A Holy Curiosity: Transformative Self-Directed Learning to Breakthrough New Knowledge in the Case of Einstein
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Radical Education Workbook in Britain in 2010
RADICAL EDUCATION WORK- BOOK CONTENTS Introduction1Self-Organisation TheMakingoftheWorkbook 2 FreeUniversityofLiverpool 19 HowtoUsetheWorkbook? 2 WorkerEducation 20 WhoMadetheWorkbook? 2 Self-Reliance:DiscussionontheUniversityofIslam 21 OpenArchive:56AInfoshop 22 ChallengingImposedCurricula Funding 23 Anti-ImperialEducation 4 X-Talk 24 SexandRelationshipsEducation 5 CitizenshipEducation 6 UsingthePedagogiesoftheOppressed L’EcoleModerne 8 PopularEducationandGuerillaWar(ElSalvador) 26 TheImage 27 Collectivity Power/Occupation 28 CircleTime 11 AFreirianPedagogyfortheEsolClassroom 30 EducationAgainstEmpire 12 BodyPedagogy 32 Collectivity 14 DoubtinGroups 15 ReadingList 33 DemocracyinSchools 16 2 Introduction Asacollectiveofstudentsandeducatorsworking Thisabsenceofcriticalapproachestocurriculum The‘Radical’inRadicalEducation inadiversityofsettings,fromprimaryschools alsoexistswithinsocialmovementsthemselves. Ouruseofthetermradicalisnotmeanttomake touniversities,socialcentrestoswimmingpools, Wheremanyradicalbookshopshaveextensive grandclaimsofpoliticalpurity,nortobeoff- andstraddlingthisworkwithourinvolvement sectionsofpoliticalanalysistheyrarelyhave puttingforthosewhodon’tthinkofthemselves instrugglesontheEducationfront,wefound sectionsoncommunityorganising,popular as‘radicals’.Itisusedprovisionallytomark ourselvespoorlyeducatedinthehistoriesof education,radicalresearchortheirhistories. outaterrainofpracticethatincludespopular radicaleducationthathavecirculatedintheUK Manymovementorganisersarenotawareofthese educationandresearch,militantorco-research, -
Vindicating Karma: Jazz and the Black Arts Movement
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2007 Vindicating karma: jazz and the Black Arts movement/ W. S. Tkweme University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Tkweme, W. S., "Vindicating karma: jazz and the Black Arts movement/" (2007). Doctoral Dissertations 1896 - February 2014. 924. https://scholarworks.umass.edu/dissertations_1/924 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. University of Massachusetts Amherst Library Digitized by the Internet Archive in 2014 https://archive.org/details/vindicatingkarmaOOtkwe This is an authorized facsimile, made from the microfilm master copy of the original dissertation or master thesis published by UMI. The bibliographic information for this thesis is contained in UMTs Dissertation Abstracts database, the only central source for accessing almost every doctoral dissertation accepted in North America since 1861. Dissertation UMI Services From:Pro£vuest COMPANY 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Michigan 48106-1346 USA 800.521.0600 734.761.4700 web www.il.proquest.com Printed in 2007 by digital xerographic process on acid-free paper V INDICATING KARMA: JAZZ AND THE BLACK ARTS MOVEMENT A Dissertation Presented by W.S. TKWEME Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2007 W.E.B. -
Self-Directed Learning: Status of Final Year Students and Perceptions of Faculty Leadership in a Nigerian Medical School – a Mixed Analysis Study
Self-directed learning: Status of final year students and perceptions of faculty leadership in a Nigerian medical school – a mixed analysis study. Timothy Eyo Nottidge Supervisor: Dr Alwyn Louw A Research Assignment Submitted in Partial Fulfilment for the Degree of Master of Philosophy in Health Sciences Education, University of Stellenbosch December 2014 Stellenbosch University http://scholar.sun.ac.za DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: September, 2014 Copyright © Stellenbosch University All rights reserved 2 Stellenbosch University http://scholar.sun.ac.za List of abbreviations SDL – Self-directed learning COHUU – College of Health Sciences University of Uyo MDCN – Medical and Dental Council of Nigeria COMUI – College of Medicine, University of Ibadan SRSSDL – Self-rating scale for self-directed learning SRL – Self-regulated learning PBL – Problem-based learning CanMEDS – a Physician competency framework developed by the Royal College of Physicians and Surgeons of Canada Definitions The following words used in this report are defined to provide an easier grasp of its context: Perception “A particular way of understanding or thinking about something”. (Macmillan English Dictionary, 2002) Provost (University of Uyo perception) The chief executive officer of the college of health sciences Faculty The members of both the basic and clinical faculty leadership, who participated in the focus group discussion. -
Sounding Nostalgia in Post-World War I Paris
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 Sounding Nostalgia In Post-World War I Paris Tristan Paré-Morin University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Recommended Citation Paré-Morin, Tristan, "Sounding Nostalgia In Post-World War I Paris" (2019). Publicly Accessible Penn Dissertations. 3399. https://repository.upenn.edu/edissertations/3399 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3399 For more information, please contact [email protected]. Sounding Nostalgia In Post-World War I Paris Abstract In the years that immediately followed the Armistice of November 11, 1918, Paris was at a turning point in its history: the aftermath of the Great War overlapped with the early stages of what is commonly perceived as a decade of rejuvenation. This transitional period was marked by tension between the preservation (and reconstruction) of a certain prewar heritage and the negation of that heritage through a series of social and cultural innovations. In this dissertation, I examine the intricate role that nostalgia played across various conflicting experiences of sound and music in the cultural institutions and popular media of the city of Paris during that transition to peace, around 1919-1920. I show how artists understood nostalgia as an affective concept and how they employed it as a creative resource that served multiple personal, social, cultural, and national functions. Rather than using the term “nostalgia” as a mere diagnosis of temporal longing, I revert to the capricious definitions of the early twentieth century in order to propose a notion of nostalgia as a set of interconnected forms of longing. -
An Analysis of Gifted Education Curriculum
VANTASSEL-BASKA AND BROWN 4 AN ANALYSIS OF Chapter GIFTED EDUCATION CURRICULUM MODELS BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN Much of gifted education as a field rests on the approaches that are used to serve gifted students in schools and other con- texts. Consequently, the importance of programmatic and cur- riculum models cannot be overestimated. The purpose of this chapter is to systematically review existing program/curriculum models in the field and to determine the evidence for their use and their effectiveness with gifted populations. Although origi- nally conceived as a study more than a decade ago, the models contained herein have been updated with more recent research support as it has become available and as related work on appro- priate curriculum for the gifted has been conceptualized. History of Curriculum Models The history of curriculum development for the gifted has been fraught with problems, similar to the general history of cur- riculum development in this country. Some of the most success- ful curriculum models for gifted learners have been developed 107 108 METHODS AND MATERIALS FOR TEACHING THE GIFTED based on acceleration principles for advanced secondary students (VanTassel- ROWN B Baska, 1998). Many educators worldwide perceive the International Baccalaureate (IB) program and the College Board’s Advanced Placement (AP) program as rep- AND resenting the highest levels of academic attainment available. These programs are ASKA thought to provide important stepping stones to successful college work because -B they constitute the entry levels of such work. Thus, one approach to curriculum development for the gifted may be seen as a “design down” model, where all ASSEL T curricula at the K–12 level are organized to promote readiness for college and the AN V process is both accelerated and shortened along the way for the most apt. -
Autodidacticism - Wikipedia, the Free Encyclopedia 4/13/09 9:09 AM
Autodidacticism - Wikipedia, the free encyclopedia 4/13/09 9:09 AM Autodidacticism From Wikipedia, the free encyclopedia Autodidacticism (also autodidactism) is self-education or self-directed learning. An autodidact is a mostly self-taught person, as opposed to learning in a school setting or from a tutor. A person may become an autodidact at nearly any point in his or her life. While some may have been educated in a conventional manner in a particular field, they may choose to educate themselves in other, often unrelated areas. Self-teaching and self-directed learning are not necessarily lonely processes. Some autodidacts spend a great deal of time in libraries or on educative websites. Many, according to their plan for learning, avail themselves of instruction from family members, friends, or other associates (although strictly speaking this might not be considered autodidactic). Indeed, the term "self-taught" is something of a journalistic trope these days, and is often used to signify "non-traditionally educated", which is entirely different. Inquiry into autodidacticism has implications for learning theory, educational research, educational philosophy, and educational psychology. Contents 1 Notable autodidacts 2 Autodidactism in fiction 3 See also 4 References 5 Further reading 6 External links Notable autodidacts Occasionally, individuals have sought to excel in subjects outside the mainstream of conventional education: Socrates, Descartes, Avicenna, Benjamin Franklin, George Bernard Shaw, Feodor Chaliapin, Abraham Lincoln, Thomas Alva Edison, and Malcolm X were autodidacts. http://en.wikipedia.org/wiki/Autodidacticism Page 1 of 5 Autodidacticism - Wikipedia, the free encyclopedia 4/13/09 9:09 AM While Karl Popper did receive a college education, he never took courses in philosophy, and he did his initial work in the philosophy of science during the late 1920s and early 1930s while he was teaching science and math in high school. -
Autodidacticism Method Teaching ) Apps: Interactive Learning Method for Students Preparation Before Having Class
ATM ( AUTODIDACTICISM METHOD TEACHING ) APPS: INTERACTIVE LEARNING METHOD FOR STUDENTS PREPARATION BEFORE HAVING CLASS 1NAUFAL GAZALI 1,Faculty Of Islamic Studies,Islamic University Of Indonesia ( UII ) E-mail: [email protected] Abstract- Autodidact or Self-taught is a way of learning that naturally existing in the private figure. Students will set personal achievement, responding to what is required, failure and curiosity. They look for and involved in things that can help them to learn and seek feedback to monitor their progress and improve their performance. However, the education system that we have today are not yet supporting tens of millions of students in Indonesia with adequate facilities, so that it can erode their natural motivation indirectly. TEMA Apps implementation of multimedia-based learning to ensure equal distribution of teachers and quality of education for elementary-high school. applications can be installed and run on certain electronic devices. This application has been obtained in a flash that will be distributed free to all schools. In it there are many options the subject matter and simulation questions that have been filled by Tutor-tutor TEMA. In addition, the use of language that is exciting so that students more easily understand and produce interactive learning. implementation of this method will be done with a technique that is applicable to long-term and consistent. Such techniques can be done by implementing the two concepts TEMA Concentrated and Inclusive Concept are done constantly and evaluation of the implementation is done. Of course, in implementing this method will be found obstacles or challenges such as the difficulty of working with the relevant parties in the implementation of the method TEMA. -
2006–07 Annual Report (PDF)
What canI do? Can hatred be stopped? Will future generations remember the Holocaust? After the Holocaust, why can’t the world stop genocide? What canI do? Am I a bystander? A living memorial to the Holocaust, the United States Holocaust Memorial Museum inspires leaders and citizens to confront hatred, prevent genocide, promote human dignity and strengthen democracy. Federal support guarantees the Museum’s permanent place on the National Mall, but its educational programs and global outreach are made possible by the generosity of donors nationwide through annual and legacy giving. 2006–07 | ANNUAL REPORT UNITED STATES HOLOCAUST MEMORIAL MUSEUM UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org 100 Raoul Wallenberg Place, SW Washington, DC 20024-2126 ushmm.org What must be done? What is the Museum’s role in the 21st century? What have we learned from history? From Our Leadership he crimes of the Holocaust were once described as “so calculated, so malignant, and Tso devastating that civilization cannot bear their being ignored because it cannot survive their being repeated.” How do we move from memory to action? When Justice Robert Jackson uttered these words at Nuremberg, could he have possibly imagined that six decades later his assertion would be a matter of doubt? These words marked what seemed to be a pivotal moment, a watershed in which all that followed would remain in the long shadow of the crime. There was a commitment to not ignore, to not repeat. Yet today, we must ask: Have we arrived at another pivotal moment in which the nature of the crime feels quite relevant, yet the commitment to prevent another human tragedy quite hollow? What must be done? What can we do as individuals? As institutions? | FROM OUR LEADERSHIP 1 For us the key question is: What is the role of the United States Holocaust Memorial Museum? 2 | CONFRONTING ANTISEMITISM AND DENIAL 16 | PREVENTING GENOCIDE The Museum cannot eliminate evil and hatred. -
Divercity – Global Cities As a Literary Phenomenon
Melanie U. Pooch DiverCity – Global Cities as a Literary Phenomenon Lettre Melanie U. Pooch received her doctoral degree at the University of Mannheim, Germany. Her research interests include Corporate Responsibility and North American cultural, urban, and literary studies in a globalizing age. Melanie U. Pooch DiverCity – Global Cities as a Literary Phenomenon Toronto, New York, and Los Angeles in a Globalizing Age The original version of this manuscript was submitted as a doctoral dissertation to the University of Mannheim. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Natio- nalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de © 2016 transcript Verlag, Bielefeld All rights reserved. No part of this book may be reprinted or reproduced or uti- lized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any infor- mation storage or retrieval system, without permission in writing from the publisher. Cover layout: Kordula Röckenhaus, Bielefeld Cover illustration: New York City 2007 by Michela Zangiacomi Busch, Sulz- burg; © M.U. Pooch Printed in Germany Print-ISBN 978-3-8376-3541-6 PDF-ISBN 978-3-8394-3541-0 Contents Acknowledgements | 7 1 Introduction | 9 2 Globalization and Its Effects | 15 2.1 Mapping Globalization | 15 2.2 Global Consensus | 18 2.3 Global Controversies | 23 3 Global Cities as Cultural Nodal Points -
Anti-Semitism and Zionism
Bachelor Thesis Natuur- en Sterrenkunde Einstein and Spinoza in Weimar Germany by Nicolaas J. Geijer October 2019 Studentnumber 11000058 Supervisor Prof. Dr. Jeroen van Dongen Table of Contents Table of Contents .............................................................................................................. 1 Introduction ........................................................................................................................ 2 Jewish Emancipation ....................................................................................................... 4 Spinoza .......................................................................................................................................... 5 Einstein .......................................................................................................................................... 7 Einstein and the Jewish Renaissance ....................................................................... 11 World War I ............................................................................................................................... 12 Ostjuden ...................................................................................................................................... 14 Spinoza the Authentic Jew ............................................................................................ 16 The Heidelberg Affair ............................................................................................................. 18 Anti-Semitism and -
Einstein for the 21St Century
Einstein for the 21st Century Einstein for the 21st Century HIS LEGACY IN SCIENCE, ART, AND MODERN CULTURE Peter L. Galison, Gerald Holton, and Silvan S. Schweber, Editors princeton university press | princeton and oxford Copyright © 2008 by Princeton University Press Published by Princeton University Press, 41 William Street, Princeton, New Jersey 08540 In the United Kingdom: Princeton University Press, 6 Oxford Street, Woodstock, Oxfordshire OX20 1TW All Rights Reserved Library of Congress Cataloging-in-Publication Data Einstein for the twenty-first century: His legacy in science, art, and modern culture / Peter L. Galison, Gerald Holton, and Silvan S. Schweber, editors. p. cm. Includes bibliographical references and index. ISBN 978-0-691-13520-5 (hardcover : acid-free paper) 1. Einstein, Albert, 1879–1955—Influence. I. Galison, Peter Louis. II. Holton, Gerald James. III. Schweber, S. S. (Silvan S.) IV. Title: Einstein for the 21st century. QC16.E5E446 2008 530.092—dc22 2007034853 British Library Cataloging-in-Publication Data is available This book has been composed in Aldus and Trajan Printed on acid-free paper. ∞ press.princeton.edu Printed in the United States of America 13579108642 Contents Introduction ix part 1 Solitude and World 1 Who Was Einstein? Why Is He Still So Alive? 3 Gerald Holton 2 A Short History of Einstein’s Paradise beyond the Personal 15 Lorraine Daston 3 Einstein’s Jewish Identity 27 Hanoch Gutfreund 4 Einstein and God 35 Yehuda Elkana 5 Einstein’s Unintended Legacy: The Critique of Common-Sense Realism and Post-Modern Politics 48 Yaron Ezrahi 6 Subversive Einstein 59 Susan Neiman 7 Einstein and Nuclear Weapons 72 Silvan S. -
Matias Corbett Garcez Gil Scott-Heron: a Black Bullet
MATIAS CORBETT GARCEZ GIL SCOTT-HERON: A BLACK BULLET THROUGH THE HEART OF WHITE AMERICA Florianópolis, 2015 2 3 MATIAS CORBETT GARCEZ GIL SCOTT-HERON: A BLACK BULLET THROUGH THE HEART OF WHITE AMERICA Tese de doutorado apresentada à Banca Examinadora do Programa de Pós-Graduação em Inglês do Centro de Comunicação e Expressão da Universidade Federal de Santa Catarina, como requisito parcial para a obtenção do título de Doutor em Estudos Culturais, linha de pesquisa Poéticas de Resistência, sob a orientação da Professora Doutora Maria Lúcia Milléo Martins. Florianópolis, 2015 Ficha de identificação da obra elaborada pelo autor, através do Programa de Geração Automática da Biblioteca Universitária da UFSC. Garcez, Matias Corbett Gil Scott-Heron: A Black Bullet Through The Heart Of White America / Matias Corbett Garcez ; orientadora, Maria Lúcia Milléo Martins - Florianópolis, SC, 2015. 292 p. Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós Graduação em Literatura. Inclui referências 1. Literatura. 2. Gil Scott-Heron. 3. Poéticas de Resistência . 4. Contra-narrativas . 5. FonoFicção. I. Milléo Martins, Maria Lúcia. II. Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Literatura. III. Título. 6 7 Dedicated to my wife and love, Cristiane, and my son, Ravi. 8 9 ACKNOWLEDGMENTS I would like to thank CNPQ and Projeto de Extensão: Cursos Extracurriculares for the financial support granted throughout my studies. I would also like to thank Professor Maria Lúcia Milléo Martins for accepting me as her advisee, and for all the guidance and support during my research. I would also like to express my gratitude to my family, who gave me a lot of support, love, and motivation.