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REVIEW: . . . Students of educational theory and practice will enjoy-and learn from-this brief but enlightening and readable book. Recommended for upper-division undergraduates, graduate students, faculty, and practitioners. . . - September 98 CHOICE The four teachers in this study teach diverse subjects in a variety of settings. Although definitions of moral education are shaped by their backgrounds, their institutions, their perceptions of their students' needs, and their disciplines, all of the teachers consider moral education to be central to their work. For all four, the moral prototype serves as an appeal to the students' imagination, an opportunity to build connectedness and, most important, an invitation to young people to transcend themselves.
Maps and Mirrors explores the links and gaps between the aesthetic and the political at the intersection of philosophy and literature. Testing the major voices of aesthetic and literary theory, it raises important questions about the implicit political contexts and commitments of thinkers from Kant to de Man. Taken together the essays provide a tour of the complexities and richness of contemporary modes of critique.
During the summers of 1792-94, George Vancouver and the crew of the British naval ships Discovery and Chatham mapped the northwest coast of North America from Baja California to Alaska. Taking the art and technique of distant voyaging to a new level, Vancouver eliminated the possibility of a northwest passage and his remarkably precise surveys completed the outline of the Pacific. But to map an area is to appropriate it � to begin to bring it under control � and Vancouver's charts of the northwest coast were part of a process of economic exploitation and cultural disruption. The chapters in this illuminating book are written from a variety of perspectives and provide new insights on many aspects of Vancouver's voyages, from the technology employed to the complex political and power relationships among European explorers and the Native leadership.
REVIEW: . . . Students of educational theory and practice will enjoy-and learn from-this brief but enlightening and readable book. Recommended for upper-division undergraduates, graduate students, faculty, and practitioners. . . - September 98 CHOICE The four teachers in this study teach diverse subjects in a variety of settings. Although definitions of moral education are shaped by their backgrounds, their institutions, their perceptions of their students' needs, and their disciplines, all of the teachers consider moral education to be central to their work. For all four, the moral prototype serves as an appeal to the students' imagination, an opportunity to build connectedness and, most important, an invitation to young people to transcend themselves.
The author explores the ethnic and racial identity formation among high school and college students of racially mixed heritage. The portraits in this book provide a thorough examination of the dynamic ethnic and racial lives of a multifaceted and growing segment of students. Unlike most recent projects on mixed heritage people which are narrow in scope and focus on one set of backgrounds (e.g., black and white or black and Japanese), the subjects in this study represent a vast array of heritages, including those of dual minority ancestry. The students' stories speak volumes about the uneven nature of racial and ethnic experience within and across traditional communities in contemporary U.S. society. Unlike studies analyzing broad intergroup processes, this work begins by examining the cultural dynamics of the home, contributing valuable insights into the otherwise invisible lives of mixed heritage families. Processes of enculturation and discourse acquisition are considered in the development of ethnic identity. The book also helps to frame how changes within the U.S. racial ecology lead many recently mixed heritage individuals to see themselves as occupying (un)common ground. Finally, this work offers recommendations for educators concerned with creating school contexts that are critically supportive of human diversity.
Special educators are facing new challenges at the beginning of the 21st century as public education is being reformed by a vision focusing on measurable student outcomes. The future course of the field will be shaped by the policy and programmatic responses to several issues, including demographic changes in student populations, a lack of certified special education teachers, criticism in the public media for the rising costs of services, and debates about the preferred philosophy of service delivery for students with disabilities. Additional chapters discuss university-school collaboration, charter schools, disability studies, school violence, disproportionality in placement, male African-American teachers, and ethics. This book has been written out of a context of research and program development activities with public schools over the past decade in one of the largest Colleges of Education in a diverse metropolitan area in the country. The issues selected for analysis and the perspective guiding those analyses grew out of this work and out of a national Delphi study of the views of parents and constituent organizations and leading researchers, teacher educators, and policy makers in Special Education.
The term mantle has inspired philosophers, geographers, and theologians and shaped artists’ and mapmakers’ visual vocabularies for thousands of years. According to Veronica della Dora, mantle is the “metaphor par excellence, for it unfolds between the seen and the unseen as a threshold and as a point of tension.” Featuring numerous illustrations, The Mantle of the Earth: Genealogies of a Geographical Metaphor is an intellectual history of the term mantle and its metaphorical representation in art and literature, geography and cartography. Through the history of this metaphor from antiquity to the modern day, we learn about shifting perceptions and representations of global space, about our planetary condition, and about the nature of geography itself.
Among the intellectual debates of the last forty years, the critique of cultural canons has attracted the highest share of public attention, stirring academic, educational, and media controversies on both sides of the Atlantic. Postmodernism, feminism, postcolonialism, and multiculturalism have refashioned the attitudes of educators and audiences towards cultural memory, opening up curricula to subjects and traditions previously excluded from the humanities. Predictably, these new critical practices have triggered heated responses from commentators fearing that culture and education might thereby be deprived of their capacity to provide audiences and learners with proper groundings and landmarks. The present volume gathers contributions that throw light on multiple aspects of this reconfiguration of cultural memory. It brings together essays focusing on the dynamics of canon formation in several fields - literature, drama, film, and music. Contributors examine how writers and communities find their bearings in a cultural landscape more complex than that previously envisaged by advocates of the Great Tradition. Specifically, the present essays throw light on the status of modernist writing, drama in English, or popular genres within the new canonical topography elaborated at the turn of the twenty-first century.
A pathbreaking introduction to eighteenth-century metaphors of the mind that recasts the grand narrative of the Enlightenment in terms of its tropes and figures. An encyclopedic dictionary along the lines of Voltaire’s classic Dictionnaire Philosophique, Metaphors of Mind provides an in-depth look at the myriad ways in which Enlightenment writers used figures of speech to characterize the mind. Drawn from Brad Pasanek’s massive online archive, http://metaphorized.net, this volume constitutes a veritable treasury of mental metaphorics. Dividing the book into eleven broad metaphorical categories—Animals, Coinage, Court, Empire, Fetters, Impressions, Inhabitants, Metal, Mirror, Rooms, and Writing—Pasanek maps out constellations of metaphors. He frames his collection of literary excerpts in each section with a more descriptive and theoretical discussion of what he calls “desultory reading,” a form of unsystematic perusal of writing frequently employed by Enlightenment thinkers. By surveying the printed past alongside the digital present, the book treats eighteenth-century writing as its topic while essentially exemplifying its rhetorical approach. More than an exercise in quotation, this intellectual history offers illuminating readings of fragmentary literary works and confrontations with neoclassical and contemporary theories of metaphor. The book’s entries complicate received ideas about Locke’s blank slate, question M. H. Abrams’ claims about mirrors and lamps, and chart changing frequencies of metal metaphors in a moment of industrial revolution. The book also responds to current anxieties about reading and the mass digitization of literature, touching on recent discussions of “distant reading,” “shallow reading,” and “surface reading.” Promoting critical and creative anachronism, Metaphors of Mind redefines the notion of an archive in the age of Amazon and Google Books.