DOCSLIB.ORG

Our Common Culture.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Our Common Culture.Pdf -..-- Our Common Culture: A Poisonous Pedagogy DonøIdo Macedo Reporter: Mr. Ghandi, what do you think of modern civilization? Ghandi: That would be a good idea. What All Americans Need to Know our "common cultural" background knowledge. \¡Vhat Hirsch fails to recognize is that h-is treatment of r than an- thropological and political. past, and its essence is that it provides th ierent for "dismisses the notion that culture has any determinate relation to the politics an on- history, mean- one's te 988, p. What is more pernicious than Hirsch's fossilized encyclopedia of "our common cultural" background knowledge is his seiective omis- 777 118 Donaldo Macedo - Our Common Culture 719 sion of cultural facts that all Americans also need to know but are pre- vented from knowing. This is part of the ongoing "poisonous peda- gory" designed "to irnpart . from the beginning false information and beliefs that have been passed on from generation to generation and dutifully accepted by the young even though they are not only un- proved but are demonstrably false" (Miller, 7990, p.54). According to Alice Miller, to ensure that the received belief and value system is con- tinually reproduced, the recipients "shall never be aware for their own Obedience is ion is actually good" of the mechanisms inherent in "poisonous pedagogy," which nothing other than learning recognized involve "layíng traps, lying, duplicity, subterfuge, manipulation, principle thut p"r- sons of high € ¡¡¡hole nations must learnthe 'scare' tactics, withdrawal of love, isolation, distrust, humiliation . ' - art of governance by way of fust learning obedience. eui nescit obedire, and coercion even to the point of torture" (ibid.). scorn, ridicule, t obedience teaches a person to be Although Alice Miller's work focuses mostly on child-rearing prac- the fi¡st quality of a ruler. Thus, tices, the mechanisms of poisonous pedagogy also i¡form our educa- a result of one's first labors with tion and even our governrnent. We do not have to look further than childrerç the chief goal of one's further labors must be obedience. (Miller, our newspaper headlines to identify explicit mechanisms of poisonous 1990, pp.72-13) pedagogy in the behavior of our politicians. For instance, in an investi- gation of corrupt politicians in the Massachusetts legislature, the Bos- obedience, however is not easily institled in individuars. It requires ton Globe (May 27,1993) concluded that "the Beacon Hill system often a sophisticated implementation of the ingredients of poisonous peda- seems designed to obfuscate the truth, hinder public scrutiny and con- gogy, which include the use of scare tactics, lies, manipulation, and ceal the identity of special interests and their agents." The prevalent other means designed to get individuals to submit to tñe rule of law cul- lying and concealment of truth are part and parcel of our political and to accept what has been presented as sacred. All this must take ture and are best measured by the public's resignation to such lies. place in a carefully crafted manner so that the individual "won't notice that Anyone who followed the Iran--contra investigation can attest and will therefore not be able" to expose the lies. Hitler was fully and Bush were less than truthful to the public, and Presidents Reagan aware of this fact: "rt aiso gives us a very special, secret pleasure to see the they were no less deceitful about U.S. complicity in concealing how unaware the people around us are of what is really happening to against committed by truth about the carnage and crimes humanity them" (quoted in Miller, 7990, p.63). I would argue that many of óur El Mozote in 1981, the vi- the El Salvadoran army in the massacre of own educators and politicians enjoy a "very special special, seciet plea- murder four cious murders of six ]esuit priests, and the rape and of sure" in viewing how anesthetized we have become and how unaware American churchwomen. Yet, public resignation to such lies is so com- we are of what is really happening to us. (lll4arch 18, plete that there was little uproar when tlne Boston Globe obedience imposed through lies is accomplished not only through a US War." The same 1993) headtined, "The Truth Comes on Dirty received but false cultural information but also through the omission deceit by our public officials was evident public resignation to lies and of cultural facts, such as the horrendous crimes that the westem heri- Bush pardoned Caspar Weinberger, who was accused when President tage committed against humanity in order to prevent the possibility of affair. The same public resigna- of lying to Congress in the lran--contra keeping dangerous memories alive. It is, then, not accidental that Hir- tion allows the former secretary of state, Alexander M. Haig to not Jr., sch's "shopping mall" (Gannaway, 1994) cultural literacy gives rise to be accountable for his irresponsible assertion that the four church- a type of education based on the accumulation of selected cultural facts and murdered by the El Salvadoran army in 1980 may women raped that are disconnected from the sociocultural worrd that generated have been killed as they tried to run a roadblock. these facts in the first place. Educators who adhere to Hirschã perspec- The mechanisms of poisonous pedagogy are also part and parcel of tive often contribute to the fragmentation of knowledge due to their which is designed to instill obedience so as to our educational system, reductionist view of the act of knowing. The acquisiti-on of what all require students to "1) willingly do as they are told, 2) willingly refrain Americans need to know in a fossilized encyclopedic manner prevents from doing what is forbidden, and 3) accept the rules for their sake" the learner from relating the flux of informátiori ,o u, to gain à critical -IF' Our Common Culture 721 720 Donaldo Macedo own people who succumbed to their savage ways of life. But you still did reading of the world. This implies, obviously, the ability of leamers to not grow much com. (Ztrn, 1990, p. 18a) critically understand how Hirsch's view of "widely accepted culhrral values" often equates Westem culture with civilization, while leaving u¡noted Westem culture's role in "civilizing" the "primitive others'" To execute its civilizing tasks, Western culture resorted to barbarism so as to save the "other" cultural subjects from their prirnitive selves. Ironically, Hirsch neglects to include in his dictionary information that would show how Western culture, in the name of civilization and reli- gion, subjugated, enslaved, and plundered Africa, Asia, and the Amer- icas. If this perspective of cultural literacy allowed readers to become critical, encouraging them to apply rigorous standards of science, intel- lectual honesty, and academic truth in their inquiry, they would arrive from the Dictionøry of CuIturøI Literacy: whøt Ezsery American Needs to at a much more complex response than is allowed for in the prevailing Know (Hirsch, Kett, and Tuefil, 1988). The column on the right elabo- version of our cultural literacy. rates historical facts to fill the gap of what is omitted from the dic- Critical readers would also question why the dictionary fails to in- tionary. form American readers that "Lrdian towns and villages were attacked and bumed, their i¡habitants murdered or sold into foreign slavery" What every American needs What every American needs to know (Ziîrr,1990, p.25). These often-omitted historical facts were described to know but is prevented from knowing by William Bradford, the govemor of Plymouth Colony: "It was a feat- Goaernment of the people, by the peo- These words were not meant for ful sight to see Úrdians] thus frying in the fire and the streams of [the ple, and for the people: Words from the African Americans, since Abraham and horrible was the stink and scent ,,I blood quenching the same, Getbysburg Address of Abraham Lin- LincoLn also once declared: will thereof; but the victory seemed a sweet sacrifice, and [the settlers] gave colrt often quoted as a definition of say, then, that I am not, nor ever have the praise thereof to God, who had wrought so wonderfully for them" democracy. been in favor of ringing about in any (Starurard, 1992, p.430). Critical readers would also question why way the social and political equality Hirsch's cultural literacy conveniently fails to discuss how history of white and black races. I as much shows us convincingly and factually that the United States systemati- as any other man am in favor of hav- cally violated the Pledge of Allegiance f¡om the legalization of slavery, ing the superior position assigned to the white (Ztrm, the denial of women's rights, the near-genocide of Indians, to the con- race" 1990, p.1,84). temporary discriminatory practices against people who, by virtue of Indentured seraant: A person under Slaoery: Aìthough omitted from their race, ethnicity, class, or gender, are not treated with the digt ity contract to work for another person Hirsch's cultural list, slavery involved for a definite period of time, and respect called for in the pledge. If Hirsch, Arthur Schlesinger, Jr., usually kidnapping Afücaru, breaking up without pay but in exchange for and others did not suffer from historical amnesia, they would include free families, and shipping Africans to the passage to a new cou¡try. During the Americas to be sold to white in our common cultural literacy the following observation: masters seventeenth century most of the white to perform forced labor under duress laborers in Maryland and Virginia and inhuman conditions, often in- If you were a colonist, you knew that your technology was superior to the came from England as indentured volving undignified and denigrating Indians'.
Load more

Recommended publications
  • Spare the Rod, Spoil the Child?
    SPARE THE ROD, SPOIL THE CHILD? By Jerome P. Rubin, LICSW Written 1994 and updated December 2011 I would like to talk today about a social and spiritual challenge and a source of dilemma for many of us: The raising of children. I was fortunate to grow up with relatively decent parents. My parents were apparently raised more harshly. When I was a child, my father would say to me: "If I talked back to my father the way you talk back to me, I would have gotten a whipping."... I learned at a young age that my parents were less strict with me than their parents had been with them; I felt guilty when I misbehaved, wondering if I was taking advantage of their kinder nature. Although I was not "abused", I felt the sting of prohibitive philosophies. One that I particularly remember is, "children should be seen and not heard." Some of us have been physically or sexually abused as children. Others of us have been spared this mistreatment. Many of us have been psychologically abused by parents, teachers, etc. in a society which does not consistently teach respect for children, their feelings or their rights. The purpose of today's talk is three fold: First, to facilitate increased awareness of the damaging effects on children of what Alice Miller, a German psychologist calls "poisonous pedagogy." Poisonous pedagogy as Dr. Miller explains, is a philosophy of raising children which is inherently cruel. The parent may not be conscious of this cruelty but the child feels it. The second purpose of this talk is to share with you the thesis that violence in our society, between people and between nations, is significantly influenced by how children are raised.
    [Show full text]
  • Teaching, Mentoring and the Danger of Narcissism by Carol Lakey Hess
    When Narcissus Teaches: Teaching, Mentoring and the Danger of Narcissism by Carol Lakey Hess “A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs.” According to psychoanalyst Martin Bergmann, “Narcissistic love is a love for a person other than the self, perceived subjectively as part of the self.”1 A person relates to someone “narcissistically” if he or she experiences that person not as the center of their own independent activity but as part of his or herself. If the person does not behave as the narcissistic one expects or wishes, he or she may be disappointed, offended or even enraged; the narcissist feels, as Alice Miller puts it, “almost as if an arm ceased to obey us.”2 The term narcissism comes from the myth of Narcissus, a tale that, in its many renditions, focuses on a young man who unwittingly falls in love with his own image in a pool. Recognition of narcissistic love patterns, particularly in terms of romantic attraction, goes back a long way. Plato alluded to Narcissus’ self-mirroring romantic love when, in the Phaedrus, Socrates speaks of the lover who “is his mirror in whom he is beholding himself, but he is not aware of this.”3 In the last century, Freud wrote of narcissism both as a stage in child development and, interestingly, a characteristic of most parenting.4 He, perhaps reductionistically, argued that parents narcissistically invest themselves in their children, seeing their offspring in terms of themselves.
    [Show full text]
  • International Journal of the Humanities Volume 2, Number 2 Article: HC04-0115-2004 the Enlightened Witness
    International Journal of the Humanities Volume 2, Number 2 Article: HC04-0115-2004 The Enlightened Witness Reasserting Humanity in the Face of Violence at the Beginning of the Twenty-First Century Lucien X. Lombardo, Professor of Sociology and Criminal Justice, Old Dominion University, Norfolk, Virginia, USA Karen A. Polonko, Professor of Sociology, Old Dominion University, Norfolk, Virginia, USA Edited by Tom Nairn and Mary Kalantzis International Journal of the Humanities Volume 2, Number 2 This paper is published at www.Humanities-Journal.com a series imprint of theUniversityPress.com First published in Australia in 2004-2006 by Common Ground Publishing Pty Ltd at www.Humanities-Journal.com Selection and editorial matter copyright © Common Ground 2004-2006 Individual papers copyright © individual contributors 2004-2006 All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced by any process without written permission from the publisher. ISSN 1447-9508 (Print) ISSN 1447-9559 (Online) The International Journal of the Humanities is a peer-refereed journal published annually. Full papers submitted for publication are refereed by the Associate Editors through an anonymous referee process. Papers presented at the Second International Conference on New Directions in the Humanities, Monash University Centre in Prato, Italy, 20-23 July 2004. Editors Tom Nairn, The Globalism Institute, RMIT University, Australia. Mary Kalantzis, Dean, Education, Language and Community Services, RMIT University, Melbourne. Editorial Advisory Board of the International Journal of the Humanities Juliet Mitchell, Cambridge University, UK. Paul James, Globalism Institute, RMIT University, Australia.
    [Show full text]
  • The Misrecognised Child in Ourselves
    1 The misrecognised child in ourselves By Gaby Stroecken psychotherapist with a foreword by Rien Verdult psychologist-psychotherapist Translation by Christine Thirlway www.stroeckenverdult.be The unrecognised child in ourselves www.stroeckenverdult.be Gaby.Stroecken 1 2 THE MISRECOGNISED CHILD IN OURSELVES BY GABY STROECKEN Translator's note: the words `misrecognition' and `misrecognised' have been chosen to translate the Dutch words `miskenning' and `miskende'. The word misrecognised seems to be acquiring a specialised meaning in psychotherapy but its basic meaning is obvious to the lay person. This is why I have not used the words `misprized' and `misprisal': although they are a more exact translation of the Dutch they are no longer in general use. The original Dutch word, as used in this book, covers not only the failure to appreciate and respond appropriately to the child's needs and nature but also the negative effect of this on the child which means that the failure amounts to ill-treatment. `The misapprehended and maltreated child in ourselves' would be an alternative translation. Winnicott would call this child the unseen or unheard child. The unrecognised child in ourselves www.stroeckenverdult.be Gaby.Stroecken 2 3 THE MISRECOGNISED CHILD IN OURSELVES CONTENTS Acknowledgements Preface Introduction Part I. The true Child in ourselves Chapter 1. Attachment 1.1 Trust in development 1.2 The quality of the attachment relationship 1.3 The Child in ourselves Chapter 2. Birth is not the beginning 2.1 Conception 2.2 Prenatal attachment: the `good' womb 2.3 The `good' birth Chapter 3. Psychological birth 3.1 In the arms of its mother 3.2 Disengagement and letting go 3.3 Autonomy Part II.
    [Show full text]
  • University of Alberta
    University of Alberta A Journey towards Professional Integration – Experiences of Immigrant Ph. D. Students in Breaking down Barriers to Enter Canadian Academia by Wenying Shi A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Secondary Education ©Wenying Shi Fall 2010 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. Examining Committee Dr. Olenka Bilash, Department of Secondary Education Dr. Bill Dunn, Department of Secondary Education Dr. Joe Wu, Department of Elementary Education Dr. Paula A. Brook, Department of Educational Policy Studies Dr. Lucille Mandin, Faculty of Education, Campus Saint-Jean Dr. Douglas Fleming, Faculty of Education, University of Ottawa Dedication To my husband, Glen Featherstone, who has helped me retain faith, courage, determination, and dignity throughout this arduous journey. - With love and admiration, Cathy Abstract This dissertation investigates the internal and external barriers and successes in career preparation of a small group of immigrant doctoral students.
    [Show full text]
  • 2016 Multilingual Educator - 1 2 - Multilingual Educator 2016 LETTER from the EDITORS BOARD of DIRECTORS
    2016 Multilingual Educator - 1 2 - Multilingual Educator 2016 LETTER FROM THE EDITORS BOARD OF DIRECTORS Karling Aguilera-Fort ~ President Francisca Sánchez ~ Immediate Past President Ramón Zavala ~ Vice President Elodia Lampkin ~ Director of Legislative Affairs Laurie Nesrala Jan Gustafson Corea Lettie Ramírez ~ Director of Secondary & IHE Affairs Raul Maldonado ~ Director of Financial Affairs Rosa Armstrong ~ Director of Para-Professional Affairs Welcome to the 2016 conference edition of the Barbara Flores ~ Director of Community Affairs Multilingual Educator! The theme of CABE’s 41st Annual Marissa Lazo-Necco ~ Director of Parent Relations Conference is “Bridging Multiple Worlds for 21st Century Regina Piper ~ Region I Representative Esabel Cervantes ~ Region II Representative Success,” which exemplifies CABE’s Vision and Mission, Olivia Yahya ~ Region III Representative and reflects the beautiful, diverse and vibrant city of San Sally Fox ~ Region IV Representative Francisco. In that spirit, we’ve included topics that move Ana Donovan ~ Region V Representative us forward, bridging us towards the CABE vision of Mary T. Hernández ~ Legal Counsel biliteracy, educational equity and 21st century success. This issue includes articles in five key categories: CABE HEADQUARTERS STAFF I. Legislation and Policy provides comments about the COORDINATING COUNCIL MEMBERS Every Student Succeeds Act (ESSA) from the Working Group Jan Gustafson Corea ~ CABE Chief Executive Officer on ELL Policy. Delma Chwilinski ~ Director of Programs & Events Elizabeth Jiménez ~ Administrative Services Manager II. Dual Language and Bilingual Teacher Preparation Kris Nicholls ~ Director of Professional Development Services Norma Rocha ~ Information Technology Coordinator explores the importance of dual language immersion María Villa ~ Director of Parent and Family Engagement programs in building a high level of biliteracy, the role of Spanish language arts, and the challenges of ensuring TEAM MEMBERS sufficient numbers of highly qualified bilingual teachers to Jesse L.
    [Show full text]
  • Education "Without Fear," Or a Proper 'Fear' Education?
    University of Calgary PRISM: University of Calgary's Digital Repository Werklund School of Education Werklund School of Education Research & Publications 2001-09-04 Education "Without Fear," or a Proper 'Fear' Education? Fisher, R. Michael Fisher, R. M. (2014). Education "Without Fear," or a Proper 'Fear' Education? 1-54 http://hdl.handle.net/1880/110201 working paper Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca Proper 'Fear' Education? - R. Michael Fisher ©2001 [Note: This is my original doctoral comprehensive exam paper as it set the research and context For my Final dissertation. In a Few brackets I add recent update words now and then. As I am retyping this in Sept.-Oct. of 2014. The writing began in early September, 2001 with the plan to have it done by September 4, but the text expanded and I was writing it on September 11 (see p. 48) and a Few days aFter beFore handing it in to my dissertation research committee. To say the least there was a lot of emotion going on behind the writing oF this post-9/11. I intended to submit it For publication to Educational Theory but that never happened as it was too long and convoluted For a journal, and I wasn't in to shortening it at the time.
    [Show full text]
  • Morbid Conversation in Teaching and the Catholic Liberal Education Ideal
    1 Morbid Conversation in Teaching and the Catholic Liberal Education Ideal by Leo-Francis Daniels, C.O. Generally, education makes the learner competent to confront reality and life. Liberal education delivers the wherewithal or tools for such confrontation. Suggesting the existence of an objective essence for being human–the objectivity of human nature–the learner must develop properly as a human being. This proper development toward some already existing model for a human being implies an already existing objective form for human nature. The liberal education curriculum represents all the areas of human knowledge. The curriculum must also be logically integrated so that, in a bird’s eye view, all the disciplines will be seen together, in a harmonious relationship one to the other. The educational plan should give learners “a total view” of how liberal education touches reality and life. The curriculum, therefore, must be global, comprehensive, and all-embracing, so that the graduated learners will be successful in evaluating all those life situations and matters in which they find themselves. Liberal education must also be purposive, or teleological, rendering an integrated notion of the design and purpose of creation. As Catholic educators, our position should be very clear. God is our goal. The prevalence of relativism and subjectivism in the Western world has distorted and confused educational ends that were once definitive and clear. On a local level, educational purposes have changed, becoming more representative of subjective feelings and opinions, reflecting an philosophical relativism that is gaining ground in today's world. From a religious perspective, relativism lends itself comfortably to sin and self-centeredness, for relativism can resonate favorably with the subjectivity of human condition, making man forget metaphysically and theologically where he came from.
    [Show full text]
  • The Development and Preliminary Validation of the Chinese Narcissism Scale
    iii The Expression of Narcissism among Chinese People in China: The Development and Preliminary Validation of the Chinese Narcissism Scale NG, Kin Shing A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of 、 Master of Philosophy in Psychology © The Chinese University of Hong Kong August 2008 The Chinese University of Hong Kong holds the copyright of this thesis. Any person(s) intending to use a part or whole of the materials in the thesis in a proposed publication must seek copyright release from the Dean of the Graduate School. UNIVERSITY Thesis/Assessment Committee Professor Fanny M. Cheung (Chair) Professor Freedom Yiu-kin Leung (Thesis Supervisor) Professor Wai Chan (Committee Member) Professor Julian C. L. Lai (External Examiner) iii Abstract of thesis entitled: The Expression of Narcissism among Chinese People in China: The Development and Preliminary Validation of the Chinese Narcissism Scale Submitted by Ng, Kin Shing for the degree of Master of Philosophy in Psychology at the Chinese University of Hong Kong in June 2008 Narcissism is a well-known personality construct in the Western individualistic society. However, it is unclear whether this personality construct is generalizable to a collectivistic culture like the Chinese which put strong emphasis on collective well-being rather than individual glory. The present study explores the construct of narcissism among the Chinese. Two samples were used for the purpose of this study. Sample 1 involved 1911 non-psychiatric individuals from both Mainland China (n = 1575) and Hong Kong (n = 336). Sample 2 involved 228 patients with bipolar disorder and 354 patients with depression.
    [Show full text]
  • ED478168.Pdf
    DOCUMENT RESUME ED 478 168 TM 035 062 AUTHOR Alexander, Robin TITLE Dichotomous Pedagogies and the Promise of Comparative Research. PUB DATE 2002-04-00 NOTE 16p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Comparative Analysis; Comparative Education; *Educational Research; *Educational Theories; *Elementary Secondary Education; *Teaching Methods IDENTIFIERS *Dichotomies ABSTRACT Naive dichotomous representations of complex realities persist in part because there is unfilled political and conceptualspace in which they can flourish. Dichotomous representations of pedagogy have been popular and linger even though more discerning educators have abandoned this kind of rhetoric. Comparative perspective might contribute to the development of a nondichotomizing pedagogy. In support of this position, three propositions are drawn from the author's own comparative research. Across cultures, one can find a recurrence of many more than two contrasting bedrock views of what teaching is about. As these viewpoints surface in different combinations, they extend the range of pedagogical orientations and possibilities. Beyond these are primordial values about the relationships of individuals to each other and two society that have a direct bearingon how teachers think and how they act. The identification of such values, value concordances, and dissonances in everyday classroom practice is greatly aided if there is a coherent model or framework for conceptualizing teaching itself. One way of breaking free of bipolar models of teaching is to devise frameworks for making sense of educational values and practices that make such bipolarity as difficult as possible.
    [Show full text]
  • The Catalogue Curriculum
    News and Review Autumn 1995 Issue Number 9 The Catalogue Curriculum "The idea of a National Curriculum has little component. Another example is that of the Scout and Guide educational merit and a poor track record." When Movement's catalogue of badges. This particular example I wrote this in The Freethinkers' Pocket Directory to shows how an authoritarian approach can be dominant - all the badge options are pre-planned recipes for learning. the Educational Universe, I detected some squeals of protest. But I actually thought I was being a bit Of course, the catalogue approach is common in Further and restrained, because I take the view that the National Higher Education. The Further Education Colleges all produce Curriculum is an anti-educational concept and part a prospectus and the Open University, the UK's leading of the regressive educational agenda. teaching university, is the best example of a catalogue approach to devising your own degree programme. The lines of analysis are clear enough. An adult-imposed curriculum, National or not, is part of the Authoritarian Nursery schools use a catalogue approach because the young approach to education. The Democratic and the learners choose from a range of activities. The teachers write it Autonomous approaches have different concepts to offer. down in their team meetings for planning purposes. In this endeavour, I propose the idea of the Catalogue In a previous life as a L.E.A. Evening Institute Organiser, I Curriculum. Others may have used this description before, but prepared the catalogue, assembled a team of part-time course I have not come across it.
    [Show full text]
  • A Review: Examining Narcissism in Eating Disorders
    The Pegasus Review: UCF Undergraduate Research Journal Volume 13 Issue 2 Article 1 2021 A Review: Examining Narcissism in Eating Disorders: The Relationship Between Two Types of Eating Disorders—Anorexia Nervosa and Bulimia Nervosa—and Two Forms of Narcissism Kayla Lashinger University of Central Florida, [email protected] Part of the Psychiatric and Mental Health Commons, and the Sociology Commons Find similar works at: https://stars.library.ucf.edu/urj University of Central Florida Libraries http://library.ucf.edu This Article is brought to you for free and open access by the Office of Undergraduate Research at STARS. It has been accepted for inclusion in The Pegasus Review: UCF Undergraduate Research Journal by an authorized editor of STARS. For more information, please contact [email protected]. Recommended Citation Lashinger, Kayla (2021) "A Review: Examining Narcissism in Eating Disorders: The Relationship Between Two Types of Eating Disorders—Anorexia Nervosa and Bulimia Nervosa—and Two Forms of Narcissism," The Pegasus Review: UCF Undergraduate Research Journal: Vol. 13 : Iss. 2 , Article 1. Available at: https://stars.library.ucf.edu/urj/vol13/iss2/1 Lashinger: A Review: Examining Narcissism in Eating Disorders Published Vol. 13.2: 1-11 March 12th, 2021 THE PEGASUS REVIEW: UNIVERSITY OF CENTRAL FLORIDA UNDERGRADUATE RESEARCH JOURNAL A Review: Examining Narcissism in Eating Disorders: The Relationship Between Two Types of Eating Disorders—Anorexia Nervosa and Bulimia Nervosa—and Two Forms of Narcissism By: Kayla Lashinger Faculty Mentor: Dr. Melanie Hinojosa UCF Department of Sociology ABSTRACT: This research investigates the relationship between narcissism and eating disorders (EDs). Two forms of narcissism are studied, as each are present in the individual (O’Brien, 1987).
    [Show full text]