Reports of the proceedings and debates of the convention of 1821, assembled for the purpose of amending the constitution of the state of New York: containing all the official documents, relating to the subject, and other valuable matter.

Mode of access: Internet.

A view of the English constitution with respect to the sovereign authority of the prince, and the allegiance of the subject, &c. With a defence of the View, by way of reply to the several answers that have been made to it.

Each part has also special t.p.

THE CONSTITUTION OF SUBJECTS AND MEANINGS: THE CASE OF THE QUOTAS FOR BLACK PEOPLE

ABSTRACT: In this study, I bring aspects that are related to the constitution of subjects and meanings, according to the French Discourse Analysis approach. As for that, I use four discursive sequences – corpus – taken from articles about quotas for black people published in Veja magazine. The main objective in this study is to discuss and relate theoretical propositions of the French Discourse Analysis about the constitution of the subject and of the meaning with the corpus for analysis, which composes a research recently concluded. The work is mainly based in the studies of Pêcheux (2009 [1988]). Under the theoretical perspective of the French Discourse Analysis, we may affirm that the subject is considered an effect of external processes which constitute him and which, meanwhile, erase this mechanism. The referred constitution results in the evidence that the subject is the origin, the controller of the meanings he expresses, or that are produced through his saying. Thus, it will be possible to ask “how or why is the subject an effect?” and “how can he not be the origin and the source of what is enunciated, if every person can only think about himself as being a subject (I am… I think…)?”. It is guided by these questions that I develop the observations of the referred approach.   KEYWORDS: subject; meaning effects; discourse.

Epistemological and philosophical refluxes in the constitution of the Pecheuxtian Discourse Analysis

This article aims at verifying influences of epistemological and philosophical basis constitutive of the French Discourse Analysis (DA), more specifically that one based on the studies of Michel Pêcheux.  For him, the social class, the socio-historic and cultural interpellation of the subject are determining of meanings and are linked with the Marxist historical materialism, via Althusser, as well as with the lacanian Psychoanalysis and with the saussurian Linguistics. His writings also influences by Michel Foucault, especially during the so-called “third phase” of the DA. Thus, between the two philosophical lines which cross science for centuries, that is, the formalist-logicist and the rationalist-idealism, the Discourse Analysis has a strong connection with this last one.

Questions of English : ethics, aesthetics, rhetoric, and the formation of the subject in England, Australia and the United States

The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it. Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.

Heidegger's hippies : a dissenting voice on "the problem of the subject"

This is a deliberately contentious paper about the future of the socio-political sphere in the West based on what we know about its past. I argue that the predominant public discourse in Western countries is best characterised as one of selective forgetfulness; a semi-blissful, amnesiacal state of collective dementia that manifests itself in symbolic idealism: informationalism. Informationalism is merely the latest form of idealism. It is a lot like religion insofar as it causally relates abstract concepts with reality and, consequently, becomes confused between the two. Historically, this has proven to be a dangerous state of affairs, especially when elites becomes confused between ideas about how a society should work, and the way it actually does work. Central to the idealism of the information age, at least in intellectual spheres, is the so called "problem of the subject". I argue that the "problem of the subject" is a largely synthetic, destabilising, and ultimately fruitless theoretical abstraction which turns on a synthetically derived, generalised intradiscursive space; existentialist nihilism; and the theoretical baubles of ontological metaphysics. These philosophical aberrations are, in turn, historically concomitant with especially destructive political and social configurations. This paper sketches a theoretical framework for identity formation which rejects the problem of the subject, and proposes potential resources, sources, and strategies with which to engage the idealism that underpins this obfuscating problematic in an age of turbulent social uncertainty. Quite simply, I turn to history as the source of human identity. While informationalism, like religion, is mostly focused on utopian futures, I assert that history, not the future, holds the solutions for substantive problematics concerning individual and social identities. I argue here that history, language, thought, and identity are indissolubly entangled and so should be understood as such: they are the fundamental parts of 'identities in action'. From this perspective, the ‘problem of the subject’ becomes less a substantive intellectual problematic and more a theoretical red herring.

Hypnotic inductions: On the persistence of the subject

The article presents the author's response to the article "On Being Agnostic" by James Marshall. She clarifies that her article "Normalizing Foucault? A Rhizomatic Approach to Plateaus in Anglophone Educational Research" focuses on the implication of French philosopher Michel Foucult's ideas for anglophone literature. She mentions propensities discussed in her article including scientize and template theoretical frameworks.

Papers regarding workhouse and constitution of the American Hebrew Agricultural Association

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Media Education in the Finnish School System : A Conceptual Analysis of the Subject Didactic Dimension of Media Education

The aim of the doctoral dissertation was to further our theoretical and empirical understanding of media education as practised in the context of Finnish basic education. The current era of intensive use of the Internet is recognised too. The doctoral dissertation presents the subject didactic dimension of media education as one of the main results of the conceptual analysis. The theoretical foundation is based on the idea of dividing the concept of media education into media and education (Vesterinen et al., 2006). As two ends of the dimension, these two can be understood didactically as content and pedagogy respectively. In the middle, subject didactics is considered to have one form closer to content matter (Subject Didactics I learning about media) and another closer to general pedagogical questions (Subject Didactics II learning with/through media). The empirical case studies of the dissertation are reported with foci on media literacy in the era of Web 2.0 (Kynäslahti et al., 2008), teacher reasoning in media educational situations (Vesterinen, Kynäslahti - Tella, 2010) and the research methodological implications of the use of information and communication technologies in the school (Vesterinen, Toom - Patrikainen, 2010). As a conclusion, Media-Based Media Education and Cross-Curricular Media Education are presented as two subject didactic modes of media education in the school context. Episodic Media Education is discussed as the third mode of media education where less organised teaching, studying and learning related to media takes place, and situations (i.e. episodes, if you like) without proper planning or thorough reflection are in focus. Based on the theoretical and empirical understanding gained in this dissertation, it is proposed that instead of occupying a corner of its own in the school curriculum, media education should lead the wider change in Finnish schools.

What is being taught in Religious Education classes in Northern Ireland and to what extent should states be concerned about regulation, quality and control of the subject?

This paper reports on a research project designed to discover what schools are teaching in Religious Education in Northern Ireland and what procedures are in place to maintain standards in the delivery of the subject. A search through literature shows that little research has been carried out to determine what is being taught in Religious Education in Northern Ireland. It also indicates that there are very weak systems of control to measure the effectiveness or quality of what is delivered. A survey of the websites of all Post-Primary schools in the region was used to provide some answers to the basic question of what is being taught in RE. Using content and discourse analysis of these alongside supporting documentary sources (textbooks and exam specifications), it is possible to get a clearer picture of how the Northern Ireland Core Syllabus for Religious Education and any additional curricular elements are delivered in schools. The findings show that a significant minority of schools do not publicly articulate what pupils do in religious education. In situations where the content of religious education is made clear, some definite trends are evident. Despite the existence of a statutory core syllabus, there is significant variation in what is taught in schools. The content is most divergent from the syllabus in relation to the teaching of World Religions at Key Stage 3 and at Key Stage 4 whole elements of the syllabus are neglected due to limited conformity between the syllabus and exam specifications. These results raise important questions about the systems of regulation and control of the subject in the region. In law the subject is exempt from formal inspection by the local inspection authority; instead, a form of inspection is allowed for by the Christian churches who design the syllabus, but it is a process that is either entirely neglected or entirely unreported in situations where it does occur. It is argued that these findings raise questions of more general concern for this and other regions in Europe where the teaching of religious education is largely unregulated. For example, to what extent should states take an interest in what is taught in religious education, how it is delivered, what values it promotes and how standards of teaching and learning in the subject are upheld?