Knud Haakonssen
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199227044
- eISBN:
- 9780191739309
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199227044.003.0013
- Subject:
- Philosophy, History of Philosophy, Philosophy of Religion
Enlightenment natural jurisprudence in Scotland is commonly seen as a subject that quickly became old-fashioned and was rejected by the high Enlightenment, except as an introduction to university ...
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Enlightenment natural jurisprudence in Scotland is commonly seen as a subject that quickly became old-fashioned and was rejected by the high Enlightenment, except as an introduction to university study. This perception derives in part from a teleological notion of Enlightenment as a tally of ‘contributions’ towards modernity. This chapter argues that, at the time, natural jurisprudence was a modern, practically relevant subject right through the Enlightenment, as shown in teaching practice, publications, and the demands of the legal profession. Through an overview of the publications of natural law, it is argued that, while certainly an academic discipline, it was also part of the wider civic culture. This was made possible by the character of natural jurisprudence as not itself a definite philosophy, but a genre, or practical language, that could be employed by a variety of very different religious and philosophical doctrines according to the shifting demands of successive generations.Less
Enlightenment natural jurisprudence in Scotland is commonly seen as a subject that quickly became old-fashioned and was rejected by the high Enlightenment, except as an introduction to university study. This perception derives in part from a teleological notion of Enlightenment as a tally of ‘contributions’ towards modernity. This chapter argues that, at the time, natural jurisprudence was a modern, practically relevant subject right through the Enlightenment, as shown in teaching practice, publications, and the demands of the legal profession. Through an overview of the publications of natural law, it is argued that, while certainly an academic discipline, it was also part of the wider civic culture. This was made possible by the character of natural jurisprudence as not itself a definite philosophy, but a genre, or practical language, that could be employed by a variety of very different religious and philosophical doctrines according to the shifting demands of successive generations.
Patrik N. Juslin and Roland S. Persson
- Published in print:
- 2002
- Published Online:
- October 2011
- ISBN:
- 9780195138108
- eISBN:
- 9780199849291
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195138108.003.0014
- Subject:
- Music, Psychology of Music
Of all the subskills that make up music performance, the ones associated with emotional communication are often viewed as the most elusive. They go right to the core of why people engage in musical ...
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Of all the subskills that make up music performance, the ones associated with emotional communication are often viewed as the most elusive. They go right to the core of why people engage in musical behavior, either as performers or as listeners. The performance of a piece of music is crucial in shaping its emotional expression. Thus, the emotional impact of particularly expressive performers — for example, C. P. E. Bach, Niccolò Paganini, and Jimi Hendrix — has always been a source of great fascination. This chapter illustrates how psychological research on emotional communication in music performance might contribute to the development of more efficient teaching strategies aimed at the expressive aspects of performance. First, it summarizes relevant research. Then, it describes a framework for organizing the findings. Finally, it considers how theory and research on expression might inform day-to-day teaching practice.Less
Of all the subskills that make up music performance, the ones associated with emotional communication are often viewed as the most elusive. They go right to the core of why people engage in musical behavior, either as performers or as listeners. The performance of a piece of music is crucial in shaping its emotional expression. Thus, the emotional impact of particularly expressive performers — for example, C. P. E. Bach, Niccolò Paganini, and Jimi Hendrix — has always been a source of great fascination. This chapter illustrates how psychological research on emotional communication in music performance might contribute to the development of more efficient teaching strategies aimed at the expressive aspects of performance. First, it summarizes relevant research. Then, it describes a framework for organizing the findings. Finally, it considers how theory and research on expression might inform day-to-day teaching practice.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0010
- Subject:
- Education, Educational Policy and Politics
Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays ...
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Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays particular attention to American teachers’ opinions about a sample of lessons that were videotaped in Japan. Their responses to those videos suggest that the goals of educators in the U.S. and Japan overlap in many areas. Heightened pressures associated with high stakes tests, however, are making it difficult for American teachers to use methods designed to enhance children’s creativity, critical thinking skills, and problem solving abilities.Less
Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays particular attention to American teachers’ opinions about a sample of lessons that were videotaped in Japan. Their responses to those videos suggest that the goals of educators in the U.S. and Japan overlap in many areas. Heightened pressures associated with high stakes tests, however, are making it difficult for American teachers to use methods designed to enhance children’s creativity, critical thinking skills, and problem solving abilities.
Amy Brown
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780816691128
- eISBN:
- 9781452952383
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816691128.003.0009
- Subject:
- Education, Educational Policy and Politics
In the afterword, the author uses her findings to make recommendations for education policy and teaching practice. The author also questions how given the United State’s entrenchment in competition ...
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In the afterword, the author uses her findings to make recommendations for education policy and teaching practice. The author also questions how given the United State’s entrenchment in competition and marketization of schools, and given the way in which racial meaning is tied into this, what is one to do besides critique the status quo? The political spectacle in which staff, students, families, and parents participate at College Preparatory Academy is undergirded by the requirements of federal and local accountability mandates. These mandates often dictate the ways in which funds are transferred from the government and other public institutions to private organizations, or vice versa (Burch 2006, 2009; Koyama 2010). In this section the author wonders about how in this educational climate and current, what are the opportunities for reworking these relationships that allow for the possibility of democratic and equitable education, antiracism, and the strengthening of civil society (C. Katz 2004)?Less
In the afterword, the author uses her findings to make recommendations for education policy and teaching practice. The author also questions how given the United State’s entrenchment in competition and marketization of schools, and given the way in which racial meaning is tied into this, what is one to do besides critique the status quo? The political spectacle in which staff, students, families, and parents participate at College Preparatory Academy is undergirded by the requirements of federal and local accountability mandates. These mandates often dictate the ways in which funds are transferred from the government and other public institutions to private organizations, or vice versa (Burch 2006, 2009; Koyama 2010). In this section the author wonders about how in this educational climate and current, what are the opportunities for reworking these relationships that allow for the possibility of democratic and equitable education, antiracism, and the strengthening of civil society (C. Katz 2004)?
Bridget Sweet
- Published in print:
- 2016
- Published Online:
- January 2016
- ISBN:
- 9780199372065
- eISBN:
- 9780190457662
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199372065.001.0001
- Subject:
- Music, History, American
This book focuses on working with adolescents within the context of a music classroom, regardless of content area (orchestra, band, choir, or general music). It provides a look at the importance of ...
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This book focuses on working with adolescents within the context of a music classroom, regardless of content area (orchestra, band, choir, or general music). It provides a look at the importance of music courses in the lives of adolescents as they navigate the path from childhood to adulthood. As every music student is completely unique, there is no one-size-fits-all prescriptive way of working with this age group. Rather, music educators must approach adolescents with high musical standards and aspirations to learn and achieve within music; a willingness to honor the individuality of each adolescent musician; a sense of structure, but an ability to be flexible; a desire to foster and promote a safe classroom environment where students feel empowered to be themselves and speak openly about what they think and believe; an understanding that music classes can be safe places where students learn how to become not only better musicians but also better people through musical experiences focused on humanity and empathy; and a dose of humor, or at least the ability to acknowledge that adolescents are extremely funny whether or not they realize it. In addition, this book allows music teachers opportunities to consider their own teaching practices and personal and professional stories that contribute to how they perceive and teach adolescent music students.Less
This book focuses on working with adolescents within the context of a music classroom, regardless of content area (orchestra, band, choir, or general music). It provides a look at the importance of music courses in the lives of adolescents as they navigate the path from childhood to adulthood. As every music student is completely unique, there is no one-size-fits-all prescriptive way of working with this age group. Rather, music educators must approach adolescents with high musical standards and aspirations to learn and achieve within music; a willingness to honor the individuality of each adolescent musician; a sense of structure, but an ability to be flexible; a desire to foster and promote a safe classroom environment where students feel empowered to be themselves and speak openly about what they think and believe; an understanding that music classes can be safe places where students learn how to become not only better musicians but also better people through musical experiences focused on humanity and empathy; and a dose of humor, or at least the ability to acknowledge that adolescents are extremely funny whether or not they realize it. In addition, this book allows music teachers opportunities to consider their own teaching practices and personal and professional stories that contribute to how they perceive and teach adolescent music students.
John H. Aldrich
- Published in print:
- 2014
- Published Online:
- October 2014
- ISBN:
- 9780199331345
- eISBN:
- 9780190208998
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199331345.003.0009
- Subject:
- Political Science, Political Economy
Interdisciplinary teaching and learning are mutually aligned with interdisciplinary research, and they flourish from the same roots: an initial focus on a real-world question whose answer lies beyond ...
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Interdisciplinary teaching and learning are mutually aligned with interdisciplinary research, and they flourish from the same roots: an initial focus on a real-world question whose answer lies beyond a clearly defined set of disciplinary boundaries. That interdisciplinary teaching is flourishing is evidenced by the number of long-established interdisciplinary undergraduate and graduate programs and by the continuing initiatives of new interdisciplinary programs, courses, and opportunities at the undergraduate and graduate levels. The best chances for successful interdisciplinary teaching require significant resources, of course. More specifically, successful programs are characterized by at least three conditions: (1) a clear and well-constructed rationale; (2) dedicated faculty supported with positive incentives; and (3) strong administrative support to facilitate course coordination. Collectively these enable credible program development. The chapter includes a series of best practices in undergraduate teaching to exemplify these points.Less
Interdisciplinary teaching and learning are mutually aligned with interdisciplinary research, and they flourish from the same roots: an initial focus on a real-world question whose answer lies beyond a clearly defined set of disciplinary boundaries. That interdisciplinary teaching is flourishing is evidenced by the number of long-established interdisciplinary undergraduate and graduate programs and by the continuing initiatives of new interdisciplinary programs, courses, and opportunities at the undergraduate and graduate levels. The best chances for successful interdisciplinary teaching require significant resources, of course. More specifically, successful programs are characterized by at least three conditions: (1) a clear and well-constructed rationale; (2) dedicated faculty supported with positive incentives; and (3) strong administrative support to facilitate course coordination. Collectively these enable credible program development. The chapter includes a series of best practices in undergraduate teaching to exemplify these points.
Paul Rabinow
- Published in print:
- 2011
- Published Online:
- September 2013
- ISBN:
- 9780226701691
- eISBN:
- 9780226701714
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226701714.001.0001
- Subject:
- Anthropology, Anthropology, Theory and Practice
In this culmination of his search for anthropological concepts and practices appropriate to the twenty-first century, the author contends that to make sense of the contemporary, anthropologists must ...
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In this culmination of his search for anthropological concepts and practices appropriate to the twenty-first century, the author contends that to make sense of the contemporary, anthropologists must invent new forms of inquiry. He begins with an extended rumination on what he gained from two of his formative mentors: Michel Foucault and Clifford Geertz. Reflecting on their lives as teachers and thinkers, as well as human beings, the author poses questions about their critical limitations, unfulfilled hopes, and the lessons he learned from and with them. This spirit of collaboration animates this book, as the author assesses the last ten years of his career, largely spent engaging in a series of intensive experiments in collaborative research and often focused on cutting-edge work in synthetic biology. He candidly details the successes and failures of shifting his teaching practice away from individual projects, placing greater emphasis on participation over observation in research, and designing and using websites as a venue for collaboration. Analyzing these endeavors alongside his efforts to apply an anthropological lens to the natural sciences, the author lays the foundation for an ethically grounded anthropology ready and able to face the challenges of our contemporary world.Less
In this culmination of his search for anthropological concepts and practices appropriate to the twenty-first century, the author contends that to make sense of the contemporary, anthropologists must invent new forms of inquiry. He begins with an extended rumination on what he gained from two of his formative mentors: Michel Foucault and Clifford Geertz. Reflecting on their lives as teachers and thinkers, as well as human beings, the author poses questions about their critical limitations, unfulfilled hopes, and the lessons he learned from and with them. This spirit of collaboration animates this book, as the author assesses the last ten years of his career, largely spent engaging in a series of intensive experiments in collaborative research and often focused on cutting-edge work in synthetic biology. He candidly details the successes and failures of shifting his teaching practice away from individual projects, placing greater emphasis on participation over observation in research, and designing and using websites as a venue for collaboration. Analyzing these endeavors alongside his efforts to apply an anthropological lens to the natural sciences, the author lays the foundation for an ethically grounded anthropology ready and able to face the challenges of our contemporary world.
