Kinds Of Questions Research Articles

Editors' Preface

Editors' Preface Diane C. Fujino and Lisa Sun-Hee Park This special issue of the Journal of Asian American Studies presents a wide range of scholars raising critical questions about the work of Asian American studies. The guest editors, Cathy J. Schlund-Vials, Lily Anne Y. Welty Tamai, and Paul Spickard, invited scholars to wrestle with the inter/discipline of the field at the fortieth anniversary of the founding of the Association for Asian American Studies in 1979. Several of the essays began as presentations at the 2018 AAAS, and all had drafts completed before the pandemic. COVID-19 disrupted this special issue, as it did all our personal, professional, and collective lives. Many authors revised their essays in 2021, revisiting their ideas through the lens of the urgencies of the global health pandemic as well as the intensified focus on anti-Asian racism and antiblack state violence. The seventeen scholars in this special issue interrogate—from different disciplines, methods, and perspectives—the work of Asian American studies, not as a static field, but as one responsive to scholarly theorizing and to interventions and changes in the material and discursive society in which we are embedded. The essays vary widely. But taken as a whole, this issue makes explicit and implicit inquiries about the kinds of questions that frame Asian American studies and what this then obscures. They wonder whether the original goals of the field—with its focus on, as the guest editors note, "communities, partnerships with activism, solidarity with other communities of color, and defense against racism and gender and class oppression"—ought to be the primary mechanisms animating the field, or in what ways these ideas have shifted and towards what new formations. This is not to suggest that there is a disavowal of the original goals of the field. In fact, many authors suggest that the ideas and critiques and activist struggles that established the field either remain or, having shifted away, are now being revisited. While some might assume that Asian American studies [End Page v] is "designed for the advancement of Asian-raced people," it is, as Kandice Chuh states, "a way of bringing to bear the critique of power as the energizing force of the field." Her essay invites us to re-evaluate the meanings of what we think we understand about the field and its interrogations of power. Several of the essays work to critique and expand the field, and, perhaps seemingly paradoxically, some "newer" ideas actually reactivate ideas permeating the field's founding. Yê´n Lê Espiritu, in her article in this issue, looks at the ways critical refugee studies demands the global study of race, imperialism, and war, beyond the domestic landscape of what some consider Asian American studies. Lisa Yoneyama invites the field to consider how transpacific critique, as well as Native Pacific Islander studies and Southeast Asian studies, shapes Asian American studies. Josephine Nock-Hee Park, borrowing from Roderick Ferguson, asks what it means when we replace redistribution power with representational frameworks. She uses her own experiences at the university to critique narratives of success and to explore what is gained and what is lost through institutionalization. Naoko Shibusawa similarly uses compelling examples from her own experiences in various campus struggles to offer reflections on solidarity. She delves into the tensions swirling today among people centering antiblackness and Afro-pessimism to the exclusion of other kinds of racisms. Her musing on the specific and nuanced ways in which anti-Asian racism manifests (as a "sucker-punch" in her formulation) reminds us of Mitsuye Yamada's widely circulated essay, "Invisibility is an Unnatural Disaster." Jean-Paul R. Contreras deGuzman, and Douglass Ishii in a separate essay, share candid reflections on the life of contingent labor in the university and what is being asked of a field that claims to center critiques of power and work for transformative justice. We are proud to have redesigned the journal's cover to feature artwork, and view the cover's visual image as evocation of the themes in this issue. The artist, Cece Carpio, identifies as an Asian American, Filipina Indigenous immigrant who specializes in creating public art locally, nationally, and internationally. Her...

“Thy Words Do Finde Me Out”: Aaron Kunin’s Love Three

“Thy Words Do Finde Me Out”: Aaron Kunin’s <i>Love Three</i>

The Philosophy of Logic in China

This 70-year retrospective of the Chinese work on philosophy of logic is presented mainly in terms of the notion of the “philosophy of logic”, the notion of logic and the social-cultural role of logic. It generally involves three kinds of questions, namely, how to distinguish philosophical logic from the philosophy of logic, what the nature and scope of logic is from Chinese scholars’ point of view, and why the social-cultural role of logic is underscored in the Chinese context. Finally, some of the prospects for the future studies of philosophy of logic in China are indicated.

Adaptive instruction that supports collective argumentation

When a classroom environment is designed to foster student sense-making and reasoning, resulting in collective argumentation, the teacher’s support for collective argumentation requires adaptive teaching. This paper examines the teacher’s adaptive support for argumentation during the teaching of mathematics in a digital environment that simulated a laboratory experiment. The teacher and twenty 15-year-old students engaged in multiple episodes of argumentation during the class. Adaptiveness of instruction is evidenced by the teacher’s actions in support of collective argumentation both within and across episodes of argumentation. Within episodes, the kinds of questions and other supportive actions reveal the teacher’s focus on adapting instruction with respect to the utterances, gestures, and observations of the students. Across episodes, the teacher’s support for collective argumentation differed from the beginning of class to the end as evidenced by the number of questions asked in early episodes of argumentation and the preponderance of repeating actions later in the class session.

An Invitation to Dance

An Invitation to Dance

Reclaiming the human in machine cultures: Introduction

The relationship between technology and culture has always been a contested issue in media and cultural studies. Ongoing advances in computing and Artificial Intelligence (AI), however, are posing new kinds of questions and challenges to the field. As many have argued, these technologies invite to rethink the relationship between technology and culture, positing the idea that not only humans, but also machines produce and construct ‘culture’. The goal of this themed issue is to consider notions such as ‘algorithmic culture’ and ‘machine culture’ from within the tradition of media and cultural studies, in order to move toward a conceptualization of culture in which machines are intertwined within human systems of meaning-making. In this introduction to the themed issue, we discuss why these emerging technologies and the human cultures forming around them are integral to the mission of media and cultural studies, and what the media and cultural studies tradition can bring into ongoing and future debates regarding the nexus of humans, machines, and culture.

My Life as a Curious Naturalist

The review gives the reader an idea of the kinds of questions I like to ask on social wasps' biology, behavior, and evolution and how I came to answer some of them. Many of those remain only partially answered, others completely unanswered. I call attention to some of these. Many of those remain only partially answered, others completely unanswered. I call attention to some of these. Because this is more of a memoir than a topical review, I will limit citations largely to my own work and that of my students, with reference to other works where relevant; other sources will be found cited in our papers.

10. Un regard sur le cimetière juif dans les pièces de théâtre Jubilé (1983) et La Ballade de l’escalope viennoise (1996) de George Tabori

10. Un regard sur le cimetière juif dans les pièces de théâtre Jubilé (1983) et La Ballade de l’escalope viennoise (1996) de George Tabori

Authority and authenticity in teachers’ questions about literature in three contexts

PurposeThis study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature?Design/methodology/approachDrawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion.FindingsAnalysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations.Research limitations/implicationsThe authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom.Practical implicationsDrawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions.Social implicationsThese findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts.Originality/valueTo the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and other out-of-school resources that teachers could – but often do not – bring to their facilitations of classroom discussions. The findings suggest that teachers, teacher educators and researchers must recognize and recruit teachers’ everyday practices to the LA classroom.

“¿Conservabas tu carne en cada hueso?”: Sobre las interrogaciones como núcleos de significación en algunos poemas de Ramón López Velarde

In this essay, the hypothesis is that some questions can be important nuclei of significance in the poems of López Velarde. To try to verify it, we will conduct a revision of the theoretical approaches on rhetorical questions, both from rhetorical and linguistic standpoints. In particular, we will rely on the ideas of Burguera Serra, Fontanier, Schmidt-Radefeldt, and Igualada Belchí. Based on the above, we will analyze what is asked, how is it asked, why is it asked, what kind of questions they are, and their possible meanings, in some texts of two of his books: La sangre devota (1916) and especially Zozobra (1919).

Remove the Stumbling Blocks An Overview of the Concept of Oneness of God in Christianity and Islam as a Challenge and a Way for Interreligious Relation between the Two Religions

Confession of faith is one of the most important part of religion. In Christianity’s confession of faith it is clear that there are mentioned what so called as Trinity in which Christians proclaim their belief to God the father, Jesus Christ and Holy Spirit. On the other hand, Islam have confession of faith in which they proclaim the oneness of God which is known as Tauhid. However, in the context of inter-religious relation between Islam and Christianity, their confession of faith often open a discussion even debate. Therefore, the Christian belief in a triune God and the deity of the Prophet Jesus are a serious “stumbling block” in dealing with Indonesian people in general and Islamic societies in particular. Concerning Islam, another question that immediately arises is, whether there is any interpretation which able to broke the ‘stumbling block’ or actually it is untranslatable of religion that should be accepted and honored? This kind of questions will be discussed in in this paper because the effort to remove these ‘stumbling block’ and built more harmonius inter-religious relation between Christian and Islam is both side duty.

Strategies Used by English Teachers in Teaching Reading Comprehension

The purpose of the study was to recognize and to discover the application of the strategy used by the English teachers in teaching reading comprehension during online learning for seventh-grade students at SMPN 2 Singaraja. The research design used qualitative, with the research instruments in the form of observation and interview. The results of the research obtained were that the two English teachers used a question and answer strategy during the online learning process in teaching reading comprehension for seventh-grade students. Therefore, the strategy taught students how to interpret what kinds of questions were asked of them, as well as where to discover the answers, in that way, allowing students to think about the texts they read. In addition, motivating them to think creatively and collaboratively while challenging them to use their thinking skill, so that interactions between the English teacher and students could occur properly during the online learning process.

Fiction: A Philosophical Analysis, by Catharine Abell

The philosophical questions that arise in relation to our engagement with fiction are multifaceted. Fiction is often seen as a source of metaphysical and semantic puzzles, such as how fictional names like ‘Frodo Baggins’ can be meaningful if they lack referents. Such questions are often (if not always) pursued in relative isolation from the kinds of questions that have typically been of interest to aestheticians, such as how works of fiction differ from works of nonfiction and how our emotional and cognitive engagement with fiction should be understood. In contrast to such a piecemeal methodology, Catharine Abell’s agenda in Fiction: A Philosophical Analysis is broad and ambitious, aiming to offer a novel institutional account of the nature of fiction which in turns supports answers to a wide range of philosophical questions about the metaphysical, semantic, and epistemic aspects of our engagement with fiction. Given her broad and integrative remit, a...

VIDEO SEQUENCE IN CONCERT PERFORMANCE ОF THE MODERN GUITAR PLAYER AS A FACTOR OF EXPANDING COMMUNICATIVE PROPERTIES

Aim of the work. The article defines the role, types and specific properties of using a video sequence in a concert performance of a modern guitarist with the aim of expanding the communicative properties of the instrumental play. The research methodology consists in the application of aestheticcultural, historical, musicological analytical methods, as well as systemic, interdisciplinary and performing approaches, which form a single methodological basis. The scientific novelty of the article appears in the identification of the meaning, as well as the specifics of techniques in the use of video-photo materials in order to find new facets of an individual concert-performance style. Emphasis is placed on creating a synergistic spatio-temporal integrity of the presentation of the musical image in the performance of both programmatic and purely instrumental compositions. Conclusions. Recently, more and more instrumentalists-performers think about and implement in academic concert practice a number of video and/or photo (visual) materials that contribute to strengthening the aesthetic and emotional impact of a musical piece based on the natural synergy of perception. Holistic perception, in accordance with the principles of synergy, occurs thanks to the organized interaction of many channels of different types, which is an important argument in favor of the synthesis of arts, as well as for the performing concept of using a video (photo) sequence in parallel with an instrumental performance on stage, even in compositions, that were not predicted by their authors to take part in synthesis kind in question. Such ‘enhancement’ of the spectacle of an instrumental performance should not ‘overshadow’ the traditional means and ways of influencing performance concertism and mastery, the founders of which were F. Liszt and N. Paganini, or the individualized intimate-philosophical chamberness of musical expression, but, under the conditions of a competent selection of visual material, is capable of connecting additional pulses of parallel perception. Such addition of a visual channel of communication is also a creative laboratory of the performer, in a certain way related to the composer’s and director’s laboratory, creating an actual vertical connection of times and spaces of art and life.

Tommaso Jucker

Tommaso Jucker

THE MISSMATCH BETWEEN PREFERED AND APPLIED FORMS OF MOTIVATION AND ITS INFLUENCE ON SOME WORK OUTCOMES

In the current research, we aim to prove a significant influence of motivation on work outcomes. For doing so, we formulated various kinds of question, with the goal to examine employee motivation. We divided the motivational elements in to six modules for better understanding of the wholly process of motivating the staff. For examining the overall effectives of the motivation in the company at hand, we formulated a so-called match factor, which described the difference between the preferred and applied types of motivation and calculated it for each module separately. We examine its influence on propensity of staying in the company; psychological tension; pride from working in the company; engagement; satisfaction and initiative. The study was held in the form of a survey among N=423 administrative employees in a railway company in Bulgaria. Our results proved a significant influence by the match factor of the motivational modules on the work related outcomes. Hence, proving the influence of motivation on work outcomes.

ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS

One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.

The Abolition of Museums of African Art

October 21 2021 The Abolition of Museums of African Art Patrice Nganang Patrice Nganang Professor of Cultural Studies and Comparative Literature, Stony Brook University. patrice.nganang@stonybrook.edu Search for other works by this author on: This Site Google Scholar Author and Article Information Patrice Nganang Professor of Cultural Studies and Comparative Literature, Stony Brook University. patrice.nganang@stonybrook.edu Online Issn: 1937-2108 Print Issn: 0001-9933 © 2021 by the Regents of the University of California2021Regents of the University of California African Arts (2021) 54 (4): 5–7. https://doi.org/10.1162/afar_a_00609 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn Email Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Search Site Citation Patrice Nganang; The Abolition of Museums of African Art. African Arts 2021; 54 (4): 5–7. doi: https://doi.org/10.1162/afar_a_00609 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll JournalsAfrican Arts Search Advanced Search The way a debate is framed decides upon the kinds of questions it raises. Such is the case with the retrocession of African art that is present in Western museums to the African continent where it came from. The history of the debate itself could be a matter of another debate, as well as where the questions came from and who raises them. But these are more matters of dispute, than of reasoning. At a time when issues of minority and citizen rights are thrust in the forefront of people's attention—BLM, les gilets jaunes, etc.—the call to restitute African pieces of art gains a traction that is informed by the will of Emmanuel Macron to unearth a debate of the 1970s by asking the same question whose answers were already voiced during... © 2021 by the Regents of the University of California2021Regents of the University of California You do not currently have access to this content.

Toward a Stronger Theoretical Grounding of Computational Communication Science

Abstract Computational communication science (CCS) is embraced by many as a fruitful methodological approach to studying communication in the digital era. However, theoretical advances have not been considered equally important in CCS. Specifically, we observe an emphasis on mid-range and micro theories that misses a larger discussion on how macro-theoretical frameworks can serve CCS scholarship. With this article, we aim to stimulate such a discussion. Although macro frameworks might not point directly to specific questions and hypotheses, they shape our research through influencing which kinds of questions we ask, which kinds of hypotheses we formulate, and which methods we find adequate and useful. We showcase how three selected theoretical frameworks might advance CCS scholarship in this way: (1) complexity theory, (2) theories of the public sphere, and (3) mediatization theory. Using online protest as an example, we discuss how the focus (and the blind spots) of our research designs shifts with each framework.

Constructing scientific knowledge thought the primary teacher’s questions in a guided-inquiry lesson of the water cycle

This paper deals with how scientific contents related to the water cycle are expressed (6th grade) as well as the role that the teacher´s questions play during an inquiry-based lesson. The research questions of the study were: What scientific concepts are constructed by students and teacher? What kind of questions uses the pre-service teacher in order to guide the thought of students? The employed methodology is based on video-analysis, being the data source a 1 hour video recording. Difficulties are perceived when students try to explain the scientific concepts (evaporation and condensation) in the context of the water cycle. The video allowed us to observe the difficulty involved in making knowledge move forward as the session progresses.