961 resultados para Arnold, Christian, fl. 1780.
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Histories of Catholic education have received little attention by Church historians and are usually written by members of the Catholic clergy, with a strong emphasis placed on the spiritual and building accomplishments of the bishops. This thesis examines the provision of Catholic Education in Australasia, with a focus on the contribution of three men, Jean Baptiste Francois Pompallier, Thomas Arnold and Julian Edmund Tenison Woods. These men received support from the female religious orders in the regions where they worked, frequently with little recognition or praise by Catholic Church authorities. The tenets of their faith gave Pompallier and Woods strength and reinforced their determination to succeed. Arnold, however, possessed a strong desire to change society. All three believed in the desirability of providing Catholic schooling for the poor, with the curriculum facilitating the acquisition of socially desirable values and traits, including obedience, honesty, moral respectability and a strong adherence to Catholic religious values. The beneficiaries included society, future employers, the Church, the children and their parents. With the exception of promoting distinctly Catholic religious values, Roman Catholic schools and National schools in Australasia shared identical objectives. Historians have neglected the contributions of these men.
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A review of "Hans Christian Andersen : European Witness" by Paul Binding (Yale UP, 2014). How a writer bears witness to his age is necessarily the expression of many things, not least the possibly quite peculiar nature of an author’s life. Literary works often emerge from complex upbringings, from periods of youthful isolation spent reading and writing. More still seem to have been written as a result of the fraught relationships that befall authors, perhaps because authors so often view their relationships with a degree of creative and critical distance. And yet, if a writer’s output evidences an unusual life, it also witnesses broader questions being asked by a community as a whole. At some level, even the most remarkable figures are typical of their age, and reflections of it. By the close of Paul Binding’s study of the life and works of Hans Christian Andersen (1805–75), we are reminded that extraordinary feats of originality and imagination are often the result of how unique minds enter wider discourses...
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There growing recognition that a contributor to the repeat crises of child sexual abuse (CSA) by personnel in Christian institutions (PICIs), is the often gendered culture of Christian institutions themselves. This work explores theological discursive constructions of masculinity and sexuality and their implications for addressing CSA by PICIs. The perspectives discussed here are of PICIs who participated in a research project conducted in Australia. From these perspectives male gendered and sexual performance is constructed through discourse as both an explanation and solution to offending behaviour. Similarly, sexuality is viewed as God-given, heteronormative and legitimately expressed only within the bounds of marriage. This work draws on Foucault and feminist discourses as they relate to CSA by PICIs and institutional discourses. This work offers a perspective of PICIs that may not otherwise be heard in the common discourses of CSA in Christian Institutions.
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This article argues that the secular liberal and positivist foundations of the modern Western legal system render it violent. In particular, the liberal exclusion of faith and subjectivity in favour of abstract and universal reason in conjunction with its privileging of individual autonomy at the expense of the community leads to alienation of the individual from the community. Similarly, the positivist exclusion of faith and theology from law, with its enforced conformity to the posited law, also results in this violence of alienation. In response, this article proposes a new foundation for law, a natural law based in the truth of Trinitarian theology articulated by John Milbank. In the Trinity, the members exist as a perfect unity in diversity, providing a model for the reconciliation of the legal individual and community: the law of love. Through the law of love as the basic norm, individuals love their neighbours as themselves, reconciling the particular and the universal, and providing a community of peace rather than violence.
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Embracing the pleasures of constraint, this new house by James Russell Architect was designed to contextually inspired principles, creating a social and relaxed environment that suits the location’s subtropical way of life.
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This book is a study on learning, teaching/counselling, and research on the two. My quest has been to find a pedagogically-motivated way of researching learning and teaching interaction, and in particular counselling, in an autonomous language-learning environment. I have tried to develop a method that would make room for lived experience, meaning-making and narrating, because in my view these all characterise learning encounters between language learners and counsellors, and learners and their peers. Lived experience as a source of meaning, telling and co-telling becomes especially significant when we try to listen to the diverse personal and academic voices of the past as expressed in autobiographical narratives. I have aimed at researching various ALMS dialogues (Autonomous Learning Modules, University of Helsinki Language Centre English course and programme), and autobiographical narratives within them, in a way that shows respect for the participants, and that is relevant, reflective and, most importantly, self-reflexive. My interest has been in autobiographical telling in (E)FL [(English as a) foreign language], both in students first-person written texts on their language- learning histories and in the sharing of stories between learners and a counsellor. I have turned to narrative inquiry in my quest and have written the thesis as an experiential narrative. In particular, I have studied learners and counsellors in one and the same story, as characters in one narrative, in an attempt to avoid the impression that I am telling yet another separate, anecdotal story, retrospectively. Through narrative, I have shed light on the subjective dimensions of language learning and experience, and have come closer to understanding the emotional aspects of learning encounters. I have questioned and rejected a distanced and objective approach to describing learning and teaching/counselling. I have argued for a holistic and experiential approach to (E)FL encounters in which there is a need to see emotion and cognition as intertwined, and thus to appreciate learners and counsellors emotionally-charged experiences as integral to their identities. I have also argued for a way of describing such encounters as they are situated in history, time, autobiography, and the learning context. I have turned my gaze on various constellations of lived experience: the data was collected on various occasions and in various settings during one course and consists of videotaped group sessions, individual counselling sessions between students and their group counsellor, biographic narrative interviews with myself, open-ended personally-inspired reflection texts written by the students about their language-learning histories, and student logs and diaries. I do not consider data collection an unproblematic occasion, or innocent practice, and I defend the integrity of the research process. Research writing cannot be separated from narrative field work and analysing and interpreting the data. The foci in my work have turned to be the following: 1) describing ALMS encounters and specifying their narrative aspects; 2) reconceptualising learner and teacher autonomy in ALMS and in (E)FL; 2) developing (E)FL methodologically through a teacher-researcher s identity work; 4) research writing as a dialogical narrative process, and the thesis as an experiential narrative. Identity and writing as inquiry, and the deeply narrative and autobiographical nature of the (E)FL teaching/counselling/researching have come to the fore in this research. Research writing as a relational activity and its implications for situated ways of knowing and knowledge turned out to be important foci. I have also focussed on the context-bound and local teacher knowledge and ways of knowing about being a teacher, and I have argued for personal ways of knowing about, and learning and studying foreign languages. I discuss research as auto/biography: as a practising counsellor I use my own life and (E)FL experience to understand and interpret the stories of the research participants even though I was not involved in their course work. The supposedly static binaries of learner/teacher, and also learner autonomy/teacher autonomy, are thus brought into the discussion. I have highlighted the infinite variability and ever-changing nature of learning and teaching English, but the book is also of relevance to foreign language education in general.
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Tutkielmani tarkastelee käsityksiä ruumiista englantilaisessa kulttuurissa n. 1700-1780. Ruumiin historia on varsin uusi historiantutkimuksen ala ja sitä on leimannut feministinen tutkimusote, joka on keskittynyt diskurssiin naisen ruumiista ja seksuaalisuudesta. Itse kuitenkin lähestyn ruumista sen sivuutetun ulottuvuuden, ruumiineritteiden, kautta ja yhdistän käsitykset myös toiminnan tasolle. Tarkastelen erittävää ruumiista kulttuurihistoriallisesti sijoittamalla sen kahteen 1700-luvulla merkittävään kontekstiin: lääketieteeseen ja kohteliaisuuskulttuuriin. Tällä pyrin paitsi avaamaan ruumiiseen ja ruumiineritteisiin liittyvien käsitysten kirjoa myös osoittamaan näiden kahden kontekstin väliset vuorovaikutussuhteet. Lääketieteen ja kohteliaisuuskulttuurin puitteissa käsittelen erittävää ruumista mahdollisimman kokonaisvaltaisesti niin fysiologian, terveydenhoidon, hajujen, hygienian, aineellisen kulttuurin kuin sosiaalisten suhteiden kannalta, käyttäen lähteinäni mm. lääketieteellisiä tekstejä, kaunokirjallisuutta, matkakertomuksia, päiväkirjoja, kirjeitä, lehtiä ja muuta kohteliasta kirjallisuutta. Käsitykset erittävästä ruumiista osoittautuvat moninaisiksi, jopa ristiriitaisiksi. Toisaalta lääketiede korostaa ruumiin avoimuutta ja eritteiden vapautta, toisaalta kohteliaisuus vaatii ruumiintoimintojen suhteen pidättyväisyyttä. Tämän moninaisuuden pohjalta kritisoin mm. Norbert Eliaksen sivilisaatioteoriaa ja osoitan näiden vastakkaisten käsitysten tilannesidonnaisuuden, joka mahdollistaa niiden samanaikaisen olemassaolon. Kohteliaat herrasmiehet ja -naiset ovatkin kovin kiinnostuneita erittävistä ruumiistaan: ihmiset tarkkailevat eritteitään saadakseen tietoa ruumiin sisältä sekä toisten eritteitä karsiakseen kaiken eläimellisen ympäriltään ja kaunokirjallisuudessa ne ovat naurun ja huvituksen lähde. Vuorovaikutus lääketieteellisen ja kohteliaan kulttuurin välillä osoittautuukin varsin tiiviiksi: kohteliaisuuden takana vaikuttavat periaatteet näkyvät myös lääketieteessä ja toisaalta lääketiede tunkeutuu mm. kohteliaaseen kieleen, hämärtäen näin kontekstien välistä rajaa.
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