“Is all Greek, grief to me” Ancient Greek sophistry and the poetics of Charles Bernstein

This thesis reads the poetry and poetics of Charles Bernstein in relation to his interest in sophistry and sophistics. Taking his 1987 volume The Sophist as a central text, the influence of a sense of sophistics is developed across his wider range of published works. This involves identifying some of the many different interpretations of the sophists throughout the history of philosophy, from the early dismissals by Plato and Aristotle to the more recent reappraisals of their works. A secondary aspect of the thesis is in examining the renewal of interest in the Ancient Greek sophists and suggesting some of the affinities between contemporary literary theory and poetics and the fragments of the works of the major sophists (primarily Protagoras and Gorgias). Finally, I suggest that The Sophist itself is a valuable and contemporaneous re-examination of sophistic ideas, that in fact goes further than those by academics from within philosophy and rhetoric by virtue of employing the stylistic innovations and linguistic experimentation that was so central to the sophistic approach

Landscape after Landscape: Before the Genre and Beyond the View

This paper is contextualised by the ideological implications surrounding the notion of landscape, including the relationship between its genre in painting and the development of European capitalism. It proposes the idea of the landscape fragment derived from the background scenery of early Italian painting, which stands in counterpoint to assumptions about the genre. These early landscape spaces are pertinent because they are not considered ‘landscape’ as such and are not constructed by entrenched Cartesian dualisms. I argue it is possible to re-evaluate restrictive assumptions about perspective and landscape, in order to raise questions of translatability and difference so as to replace the dominating norms habitually associated with these terms

Law and Morality in the Han Fei Zi

Master'sMASTER OF ART

Exploring understandings of the competence vocabulary : implications for understanding teacher competence

The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action

Play Among Books

How does coding change the way we think about architecture? Miro Roman and his AI Alice_ch3n81 develop a playful scenario in which they propose coding as the new literacy of information. They convey knowledge in the form of a project model that links the fields of architecture and information through two interwoven narrative strands in an “infinite flow” of real books