Current discussions of the ‘problem of evil’ vary greatly in atleast two ways. First, those invol... more Current discussions of the ‘problem of evil’ vary greatly in atleast two ways. First, those involved in such discussions often differ on the exact nature of the problem. Some see it as primarily logical (deductive), some as primarily evidential (inductive), and still others as primarily psychological (personal, pastoral).1 Second, those involved in such discussions differ radically on what is required of the theist in response. Some claim that unless the theist can offer an explanation for evil (a theodicy) that is satisfying to rational individuals in general, theistic belief is rendered unjustified.2 Others agree that the theist must offer a theodicy, but deny that such an explanation must be found convincing by most if theistic belief is to remain justified.3 And still others deny that the theist is required to offer any sort of explanation (theodicy), arguing instead that the theist need only defend the logical consistency of simultaneous belief in the existence of evil and God.4
A major contradiction within liberal values lies between universal dignity and authentic identity... more A major contradiction within liberal values lies between universal dignity and authentic identity – “the former seeking commonality, in rights and immunities, while the latter seeks distinctiveness to be recognised and preserved”. We can find this tension abundantly within Aboriginal communities between the desire to remediate aspects of Aboriginal life to Western standards (particularly in terms of literacy and health) which we can broadly place under the heading ‘remedialism’, and the simultaneous desire to protect an essential difference in Aboriginal life by protecting their unique culture from being assimilated which we can group under the banner of ‘Orientalism’.
As demonstrated through historical comparison, this contradiction appears to have been a fundamental factor in Australia's paralysed efforts to close the gaps in health and education between Indigenous and non-indigenous Australian populations.
"Everything around you is mathematics," was famously said by the mathematician Shakuntala Devi. H... more "Everything around you is mathematics," was famously said by the mathematician Shakuntala Devi. However, perhaps we should add the enjoiner that everything around you can be mathematics but that this relies upon a critical orientation to mathematics and an approach to numeracy based on broader life circumstances which are taught under a cross-curricular approach. With these guiding principles in mind, I will be centring the following discussion on the history of the numeracy skills within the English discipline and the related opportunities which are present today within English classrooms.
Despite studies indicating numerous benefits to be gained by creative writing’s inclusion in high... more Despite studies indicating numerous benefits to be gained by creative writing’s inclusion in high-stakes assessment, there are crucial issues related to the practicality of such an inclusion. These issues concern the prospect of standardisation and accounting for artistic taste. In this paper, these issues are contextualised within aesthetic philosophy, contemporary Australian-based academic work, and by examples from literary art itself. Particularly, the aesthetics of philosopher Hans-Georg Gadamer, specifically those within his theory of hermeneutics, provide a novel and unique possibility for the genuine inclusion of creative writing within high-stakes assessment. In addition, while Gadamer’s hermeneutics demonstrate usefulness for this inclusion it also shines a light on pre-existent tensions within high-stakes assessment proper, providing a critical perspective on the currently dominant theoretical approach to text-based response of critical literacy, an approach which is argued to be complicit in the aforementioned paralysis of creative writing’s inclusion in high-stakes assessment.
The prospect of decolonising the Australian curriculum entails firstly that the effects of Austra... more The prospect of decolonising the Australian curriculum entails firstly that the effects of Australia's colonial past are active in the present, secondly that these effects are distinct and can be identified among the vast array of other historical forces, and lastly that these effects can be reversed. This essay will take the position that these effects cannot be reversed because they cannot be reliably identified. For reasons that will be explored, this is not disastrous.
The question on how the classic should be taught in schools has prompted much discussion in recen... more The question on how the classic should be taught in schools has prompted much discussion in recent history and, to borrow Swift's phrase, "whole rivulets of ink have been exhausted" in the service of various causes. These can be broadly sorted into two camps between various strains of politically conservative and progressive thinkers.
This opposition in relation to the classic's place in education has remained largely the same since the infamous 'canon wars' of the 1980s and 90s in which these battle lines were drawn. Yet despite the fervour of the clashes which carried on during and since the 'canon wars' for the sake of the classics, the presence of the classic text within English classrooms has declined. Over the past decades, contemporary texts are increasingly favoured on syllabuses, and classics-based subjects have dropped in enrolments at both secondary and tertiary levels of education. This decline can be seen not only in regard to the classic text but as a general symptom of the crisis within the human sciences as a whole, in which the question of the classic's value is emblematic
It is this crisis in the humanities, and the question of the classic's pedagogical value, which is emblematic of the crisis that provides the intellectual context for German philosopher Hans-Georg Gadamer and his unique development of philosophical hermeneutics. Gadamer's hermeneutics provides a unique insight into what constitutes a classic text and gives it a pedagogical role, as well as providing insight into the modern discourse around the classic
The incursion of modernity upon civilisation brought along with its many benefits a crisis of ide... more The incursion of modernity upon civilisation brought along with its many benefits a crisis of identity for the human being. This crisis of identity, generally speaking, can be divided in its fragmentation of the human’s ability to perceive one’s self through introspection and extrospection. That is to say, how one harmonises oneself within the chaos of his interiority – the mind, which is now understood within the structures of psychology, and within the chaos of one’s exteriority – namely, nature, which is now understood within the structure of the sciences.
This twofold fragmentation, in which the sciences have only contributed more detriment, has shattered the human figure and left him incoherent. In this essay, I will argue this fragmentation is best expressed in modernist literature and art, particularly the works of Samuel Barclay Beckett and Zhou Shuren, who wrote under the pen name Lu Xun. I will also argue that the efforts to recover, reassemble, and make coherent the human figure, are also expressed in modernist texts and in particular the surrealist painter and writer Leonora Carrington. The former and the latter arguments will be understood through the lens of the dichotomy between Apollonian and Dionysian elements as outlaid by Friedrich Nietzsche.
The poem of Beowulf is unique in being composed in a period of history roughly placed between pag... more The poem of Beowulf is unique in being composed in a period of history roughly placed between paganism and Christianity. As a logical reflection of this context, the content of the poem contains elements of both creeds. However, it is obscure in both content and context where the essence of the poem can be placed between these two seemingly incompatible beliefs systems. In this essay, I will address this obscurity, where it is found in content by forming an argument from allegorical evidence, namely Grendel’s origin and Beowulf’s death. And on the other in regard to the context as justified by Christian scholastic tradition. By both of these points, I will argue the poem is a fundamentally Christian text, or at the very least, that a purely pagan reading of the poem is not valid.
The question of appropriateness in teaching Indigenous perspectives as a non-indigenous PST is fa... more The question of appropriateness in teaching Indigenous perspectives as a non-indigenous PST is familiar in some respects and in others fairly novel. It is familiar in regard to the universal problems concerning how we can know and transmit knowledge to others, and unfamiliar because of the unique historical context of Aboriginal culture. It is no surprise some non-indigenous PSTs would feel apprehensive at the prospect of teaching Indigenous perspectives because of the resemblance that such a task has to past instances of forceful assimilation, such as represented by the Stolen Generation (Cassidy, 2006). To be precise, the fear which an apprehensive PST feels is the fear of committing erasure – that their teaching of Indigenous perspectives will be inevitably inauthentic because of a lack of lived experience of indigeneity and the presence of their own corrupting prejudices and biases. It is highly problematic if this fear is justified since Aboriginal educators make up less than one percent of the total employed teachers in Australia and also because Indigenous knowledge is explicitly included within Australian Professional Teaching focus areas 1.4 and 2.4.
It would be presumptuous to assume the application of mathematics is not situated in a culture or... more It would be presumptuous to assume the application of mathematics is not situated in a culture or tradition. However, it would be another error altogether to assume that mathematics itself is entirely subjective when its use and purpose relies upon its universality as an abstract concept. This abstract quality allows for one of mathematics’ greatest strength, its assimilationist nature. This nature of integration that defines mathematics is not arbitrary but, on the contrary, is part of its historical and cultural tradition as born of Enlightenment and Renaissance values.
In this manner did algebra come to the Western world from the Arab world, in this manner did our numerals come from India. However, integration is not synonymous with pluralism, it is not an inclusion of diverse ranges of mathematical methods per se (on virtue of their diversity) but, rather, affords the right to discard and dismiss what is redundant or ineffective. The cold beauty of mathematics lies not only in its impartiality in accepting concepts but also, by that same impartiality, in its rejection of them.
This essay concerns a case study based upon a single student's essay response to a text (Appendix... more This essay concerns a case study based upon a single student's essay response to a text (Appendix A). The student has not achieved a satisfactory level of engagement with the deeper ideas of the text through the prompt. This is the main issue which underpins the several focus areas of improvement that I would set for this student – who, as I will argue, represents a widespread failure in how the literary analysis essay is approached within Australian schools. The solutions present concern etymology and cooperative inquiry models.
Lyotard argues that Newman’s works speak of nothing and cannot be perceived to have come from the... more Lyotard argues that Newman’s works speak of nothing and cannot be perceived to have come from the artist - instead, what is left is mere presentation, pure presence, it contains no allusions though it has the ingredients of a typical artwork - dimensions, colour, lines. It differs from the dominant historical tradition of art that relies on representation, though it still contains a subject matter; namely, time, which is expressed through the sublime. However, in this essay, I argue that Lyotard’s criteria that he sets out for Newman’s paintings is not logically consistent with the concept of art, whether his paintings achieve that criteria or not. I will argue this in regard to the concept of representation in art, the sublime in art, and art’s relation to nature. This argument is constructed in reference to the aesthetic philosophy of film maker Andrei Tarkovsky, as written in Sculpting in Time.
Before one develops their praxis (the application of theory into practice) one should first seek ... more Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of the relationship between theory and practice. It is this principle that will guide the structure of this essay, beginning first with the identification and evaluative comparison of the two theoretical schools of behaviourism and humanistic psychoeducation, looking first at each school in its broad defining features and then analysing and comparing the particular strains of each theory that are of importance to pedagogical practice. Using this comparison we will then bring the discussion to concrete uses within the environment of the classroom.
Both Hopkins' The Windhover and Yeats' The Wild Swans at Coole feature the symbol of birds and a ... more Both Hopkins' The Windhover and Yeats' The Wild Swans at Coole feature the symbol of birds and a great deal of lamenting on the tedium of life and inevitability of death. However, in sum Yeats does not believe in the renewal that Hopkin rejoices in. They both can bear witness to the absolute, the Muse, the divine, and to Hopkins the embodiment of that in Christ, but Yeats does not have the optimism that “sheer plod makes plough down sillion shine,” as he finds only dried dirt under his feet that has no potential for life, or for rebirth.
‘Poeta nascitur, non fit’ dictates the famous aphorism – poets are born, not made. And though thi... more ‘Poeta nascitur, non fit’ dictates the famous aphorism – poets are born, not made. And though this three-lesson plan will concern itself with writing literary criticism and not poetry proper, it will nonetheless need to accommodate the subjective and didactic-resisting nature which rightfully belongs to the tradition of poetry. In admitting this, I do not wish to convey that student ability in regard to poetry analysis cannot be measured in precise objective terms but only that these objects of precision are often acquired as merely conventional, inert or abstracted. This invites students to question inter alia the relevancy of metre and rhyme when free verse is also a perfectly valid form of poetry, or why a sonnet has fourteen lines and a haiku has three, in short, it invites students to question what the point of poetry is at all. To answer such contentious questions is difficult but to neglect them would be inviting disengagement, expressed as either visible boredom in students with higher motivational needs and in less visible symptoms for students who persevere with abstracted notions of devices, forms, and meanings. To teach this way is not to teach poetry but a denatured version irrelevant outside of the classroom walls. The true goal should be to teach not only the precise terms and skills unique to poetry but also, as Dewey (1912) contends, its relevancy in the world as a genuine idea rather than a collection of mere abstractions
As part of his overarching problem of evil argument, John Leslie Mackie discusses the possible re... more As part of his overarching problem of evil argument, John Leslie Mackie discusses the possible rebuttal that the universe containing some evil is better than it could be if it had none. However one might take the stance that some evil is indeed better than none in both an aesthetic and progressive sense despite this ordered system. One could also argue for the free will defence as an extension of my refutation of Mackie’s arguments which are unsupported by its premises due to Mackie’s reliance on compatibilism which can be argued to be illogical.
While Heidegger’s account of art unconcealing a world is argued in comparison to an Ancient Greek... more While Heidegger’s account of art unconcealing a world is argued in comparison to an Ancient Greek temple, his argument is still relevant to contemporary art which can be demonstrated even in reference to artwork like Pablo Picasso’s Guernica.
Current discussions of the ‘problem of evil’ vary greatly in atleast two ways. First, those invol... more Current discussions of the ‘problem of evil’ vary greatly in atleast two ways. First, those involved in such discussions often differ on the exact nature of the problem. Some see it as primarily logical (deductive), some as primarily evidential (inductive), and still others as primarily psychological (personal, pastoral).1 Second, those involved in such discussions differ radically on what is required of the theist in response. Some claim that unless the theist can offer an explanation for evil (a theodicy) that is satisfying to rational individuals in general, theistic belief is rendered unjustified.2 Others agree that the theist must offer a theodicy, but deny that such an explanation must be found convincing by most if theistic belief is to remain justified.3 And still others deny that the theist is required to offer any sort of explanation (theodicy), arguing instead that the theist need only defend the logical consistency of simultaneous belief in the existence of evil and God.4
A major contradiction within liberal values lies between universal dignity and authentic identity... more A major contradiction within liberal values lies between universal dignity and authentic identity – “the former seeking commonality, in rights and immunities, while the latter seeks distinctiveness to be recognised and preserved”. We can find this tension abundantly within Aboriginal communities between the desire to remediate aspects of Aboriginal life to Western standards (particularly in terms of literacy and health) which we can broadly place under the heading ‘remedialism’, and the simultaneous desire to protect an essential difference in Aboriginal life by protecting their unique culture from being assimilated which we can group under the banner of ‘Orientalism’.
As demonstrated through historical comparison, this contradiction appears to have been a fundamental factor in Australia's paralysed efforts to close the gaps in health and education between Indigenous and non-indigenous Australian populations.
"Everything around you is mathematics," was famously said by the mathematician Shakuntala Devi. H... more "Everything around you is mathematics," was famously said by the mathematician Shakuntala Devi. However, perhaps we should add the enjoiner that everything around you can be mathematics but that this relies upon a critical orientation to mathematics and an approach to numeracy based on broader life circumstances which are taught under a cross-curricular approach. With these guiding principles in mind, I will be centring the following discussion on the history of the numeracy skills within the English discipline and the related opportunities which are present today within English classrooms.
Despite studies indicating numerous benefits to be gained by creative writing’s inclusion in high... more Despite studies indicating numerous benefits to be gained by creative writing’s inclusion in high-stakes assessment, there are crucial issues related to the practicality of such an inclusion. These issues concern the prospect of standardisation and accounting for artistic taste. In this paper, these issues are contextualised within aesthetic philosophy, contemporary Australian-based academic work, and by examples from literary art itself. Particularly, the aesthetics of philosopher Hans-Georg Gadamer, specifically those within his theory of hermeneutics, provide a novel and unique possibility for the genuine inclusion of creative writing within high-stakes assessment. In addition, while Gadamer’s hermeneutics demonstrate usefulness for this inclusion it also shines a light on pre-existent tensions within high-stakes assessment proper, providing a critical perspective on the currently dominant theoretical approach to text-based response of critical literacy, an approach which is argued to be complicit in the aforementioned paralysis of creative writing’s inclusion in high-stakes assessment.
The prospect of decolonising the Australian curriculum entails firstly that the effects of Austra... more The prospect of decolonising the Australian curriculum entails firstly that the effects of Australia's colonial past are active in the present, secondly that these effects are distinct and can be identified among the vast array of other historical forces, and lastly that these effects can be reversed. This essay will take the position that these effects cannot be reversed because they cannot be reliably identified. For reasons that will be explored, this is not disastrous.
The question on how the classic should be taught in schools has prompted much discussion in recen... more The question on how the classic should be taught in schools has prompted much discussion in recent history and, to borrow Swift's phrase, "whole rivulets of ink have been exhausted" in the service of various causes. These can be broadly sorted into two camps between various strains of politically conservative and progressive thinkers.
This opposition in relation to the classic's place in education has remained largely the same since the infamous 'canon wars' of the 1980s and 90s in which these battle lines were drawn. Yet despite the fervour of the clashes which carried on during and since the 'canon wars' for the sake of the classics, the presence of the classic text within English classrooms has declined. Over the past decades, contemporary texts are increasingly favoured on syllabuses, and classics-based subjects have dropped in enrolments at both secondary and tertiary levels of education. This decline can be seen not only in regard to the classic text but as a general symptom of the crisis within the human sciences as a whole, in which the question of the classic's value is emblematic
It is this crisis in the humanities, and the question of the classic's pedagogical value, which is emblematic of the crisis that provides the intellectual context for German philosopher Hans-Georg Gadamer and his unique development of philosophical hermeneutics. Gadamer's hermeneutics provides a unique insight into what constitutes a classic text and gives it a pedagogical role, as well as providing insight into the modern discourse around the classic
The incursion of modernity upon civilisation brought along with its many benefits a crisis of ide... more The incursion of modernity upon civilisation brought along with its many benefits a crisis of identity for the human being. This crisis of identity, generally speaking, can be divided in its fragmentation of the human’s ability to perceive one’s self through introspection and extrospection. That is to say, how one harmonises oneself within the chaos of his interiority – the mind, which is now understood within the structures of psychology, and within the chaos of one’s exteriority – namely, nature, which is now understood within the structure of the sciences.
This twofold fragmentation, in which the sciences have only contributed more detriment, has shattered the human figure and left him incoherent. In this essay, I will argue this fragmentation is best expressed in modernist literature and art, particularly the works of Samuel Barclay Beckett and Zhou Shuren, who wrote under the pen name Lu Xun. I will also argue that the efforts to recover, reassemble, and make coherent the human figure, are also expressed in modernist texts and in particular the surrealist painter and writer Leonora Carrington. The former and the latter arguments will be understood through the lens of the dichotomy between Apollonian and Dionysian elements as outlaid by Friedrich Nietzsche.
The poem of Beowulf is unique in being composed in a period of history roughly placed between pag... more The poem of Beowulf is unique in being composed in a period of history roughly placed between paganism and Christianity. As a logical reflection of this context, the content of the poem contains elements of both creeds. However, it is obscure in both content and context where the essence of the poem can be placed between these two seemingly incompatible beliefs systems. In this essay, I will address this obscurity, where it is found in content by forming an argument from allegorical evidence, namely Grendel’s origin and Beowulf’s death. And on the other in regard to the context as justified by Christian scholastic tradition. By both of these points, I will argue the poem is a fundamentally Christian text, or at the very least, that a purely pagan reading of the poem is not valid.
The question of appropriateness in teaching Indigenous perspectives as a non-indigenous PST is fa... more The question of appropriateness in teaching Indigenous perspectives as a non-indigenous PST is familiar in some respects and in others fairly novel. It is familiar in regard to the universal problems concerning how we can know and transmit knowledge to others, and unfamiliar because of the unique historical context of Aboriginal culture. It is no surprise some non-indigenous PSTs would feel apprehensive at the prospect of teaching Indigenous perspectives because of the resemblance that such a task has to past instances of forceful assimilation, such as represented by the Stolen Generation (Cassidy, 2006). To be precise, the fear which an apprehensive PST feels is the fear of committing erasure – that their teaching of Indigenous perspectives will be inevitably inauthentic because of a lack of lived experience of indigeneity and the presence of their own corrupting prejudices and biases. It is highly problematic if this fear is justified since Aboriginal educators make up less than one percent of the total employed teachers in Australia and also because Indigenous knowledge is explicitly included within Australian Professional Teaching focus areas 1.4 and 2.4.
It would be presumptuous to assume the application of mathematics is not situated in a culture or... more It would be presumptuous to assume the application of mathematics is not situated in a culture or tradition. However, it would be another error altogether to assume that mathematics itself is entirely subjective when its use and purpose relies upon its universality as an abstract concept. This abstract quality allows for one of mathematics’ greatest strength, its assimilationist nature. This nature of integration that defines mathematics is not arbitrary but, on the contrary, is part of its historical and cultural tradition as born of Enlightenment and Renaissance values.
In this manner did algebra come to the Western world from the Arab world, in this manner did our numerals come from India. However, integration is not synonymous with pluralism, it is not an inclusion of diverse ranges of mathematical methods per se (on virtue of their diversity) but, rather, affords the right to discard and dismiss what is redundant or ineffective. The cold beauty of mathematics lies not only in its impartiality in accepting concepts but also, by that same impartiality, in its rejection of them.
This essay concerns a case study based upon a single student's essay response to a text (Appendix... more This essay concerns a case study based upon a single student's essay response to a text (Appendix A). The student has not achieved a satisfactory level of engagement with the deeper ideas of the text through the prompt. This is the main issue which underpins the several focus areas of improvement that I would set for this student – who, as I will argue, represents a widespread failure in how the literary analysis essay is approached within Australian schools. The solutions present concern etymology and cooperative inquiry models.
Lyotard argues that Newman’s works speak of nothing and cannot be perceived to have come from the... more Lyotard argues that Newman’s works speak of nothing and cannot be perceived to have come from the artist - instead, what is left is mere presentation, pure presence, it contains no allusions though it has the ingredients of a typical artwork - dimensions, colour, lines. It differs from the dominant historical tradition of art that relies on representation, though it still contains a subject matter; namely, time, which is expressed through the sublime. However, in this essay, I argue that Lyotard’s criteria that he sets out for Newman’s paintings is not logically consistent with the concept of art, whether his paintings achieve that criteria or not. I will argue this in regard to the concept of representation in art, the sublime in art, and art’s relation to nature. This argument is constructed in reference to the aesthetic philosophy of film maker Andrei Tarkovsky, as written in Sculpting in Time.
Before one develops their praxis (the application of theory into practice) one should first seek ... more Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of the relationship between theory and practice. It is this principle that will guide the structure of this essay, beginning first with the identification and evaluative comparison of the two theoretical schools of behaviourism and humanistic psychoeducation, looking first at each school in its broad defining features and then analysing and comparing the particular strains of each theory that are of importance to pedagogical practice. Using this comparison we will then bring the discussion to concrete uses within the environment of the classroom.
Both Hopkins' The Windhover and Yeats' The Wild Swans at Coole feature the symbol of birds and a ... more Both Hopkins' The Windhover and Yeats' The Wild Swans at Coole feature the symbol of birds and a great deal of lamenting on the tedium of life and inevitability of death. However, in sum Yeats does not believe in the renewal that Hopkin rejoices in. They both can bear witness to the absolute, the Muse, the divine, and to Hopkins the embodiment of that in Christ, but Yeats does not have the optimism that “sheer plod makes plough down sillion shine,” as he finds only dried dirt under his feet that has no potential for life, or for rebirth.
‘Poeta nascitur, non fit’ dictates the famous aphorism – poets are born, not made. And though thi... more ‘Poeta nascitur, non fit’ dictates the famous aphorism – poets are born, not made. And though this three-lesson plan will concern itself with writing literary criticism and not poetry proper, it will nonetheless need to accommodate the subjective and didactic-resisting nature which rightfully belongs to the tradition of poetry. In admitting this, I do not wish to convey that student ability in regard to poetry analysis cannot be measured in precise objective terms but only that these objects of precision are often acquired as merely conventional, inert or abstracted. This invites students to question inter alia the relevancy of metre and rhyme when free verse is also a perfectly valid form of poetry, or why a sonnet has fourteen lines and a haiku has three, in short, it invites students to question what the point of poetry is at all. To answer such contentious questions is difficult but to neglect them would be inviting disengagement, expressed as either visible boredom in students with higher motivational needs and in less visible symptoms for students who persevere with abstracted notions of devices, forms, and meanings. To teach this way is not to teach poetry but a denatured version irrelevant outside of the classroom walls. The true goal should be to teach not only the precise terms and skills unique to poetry but also, as Dewey (1912) contends, its relevancy in the world as a genuine idea rather than a collection of mere abstractions
As part of his overarching problem of evil argument, John Leslie Mackie discusses the possible re... more As part of his overarching problem of evil argument, John Leslie Mackie discusses the possible rebuttal that the universe containing some evil is better than it could be if it had none. However one might take the stance that some evil is indeed better than none in both an aesthetic and progressive sense despite this ordered system. One could also argue for the free will defence as an extension of my refutation of Mackie’s arguments which are unsupported by its premises due to Mackie’s reliance on compatibilism which can be argued to be illogical.
While Heidegger’s account of art unconcealing a world is argued in comparison to an Ancient Greek... more While Heidegger’s account of art unconcealing a world is argued in comparison to an Ancient Greek temple, his argument is still relevant to contemporary art which can be demonstrated even in reference to artwork like Pablo Picasso’s Guernica.
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As demonstrated through historical comparison, this contradiction appears to have been a fundamental factor in Australia's paralysed efforts to close the gaps in health and education between Indigenous and non-indigenous Australian populations.
This opposition in relation to the classic's place in education has remained largely the same since the infamous 'canon wars' of the 1980s and 90s in which these battle lines were drawn. Yet despite the fervour of the clashes which carried on during and since the 'canon wars' for the sake of the classics, the presence of the classic text within English classrooms has declined. Over the past decades, contemporary texts are increasingly favoured on syllabuses, and classics-based subjects have dropped in enrolments at both secondary and tertiary levels of education. This decline can be seen not only in regard to the classic text but as a general symptom of the crisis within the human sciences as a whole, in which the question of the classic's value is emblematic
It is this crisis in the humanities, and the question of the classic's pedagogical value, which is emblematic of the crisis that provides the intellectual context for German philosopher Hans-Georg Gadamer and his unique development of philosophical hermeneutics. Gadamer's hermeneutics provides a unique insight into what constitutes a classic text and gives it a pedagogical role, as well as providing insight into the modern discourse around the classic
This twofold fragmentation, in which the sciences have only contributed more detriment, has shattered the human figure and left him incoherent. In this essay, I will argue this fragmentation is best expressed in modernist literature and art, particularly the works of Samuel Barclay Beckett and Zhou Shuren, who wrote under the pen name Lu Xun. I will also argue that the efforts to recover, reassemble, and make coherent the human figure, are also expressed in modernist texts and in particular the surrealist painter and writer Leonora Carrington. The former and the latter arguments will be understood through the lens of the dichotomy between Apollonian and Dionysian elements as outlaid by Friedrich Nietzsche.
In this manner did algebra come to the Western world from the Arab world, in this manner did our numerals come from India. However, integration is not synonymous with pluralism, it is not an inclusion of diverse ranges of mathematical methods per se (on virtue of their diversity) but, rather, affords the right to discard and dismiss what is redundant or ineffective. The cold beauty of mathematics lies not only in its impartiality in accepting concepts but also, by that same impartiality, in its rejection of them.
As demonstrated through historical comparison, this contradiction appears to have been a fundamental factor in Australia's paralysed efforts to close the gaps in health and education between Indigenous and non-indigenous Australian populations.
This opposition in relation to the classic's place in education has remained largely the same since the infamous 'canon wars' of the 1980s and 90s in which these battle lines were drawn. Yet despite the fervour of the clashes which carried on during and since the 'canon wars' for the sake of the classics, the presence of the classic text within English classrooms has declined. Over the past decades, contemporary texts are increasingly favoured on syllabuses, and classics-based subjects have dropped in enrolments at both secondary and tertiary levels of education. This decline can be seen not only in regard to the classic text but as a general symptom of the crisis within the human sciences as a whole, in which the question of the classic's value is emblematic
It is this crisis in the humanities, and the question of the classic's pedagogical value, which is emblematic of the crisis that provides the intellectual context for German philosopher Hans-Georg Gadamer and his unique development of philosophical hermeneutics. Gadamer's hermeneutics provides a unique insight into what constitutes a classic text and gives it a pedagogical role, as well as providing insight into the modern discourse around the classic
This twofold fragmentation, in which the sciences have only contributed more detriment, has shattered the human figure and left him incoherent. In this essay, I will argue this fragmentation is best expressed in modernist literature and art, particularly the works of Samuel Barclay Beckett and Zhou Shuren, who wrote under the pen name Lu Xun. I will also argue that the efforts to recover, reassemble, and make coherent the human figure, are also expressed in modernist texts and in particular the surrealist painter and writer Leonora Carrington. The former and the latter arguments will be understood through the lens of the dichotomy between Apollonian and Dionysian elements as outlaid by Friedrich Nietzsche.
In this manner did algebra come to the Western world from the Arab world, in this manner did our numerals come from India. However, integration is not synonymous with pluralism, it is not an inclusion of diverse ranges of mathematical methods per se (on virtue of their diversity) but, rather, affords the right to discard and dismiss what is redundant or ineffective. The cold beauty of mathematics lies not only in its impartiality in accepting concepts but also, by that same impartiality, in its rejection of them.