Didactic Aims Research Articles

Ripening and Rotting Heroes: Growth, Decay, and Narrative Abjection in Anthony Trollope's The Small House at Allington and The Last Chronicle of Barset

This essay argues that Anthony Trollope introduces a framework of character growth and decay, evinced through organic metaphors of ripening and rotting, to distinguish good and bad characters in The Small House at Allington and The Last Chronicle of Barset. By comparing a developing protagonist with a mature one who enters a phase of decline, we see how Trollope's commitment to nuanced characterisation is disrupted by his didactic aim of designating, and then torturing, patently bad figures. An analysis of the psychologies and aesthetics of character, framed around Julia Kristeva's theory of abjection, shows how Trollope figures two subtly paralleled protagonists as opposites, establishing one as a palatable figure and the other as a nauseating one. The isolation of a rotten character serves a dual purpose: Trollope teaches his moral lessons by subjecting the character to physical, psychological, and structural decay, while narrative progression, culminating in the imperative happy ending, is structured around the abjection of the bad object.

Learning from Experience: Liturgical Formation as a Central Component of Religious Education in Schools

Religious education in schools was, for a long time, liturgically shaped until liturgical formation was no longer seen as a task of schools but of parish catechesis in many countries. Current approaches try to develop a liturgical didactic that is adapted to the school as a place of learning. Based on the confessional model of religious education in Austria, this paper shows the challenges and significance of liturgical formation in reference to Pope Francis’ letter Desiderio Desideravi. In combining perspectives of religious education and liturgical studies, the necessary conditions for liturgical formation to succeed are shown. A didactic of Catholic liturgy that builds on established didactics and strives for liturgical formation on the cutting edge is presented, adapted to the setting of schools and distinct from parish catechesis. One way of responding to the lack of experience is with the help of performative didactics to enable practical experiences that, framed in reflection, form the basis for engagement with the liturgy. Such a liturgical didactic aims at enabling competence in matters of worship, considering all people, if a renewed understanding of liturgy is taken seriously, according to which worship is the celebration of the whole assembly and therefore requires a corresponding participation of all.

A Simple Application of a Trigonometric Inequality to the Relativistic Doppler Effect

In recent years, the special theory of relativity (SR) has been included in high school curricula in almost all countries. In addition to the classic demonstrations of the relativity of time and lengths, another interesting relativistic phenomenon that is shown, is the transverse Doppler effect. Obviously it is not possible to rigorously prove, at the high school level, the final relation but, from it, we have analyzed some physical consequences using trigonometry. In this paper, which has a didactic aim, we summarize one of our lessons held during some of the in-depth lectures on relativity that we often organize for high school students in our area.

Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers' talk

The paper explores teachers' interactional uses of stereotypes and prejudices in the Italian L2 classroom. Drawing from video-ethnographic research in a voluntary association, this study adopts a discursive approach to stereotypes and prejudices, analyzing their pragmatic uses during classroom activities. Even though previous literature has mostly argued against these social devices, the analysis illustrates that teachers make use of stereotypes and prejudices to pursue their local aims in the classroom. Specifically, teachers mobilize stereotyped talk to achieve specific social and didactic aims (e.g., to explain a lexical items or to prompt laughter). In the discussion, we critically consider the risks and opportunities of this kind of practice and advance few implications for teachers' professional practice, arguing for the relevance of video-based teacher training.

Real centrifugal forces in relativistic rotating spacetimes: a simple introduction

During typical general relativity courses, the so-called frame-dragging effect is explained by emphasizing the presence of a gravitational Coriolis-like force term. The key difference is that, unlike the usual Coriolis force, this is not a fictitious force but agravitational force caused by the rotating body. In general, textbooks do not discuss also the possibility of a gravitational centrifugal-like force. In this paper, which has a didactic aim, we analyze this further gravitational term. The analysis we perform can be valuable in undergraduate courses of general relativity.

Christian’s struggle and Quest for Spiritualism in John Bunyan’s Pilgrims’ Progress

John Bunyan was longing for Religion. Author makes the use of Allegory as a literary device which gives him more space to explore his Didactic aims. This religious fiction has given as an autobiographical element. Christian is protagonist. Knowledge is gained through travel by portraying Christian and his companions learning from their mistakes. Whenever Christian puts up with problems and difficult, he prays God Christian carries load on his back. He goes the place where is fenced on both side with wall which is called ‘Salvation’. Christian’s Wife Christiana also struggles in the second part. Not only Christian in his life struggles to attain salvation, but also his wife comes across problems like her husband. She thinks that Christian goes over the river. Christiana tells to her four children about her father and his struggle. Children fall into tears. Christiana prepares to follow her husband. The life of Christian and his struggle is to attain salvation. Though he comes across many problem, he is stubborn his religious goal. He comes across many struggles. It powerfully expresses the truth that the present life is a kind of Pilgrimage. Jesus Christ liberates a sinner from the power of sin when a man shows life time faith and devotion to him. The path of the Christian life is riddled with many problems hurdles and Obstacles. Christian fights against evil powers and gets victory.

В поисках скрытого смысла: роль «внутреннего комментария» в поэзии Насир-и Хусрава (XI в.)

The research is devoted to the function of inner commentary in the Nasir-i Khusraw’s poetic works. Being the outstanding religious philosopher and Ismaili Teacher, he had reformed the artistic language of Persian Classic Poetry with the help of strategy of allegorical commentary ta’wil, which was firstly used only on the Quran’s text. He used the traditional form of qasida for didactic aim. Сonventional poetic motifs and standard beginnings served as the basis for creating allegories of varying degrees of complexity. The objects of this article are some examples of allegories based on traditional poetic motifs and standard beginnings of Nasir-i Khusraw’s qasida, his interpretations of term ta’wil and author’s discourse upon form and meaning of Word. The article also deals with different kinds of inner commentary in Nasir-i Khusraw’s three spring qasida. The analysis shows that on the first stage of formation of mystic poetry’s language commentary, giving secret meaning of text was the sphere of author’s individual initiative. At the stage of fixing the created connotations in the canon, they become stable and to a lesser extent depended on the presence of the author’s commentary, thus the allegorical ambiguity of the text becomes the generally accepted norm.

TYPES OF EDUCATIONAL BUSINESS GAMES

The article describes different types of business-like games, divided in accordance with their didactic purposes. The author gives the analyses of the mentioned types of games and shows in details the methods of acting at different stages of teaching and training o f new material, throws student’s and teacher's role in them, gives the criteria of an estimation of game’s results and turns readeґs attention to the methods of stimulation of activities of all participants. The content and the structure of games are determined in accordance with didactic aims of the lessons, but all the games are oriented on the future professional activity of students and at the same time they are completely answered the training course.

The left-wing legacy in ’70s Hong Kong television: Chameleon (1978) and Lee Sil-hong’s Rediffusion (RTV) tetralogy

A missing chapter in the history of postwar left-wing Hong Kong cinema involves the channeling of its energies into television in the 1970s. At Rediffusion (RTV), producer Lee Sil-hong – son of director Lee Sun-fung – mobilized veterans from the classical period of the left-wing studios to produce a tetralogy of serialized television dramas that represent the apotheosis of the jiating lunli pian, not only resurrecting the spirit behind such classic Union melodramas as In the Face of Demolition (1953) or their celebrated adaptation of Ba Jin’s “Torrents” trilogy, but doing so with an epic ambition with regard to historical scope and scale that had been inconceivable even in the heyday of left-wing Hong Kong cinema in the 1950s. Providing a panoramic account of twentieth-­century Chinese history, Lee’s tetralogy – Chameleon (1978), Gone with the Wind (1980), Fatherland (1980), and Hong Kong Gentlemen (1981) – predates by at least a decade attempts by China’s Fifth Generation, New Taiwan Cinema, and the Hong Kong New Wave to address such subject matter in comparable fashion through the social epic or family melodrama. Factors that made possible Lee’s achievement include: (i) the central importance of television as a medium for the expression of local cultural identity during the period of Hong Kong’s economic takeoff, (ii) the renewal on television of left-wing filmmaking philosophy and practices inherited from Thirties Shanghai and Fifties Hong Kong, and (iii) the social realist sensibility of the left-wing tradition – along with its strong interest in the transcultural adaptation of foreign literature – that allowed it to frame local experience in terms of the global, benefitting from an awareness of both the 19th-century European novel and the contemporary American television epic. Situating Lee’s tetralogy within the broader historical context of persistent Chinese left-wing efforts across generations to contest politically rival screen practices, this essay analyzes Chameleon for its distinctive worldview and methods characteristic of the jiating lunli pian, while assessing its functional aesthetic as rooted in the literature-inspired realist melodrama with didactic aims – an inherited tradition to which it contributed a magisterial endpoint but beyond which it was unwilling to advance, unlike the groundbreaking modernism of the Hong Kong New Wave’s television work.

Decorative or didactic? Art à l’école and the ambivalent status of aesthetics and democracy in Belle Époque primary schools

ABSTRACT The Belle Époque quest for a modern beauty (an ‘art nouveau’) extended into France’s system of free primary schooling, established in the 1880s by the Third Republic to educate the popular masses. Design reformers’ belief in the underlying unity of the fine and applied arts, and their growing emphasis on the importance of individual initiative and creativity to the latter, suggested that integrating the right form of artistic education into public education, especially primary schools, would serve both economic and democratic ends. The quasi-official Société Nationale de l’Art à l’École (National Society for Art in School) was founded in 1907 to support this goal. An examination of its efforts nevertheless reveals that its distinction of didactic and aesthetic aims, as well as the parameters it imposed upon content and style, blunted their democratic, emancipatory potential in ways that echoed the broader limitations of the French expansion of education.

Analysis of Oleksandr Kulchytskyi’s Anthropological Research in the Context of European Philosophy

Purpose. The paper is aimed at studying the peculiarities of the Oleksandr Kulchytskyi’s doctrine of human, taking into account the context of European philosophy and especially in comparison with the paradigm of philosophizing in the Lviv-Warsaw school. The theoretical basis of the study is determined by Kulchytskyi’s scholarly works in the field of philosophy and philosophical anthropology, as well as the latest researches that reinterpret the influence of Twardowski’s theoretico-methodological ideas on the formation of the philosophical worldview of the Ukrainian thinker. Originality. Based on the appeal to primary sources, Kulchytskyi’s philosophical doctrine of human in the unity of its basic principles and theoretico-practical results is reconstructed. The ways of forming the key ideas of his philosophical anthropology are determined, their originality is substantiated, despite the cooperation with Twardowski’s school, as well as despite numerous discussions and researches of Western European philosophico-anthropological, existentio-ideological and socio-psychological issues. Conclusions. It is found out how the philosophical worldview of Oleksandr Kulchytskyi was formed and how he gradually came from the research of the human psyche within the framework of anthropological structural psychology to the realization of the need to study philosophical anthropology. The personalistic features of his philosophical doctrine of human are characterized; in particular, attention is paid to the distinction between the concepts of person and personality, determining the importance of the social factor for the formation of human worldview, didactic aims of anthropological studies. It is shown how in Kulchytskyi’s philosophical anthropology the analysis of the existentio-worldview dimension of human existence, manifested in different spiritual situations and socio-cultural conditions that influence the specifics of thinking and the nature of the personality mentality, acquires special importance. The originality of Kulchytskyi’s arguments about human in the context of both Ukrainian philosophy and in general European philosophical thought is stated.

Pierre Larousse, lexicographe et vulgarisateur engagé

The Grand Dictionnaire universel du xixe siècle (Great Universal Dictionary of the Nineteenth Century) by Pierre Larousse (1817-1875) is considered to be the reference dictionary of its century. Larousse had a profoundly didactic aim and spent the better part of his life encapsulating human knowledge in one single but monumental fifteen volume work (1866-1876), brought up to date after his death with two supplements (1878 and 1890). His aim was to address as broad a readership as possible with the different domains of knowledge in view to shaping a new concept of citizenship. Starting from an analysis of the “Préface”, this article sets out to analyse the aims and means that Larousse, as an encyclopædist and lexicographer, set himself to take up the challenge of a new form of popularisation, more closely adapted to the reader of the nineteenth century, following the motto “teach everyone about everything.&#8221

Designing Tasks for Introducing Functions and Graphs within Dynamic Interactive Environments

In this paper, we elaborate on theoretical and methodological considerations for designing a sequence of tasks for introducing middle and high school students to functions and their graphs. In particular, we present didactical activities with an artifact realized within a dynamic interactive environment and having the semiotic potential for embedding mathematical meanings of covariation of independent and dependent variables. After laying down the theoretical grounds, we formulate the design principles that emerged as the result of bringing the theory into a dialogue with the didactical aims. Finally, we present a teaching sequence, designed and implemented on the basis of the design principles and we show how students’ efforts in describing and manipulating the different graphs of functions can promote their production of specific signs that can progressively evolve towards mathematical meanings.

Filiera tessile e dialettica conoscenza tecnica ed impieghi analogici nella seconda tetralogia platonica

In the present contribution I intend to argue the connection between the paradigmatic employment of the weaving technique within the Sophist and the Cratylus and the one in the Statesman. In the first part I will cast light on Plato’s perfect knowledge of the articulation of weaving as a series of individual procedures, within the corpus of his dialogues. In the second part I will try to analyse every passage within the second tetralogy where weaving plays a paradigmatic role and to show the existence of a fil rouge focused on showing nature and scope of dialecticts connected to its employment. As a conclusion, I will try to argue that Plato’s choice of weaving as a paradigm for dialectics depends on his conscious re-employment of an archaic paradigm for poetic composition fostering the didactic aim of his philosophic-political theory.

About the Teaching of the Inertial Fieldas Maxwell like-type

This paper has a didactic aim. The Einstein General Theory of Relativity is very difficult for undergraduates students and also for graduates who have not followed a course of study in gravitational physics. For example, the calculation of some of its known consequences, such as the gravitational time dilation, requires familiarity with space-time metrics. In this paper, starting with the analogy between the electromagnetic field and the inertial one, we want to analyze, through the Einstein Equivalence Principle (EEP), some simple effect in a fictious gravitational field by using the inertial potentials in analogy with the electromagnetic ones.

Fynes Moryson’s Grief: Writing the Mobile Ailing Body in Seventeenth-Century England

ABSTRACT Contributing to scholarship on early modern emotions, illness and self narratives, this article analyses Fynes Moryson’s (1566–1630) descriptions of his illness and grief after losing his brother during his travels in the Ottoman Levant, as he presented them in his Itinerary (1617). It argues that Moryson uses his grief to support and construct his credibility, so much so that it becomes entangled with his presentation of himself and the ‘authorisation’ of his book. Travel treatises like the Itinerary are rich sources for emotion and illness as they were experienced by early modern mobile people. As this article shows, the particular intertextual nature, didactic aims, and often lengthy retrospective composition processes of early modern travel writing need to be taken into account when reading them for past emotions and lived experiences. Studying the emotional experiences and self-narratives of mobile people benefits not only the history of early modern emotions, but also enriches the cultural and social histories of early modern mobility, whilst bringing these fields of scholarship in productive dialogue.

Un proyecto colaborativo didáctico y profesionalizante en torno a la traducción de los sonetos de William Shakespeare

El presente estudio describe una experiencia didáctica colaborativa e innovadora en el campo de la traducción literaria. La experiencia tuvo lugar en la asignatura optativa de Traducción Literaria Avanzada del último curso del Grado en Traducción e Interpretación de la Universidad de Alicante. Se fijó como objetivo literario principal llevar a cabo una traducción doble, en prosa y poética, que pudiera aportar un valor añadido a las ya existentes, ninguna de las cuales presenta esta combinación junto con un análisis retórico individual de cada soneto, lo que permite una lectura múltiple y complementaria de los sonetos. El objetivo didáctico principal consistía en situar al alumnado ante un encargo real para conseguir su empoderamiento (Kiraly, 2001, 2005, 2014). Siempre con la supervisión y retroalimentación del profesor, la metodología se basó en el trabajo horizontal en grupo para fomentar la colaboración y el control de calidad mediante revisión por pares (Pietrzak, 2014) junto con el reparto de roles de editor, traductor, documentalista y corrector dentro de cada grupo. Al mismo tiempo, se acordó la posible publicación del resultado como libro por parte de un editor profesional. Aparte del proceso dialéctico de retroalimentación continua horizontal y vertical antes descrito, se hizo una encuesta anónima de satisfacción y posibles enfoques didácticos alternativos al alumnado en la que se trataba de recoger su percepción de todo el proceso. El proyecto contó además con la evaluación final de los resultados por parte de un agente externo experto, el responsable de la editorial destinataria, para el que la publicación supone una apuesta económica y de prestigio.

Prospective areas of didactic research: А problem statement.

Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.The aim of the present publication is to pose relevant problems of didactic research, based on the challenges rooted in the development of educational practice.Methodology and research methods. This research is based on systemic, interdisciplinary, and anthropological approaches. Research methods include analysis, synthesis, systematisation, modelling, idealisation, forecasting.Results. The authors state the need to expand the range of issues covered by didactic research. Additionally, the authors highlighted didactic research problems related to learning across all levels of the educational ladder, to a wide range of contexts of educational practice: psychological and didactic characteristics of a modern agent of learning; didactic foundations for the selection of educational content in the context of the transformation of the educational environment of the digital era; the expansion of conceptual and terminological toolbox of didactics; contextual features of didactic principles in diverse areas of educational practice; didactical aims and functions of non-traditional learning formats; didactic foundations and the range of the teacher’s roles in various learning formats; the development of didactics for teacher training.The directions of promising didactic research are identified. The authors conclude the necessity for broadening research area to cover problems facing didactics: inclusion of phenomena and processes that were left out of the scope of traditional didactic research; enhancing the role of interdisciplinary research on learning, enhancing the versatility of didactic concepts and their scientific validity; a didactic study of specific innovative educational practices, identifying the feasibility and possibilities of their dissemination in different areas of education.Scientific novelty. The article describes educational practices, which are not covered by didactic studies. The authors identify and present conceptual gaps, which challenge didactics to expand and enrich its conceptual toolkit. Several paradoxes are highlighted as conceptual contradictions, which indicate the gaps in modern didactic knowledge: paradoxes of the learning actor, of learning outcomes, of teacher expertise. These paradoxes prompt to update didactics as the theory of education.Practical significance. The development of didactics in the areas considered in the article will make it possible to improve the educational process on a theoretically verified basis, enhance opportunities, to reduce the risks, and to increase the effectiveness of innovations.

Mass dependent corrections of the orbital period of a planet

This paper has a didactic aim. Indeed, starting from the well-known principle of free fall discovered by Galileo Galilei, we want to make some reflections that we consider useful for secondary school students. Being the acceleration invariant with respect to Galilei’s transformations, it is useful to underline that the free fall in a gravitational field is independent of the mass of the body that falls only if the attractive mass is an inertial frame. In general, the corrections to the motion of a test particle falling in a gravitational field due to its mass can be easily calculated avoiding misinterpretations of Galileo’s principle. Moreover, it may be useful to observe that, in the case of periodic motions, these corrections increase with time and would lead, over the centuries, to not negligible effects.

Alcune osservazioni su naturae species ratioque nel De rerum natura di Lucrezio (e una nota al testo)

Abstract The article proposes to re-examine the Lucretian formula naturae species ratioque (1.146–148 = 2.59–61 = 3.91–93 = 6.39–41), the meaning of which has prompted some critical debate. The examination begins from an analysis of rhetoric and argument in the sections in which the phrase occurs, with the goal of demonstrating that the meaning ‘rational vision of nature’ is more apt to the context and to Lucretius’ poetic and philosophical programme, which often relies on metaphors drawn from the semantic field of vision to describe the comprehension of natural phenomena and the didactic aim of the work. In the light of this, the final part of the paper discusses the textual problem concerning lines 6.56–57 (= 90–91), which are normally considered spurious but which can be understood better in the light of the Lucretian conception of philosophy (and of poetry) as penetrating vision.