Responding to a new interest in thematic studies, the volume features essays by some of the leading scholars from the United States and Europe. In honor of Horst S. Daemmrich, the co-author with Ingrid Daemmrich of the handbook Themes and Motifs in Western Literature, the contributors reassess, both in theory and in case studies, the viability of thematics as part of contemporary literary criticism. They demonstrate the broad scope of methodologies between strict systematization of themes and motifs and reader-response conceptions of 'theming.' Special topics include a thematology of the Jewish people; motifs in folklore; a cluster on madness, hysteria, and mastery; the story of Judith; Cinderella; thematics in Dürrenmatt and Isaac Babel; chaos as a theme. A concluding chapter illuminates aspects of nineteenth-century literary history.
Themes play a central role in our everyday communication: we have to know what a text is about in order to understand it. Intended meaning cannot be understood without some knowledge of the underlying theme. This book helps to define the concept of 'themes' in texts and how they are structured in language use. Much of the literature on Thematics is scattered over different disciplines (literature, psychology, linguistics, cognitive science), which this detailed collection pulls together in one coherent overview. The result is a new landmark for the study and understanding of themes in their everyday manifestation.
The various contributions to this volume converge on two themes. First, the explanatory role of social interaction, which, for a long time, has been a source of criticism of Piaget’s view of intelligence, is dealt with not only in relation to cognitive development, but also to language acquisition and to education. The second point of thematic convergence is the compatibility of genetic epistemology and psychoanalytic theory in view of the establishment of relationships between emotional and cognitive development.
One of the most influential teaching guides ever—updated! Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 1.3 million teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from boosting academic rigor, to improving classroom management, and inspiring student engagement, you will be able to strengthen your teaching practice right away. The first edition of Teach Like a Champion influenced thousands of educators because author Doug Lemov's teaching strategies are simple and powerful. Now, updated techniques and tools make it even easier to put students on the path to college readiness. Here are just a few of the brand new resources available in the 2.0 edition: Over 70 new video clips of real teachers modeling the techniques in the classroom (note: for online access of this content, please visit my.teachlikeachampion.com) A selection of never before seen techniques inspired by top teachers around the world Brand new structure emphasizing the most important techniques and step by step teaching guidelines Updated content reflecting the latest best practices from outstanding educators Organized by category and technique, the book’s structure enables you to read start to finish, or dip in anywhere for the specific challenge you’re seeking to address. With examples from outstanding teachers, videos, and additional, continuously updated resources at teachlikeachampion.com, you will soon be teaching like a champion. The classroom techniques you'll learn in this book can be adapted to suit any context. Find out why Teach Like a Champion is a "teaching Bible" for so many educators worldwide.
This book is about intersections among science, philosophy, and literature. It bridges the gap between the traditional “cultures” of science and the humanities by constituting an area of interaction that some have called a “third culture.” By asking questions about three disciplines rather than about just two, as is customary in research, this inquiry breaks new ground and resists easy categorization. It seeks to answer the following questions: What impact has the remapping of reality in scientific terms since the Copernican Revolution through thermodynamics, relativity theory, and quantum mechanics had on the way writers and thinkers conceptualized the place of human culture within the total economy of existence? What influence, on the other hand, have writers and philosophers had on the doing of science and on scientific paradigms of the world? Thirdly, where does humankind fit into the total picture with its uniquely moral nature? In other words, rather than privileging one discipline over another, this study seeks to uncover a common ground for science, ethics, and literary creativity. Throughout this inquiry certain nodal points emerge to bond the argument cogently together and create new meaning. These anchor points are the notion of movement inherent in all forms of existence, the changing concepts of evil in the altered spaces of reality, and the creative impulse critical to the literary work of art as well as to the expanding universe. This ambitious undertaking is unified through its use of phenomena typical of chaos and complexity theory as so many leitmotifs. While they first emerged to explain natural phenomena at the quantum and cosmic levels, chaos and complexity are equally apt for explaining moral and aesthetic events. Hence, the title “Remapping Reality” extends to the reconfigurations of the three main spheres of human interaction: the physical, the ethical, and the aesthetic or creative.
Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.
This is a comprehensive study of myth in the Hebrew Bible and myth and mythmaking in classical rabbinic literature (Midrash and Talmud) and in the classical work of medieval Jewish mysticism (the book of Zohar). Michael Fishbane provides a close study of the texts and theologies involved and the central role of exegesis in the development and transformation of the subject. Taken up are issues of myth and monotheism, myth and tradition, and myth and language. The presence and vitality of myth in successive cultural phases is treated, emphasizing certain paradigmatic acts of God and features of the divine personality.
Although many scholars recognize literary similarities between Hosea, Amos, Micah, and Zephaniah, defining the compositional relationship between these texts remains a matter of debate. Following the scholarly trajectory of exploring the compositional relationship between the Twelve prophets, several scholars argue that these four prophetic texts formed a precursory collection to the Book of the Twelve. Yet even among advocates for this ‘Book of the Four’ there remain differences in defining the form and function of the collection. By reexamining the literary parallels between these texts, Werse shows how different methodological convictions have led to the diverse composition models in the field today. Through careful consideration of emerging insights in the study of deuteronomism and scribalism, Werse provides an innovative composition model explaining how these four texts came to function as a collection in the wake of the traumatic destruction of Jerusalem. This volume explores a historic function of these prophetic voices by examining the editorial process that drew them together.
