Exploring the turning points in researchers’ lives: using the three-scene storyboarding technique

This publication sets out an approach to careers work called three scene storyboarding. Storyboarding aims to help researchers to set down their experiences, to think about their careers and to take action based on this reflection. Storyboarding is a creative technique which asks researchers to think about their lives in narrative terms and to set down their experience in the form of drawings. This is an innovative technique that asks them to think about their careers in an unfamiliar way. It can therefore be a challenging technique for professionals to get started with. However, this report shows that the storyboarding approach can be useful and that it can expand any researcher's career-management repertoire.Vita

Boston University Wind Ensemble, December 6, 1994

This is the concert program of the Boston University Wind Ensemble performance on Tuesday, December 6, 1994 at 8:00 p.m., at the Tsai Performance Center, 685 Commonwealth Avenue, Boston, Massachusetts. Works performed were March, Op. 99 by Sergei Prokofiev, Colors and Contours by Leslie Bassett, Serenade in E-flat major, Op. 7 by Richard Strauss, After a Gentle Rain by Anthony Iannaconne, "Elsa's Procession to the Cathedral," from Lohengrin by Richard Wagner, Heroes, Lost and Fallen by David Gillingham, and Resonances I by Ron Nelson. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

Comparative experiences of two teacher educators: a self-study

This paper focuses on the reflections of a less experienced and a veteran teacher educator at a new university and compares and contrasts their experiences of primary teacher education. The paper draws on the power of the narrative to share these experiences through aspects of self-study. Autobiographical research methods were used to elicit reflection on significant events in the teacher educators’ different and individual pasts in order to understand more about effective learning and teaching in their present roles. This process led to an examination of the values that underpinned and continue to underpin practice. The collaborative examination of significant aspects of personal practice has led to renewed confidence and implications for primary teacher education within the University. Key Words Self-study; narrative; teacher-educator; stories; values; reflection

Husserl, Dummett, and the linguistic turn

Michael Dummett famously holds that the “philosophy of thought” must proceed via the philosophy of language, since that is the only way to preserve the objectivity of thoughts while avoiding commitments to “mythological,” Platonic entities. Central to Dummett’s case is his thesis that all thought contents are linguistically expressible. In this paper, I will (a) argue that making the linguistic turn is neither necessary nor sufficient to avoid the problems of psychologism, (b) discuss Wayne Martin’s argument that not all thought-contents are linguistically communicable, and (c) present another, stronger argument, derived from Husserl’s early account of fulfillment, that establishes the same conclusion