Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently ...about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century.
In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life.
By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.
Before radio and sound movies, early 20th century performers and lecturers traveled the nation providing entertainment and education to Americans thirsty for culture. These "chautauquas" brought ...politicians, activists, scholars, musical ensembles and theatrical productions to remote communities. A conduit for global perspectives and progressive ideas, these gatherings introduced issues like equal suffrage, prohibition and pure food laws to rural America. This book explores an overlooked yet influential movement in U.S. history, capturing the vagaries of speakers' and performers' lives on the road and their reception by audiences. Excerpts from lectures and plays portray a vibrant circuit that in a single summer drew 20 million in more than 9,000 towns.
Contents: Introduction / Tom F. Wright -- Part I. Cultivating cosmopolitanism -- How cosmopolitan was the lyceum, anyway? / Angela G. Ray -- Women thinking. the international popular lecture and its ...audience in antebellum New England / Ronald J. Zboray and Mary Saracino Zboray -- Bringing music to the lyceumites. the bureaus and the transformation of lyceum entertainment / Sara Lampert -- Part II. Cosmopolitan authorship -- Mr. Emerson's playful lyceum. polyvocal promotion on the lecture circuit / Robert Arbour -- With press and paddle. William H.H. Murray's "Adirondack" lectures and the making of a wilderness guide / Virginia Garnett -- William James's "True American theory". the varieties of religious experience and transatlantic intellectual culture / Paul Stob -- Part III. Internationalism or imperialism? -- "Barnum is undone in his own province". science, race, and entertainment in the lectures of George Robins Gliddon / Susan Branson -- The lyceum as contact zone. Bayard Taylor's lectures on foreign travel / Peter Gibian -- The peripatetic career of Wherahiko Rawei. Maori culture on the global Chautauqua circuit, 1893-1927 / Evan Roberts -- Conclusion: Cosmopolitan medium -- Humanist enterprise in the marketplace of culture / Thomas Augst -- About the contributors.
U radu se analiziraju četiri slike iz hrvatske barokne baštine koje prikazuju Mariju u tipu Bezgrješnoga začeća, prepoznatu kao Gnadenbild iz benediktinskoga liceja u Freisingu u Njemačkoj (1704.) – ...slika u franjevačkom samostanu u Zagrebu (18. stoljeće), dvije slike u uršulinskom samostanu u Varaždinu (18. stoljeće) te slika na oltaru u kapeli sv. Vida u Varaždinu (1733.). Skulptura Bezgrješne iz liceja smatra se izgubljenom od sredine 19. stoljeća, a njezin izgled poznat je prema slikama i grafikama nastalima po uzoru na izvornik ili daljnje kopije, većinom na području Bavarske. U tom kontekstu, hrvatski primjeri najvjerojatnije su nastali osloncem na grafičke predloške, a zbog svoje rijetkosti na ovim područjima svojevrsna su posebnost unutar domaće likovne baštine 18. stoljeća.
Education embodies the principles of social inclusion and integration emanating from the UNESCO convention has yet to join efforts and willingness to implement them in educational practice. ...Educators, along with other professionals who work with students with functional diversity, must play a transformers role, having difficulties, requiring an immediate solution as a system of contradictions appear to corroborate this fact and take action according to foster a positive social impact. By this meaning it was primary necessary to develop an educational model in order to know the dynamic of all these process, using documental method.
La educación encarna los principios de integración e inclusión social emanados de las convenciones UNESCO, que aún debe aunar esfuerzos y voluntad para instrumentarlos en la práctica educativa. Dentro del proceso de la Integración Educativa, la formación de los docentes en servicio involucrados en la atención de necesidades educativas especiales se convierte en un elemento indispensable. En ese sentido, expresan que, para atender la diversidad de situaciones de aprendizaje que se pueden presentar, la formación profesional ha de ser cada vez más una preparación para el trabajo cooperativo e interdisciplinar; una formación que permita integrarse en un equipo de trabajo de colaboración, no sólo entre profesores y estudiantes, sino, que es una tarea institucional que compete a la comunidad educativa, con la finalidad de dar la respuesta más adecuada a esta situación problémica, en tal sentido se hizo necesario desarrollar un modelo educativo integral, que identificara la dinamización de este proceso.
Changes to the landscape of higher education in the United
States over the past decades have urged scholars grappling with
issues of privilege, inequality, and social immobility to think
differently ...about how we learn and deliberate. Thinking
Together is a multidisciplinary conversation about how people
approached similar questions of learning and difference in the
nineteenth century.
In the open air, in homes, in public halls, and even in prisons,
people pondered recurring issues: justice, equality, careers,
entertainment, war and peace, life and death, heaven and hell, the
role of education, and the nature of humanity itself. Paying
special attention to the dynamics of race and gender in
intellectual settings, the contributors to this volume consider how
myriad groups and individuals-many of whom lived on the margins of
society and had limited access to formal education-developed and
deployed knowledge useful for public participation and public
advocacy around these concerns. Essays examine examples such as the
women and men who engaged lecture culture during the Civil War;
Irish immigrants who gathered to assess their relationship to the
politics and society of the New World; African American women and
men who used music and theater to challenge the white gaze; and
settler-colonists in Liberia who created forums for envisioning a
new existence in Africa and their relationship to a U.S. homeland.
Taken together, this interdisciplinary exploration shows how
learning functioned not only as an instrument for public action but
also as a way to forge meaningful ties with others and to affirm
the value of an intellectual life.
By highlighting people, places, and purposes that diversified
public discourse, Thinking Together offers scholars across
the humanities new insights and perspectives on how difference
enhances the human project of thinking together.
The article analyzes the organization of practical training for hospitality specialists in vocational schools in Turkey and presents the specificity of collaboration between vocational education ...institutions and tourism enterprises, which are based on the principles of responsibility, expediency of using available resources at the appropriate level, support of youth and society, expanding of opportunities for education, etc. It also outlines the main objectives of collaboration between vocational education institutions and tourism enterprises, which are aimed at integrating theory and practice, adjusting learning to real-life conditions, developing professional skills, expedient using opportunities and resources of industrial sectors, etc. In addition, it proves that vocational education and institutions and tourism enterprises have certain common and distinct views on the goals of industrial training for pupils. Based on the analysis of researches by Turkish scholars, the model of practical training for hospitality specialists in Turkey is characterized. The key problems in the organization of practical training for students at enterprises are specified. They include some differences between graduates’ expectations of career in tourism and real working conditions at tourism enterprises; lack of theoretical and practical knowledge required for effective professional performance; trainees’ dissatisfaction with inflexible working hours; discrepancy between types of activity and a chosen specialization; violations of social rights to meals and accommodation, etc. Some relevant recommendations for improving practical training of future hospitality specialists in Turkey and Ukraine are outlined.
In this paper we intend to show that conflict emerging from multiple and competing perspectives on social reality, may not necessarily be avoided in class, but it could instead become the starting ...point of critical discussions among teachers and students. To this end, we focus on the exploitation of essays written by immigrant students attending Greek Lyceums (15–18 years old) to promote conflict-dialogue processes in class, which are most compatible with critical literacy. We suggest that language teaching concentrating on texts including immigrant experiences and ambivalent identities constructed by immigrant students, could underline the conflict between majority expectations or pressures and minority efforts to adjust to a complex, often inhospitable context. Such a conflict could enhance immigrant and non-immigrant students’ critical literacy by bringing to the surface and critically discussing assimilationist and monoculturalist ideologies, thus promoting a culturally sustaining pedagogy.
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