The conflict between realism and abstraction in the field of spanish art as an iteration of la "Querelle des Anciens et des Modernes"

Based on the analysis model favored by the study of the conditions in which the seventeenth century Querelle des Anciens et des Modernes took place, we examine the case of confrontation between realism and abstraction, which occurred in the context of Spanish art in the nineties of the twentieth century. Connections are established with other aesthetic conflicts which are considered part of a genealogy whose most explicit antecedent could be placed in the before mentioned complaint, such as the confrontation between realism and abstraction in the American art scene, which occurred in the fifties of the last century, and the more recent controversy on pluralism and the end of art.

Citizens as Social Work Educators in a Post-Conflict Society: Reflections from Northern Ireland

ABSTRACT This paper examines how service users and carers can contribute to social work education in a post conlict society. A small-scale study undertaken in Northern Ireland is used as a case study to show how such citizens can potentially critically contribute to social work students’ understanding of the impact of conlict on individuals, groups and communities. The need to appreciate the effects of such community division is now a core knowledge requirement of the social work curriculum in Northern Ireland. The article reports on research indings with service users, carers and agency representatives which points to ways in which social work students can achieve a critical understanding of the impact of conlict. Northern Ireland, in this way, is presented as a divided society, still in a state of adjustment and evolution, following a period of protracted community strife and violence. The author suggests that individuals who have been directly affected by conlict can contribute in an informed and critical way to social work students’ developing knowledge and experience in an important area of their professional competence and understanding of anti-oppressive practice more broadly.

Teachers’ understandings of reconciliation and inclusion in four troubled societies.

In this article, the authors examine how teachers in four troubled societies – Israel, Cyprus, Northern Ireland and South Africa – understand and implement reconciliation in light of the increasing diversity of these societies. The authors particularly pay attention to a dialogical encounter between reconciliation and inclusion, as they look for ways to contemplate how each might be of mutual benefit in educational theory and practice. In the first part of the article, the authors give an overview of current thinking on reconciliation and its role in education, and suggest that the notion of inclusiveness can enrich it. The context of the research is then provided by looking briefly at the socio-political and educational settings in which the study was conducted, followed by a discussion of the research methodology. The findings from the study are then presented with the main themes identified as arising across the four research locations. These themes concern understandings of reconciliation and inclusion, student diversity, teachers’ challenges, helping students deal with conflict, and teachers’ development. Finally, whilst acknowledging the exploratory nature of these findings, the authors discuss what policy makers, school leaders and teachers might change about policies and practices for reconciliation education in the four settings studied and, by implication, other comparable settings.