Art echo: María Zambrano and the Kouroi Relief

The aim of this paper is to examine the role of early Greek thought in the work of María Zambrano, a Spanish critic and philosopher who lived most of her life in exile (1939 - 1984). Zambrano incorporates Greek concepts into her writing as a means to question conventional Philosophy, not as an aim or télos, but as an uncomfortable dwelling that paradoxically leads into suspension and doubt. Key concepts and artistic figures emerge in her seemingly illogical reasoning (‘razón poética’) such as those arising from her work on the Greek ‘Kouroi.’ Zambrano refuses fixity in Philosophy, where logic and method can be rigorously apprehended. She gracefully takes another turn: by elucidating ancient wisdom through allusive metaphors and ancient ruins, she resists direct pathways into History and Truth. Her style takes after her thinking and can often meander into the realms of enigma, mysticism, and other unconventional forms of thought such as intuition and dreams

Bulletin of the Center for Children's Books 18 (11) 1965

published or submitted for publicatio

The Faculty Notebook, May 2005

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Agency as the Acquisition of Capital: the role of one-on-one tutoring and mentoring in changing a refugee student's educational trajectory

Current research into the experiences of refugee students in mainstream secondary schools in Australia indicates that for these students, schools are places of social and academic isolation and failure. This article introduces one such student, Lian, who came to Australia as a refugee from Burma, and whom the author tutored and mentored intensively during his final year of schooling. The article provides an empirically derived understanding of how one-on-one tutoring and mentoring became a platform through which this student was able to succeed in a structure which systematically tried to exclude him. Here, agency is conceptualised in terms of Bourdieu's concept of capital. The analysis highlights the ways in which one-on-one tutoring and mentoring provided the necessary platform by which this refugee student was able to acquire the necessary capital that effected a positive change in his educational trajectory

Valors semàntics i pragmàtics de l’imperfet italià: cap a un procediment interpretatiu comú

This paper proposes an account of the semantics and pragmatics of the Italian indicative imperfect. This tense is described as deriving all of its uses from an extremely reduced core of semantic features as the point of departure to a series of interpretative paths leading to different context-related possible interpretations through a process of pragmatic enrichment. With regard to the temporal parameter, the semantics of the imperfect is described as conveying past temporal reference, with an underdetermined scope. With regard to the aspectual parameter, this tense is defined as not semantically determined at all. Upon pragmatic integration of contextual information, three main classes of meaning effects associated with the imperfect are assumed to emerge: a narrative effect, an evidential effect and an effect of activation of a preliminary phase in relation to the event. Based on the above mentioned features, an overall semantic-pragmatic mapping of the imperfect and of its interpretive procedure is proposed.Aquest article dóna compte de la semàntica i la pragmàtica de l’imperfet italià. A la nostra descripció es mostra que aquest temps verbal deriva tots els seus usos d’un nucli extremadament reduït de trets semàntics, que són el punt de partida d’una sèrie de camins interpretatius que ens porten a diferents interpretacions possibles lligades al context mitjançant un procés d’enriquiment pragmàtic. Pel que fa al paràmetre temporal, mostrem que la semàntica de l’imperfet denota una referència temporal de passat d’abast indeterminat. Pel que fa al paràmetre aspectual, aquest temps no està semànticament definit en absolut. A partir de la integració pragmàtica de la informació contextual, apareixen tres classes principals d’efectes semàntics associats a l’imperfet: un efecte narratiu, un efecte evidencial i un efecte d’activació d’una fase anterior a l’esdeveniment denotat. Tot basant-nos en els trets esmentats, proposem una projecció de l’imperfet i del seu procediment interpretatiu des de la semàntica a la pragmàtica

Sleepwalking certainties: agency, aesthetics, and incapacity in W.G. Sebald’s 'Austerlitz' and Hermann Broch’s 'The Sleepwalkers'

When we first encounter the narrator of Austerlitz, he is wandering around the unfamiliar town of Antwerp with, he tells us, “unsicheren Schritten” (1; 9). As well as reflecting the unfamiliarity of the locale, these “uncertain steps” evince a proud modesty characteristic of the classic Sebaldian narrator, a wanderer who discreetly relays the stories of the people and places he is privileged to encounter. Although Sebald does not use the phrase, steps of this sort, unpurposed yet unerring, are made with what is commonly known in German as somnambule Sicherheit: the legendary surefootedness of the sleepwalker. The convergence of sleepwalking and certainty in a single phrase poses an interesting challenge to one of the central tenets of the English-language canonization of Sebald, for his writing has been most highly valued for its ability to move the reader through apparent certainties towards a salutary uncertainty. But somnambule Sicherheit also presents the possibility that the current may be reversed, that narrative may move under cover of uncertainty towards certainty. That Sebald criticism has not been more troubled by this possibility is in no small part due to the fact that it tends to deploy the notion of sleepwalking with a minimum of reflection on its theoretical ramifications. To evoke some of the complexities of this matter, I first offer a brief cultural history of sleepwalking, as well as a brief account of the topic of uncertainty in Sebald criticism. Most of my argument, however, involves an extended comparative analysis of sleepwalking in Sebald's Austerlitz and Hermann Broch's 1933 trilogy The Sleepwalkers. Although these writers have not previously been the object of any sustained comparison, sleepwalking in Broch's novels illuminates much that is left implicit on the topic in Sebald's fiction and points toward some difficult questions regarding the role of aesthetics and agency in Sebald's work

Thinking like a man? The cultures of science

Culture includes science and science includes culture, but conflicts between the two traditions persist, often seen as clashes between interpretation and knowledge. One way of highlighting this false polarity has been to explore the gendered symbolism of science. Feminism has contributed to science studies and the critical interrogation of knowledge, aware that practical knowledge and scientific understanding have never been synonymous. Persisting notions of an underlying unity to scientific endeavour have often impeded rather than fostered the useful application of knowledge. This has been particularly evident in the recent rise of molecular biology, with its delusory dream of the total conquest of disease. It is equally prominent in evolutionary psychology, with its renewed attempts to depict the fundamental basis of sex differences. Wars over science have continued to intensify over the last decade, even as our knowledge of the political, economic and ideological significance of science funding and research has become ever more apparent

Education as Re-Embedding: Stroud Communiversity, Walking the Land and the Enduring Spell of the Sensuous

How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these are formed. The paper explores the ontological assumptions that underpin, usually implicitly, the pedagogical relationship and opens up the question of how people know each other and the world they share. Using understandings based in a phenomenological approach and guided by social constructionism, it suggests that the most appropriate pedagogical method for teaching sustainability is one based on situated learning and reflexive practice. To support its ontological questioning, the paper highlights two alternative culture’s ways of understanding and recording the world: Those of the Inca who inhabited pre-Columbian Peru, which was based on the quipu system of knotted strings, and the complex social and religious system of the songlines of the original people of Australia. As an indication of the sorts of teaching experiences that an emancipatory and relational pedagogy might give rise to, the paper offers examples of two community learning experiences in the exemplar sustainable community of Stroud, Gloucestershire in the United Kingdom where the authors live

IMPACT, Fall 2013

https://scholarworks.sjsu.edu/impact/1002/thumbnail.jp