9,599 research outputs found
An American Knightmare: Joker, Fandom, and Malicious Movie Meaning-Making
This monograph concerns the long-standing communication problem of how individuals can identify and resist the influence of unethical public speakers. Scholarship on the issue of what Socrates & Plato called the “Evil Lover” – i.e., the ill-intended rhetor – began with the Greek philosophers, but has carried into [post]Modern anxieties. For instance, the study of Nazi propaganda machines, and the rhetoric of Hitler himself, rejuvenated interest in the study of speech and communication in the U.S. and Europe. Whereas unscrupulous sophists used lectures and legal forums, and Hitler used a microphone, contemporary Evil Lovers primarily draw on new, internet-related tools to share their malicious influence. These new tools of influence are both more far-reaching and more subtle than the traditional practices of listening to a designated speaker appearing at an overtly political event. Rhetorician Ashley Hinck has recently noted the ways that popular culture – communication about texts which are commonly accessible and shared – are now significant sites through which citizens learn moral and political values. Accordingly, the talk of internet influencers who interpret popular texts for other fans has the potential to constitute strong persuasive power regarding ethics and civic responsibility.
The present work identifies and responds to a particular case example of popular culture text that has been recently, and frequently, leveraged in moral and civic discourses: Todd Phillips’ Joker. Specifically, this study takes a hermeneutic approach to understanding responses, especially those explicitly invoking political ideology, to Joker as a method of examining civic meaning-making. A special emphasis is placed on the online film criticisms of Joker from white nationalist movie fans, who clearly exemplify ways that media responses can be leveraged by unethical speakers (i.e., Evil Lovers) and subtly diffused. The study conveys that these racist movie fans can embed values related to “trolling,” incelism, and xenophobia into otherwise seemingly innocuous talk about film. While the sharing of such speech does not immediately mean its positive reception, this kind of communication yet constitutes a new and understudied attack on democratic values such as justice and equity. The case of white nationalist movie fan film criticism therefore reflects a particular brand of communicative strategy for contemporary Evil Lovers in communicating unethical messages under the covert guise of mundane movie talk
Endogenous measures for contextualising large-scale social phenomena: a corpus-based method for mediated public discourse
This work presents an interdisciplinary methodology for developing endogenous measures of group membership through analysis of pervasive linguistic patterns in public discourse. Focusing on political discourse, this work critiques the conventional approach to the study of political participation, which is premised on decontextualised, exogenous measures to characterise groups. Considering the theoretical and empirical weaknesses of decontextualised approaches to large-scale social phenomena, this work suggests that contextualisation using endogenous measures might provide a complementary perspective to mitigate such weaknesses.
This work develops a sociomaterial perspective on political participation in mediated discourse as affiliatory action performed through language. While the affiliatory function of language is often performed consciously (such as statements of identity), this work is concerned with unconscious features (such as patterns in lexis and grammar). This work argues that pervasive patterns in such features that emerge through socialisation are resistant to change and manipulation, and thus might serve as endogenous measures of sociopolitical contexts, and thus of groups.
In terms of method, the work takes a corpus-based approach to the analysis of data from the Twitter messaging service whereby patterns in users’ speech are examined statistically in order to trace potential community membership. The method is applied in the US state of Michigan during the second half of 2018—6 November having been the date of midterm (i.e. non-Presidential) elections in the United States. The corpus is assembled from the original posts of 5,889 users, who are nominally geolocalised to 417 municipalities. These users are clustered according to pervasive language features. Comparing the linguistic clusters according to the municipalities they represent finds that there are regular sociodemographic differentials across clusters. This is understood as an indication of social structure, suggesting that endogenous measures derived from pervasive patterns in language may indeed offer a complementary, contextualised perspective on large-scale social phenomena
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The History of Periodicals in Hungarian Secondary Mathematics Education Between 1867 and 1956
The purpose of this study was to determine how secondary mathematics education changes in Hungary between 1867 and 1956 were reflected in journal articles of that time. In an attempt to accomplish this purpose, the researcher sought to identify which major political and socioeconomic factors affected the role and content of periodicals, how the content and approach of the topics changed, and who were the most prominent and influential authors of the periodicals between 1867 and 1956. This research investigates Journal of the National Association of Secondary School Teachers, the first periodical devoted to Hungarian secondary education published between 1868 and 1944, and Teaching of Mathematics, the first Hungarian periodical dedicated to mathematic education published between 1953 and 1956. The researcher employed historical-research methodology to examine the articles of the periodicals and categorize them based on similar content such as curriculum, teaching methods, school mathematics, and book/textbook reviews. The study also provides brief summaries of several articles.
This research has shown that the history of Hungarian education in general was often influenced by foreign and domestic politics and ideologies. Studying journal articles provides a unique opportunity to observe real-time communication between educators and administrators and to analyze the effect of social and political changes which influenced mathematics education.
Between 1867 and 1956, Hungary underwent major political and social changes—a dual Monarchy with Austria, independence as a truncated state, and occupation by Germany and later the Soviet Union. These changes significantly altered Hungary as a country and impacted its education system. While every country has undergone political and ideological influences in its educational history, Hungary was particularly affected by neighboring countries such as Germany and later the Soviet Union.
Taking the broader perspective of the evolution of periodicals, this study demonstrated that the history of periodicals as a general form of scientific communication has passed through several stages. The journals, in some respects, are a bridge between educators and were affected by the political atmosphere of the country.
In general, this study has shown that Journal of the National Association of Secondary School Teachers and Teaching of Mathematics were heavily influenced by social and political changes in Hungary, as well as foreign influences from countries such as Germany and the Soviet Union. These factors collectively formed Hungarian mathematics education between 1867 and 1956
Examples of works to practice staccato technique in clarinet instrument
Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato
geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı
sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de
durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt
çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham
verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her
aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır.
Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine
yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini
içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin
kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür
taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de
kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt
çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve
güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının
girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken
doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir
kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına
bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği
vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan
çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur.
Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir.
Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır.
Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların
yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve
sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır
Plato’s Later Moral Epistemology
This Ph.D. thesis aims to provide a comprehensive account of the relationship between ethics and epistemology in Plato’s late dialogues (specifically, Sophist, Statesman, Philebus, and Laws).
While scholars have been concerned with understanding the extent to which Plato’s middle dialogues resonate with his early theory of ethical intellectualism (according to which knowledge is a necessary and sufficient condition for virtue), Plato’s later moral epistemology has received much less attention. The few scholars who have worked on the subject have argued that Plato’s late dialogues present a radical transformation of the epistemological and ethical ideas displayed in Plato’s earlier works. The scholarly debate has almost unanimously concluded that Plato’s late dialogues heavily revise the theory of ethical intellectualism that, arguably, features in the earlier works.
Through an in-depth analysis of the late dialogues’ textual evidence, this thesis will show that the so-called Socratic theory of ethical intellectualism has not been abandoned by Plato in his late works. To this end, I will contend that the Sophist, the Statesman, the Philebus, and the Laws suggest that (philosophical) knowledge is the ultimate condition that a moral agent has to meet to be fully virtuous. In addition, taking for granted that philosophers alone can achieve a full and philosophical virtue, I will also show that Plato’s later moral epistemology extends beyond philosophers. For, while achieving philosophical knowledge is presented as a necessary and sufficient condition for being virtuous, I will argue that Plato’s late dialogues establish that opinion, if true, is sufficient for acting virtuously
A Transcendent View of Things: The Persistence of Metaphysics in Modern German Lyric Poetry, 1771–1908
This dissertation explores the lyric poetry of Johann Wolfgang von Goethe, Eduard Mörike, and Rainer Maria Rilke, and it contends that these modern poets retain, albeit uneasily, a view of things as symbols of the transcendent divine. It thus disputes the secularization theory of post-Enlightenment aesthetics. This study specifically challenges the view of symbolism as mere metaphor—an image constructed of arbitrary signs (Nietzsche)—by showing how the epiphanies of modern lyric poetry remain grounded in the metaphysics of analogia, even where (as in Mörike) the writer seems to have left such entanglements behind. The modern poet’s desire to unveil a significant reality beyond subjective impression reveals that symbolic vision necessarily unfolds within the difference between the visible world and the transcendent divine. If signification entails likeness, yet lyric poetry always signifies in and through difference, then a constitutive analogy—that is, the simultaneity of likeness and even greater difference—emerges from within the dynamism of the lyric image itself. Part 1 begins by describing the symbolic image in Goethe’s lyric poetry to recover his view of things as expressing the “holy open mystery” of the cosmos. I show how his symbolism overcomes Enlightenment naturalism by depicting the antecedent order of analogia. Drawing primarily on Neoplatonic metaphysics, the Goethean symbol reveals the partial yet indisputable relatedness of things to the transcendent. Turning to Mörike, part 2 charts his transition to an equivocal understanding of symbol that would sever the image from its numinous source of significance by confining the image to the scope of the poet’s own gaze. Yet Mörike’s poetry also evinces a counter-veiling tendency to de-subjectivize the image, thus yielding a vision of things as they are prior to epistemic concerns, sentiment, and subjective preference. Part 3 contends that Rilke’s thing-poetry evinces a similar tendency to neutralize modernity’s biases against metaphysics. For his poetry recovers an apophatic understanding of symbolism as grounded in analogia that draws on Dionysian theology. His poems thus focus our attention on the thing’s unfathomable capacity for initiating a vision of the divine, of which the thing itself is a partial and fleeting manifestation.Doctor of Philosoph
Reality Bites
Fake news, alternative facts, post truth—terms all too familiar to anyone in U.S. political culture and concepts at the core of Dana L. Cloud’s new book, Reality Bites, which explores truth claims in contemporary political rhetoric in the face of widespread skepticism regarding the utility, ethics, and viability of an empirical standard for political truths. Cloud observes how appeals to truth often assume—mistakenly—that it is a matter of simple representation of facts. However, since neither fact-checking nor “truthiness” can respond meaningfully to this problem, she argues for a rhetorical realism—the idea that communicators can bring knowledge from particular perspectives and experiences into the domain of common sense.
Through a series of case studies—including the PolitiFact fact-checking project, the Planned Parenthood “selling baby parts” scandal, the Chelsea Manning and Edward Snowden cases, Neil DeGrasse Tyson’s Cosmos, the rhetoric of Thomas Paine and the American Revolution, and the Black Lives Matter movement—Cloud advocates for the usefulness of narrative, myth, embodiment, affect, and spectacle in creating accountability in contemporary U.S. political rhetoric. If dominant reality “bites”—in being oppressive and exploitative—it is time, Cloud argues, for those in the reality-based community to “bite back.
Early Childhood Science Education: Research Trends in Learning and Teaching
This volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education
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