The Consolation of Philosophy

The general situation and theme within Boethius\u27 Consolation of Philosophy, and the Phaedo, contain striking similarities, but even more striking are the differences that redefine Boethius\u27 work. The Consolation presents a work that in its basic text describes the time before Boethius\u27 execution, while the Phaedo examines Socrates before he is put to death. In each work similar discussions on death and dying are presented. These aspects of the works, however, are where the similarities end. Instead, by placing Lady Philosophy in Socrates\u27 position, the reader is able to examine the Phaedo as a dialogue on the life, death and rebirth of philosophy. This paper explores how the deathbed philosophies of both works both parallel and diverge from each other

The Ethico-Aesthetics of Affect and a Sensational Pedagogy

This essay’s main purpose is to sketch the relations between affect, politics, and everyday life in order to think sensationally about pedagogy. Thinking affectively about politics differs from approaches that are a direct analysis of signs and discourses, morals and rationales. As opposed to an understanding of affect as something to be captured, controlled, rationalized, and suppressed, I attempt to reclaim the affective in order to consider the body’s intensities and compositions in knowledge production. Using a performance/interventionist artwork “The Lactation Station Breastmilk Bar” as a site from which to think about an affective, and thus an aesthetic approach to politics, I emphasize the importance of sensation in knowledge production

The Fantastical Body and the Vulnerability of Comfort: Alternative Models for Understanding Body Image

Arguing for new models of inquiry that interrogate body image from the perspective of intercorporeality, this article explores a research study conducted in a secondary school art class. Shifting analysis from the representation of body image to a tactile, sensuous, and experiential understanding of body image, I highlight the contradictions and tensions at work in understanding students’ experiences of body knowledge. The article poses possibilities for thinking further about how pedagogy might work with and against the contradictions of body image.Militant en faveur de nouveaux modèles d’enquête abordant l’image du corps selon la perspective de l’intercorporalité, cet article porte sur une recherche entreprise dans le contexte d’un cours d’art dans une école secondaire. En déplaçant l’analyse de la représentation de l’image corporelle vers une connaissance tactile, sensuelle et expérientielle de l’image du corps, l’auteure met en évidence les contradictions et les tensions qui accompagnent les expériences des élèves relatives aux connaissances du corps. L’article présente des suggestions pour pousser la réflexion sur les réactions possibles de la pédagogie aux contradictions en matière d’image corporelle

Learning to be Affected in Contemporary Art

The Canadian artist Diane Borsato has explored a number of different projects with bees and beekeepers, mushrooms and mychologists, and with plants. Much of Borsato’s practice is concerned with ‘learning’ through affective, bodily, and intimate gestures. She often works with specific groups of people – mycologists, astronomers, physicists, tea sommeliers, ikebana practitioners and beekeepers – in order to think about the mobility of thought, about ethical-political encounters, and the affective dimensions to embodied knowing

The bond we share: experiences of caring for a person with mental and physical health conditions

The purpose of this chapter is to improve service providers’ understanding of how to work with, include and understand the experience and expertise of mental health carers. This information is useful for service providers in clinical mental health, psychosocial rehabilitation across government and non-government, and primary health care settings, and also for managers of services, to help determine training offered to their employees. It may also be useful for carers and carer support organisations, as well as for those who teach undergraduate and postgraduate health professional students

The Capaciousness of No: Affective Refusals as Literacy Practices

© 2020 The Authors. Reading Research Quarterly published by Wiley Periodicals, Inc. on behalf of International Literacy Association The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution-focused research in which the resistance is to be overcome, co-opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures

Chikungunya virus infection results in higher and persistent viral replication in aged Rhesus macaques due to defects in anti-viral immunity

Chikungunya virus (CHIKV) is a re-emerging mosquito-borne Alphavirus that causes a clinical disease involving fever, myalgia, nausea and rash. The distinguishing feature of CHIKV infection is the severe debilitating poly-arthralgia that may persist for several months after viral clearance. Since its re-emergence in 2004, CHIKV has spread from the Indian Ocean region to new locations including metropolitan Europe, Japan, and even the United States. The risk of importing CHIKV to new areas of the world is increasing due to high levels of viremia in infected individuals as well as the recent adaptation of the virus to the mosquito species Aedes albopictus. CHIKV re-emergence is also associated with new clinical complications including severe morbidity and, for the first time, mortality. In this study, we characterized disease progression and host immune responses in adult and aged Rhesus macaques infected with either the recent CHIKV outbreak strain La Reunion (LR) or the West African strain 37997. Our results indicate that following intravenous infection and regardless of the virus used, Rhesus macaques become viremic between days 1-5 post infection. While adult animals are able to control viral infection, aged animals show persistent virus in the spleen. Virus-specific T cell responses in the aged animals were reduced compared to adult animals and the B cell responses were also delayed and reduced in aged animals. Interestingly, regardless of age, T cell and antibody responses were more robust in animals infected with LR compared to 37997 CHIKV strain. Taken together these data suggest that the reduced immune responses in the aged animals promotes long-term virus persistence in CHIKV-LR infected Rhesus monkeys

Copyrighr 2006 by me National Arc Educadon Association Scudies in An Educario n A

Nrltography is a form of practice-based research steeped in the arts and education. Alongside other arts-based, arts-informed and aesthetically defined methodologies, a/rltography is one of many emerging forms of inquiry that refer to the arts as a way of re-searching the world to enhance understanding. Yet, it goes even further by recognizing the educarive potential of teaching and learning as acts of inquiry. Together, the arts and education complement, resist, and echo one another through rhizomaric relarions of living inquiry. In this article, we demonstrate rhizomatic relations in an ongoing ptoject entitled "The City of Richgate" where meanings are constructed within ongoing a/rltographic inquiries described as collective artistic and educational praxis. Rhizomatic relations do not seek conclusions and therefore, neither will this account. Instead, we explore al rltographical situations as methodological spaces for furthering living inquiry. In doing so, we invite the art education communiry to consider rhizomatic relations performed through a/r/tography as a politically informed methodology of situations. Alrltography is an arts and education practice-based research methodology (Sullivan, 2004) press). The name itself exemplifies these features by setting art and graphy, and the identities of artist, researcher, and teacher (a/rlt), in contiguous relations. l None of these featmes is privileged over another as they occur simultaneously in and through time and space. Moreover, the acts of inquiry and the three identities resist modernist categorizations and instead exist as post-structural conceptualizations of practice (for example In this article, we wish to describe a/r/tographical inquiry as a methodology of situations and to do this, we share the journey of a collaborative project undertaken by a group of artists, educators, and Studies in Art Education The Rhizomatic Relations of Alrltography researchers working with a number of families in a nearby city. The , project is entitled "The City of Richgate" and examines issues related to immigration, place, and community within an artistically oriented inquiry. Although the project itself would be of interest to the field of art education, this article is dedicated to the elaboration of a/r/tography as a methodology of situarions. The project provides a way of elaborating upon alrltography as a methodology that provokes the creation of situations through inquiry, that responds to the evocative nature of situations found within data, and that provides a reRective and reflexive stance to situational inquiries. These situations are often found, created, or ruptured within the rhizomatic nature of a/r/tography. It is on this basis that the article is premised: rhizomatic relationality is essential to alrltography as a methodology of situations. Deleuze and Guattari (1987) describe rhizomes metaphorically through the image of crabgrass that "connects any point to any other point" (p. 21) by growing in all directions. Through this image they stress the importance of the 'middle' by disrupting the linearity of beginnings and endings. After all, one fails to pursue a tangent if a particular line of thought is subscribed. Rhizomes resist taxonomies and create interconnected networks with multiple entry points (see Rhizomatic relationality affects howwe understand theoty and practice, product and process. Theory is no longer an abstract concept but rather an embodied living inquiry, an interstitial relational space for creating, teaching, learning, and researching in a constant state of becoming (see als

The Social Life of Time and Methods: Studying London’s Temporal Architectures

This paper contributes to work on the social life of time. It focuses on how time is doubled; produced by and productive of the relations and processes it operates through. In particular, it explores the methodological implications of this conception of time for how social scientists may study the doubledness of time. It draws on an allied move within the social sciences to see methods as themselves doubled; as both emerging from and constitutive of the social worlds that they seek to understand. We detail our own very different methodological experiments with studying the social life of time in London, engaging interactive documentary to elucidate nonlinear imaginaries of space-time in London’s pop-up culture (Ella Harris) and encountering time on a series of walks along a particular stretch of road in south east London (Beckie Coleman). While clearly different projects in terms of their content, ambition and scope, in bringing these projects together we show the ability of our methods to grasp and perform from multiple angles and scales what Sharma calls ‘temporal architectures’. Temporal architectures, composed of elements including the built environment, commodities, services, technologies and labour, are infrastructures that enable social rhythms and temporal logics and that can entail a politicized valuing of the time of certain groups over others. We aim to contribute to an expanded and enriched conceptualisation of methods for exploring time, considering what our studies might offer to work on the doubled social life of time and methods, and highlighting in particular their implications for an engagement with a politics of time and temporality