling out the importance for world religion of belief in life after death. It explores the case for dualism in the writings of leading British philosophers. It looks at Resurrection in Judaism, Christianity, and Islam as well as the importance of the law of Karma in the religions of the East. It outlines the philosophical arguments for life after death in Christian philosophy, and examines the empirical evidence for reincarnation with special to the Tibetan and Pure-land traditions of Buddhism. The chapter ends with an examination of Near-death experiences and their possible significance.
Larry Hamberlin
- Published in print:
- 2011
- Published Online:
- January 2011
- ISBN:
- 9780195338928
- eISBN:
- 9780199855865
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195338928.003.0004
- Subject:
- Music, Opera, Popular
The novelty songs in this chapter and the next two use opera, an arena in which women had come to exert some degree of autonomy, to comment on the first wave of feminism. The fictional women in the ...
More
The novelty songs in this chapter and the next two use opera, an arena in which women had come to exert some degree of autonomy, to comment on the first wave of feminism. The fictional women in the songs in Chapter 3 study singing, aspire to be on the musical stage, or already sing professionally. The students are portrayed as naïve victims of male music teachers, and the professionals and would-be professionals are vain and empty-headed as best, conniving and duplicitous at worst. Much of the animus directed toward professional singers had to do with the supposed indecency of feminine self-display in public.Less
The novelty songs in this chapter and the next two use opera, an arena in which women had come to exert some degree of autonomy, to comment on the first wave of feminism. The fictional women in the songs in Chapter 3 study singing, aspire to be on the musical stage, or already sing professionally. The students are portrayed as naïve victims of male music teachers, and the professionals and would-be professionals are vain and empty-headed as best, conniving and duplicitous at worst. Much of the animus directed toward professional singers had to do with the supposed indecency of feminine self-display in public.
Barbara Walczak and Una Kai
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780813032528
- eISBN:
- 9780813046310
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032528.001.0001
- Subject:
- Music, Dance
Widely regarded as the foremost choreographer of contemporary ballet, George Balanchine was, and continues to be, an institution and major inspiration in the world of dance. This book provides a ...
More
Widely regarded as the foremost choreographer of contemporary ballet, George Balanchine was, and continues to be, an institution and major inspiration in the world of dance. This book provides a technical explanation of the stylistic approaches that he taught in New York City between 1940 and 1960, as recorded by two prominent dancers who studied with him at that time. It replicates moments in the studio with the influential teacher, describing his instructions and corrections for twenty-four classes. These lessons not only introduce Balanchine's methods for executing steps, but also discuss the organization and development of his classes, shedding light on the aesthetics of his unique and celebrated style of movement.Less
Widely regarded as the foremost choreographer of contemporary ballet, George Balanchine was, and continues to be, an institution and major inspiration in the world of dance. This book provides a technical explanation of the stylistic approaches that he taught in New York City between 1940 and 1960, as recorded by two prominent dancers who studied with him at that time. It replicates moments in the studio with the influential teacher, describing his instructions and corrections for twenty-four classes. These lessons not only introduce Balanchine's methods for executing steps, but also discuss the organization and development of his classes, shedding light on the aesthetics of his unique and celebrated style of movement.
