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1
OFSTED. Taught time: An interim report on the relationship between the length of the taught week and the quality and standards of pupils work, including examination results. Ofsted, 1994.
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2
Science, Department of Education &. A survey of full-time taught master's degree coursesin art and design: A report by HMI. Department of Education and Science, 1991.
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Department of Education & Science. A survey of full-time taught Master's degree courses in art and design: October and November 1990: A report by HMI. Department of Education and Science, 1991.
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4
Maier, Paul L. Jesus of history: Who he was, what he taught, where he walked, how he became the most influential figure of all time. Weider History Group, Inc., 2013.
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5
Johnston, Rita. An investigation into staff and student perceptions of the taught and distance learning modes of delivery for the part-time Masters degree in Continuing Education. University of Sheffield, Department of Adult Continuing Education], 1993.
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Jordan, John. A review of tradition as taught by the writers of the Tracts for the times. British Library, 1986.
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Fairytale interrupted: What JFK Jr. taught me about life, love, and loss. Gallery Books, 2011.
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Mattelaer, Johan. For this Relief, Much Thanks ... Translated by Ian Connerty. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462987326.
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Even though peeing is something we all do several times a day, it is still a taboo subject. From an early age, we are taught to master our urinary urges and to use decent words for this most necessary physiological activity. This paradox has not gone unnoticed by artists through the ages. For this Relief, Much Thanks! Peeing in Art is a journey through time and space, stopping along the way to look at many different art forms. The reader-viewer will see how peeing figures - men and women, young and old, human and angelic - have been depicted over the centuries. You will be amazed to discover how often, even in famous works of art, you can find a man quietly peeing in a corner or a putto who is 'irrigating' some grassy field. A detail you will never have seen before, but one that you will never forget when confronted with those same art works in future! Artists have portrayed pee-ers in a variety of different ways and for a variety of different reasons: serious, frivolous, humorous, to make a protest, to make a statement... Whatever their purpose, these works of art always intrigue, not least because of their secret messages and symbolic references, which sometimes can only be unravelled by an expert - like the author of this book. The extensive background information about the artists and their work also gives interesting insights into the often complex origins of the different art forms. In short, a fascinating voyage of discovery awaits you!
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Masters of sex: The life and times of William Masters and Virginia Johnson, the couple who taught America how to love. Basic Books, 2009.
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10
Bettin Lattes, Gianfranco, and Paolo Turi, eds. La sociologia di Luciano Cavalli. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-644-0.
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The Faculty of Political Science of Florence – the oldest school of political and social science in Italy, founded in 1875 by Carlo Alfieri and named after his father Cesare – has a tradition of study that is widely recognised, even abroad, to which the cultural project of this series is related. The first book is dedicated to the research activity carried out by Luciano Cavalli and the profound traces that it has left on Italian and European sociology. Now Professor Emeritus, Luciano Cavalli taught and worked at the "Cesare Alfieri" for many years from 1966 on. Around his commitment as a "pioneer" of sociology in Italy he mustered an array of sociologists, active in different universities, many of whom have opened up new frontiers within the discipline and have successfully cultivated a dialogue with the other social sciences, as the contents of the book clearly illustrate. This extensive collection of essays offers a clear image of the fertile sociological work that burgeoned around the scientific commitment of Luciano Cavalli and was often generated by his own action of cultural stimulus. The three sections into which the book is divided – Portrait of an intellectual, The sociology of political phenomena and Sociological theory and social change – address issues of great relevance to the contemporary sociological debate. The rapport between the democratic construction of the modern State and the role and functions of the leadership, the relations between citizens and leaders, the various forms of the democratic institutional structures and the transformations of political culture are interwoven with the Neo-Weberian interpretation of the charisma theory that Cavalli masterfully proposed. Also particularly significant and topical are the critical reflections made by writers whose scientific itinerary has run parallel to that of Cavalli for decisive stretches, and who were and are bound to his teaching when they tackle arguments such as the changes in urban life, immigration and the problems of economic, political and social development in our times.
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Augustine, Peg. Abingdon's Bible Story Time Line: An Illustrated Time Line of the Most Often Taught Bible Stories. Abingdon Press, 2000.
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13
Cooney, Vincent, and Audrey Cooney. Western And Old Time Dances: As Called And Taught By Vincent And Audrey Cooney. Kessinger Publishing, LLC, 2007.
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Ofsted, ed. Taught time: A report on the relationship between the length of the taught week and the quality and standards of pupils' work, includingexamination results. Ofsted, 1994.
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15
Kiriakou, John. Doing Time Like a Spy: How the CIA Taught Me to Survive and Thrive in Prison. Rare Bird Books, 2018.
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Kiriakou, John. Doing time like a spy: How the CIA taught me to survive and thrive in prison. 2017.
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17
Harris, Donal. On Company Time. Columbia University Press, 2017. http://dx.doi.org/10.7312/columbia/9780231177726.001.0001.
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American novelists and poets who came of age in the early twentieth century were taught to avoid journalism. It dulled creativity, rewarded sensationalist content, and stole time from “serious” writing. Yet Willa Cather, W. E. B. Du Bois, and Ernest Hemingway, among others all worked in the for popular magazines and helped to invent the house styles that defined McClure’s, The Crisis, Esquire, and others. On Company Time tells the story of American modernism from inside the offices and on the pages of the most successful and stylish magazines of the twentieth century. Working across the borders of media history, and literary studies, Donal Harris draws out the profound institutional, economic, and aesthetic affiliations between modernism and American magazine culture. Starting in the 1890s, a growing number of writers found steady paychecks and regular publishing opportunities as editors and reporters at big magazines. Often privileging innovative style over late-breaking content, these magazines prized novelists and poets for their innovation and attention to literary craft. In recounting this history, On Company Time challenges the narrative of decline that often accompanies modernism’s incorporation into midcentury middlebrow culture. Its integrated account of literary and journalistic form shows American modernism evolving within as opposed to against mass print culture. Harris’s work also provides an understanding of modernism that extends beyond narratives centered on little magazines and other “institutions of modernism” that served narrow audiences. And for the writers, the “double life” of working for these magazines shaped modernism’s literary form and created new models of authorship.
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When I Were A Lad School Days Snapshots From A Time When They Taught The Three Rs. Portico, 2011.
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Jones, Emily. Learning Conservatism. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198799429.003.0007.
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The construction of Burke as the ‘founder of conservatism’ was also a product of developments in education. The increasing study of Burke arose out of several converging movements: in publishing and technology; in philosophical thought; in the increasing disposable income and leisure time of greater portions of the population; and in education movements for men and women at all levels. The popularity of topics such as the French Revolution, Romanticism, and late eighteenth-century history meant that Burke became a feature of lectures and examinations. At university, Burke was of particular interest to philosophical Idealists, English literature professors and students, and a generation of historians who taught increasingly modern courses. By analysing how Burke was studied at this much more popular, general level it is possible to pinpoint how Burke’s ‘conservative’ political thought was taught to swathes of new students—it took more than gentlemanly erudition to establish a scholarly orthodoxy.
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Life Lessons My Mother Taught Me: Universal Values from Extraordinary Times. Tarcher, 2000.
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Stewart, Alexander, Andreas Kostenberger, and Apollo Makara. Jesus and the Future: What He Taught about the End Times. Faithlife Corporation, 2018.
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Jesus and the Future: Understanding What He Taught about the End Times. Faithlife Corporation, 2018.
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23
Wright, Julian. Benoît Malon and André Léo. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199533589.003.0005.
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This chapter focuses on ideas of human relationships in the present through a biographical study of Benoît Malon, an self-taught socialist intellectual who had wide influence in reformism and idealism in the late nineteenth century. It emphasizes the contingent and emotional context of his work, particularly his role in the Paris Commune and his relationship with the writer André Léo, whose own socialist engagement is explored in depth. By examining the networks and activity of Malon from the 1860s to the 1890s, especially his arguments against the ‘orthodox Marxists’ in France, as well as his leadership of the Revue socialiste, we understand how the experience of time in an individual life, which Malon reflected on in his writing, could shape the idea of socialism as the time of a harmonious, united social transformation.
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Matthews, P. H. What Graeco-Roman Grammar Was About. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198830115.001.0001.
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This book explains how the grammarians of the Graeco-Roman world perceived the nature and structure of the languages they taught. The volume focuses primarily on the early centuries AD, a time when the Roman Empire was at its peak; in this period, a grammarian not only had a secure place in the ancient system of education, but could take for granted an established technical understanding of language. By delineating what that ancient model of grammar was, the book highlights both those aspects that have persisted to this day and seem reassuringly familiar, such as ‘parts of speech’, as well as those aspects that are wholly dissimilar to our present understanding of grammar and language.
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Shinbrot, Troy. Biomedical Fluid Dynamics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198812586.001.0001.
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This book provides an overview of fundamental methods and advanced topics associated with complex, especially biological, fluids. The contents are taken from a graduate level course taught to biomedical engineers, many of whom are math averse. Consequently the book is organized around gentle historical foundations and illustrative tabletop experiments to make for accessible reading. The book begins with derivations of fundamental equations, defined in the simplest terms possible, and adds embellishments one at a time to build toward the analysis of complex fluid dynamics an and introduction to spontaneous pattern formation. Topics covered include elastic surfaces, flow through elastic tubes, pulsatile flows, effects of entrances, branches, and bends, shearing flows, effects of increased Reynolds number, inviscid flows, rheology in complex fluids, statistical mechanics, diffusion, and self-assembly.
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Hu, Hsiao-Lan. Pluralistic Pedagogy for Pluralism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0005.
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East Asians typically do not consider Confucianism, Daoism, and Buddhism in exclusive terms; they are often pluralistic in terms of being Confucian, Daoist, and Buddhist at the same time. As such an East Asian myself, I have drawn much from each of these traditions in my own teaching. Combined with third-wave feminism’s emphasis on diversity, my pluralistic background has driven me to design my teaching to accommodate students of different levels of academic preparedness as well as various intellectual and spiritual leanings. Such pluralism-informed pedagogy works best in courses that deal with multiple religious traditions, such as my “Asian Religions” and “Gender and Religion” courses. Pluralism is best taught when the instructor’s understanding of pluralism is reflected in the pedagogy.
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Gettier, Edmund L. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724551.003.0001.
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The contributions to this volume reflect and deepen the Gettier Problem’s impact on epistemology and on philosophical methodology. Fifty-four years ago, in his three-page paper, Edmund Gettier taught us that the generally accepted account of factual knowledge was defective because there are cases of true justified beliefs that are not knowledge. Most of the issues on our epistemological agenda since then are closely related to his lesson. To reflect on the very latest developments in the scholarship on this problem, we gathered the papers of twenty-six experts, including many of the most influential epistemologists of our time. This is the largest, most authoritative collection of essays on the Gettier Problem. The contributions to this volume reflect the state of the art on the subject.
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Trent, Mary s. Henry Darger and the Unruly Paper Dollhouse Scrapbook. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190458997.003.0003.
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Grown men do not play with paper dolls; or, at least, they are not supposed to. Nevertheless, self-taught Chicago artist Henry Darger (1892–1973) worked over many decades to create an elaborate fictional world. This chapter examines a series of collage-paintings that Darger like created at mid-century to consider the significance of paper dolls to his art. It argues that domestic space and girlish crafts offered Darger opportunities for creative expression that were otherwise inaccessible to him in the public sphere due to his designation as a sexually degenerate man. In the privacy of his apartment, away from society’s judgments, Darger offered an alternative to the restrictive sexual norms of his time by celebrating ambiguously gendered children.
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52 Times Britain Was a Bellend: The History You Didn't Get Taught at School. Little, Brown Book Group Limited, 2019.
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Murnaghan, Sheila, and Deborah H. Roberts. Pan in the Alps. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199583478.003.0008.
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This chapter focuses on The Hedgehog, an autobiographical novella by H.D. (Hilda Doolittle) that straddles the division between children’s and adult literature and exposes an adult’s stake in a child’s connection to antiquity. The plot concerns a young girl living in the Swiss Alps who has been taught by her mother to see the world through the lens of mythology. Thoughts shaped by this teaching allow her to fulfill her mother’s hopes for an end to class division (as when she identifies a woodcutter’s son with the god Pan) and, in the wake of World War I, to international conflict. At the same time, H.D. evokes the mythic paradigm of Demeter and Persephone to allow for a daughter’s independence of her mother, as well as the child reader’s independence of the adult author.
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Beal, Amy C. Compositional Beginnings, 1933–1936. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039157.003.0002.
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This chapter examines Beyer's compositional beginnings. Aside from several solo pieces composed in 1931 and 1932—a piano waltz and two solo clarinet suites, respectively—Beyer composed several chamber pieces during 1933. She continued making strides in her compositional work and developed new working methods. By December 1934, Beyer was gaining recognition for her music, but no money. Like most musicians during the Depression, Beyer struggled financially. However, despite foreclosures and other threats, the year 1935 brought some relief through the Works Progress Administration and its associated initiatives, and it is probably during this time that she taught piano under the auspices of the Federal Music Project. Eventually, Beyer had the first of her two Composers' Forum-Laboratory concerts on May 20, 1936, during which a number of her pieces were performed.
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Felton, James. 52 Times Britain was a Bellend: The History You Didnt Get Taught At School. Sphere, 2021.
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Silva, José Filipe. Robert Kilwardby. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190674755.001.0001.
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Robert Kilwardby is a central figure in late medieval philosophy and theology, but key areas of his thought have until now remained unexamined in a systematic way. Kilwardby taught Arts at the University of Paris and Theology at the University of Oxford around the mid thirteenth century. He is among the first in the Latin West to comment on the newly translated works of Aristotle and among the first Dominicans to comment on the Sentences of Peter Lombard at Oxford. Writing at that time, Kilwardby is both witness and actor in the emerging conflict between the traditions of Augustinianism and the new Aristotelianism. By offering a comprehensive overview of his works, ranging from topics in logic to theology, this book shows the development of those disciplines and traditions in a way that is accessible to nonspecialists and to anyone interested in medieval thought.
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Lambert, Erin. Perpetual Light. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661649.003.0006.
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Through the visual and musical symbolism of the funerals of Ferdinand I, this chapter considers the ways in which resurrection’s role in the medieval community of faith was reimagined in Counter-Reformation Catholicism. By the time of Ferdinand’s death in 1564, the image of a universal Christianity had fractured, and the Holy Roman Empire was never again to be united by faith. In the imperial funerals in Vienna and Prague, however, ceremonial objects and polyphonic motets transformed resurrection’s ancient promises of reunion and triumph over decay into prophecies for the future of empire and of Catholicism. The funerals presented an overarching argument about the community of faith that marks a fundamental shift: whereas symbols of resurrection had been implicitly understood as common bonds, observers at Ferdinand’s funerals recast them as promises clear only to those whose faith had taught them to hear and see in particular ways.
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Anker, Elizabeth S. Globalizing Law and Literature. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190456368.003.0013.
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The globalization of law and literature has trained attention on the historical role played by law in institutions like slavery and colonization, at the same time prompting questions about the neoimperial effects of an array of contemporary legal constructs and practices. These emphases have often created the presumption that law should foremost be an object of critique, and many widely read and taught literary texts have reinforced that suspicion. This chapter reads M. NourbeSe Philio’s Zong!, a long poem that contends with the legal system’s facilitation of the slave trade, to contend with the historical violence licensed by law. Yet the status of law under globalization is more complicated, and this chapter also analyzes law as a networked, dispersed phenomenon that can be both capacitating and ripe for manipulation. Nuruddin Farah’s novel Gifts illustrates many of these alternate dimensions of law and legality in an increasingly enmeshed, interdependent world.
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Vermij, Rienk. Klaas van Berkel and Bart Ramakers (eds), Petrus Camper in Context. Science, the Arts, and Society in the Eighteenth-Century Dutch Republic (Hilversum: Verloren, 2015), 316pp., ill. ISBN: 9789087044671. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0016.
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This chapter reviews the book Petrus Camper in Context. Science, the Arts, and Society in the Eighteenth-Century Dutch Republic (2015), edited by Klaas van Berkel and Bart Ramakers. The book focuses on the social standing of the Dutch professor of medicine Petrus Camper (1722–1789), and particularly his political role and his artistic ideas and accomplishments. It presents an interesting case of the role of science and medicine in the period of the Enlightenment. There are papers on Camper as a landowner and Frisian politician; on his connections to other intellectuals of his time; on his impact on the university of Groningen, where he taught for several years; and on his illustrations for William Smellie’s anatomical atlas. Camper’s scholarly work should be seen in the larger framework of his social responsibilities and the new ideal of citizenship as it emerged in the period of the Enlightenment.
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Voci, Anna Maria, ed. Ernst Michalski. Ergon – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783956508325.
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„Die Verwandlung des Knaben Kai“ is a novel written by Ernst Michalski, a German-Jewish art historian of the years of the Weimar Republic, who was one of the founder of the reception theory. His category of the „aesthetic boundary“ has become a key-concept of the terminology of art history. A pupil of Wilhelm Pinder, he taught at the University of Munich between 1931 and 1933, when he was dismissed because of his Jewish origin. He died in 1936, only 35 years old, and left this novel bearing a strong autobiographical character, which is now published for the first time. It is set between the southern country of art, Italy, and the northern countries, between Rome, Munich and Norway. Art experiences alternate with acquaintances with famous persons, love experiences and natural sceneries. Through his literary fiction, the author reflects on his past life, his formative experiences, his profession and his destiny.
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Coleman, Deirdre. Henry Smeathman, the Flycatcher. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786940537.001.0001.
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In 1771 Joseph Banks, John Fothergill and other wealthy collectors sent a talented, self-taught naturalist to Sierra Leone to collect all things rare and curious, from moths to monkeys. The name of this collector was Henry Smeathman, an ingenious and enterprising Yorkshireman keen on improving his position in the world. His expedition to the West African coast, which coincided with a steep rise in British slave trading in this area, lasted four years during which time he built a house on the Banana Islands, married several times into the coast’s ruling dynasties, and managed to negotiate the tricky life of a ‘stranger’ bound to landlords and local customs. In this book, which draws on a rich and little-known archive of journals and letters, Coleman retraces Smeathman’s life and his attitudes to slavery, both African and European, as he shuttled between his home on the Bananas and two key Liverpool trading forts—Bunce Island and the Isles de Los. In the logistical challenges of tropical collecting and the dispatch of specimens across the middle passage we see the close connection forged in this period between science, collecting, and slavery. The book also reproduces and discusses Smeathman’s essay describing his journey on a fully slaved ship from West Africa to Barbados, a unique account because it is written by a passenger unconnected to the slave trade. After four years in the West Indies observing plantation slavery Smeathman returned to England to write his ‘Voyages and Travels’.
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Walton, Christopher. Agency and the Semantic Web. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780199292486.001.0001.
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This highly topical text considers the construction of the next generation of the Web, called the Semantic Web. This will enable computers to automatically consume Web-based information, overcoming the human-centric focus of the Web as it stands at present, and expediting the construction of a whole new class of knowledge-based applications that will intelligently utilize Web content. The text is structured into three main sections on knowledge representation techniques, reasoning with multi-agent systems, and knowledge services. For each of these topics, the text provides an overview of the state-of-the-art techniques and the popular standards that have been defined. Numerous small programming examples are given, which demonstrate how the benefits of the Semantic Web technologies can be realized at the present time. The main theoretical results underlying each of the technologies are presented, and the main problems and research issues which remain are summarized. Based on a course on 'Multi-Agent Systems and the Semantic Web' taught at the University of Edinburgh, this text is ideal for final-year undergraduate and graduate students in Mathematics, Computer Science, Artificial Intelligence, and Logic and researchers interested in Multi-Agent Systems and the Semantic Web.
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Maier, Thomas. Masters of Sex: The Life and Times of William Masters and Virginia Johnson, the Couple Who Taught America How to Love. Basic Books, 2013.
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Masters of Sex: The Life and Times of William Masters and Virginia Johnson, the Couple Who Taught America How to Lov. Basic Books, 2010.
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Maier, Thomas. Masters of Sex: The Life and Times of William Masters and Virginia Johnson, the Couple Who Taught America How to Love. Basic Books, 2013.
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43
Jay, Gregory S. White Writers, Race Matters. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190687229.001.0001.
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White liberal race fiction has been an enduringly popular genre in American literary history. It includes widely read and taught works such as Huckleberry Finn and To Kill a Mockingbird along with period bestsellers now sometimes forgotten. Hollywood regularly adapted them into blockbusters, reinforcing their cultural influence. These novels and films protest slavery, confront stereotypes, dramatize social and legal injustices, engage the political controversies of their time, and try to move readers emotionally toward taking action. The literary forms and arguments of these books derive from the cultural work they intend to do in educating the minds and hearts, and propelling the actions, of those who think they are white—indeed, in making the social construction of that whiteness readable and thus more susceptible of reform. The white writers of these fictions struggle with their own place in systems of oppression and privilege while asking their readers to do the same. The predominance of women among this tradition’s authors leads to exploring how their critiques of gender and race norms often reinforced each other. Each chapter provides a case study combining biography, historical analysis, close reading, and literary theory to map the significance of this genre and its ongoing relevance. This tradition remains vital because every generation must relearn the lessons of antiracism and formulate effective cultural narratives for passing on the intellectual and emotional tools useful in fighting injustice.
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Hoffnung-Garskof, Jesse E. Racial Migrations. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691183534.001.0001.
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In the late nineteenth century, a small group of Cubans and Puerto Ricans of African descent settled in the segregated tenements of New York City. At an immigrant educational society in Greenwich Village, these early Afro-Latino New Yorkers taught themselves to be poets, journalists, and revolutionaries. At the same time, these individuals built a political network and articulated an ideal of revolutionary nationalism centered on the projects of racial and social justice. These efforts were critical to the poet and diplomat José Martí's writings about race and his bid for leadership among Cuban exiles, and to the later struggle to create space for black political participation in the Cuban Republic. This book presents a vivid portrait of these largely forgotten migrant revolutionaries, weaving together their experiences of migrating while black, their relationships with African American civil rights leaders, and their evolving participation in nationalist political movements. By placing Afro-Latino New Yorkers at the center of the story, the book offers a new interpretation of the revolutionary politics of the Spanish Caribbean, including the idea that Cuba could become a nation without racial divisions. A model of transnational and comparative research, the book reveals the complexities of race-making within migrant communities and the power of small groups of immigrants to transform their home societies.
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Stray, Christopher, Christopher Pelling, and Stephen Harrison, eds. Rediscovering E. R. Dodds. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198777366.001.0001.
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This book offers an assessment of a remarkable classical scholar, who was also a poet with extensive links to twentieth-century English and Irish literary culture, the friend of Auden and MacNeice. Dodds was born in Northern Ireland, but made his name as Regius Professor of Greek at Oxford University from 1936 to 1960, succeeding Gilbert Murray. Before this he taught at Reading and Birmingham, was active in the Association of University Teachers, or AUT (of which he became president), and brought an outsider's perspective to the comfortable and introspective world of Oxford. His famous book The Greeks and the Irrational (1951) remains one of the most distinguished and visionary works of scholarship of its time, though much less well-known is his long and influential involvement with psychic research and his work for the reconstruction of German education after the Second World War. The chapters in this volume seek to shed light on these less explored areas of Dodds' life and his significance as perhaps the last classicist to play a significant role in British literary culture, as well as examining his work across different areas of scholarship, notably Greek tragedy. The book includes a group of memoirs — one by his pupil and literary executor, Donald Russell, and three by younger friends who knew, visited, and looked after Dodds in his last years.
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Manekin, Rachel. The Rebellion of the Daughters. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691194936.001.0001.
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This book investigates the flight of young Jewish women from their Orthodox, mostly Hasidic, homes in Western Galicia (now Poland) in the late nineteenth and early twentieth centuries. In extreme cases, hundreds of these women sought refuge in a Kraków convent, where many converted to Catholicism. Those who stayed home often remained Jewish in name only. The book reconstructs the stories of three Jewish women runaways and reveals their struggles and innermost convictions. Unlike Orthodox Jewish boys, who attended “cheders,” traditional schools where only Jewish subjects were taught, Orthodox Jewish girls were sent to Polish primary schools. When the time came for them to marry, many young women rebelled against the marriages arranged by their parents, with some wishing to pursue secondary and university education. After World War I, the crisis of the rebellious daughters in Kraków spurred the introduction of formal religious education for young Orthodox Jewish women in Poland, which later developed into a worldwide educational movement. The book chronicles the belated Orthodox response and argues that these educational innovations not only kept Orthodox Jewish women within the fold but also foreclosed their opportunities for higher education. Exploring the estrangement of young Jewish women from traditional Judaism in Habsburg Galicia at the turn of the twentieth century, the book brings to light a forgotten yet significant episode in Eastern European history.
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Boudreau, J. Donald, Eric Cassell, and Abraham Fuks. Physicianship and the Rebirth of Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.001.0001.
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This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.
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McGlazer, Ramsey. Old Schools. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823286591.001.0001.
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This book marks out a modernist counter-tradition. The book proceeds from an anachronism common to Italian- and English-language literature and cinema: a fascination with outmoded, paradigmatically pre-modern educational forms that persists long after they are displaced in modernizing, reform-minded pedagogical theories. Old Schools shows that these old-school teaching techniques organize key works by Walter Pater, Giovanni Pascoli, James Joyce, Pier Paolo Pasolini, and Glauber Rocha. All of these figures oppose ideologies of progress by returning to and creatively reimagining the Latin class long since left behind by progressive educators. Across the political spectrum, advocates of progressive education, from Jean-Jacques Rousseau to John Dewey and Giovanni Gentile, had targeted Latin in particular. The dead language—taught through time-tested techniques including memorization, recitation, copying out, and other forms of repetition and recall—needed to be updated or eliminated, reformers argued, so that students could breathe free and become modern, achieving a break with convention and constraint. By contrast, the works that Old Schools considers valorize instruction’s outmoded techniques, even at their most cumbersome and conventional. Like the Latin class to which they return, these works produce constraints that feel limiting but that, by virtue of that very limitation, invite valuable resistance. As they turn grammar drills into verse and repetitious lectures into voiceovers, they find unlikely resources for creativity and critique in the very practices that progressive reformers sought to clear away.
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Holtschneider, Hannah. Jewish Orthodoxy in Scotland. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474452595.001.0001.
Full textAbstract:
This book analyses the religious aspects of Jewish acculturation to Scotland through a transnational perspective on migration, focused through an examination of Jewish religious leadership and authority in the international context of Anglophone Jewish history in the first three decades of the twentieth century. Focusing on British Jewish history in the first half of the twentieth century, and on the biography of one significant actor in a so-called ‘provincial’ Jewish community, this monograph explores the development of a central feature of British Jewish religious history: power relations within Jewish religious institutions, and particularly relations between the assumed centre (London) and the ‘provinces’ at a time of massive demographic and cultural change. With immigration stagnating and immigrants now poised to stay rather than seeing Britain as a staging post in their journey west, Jewish communities had to come to terms with the majority of their congregants being first generation immigrants, and to deal with the resulting cultural conflicts amongst the migrants and with those resident Jews whose families had acculturated and anglicised one or more generations previously. Salis Daiches’s life journey (1880-1945) highlights central aspects of the processes of adjustment in communities across the United Kingdom from the perspective of the ‘provincial periphery’. Competing religious ideologies in the early twentieth century are a crucial element in the history of British Jewry, rather than a transient social phenomenon. Religion as performed, taught, and thought about at a local level by ‘religious professionals’ is a vehicle for the exploration of the migration.
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Teixeira, Sergio Torres, and Julienne Diniz Antão. Garantias constitucionais do processo e instrumentalidade processual. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-251-3.
Full textAbstract:
During the months of May to September, Prof. Dr. Sérgio Torres Teixeira taught a discipline called “Constitutional Guaranties of the Process and Procedural Instrumentality” (which is also the name of this book) in the Post-Graduate Program of the Federal University of Pernambuco; one of the first classes entirely online in regard to COVID-19 safety measures. Despite the distance, all classmates were remarkably close in the intellectual purpose of learning and develop the law. Their researches, discussions and enthusiasm gave birth to this book, which delves deeply in important matters regarding constitutional and procedural law. It is constituted of 12 carefully written articles concerning such matters as the non-avoidance of judicial review, procedural equality in national and international law, international juridical cooperation and the effectiveness of transnational adjudication, the right to a natural judge in arbitration, social participation in administrative procedures, preventive measures in administrative procedures, among other themes that can be seen in the summary. It is a book that encapsulate different views and perspectives about such fundamental matters, intertwining different areas of law, abundantly revealing the plurality of though that sets the tone to this valuable initiative. It is by definition the work of a collectivity, that by mutual criticism made possible this academic landmark to all participants, showing the active and curious spirit of the minds cultivated in the Federal University of Pernambuco, specially concerning the researches related to procedural justice, access to justice and instrumentality. In this sense, is a work that reflects the prominent procedural issues of its time.