Political Instruction Research Articles

Reflections on Realization Paths of Curriculum Ideology and Politics in Senior High School English

Since the introduction of the concept of "Curriculum Ideology and Politics" in comprehensive education reform, senior high schools have actively embraced its implementation throughout the entire education process. However, due to the pressures of exam-oriented education, systematic integration into actual frontline teaching work has been challenging, with various factors hindering its development. These include difficulties in exploring ideological and political elements within textbooks, a lack of vitality in traditional teaching models, and outdated educational mechanisms. Considering that teachers play a crucial role as educational leaders, textbooks serve as the primary tools for teachers' educational activities, and the education mechanism provides the institutional framework for teaching, these three interconnected components collectively shape the education and teaching process. Therefore, this study aims to explore the most suitable teaching mode for integrating foreign language ideological and political instruction into the curriculum through three paths: upgrading the teaching model, updating textbook content, and innovating the educational mechanism. To achieve this, the study will employ textbook analysis as a methodology and provide suggestions to textbook compilers on effectively integrating "Curriculum Ideology and Politics" into senior high school English teaching. These efforts aim to enhance the vitality of the English subject.

Blended Teaching Research and Practice Combining Ideological Political Instruction and Data-Driven Method

In order to alleviate poor course learning effect caused by learning goal confusion and the lack of learning motivation in big data major courses instruction, this paper proposed a blended teaching solution combining ideological political education and data-driven method. Firstly, with the help of smart teaching platform, main instruction process, including pre-class, in-class, after-class and practice, has been restructured and condensed, and teaching materials on ideological and political education towards data science major has also been designed which can enrich in-class interaction and inspire learning interest, and firmly established the professional learning objectives. Secondly, the learning behavior data derived from logs of smart teaching platform is used for analyzing, feedback and early warning, which can help students track their learning status and knowledge mastery, and thus drive them to adjust their learning plans and cultivate active learning habits. Finally, our blended teaching program has been carried out in the course of Principles and Technology of Big Data with 4 teaching classes. The statistics from teaching practice and research show that our solution can greatly improve in-class participation, interest and initiative in learning. Moreover, profiting from learning behavior data analysis and feedback, learning progress can be more accurately mastered, which can supervise students to perform courses learning, and consequently are conducive to the improvement and optimization of the teaching process and significantly improve the quality of course learning.

Fast Food Delivery: Operationalization and Research Design

ABSTRACTActive learning is an important component of political science instruction in which instructors use innovative active-learning techniques across the subfields. These methods are crucially important in methods courses, which contain some of the most difficult and important topics for the discipline, making it optimal for conveying challenging concepts using active-learning approaches. This article describes an active-learning exercise to engage students with operationalization, research design, data collection, and analysis. Students develop an observational study for a “fast” food delivery service. They operationalize the dependent variable—“fast delivery”—and determine which independent variables will impact delivery speed. Students collect data when the instructor orders food and has it delivered to the classroom. This exercise moves away from abstract concepts found in political science journals and makes research design more concrete, relatable, and engaging.

The Hmong and the Communist Party of Thailand: A Transnational, Transcultural and Gender-Relations-Transforming Experience

AbstractBeginning in the early 1960s—and especially by the end of the decade—a large number of the ethnic Hmong people in Thailand aligned themselves with the Communist Party of Thailand (CPT). By the 1970s, most of the CPT's “liberated areas” were located in remote, mountainous areas populated by Hmong people. In this paper, I situate Hmong involvement in CPT through the literature related to the multi-ethnic connections being made through the organisation of armed groups and argue that Hmong involvement with the CPT was transnational, transcultural and gender-relations-transforming. The first Hmong Thai to join the CPT was recruited in neighbouring Laos. Other Hmong in Thailand heard about the CPT through radio broadcasts from Laos in Hmong language. Furthermore, many of the early CPT recruits travelled from their homes in Thailand for political and military instruction at a basic training centre called A-30, which was located somewhere in northern Laos near the border with China. There, most Hmong CPT recruits learned to speak, read and write central Thai language. Hmong CPT also started to meaningfully interact with other Thais, including those from northeastern and southern Thailand and Chinese Thais from Bangkok. Later, those deemed to have particular potential were sent to study in China or in Vietnam for specific military training. Some Hmong sent their children to study with the CPT; others went on their own. The Hmong also interacted with people from other communist movements in Southeast Asia.

Chemistry teaching in Colleges Based on the Educational Concept of “Ideological and Political Instruction in Professional Courses”

Chemistry teaching in Colleges Based on the Educational Concept of “Ideological and Political Instruction in Professional Courses”

Exemplary History: Competition in Roman Historiography

A great part of the perceived value of history in the ancient world was connected with its educational function. In one way or another, it was regarded as a beneficial guide to conduct or as magistra vitae (Cicero, De Oratore II, 36). To give political instruction and advice on the one hand (Polybius, I, 1, 2), and to provide exempla, were two major aims of history. This paper will argue that by narrating the history of the past, historians not only judged past actions or people, and provided useful moral examples to their contemporaries, but also stimulated a type of competition between past and present times. By recording good examples to be imitated and bad ones to be avoided, the Roman historians promoted the code of values of the maiores for their own time, fostered action and, to a certain extent, became significant indicators to Roman society. This competitive aspect of Roman historiography is illustrated here in three distinct categories, analysing the work of major Roman historians: Sallust, Livy and Tacitus.

A naked history. Subjectivity, authorship and historical discourse in early modernity

A theoretical debate took place in the sixteenth and seventeenth centuries between those in favour of a ‘naked’ historical writing, deprived of assessments and rhetorical devices, and those in favour of a more traditional idea of history, in which the author’s opinions and eloquence were considered of great value and key to history’s moral and political instruction. Important issues regarding the nature and duties of history were involved in this debate, which also had a significant impact on the idea of the historian as an author and on subjectivity and bias in historical narrative. In this article I will consider these particular aspects of the debate in the theoretical treatises written by Agostino Mascardi (1636), Jeronimo de San Jose (1651) and Pierre Le Moyne (1670).

Dos escritos destinados a la reina Isabel: Colación muy provechosa. Tratado de loores de San Juan Evangelista by Hernando de Talavera

Reviewed by: Dos escritos destinados a la reina Isabel: Colación muy provechosa. Tratado de loores de San Juan Evangelista by Hernando de Talavera Mark D. Johnston Talavera, Hernando de. Dos escritos destinados a la reina Isabel: Colación muy provechosa. Tratado de loores de San Juan Evangelista. Ed. Carmen Parrilla. Colección Parnaseo 24. Valencia: Universitat de València, 2014. 265 pp. ISBN: 978-84-370-9564-6 Scholarship on Hernando de Talavera (1430?-1507), confessor to Isabel I, one of her chief political operatives, and first archbishop of Granada, has burgeoned since the 1492 quincentenary of the kingdom’s annexation to Castile, but he remains one of the most under-studied major figures of his era. Carmen Parrilla’s edition of two unpublished writings by Talavera is therefore a welcome addition to the very limited modern library of his vast written oeuvre. Parilla’s introduction to her edition begins with Talavera’s biography (11-32), critically evaluating modern conjectures about key details of his obscure early life, such as his birthdate and converso ancestry (12-3), as well as the still uncertain date (probably early 1475) of his appointment as Isabel’s confessor (18-21). After a quick review of Talavera’s many prose works (32-7), Parrilla devotes (somewhat oddly) equal space to his few verse compositions and translations (37-42). The remainder of her introduction thoroughly analyzes the contents of the Colación and Loores (44-86), then describes their lone known witness (MS 332 of the Biblioteca Lázaro Galdiano) and her editorial norms (87-98). [End Page 146] Scholars of the era will surely appreciate Parrilla’s insightful analysis of how these two devotional texts functioned as both moral and political counsel to the young Queen Isabel, an effort to which many authors contributed, motivated by a common “afán instructivo articulado por una inflexión reformadora y legitimadora” (10). Talavera wrote the Colación in 1476 at Isabel’s request, adapting a sermon that she had heard him deliver as prior at the Hieronymite convent of Santa María de Prado in Valladolid during Advent of 1475; his revised version “conlleva un sentido inaugural potenciado por el comienzo del año litúrgico y su plan renovador. Tiene algo de gesto ritual efectivo que celebra, afianza y legitima el poder político de la nueva soberana” (49). Written very shortly later, and also at Isabel’s request, the Loores applies exegetical, hagiographical, dogmatic, and devotional arguments to explaining, with extensive digressions, the relative status of Christ, John the Baptist, John the Evangelist (the queen’s santo patrono), and the apostle Peter, which offer a pretext for frequent moral and political instruction to Isabel (74-5, 86). Parrilla’s editions of the Colación (99-132) and of the Loores (133-244) are carefully prepared, and document exhaustively, in their notes, the sources of every biblical, theological, hagiographical, philosophical, or scientific reference in Talavera’s two texts, providing thus a catalog of imagery and themes that recur in later propaganda for the Catholic Monarchs. The volume ends with a rich bibliography (245-61), perhaps the best available on Talavera, though marred by occasional typographical errors, such as: “Clásico [sic] Hispánicos” (247); “clouster” for “cloister” (253); and “De l’homelie [sic] au sermon” (255). Like so many recent scholarly works, this edition brims with useful notes and references but lacks any indexes to help readers locate specific data. These material imperfections do not, however, detract from the overall value of Parrilla’s edition as a valuable contribution to understanding the nascent political, cultural, and spiritual ideologies of Isabel and Ferdinand’s regime. [End Page 147] Mark D. Johnston DePaul University Copyright © 2016 MLA Forum, LLC Medieval Iberian

Fostering political understanding using The West Wing: Analyzing the pedagogical benefits of film in high school civics classrooms

This study describes one high school civics teacher's use of film as a way to improve his students' understanding of politics. Using episodes of The West Wing, an award-winning political drama, over the course of a semester, the teacher was able to create an authentic context for political instruction that allowed his students to practice thinking politically, better understand real-life political events, and make connections across the formal curriculum. The findings from this study offer several implications for both the teaching of politics in secondary education as well as the use of film in secondary social studies courses.

Teaching Politics in Secondary Education: Analyzing Instructional Methods from the 2008 Presidential Election

This article describes the instructional methods of four high school government teachers during their coverage of the 2008 presidential election. By analyzing the ways in which these teachers attempted to generate interest in the election and further their students’ conceptualization of politics, the author seeks to better understand political instruction at the secondary level. Overall, the author observed that the teachers were successful in capturing student interest in both politics and the election; however, the teachers often missed opportunities to foster this interest into a nuanced understanding of politics.

The Challenges of Political Instruction in a Post-9/11 United States

In the decade since the attacks of September 11 th , the political climate in the United States has become increasingly intolerant of opposing viewpoints. This climate, made nearly ubiquitous by 24-hour news cycles and increased exposure to political media, poses quite a challenge to teachers wishing to broach political topics as part of their curriculum. This article highlights a few of the issues secondary educators will face when engaging in political instruction and offers practical, research-based solutions to these issues.

Letter from the Editorial Board

High School Journal is pleased to present its Fall 2011 Special Issue commemorating the tenth anniversary of September 11th. While the entire Editorial Board was involved in choosing the topic for this Special Issue--Education in the Post 9/11 Era--this subject is particularly cogent for me, as I am currently researching the discourses of 9/11. Addressing the issue of September 11th's effects on education carries more complexity than is at first apparent. Commonplace in our narrative is the claim that 9/11 everything, but many of the effects educators would point to in the last decade--standardized and corporatized schooling, xenophobia and anti-multiculturalism, increased segregation and stratification--can all find their roots in policy and cultures formed in earlier decades. (Consider that No Child Left Behind was proposed in January of 2001, a product of movements pushed in the 1990s.) So perhaps 9/11 did not everything so much as it changed how we speak of everything. A friend recalls telling her AP US History class on September 11th, 2001, is your Pearl Harbor. This is your Kennedy assassination. You will always remember where you were, how you felt, on this day. Pearl Harbor does seem to bear many similarities to 9/11 (and is discussed in comparison in a few articles in this issue), from the attack on US soil to the xenophobia against an immigrant population. And yet, a historical (and technological) contextualization highlights major differences that separate the two--and directly impacts the conversation about education, September 11th has been inculcated into the curriculum discourse in ways that Pearl Harbor never was. Stoddard, Hess, and Hammer (2011) identify the difficulties of writing first-draft history--history that is happening as it is being recorded--in textbooks. Due to the length of time it previously took to publish school curricula, Pearl Harbor was not taught as an event until long after World War II ended. Analysis was done in the luxury of hindsight; we knew what the outcome of the aftershocks of Pearl Harbor were and could evaluate accordingly. September 11th, conversely, took place in an age of instant information. CNN, Fox News, New York Times, Mother Jones, MSNBC, our own president--all rushed to fill the media market by analyzing 9/11 as it happened, creating an event that carried a legacy before the ramifications could be absorbed. Returning to the teacher's comment--You will always remember...--it is as if we sought to signify the value of 9/11 as it occurred rather than waiting to see what the effects would be. And thus, an immediate association was made between 9/11 and ... what? It all depended on whom we were listening to. Slattery and Rapp (2003), writing in the weeks after 9/11, believe[d] that the global community is on the threshold of an opportunity to heal divisions and nurture peace, but we are also mired in the rhetoric and reality of escalating conflict, cycles of vengeance and retaliation, and potential global annihilation (p. 229). Some associated 9/11 with the rhetoric of President Bush and the PATRIOT Act, building an instantaneous readiness for war and revenge, altering the political discursive direction (Wayne Journell analyzes this change in direction in, The Challenge of Political Instruction in a Post-9/11 United States). Others sought to heal the cultural riffs they saw as having been created by the United States and brought into sharp focus by the attacks (Rachel Jones discusses one method in, Intolerable Intolerance: Toxic Xenophobia and Pedagogy of Resistance). High School curriculum sought to quickly catch up from both sides. US Department of Homeland Security published a curriculum confirming its own 9/11 narrative, echoed in most secondary school textbooks. Opposing viewpoint materials arrived as well, including Brown University's Choices Curriculum, which published the curriculum Responding to Terrorism: Challenges for Democracy (now in its seventh edition only nine years later) and Protest, Revolution, & Change. …

Teaching the 2008 Presidential Election at Three Demographically Diverse Schools: An Exercise in Neoliberal Governmentality

This article describes the disparity in political instruction found in six government classes from three demographically diverse high schools during the 2008 Presidential Election. In general, students from working-class households or those in lower-level classes were rarely given opportunities to discuss politics at a national level or engage in analytical discussions of the election; students in middle-to-upper-class schools and those in advanced-level classes were privy to rich discussions of politics on a regular basis. Using Foucault's (1991) notion of governmentality as a guide, these findings are then discussed as symptomatic of a neoliberal approach to education in which students are trained for the presumed roles they will play in the nation's political economy as adults.

The Mind of the Master Class: History and Faith in the Southern Slaveholders' Worldview

Part I. Cradled in the Storms of Revolution: 1. 'That Terrible Tragedy' 2. The age of revolution through slaveholding eyes 3. 'The Purest Sons of Freedom' Entr'Acte: the bonds of slavery Part II. The Inescapable Past: 4. History as moral and political instruction 5. The slaveholders' quest for a history of the common people 6. World history and the politics of slavery 7. History as the story of freedom Part III. Ancient Legacies, Medieval Sensibility, Modern Men: 8. In the shadow of antiquity 9. Coming to terms with the Middle Ages 10. The chivalry 11. Chivalric slave masters 12. Chivalric politics: Southern ladies take their stand Part IV. A Christian People Defend the Faith: 13. A Christian people 14. Unity and diversity among the faithful 15. War over the Good Book 16. Slavery: proceeding from the Lord 17. The Holy Spirit in the word of God 18. Jerusalem and Athens - against Paris 19. Serpent in the garden: liberal theology in the South 20. Theopolitics: golden rule, higher law, and slavery Coda: St. John of Pottawatamie Part V. At the Rubicon: 21. Between individualism and corporatism: from the reformation to the war for Southern Independence 22. Past and future Caesars Epilogue: King Solomon's dilemma.

Simulations and Role Playing (S&RP) I Track Summary

Undergraduates often have difficulty conceptualizing phenomena for which they have little experience, such as life in an Islamic state or the pressures of foreign policy decision making. The participants of the S&RP Track I explored multiple ways political science might address this challenge. While the exercises employed by participants differed, the desire to help students experientially learn key concepts and materials provided the central motivation. S&RP are a valuable complement to traditional teacher-centered methods of content delivery, such as lectures that tend to focus on acquisition of knowledge without reflection. One clear advantage of S&RP is the ability to encourage synthesis and evaluation of information by literally taking students out of their chairs and having them “learn by doing.” Such strategies help students shift their roles from being passive receivers of information to active participants in the learning process. The participants of this track felt strongly that S&RP can play a vital role for students, faculty, and their institutions by enhancing faculty ability to impart key skills, analytical tools, and varied perspectives to students who in turn become empowered as a part of their own education. As institutions compete for students and students demand applicable courses, novel teaching methods that make clear connections between political instruction and the lived realities of those taught benefit everyone.

:Politica: Six Books of Politics or Political Instruction

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Lipsius, Justus, Politica. Six Books of Politics or Political Instruction, ed., with translation and introduction, by Jan Waszink

Article Lipsius, Justus, Politica. Six Books of Politics or Political Instruction, ed., with translation and introduction, by Jan Waszink was published on August 1, 2005 in the journal Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Germanistische Abteilung (volume 122, issue 1).

Die Notwendigkeit des Ethikunterrichts in der Sekundarstufe I

The article deals, on a philosophical basis, with three essential aspects of a subtitute for pupils who do not participate in religious instruction : (1) the necessity of ethical instruction in the current social situation. The fundamental uncertainty of rules in post-metaphysical times has caused a crisis in orientation. This crisis cannot be solved by reverting to former moral concepts. It becomes necessary to establish a universal moral authority. (2) The indispensability of ethical instruction as genuine philosophical enquiry into problems of reason and truth. Ethical instruction cannot be part of a mixture of religious and political instruction. (3) Practical consequences for philosophically based ethical teaching. The teaching of ethics is critical moral instruction based on discoursive reason. It appeals to understanding, not to emotions

Graphic Arts &amp; the South: Proceedings of the 1990 North American Print Conference (review)

274Southern Cultures Graphie Arts & the South: Proceedings of the 1990 North American Print Conference . Edited by Judy L. Larson and Cynthia Payne. University of Arkansas Press, 1993. 277 pp. Cloth, $40.00. Reviewed by Leo Mazow, a doctoral candidate in the art department at the University ofNorth Carolina at Chapel Hill, where he is writing his dissertation, "George Inness: Problems in Antimodemism." He has taughtAmerican art history at Chapel Hill, and is cunently a research associate in American art at the Huntington Library, Art Collections, and Botanical Gardens. Graphic Arts & the South is an important addition to a sorely neglected field of study. Substituting the breadth of a monograph with the critical focus of nine illuminating, if uneven, essays, this collection showcases the work of leading scholars in art history and American cultural history. Graphic Arts & the South may well be the first text to probe in depth the role of printmakers, publishers, writers, and photographers in the social production of a southern iconography. In an opening essay, "The Half Horse-Half Alligator and other Southern Members of the Jacksonian Bestiary," David Tatham explores the allegorical meanings southern artists and writers encoded in savage, hybrid animals. In David Claypoole Johnston's 1829 A Ginooine Buster, the subject's "half this-half that" nature combines the toughness of an alligator and the tenacity of a horse. By contrast, the docile bears and alligators in Davy Crockett Almanacs suggest raw nature tamed and domesticated—a fitting metaphor for intensely expansionist Jacksonian America. Many of the prints Tatham discusses were published in the North, suggesting that these images assigned to the South a set of traits— obdurate and crafty but silly and unenlightened—and supported an emerging sectional consciousness. Georgia B. Barnhill explores printmaker "F.O.C. Darley's Illustrations for Southern Humor." Darley's work was commissioned by the Philadelphia publisher Carey and Hart for the Library of Humorous American Works series. Barnhill's gleaning of the publisher's "cost-books" adds greatly to our understanding of the low status of graphic illustration as a fine art—Darley was often paid less for his drawings than the engraver who transferred them to wood. It would have been interesting for Barnhill to consider the text Darley was illustrating. For example, Darley's 1846 engraving, She approached the thick leafed table, depicts bumpkins who think a new piano is a strange animal rather than a musical instrument . More than merely illustrating a humorous text, Darley seems to conspire here with a northern author and publisher to ridicule the unrefined South. While Darley's images straddle a fine line between humor and ridicule, David Hunter Strother's text and engravings, which appeared in Harper's Monthly from 1850 to 1875, posit refinement in the backwoods, grandeur in the vernacular. Jessie J. Poesch provides an illuminating examination of this Virginia artist-journalist's uncanny ability to insert classical themes into amusing backwoods tales. As a cataloger of "men of manners," Strother played the role of folklorist and archivist as well as illustrator and journalist. Although Strother was politically conservative, his judgement-free descriptive eloquence made him appealing to the notoriously neutral Harper's. If Strother portrayed the southern hinterlands with egalitarian respect, Frederick Law Olmsted inscribed there his own privileged, staunchly Unionist sensibility. Dana F. White compares these competing views of the South in her "Two Perspectives on the Cotton Kingdom." Both illustrators flaunted their remarkable powers of observation in their gracefully linear landscapes of thatched cottages and monumentally simple peasants. Yet Reviews275 where Strother romanticized landscape and local cultures, Olmsted evoked landscape for moral and political instruction. For example, Strother's The Dismal Swamp suggests remote marshes as sites of sublime mystery and amusing anecdotes. In contrast, Olmsted's Runaways in the Swamp gives southern swamplands an abolitionist agenda, pointing out that they are "noted places for runaway negroes." White concludes by suggesting that Strother has not enjoyed Olmsted's popularity because he worked in two media, in effect spreading himself too thin, appeasing his diverse readership at every turn. In "The South as It Was," Gregg D. Kimball shows how selected engravings made the social and industrial transformations of the Civil War and Reconstruction more palatable to...

Drama as Social Criticism

Amiri Baraka remains a major aesthetic force in African-American drama. Baraka's dramatic work has continued unabated, and his significance as a writer is undiminished by time and his influence on other writers appears as strong as ever. Yet Baraka's treatment of blackness, that is, the idea of Africanness in his African-American characters, has never been fully discussed. This is probably due to Baraka's powerful dramatic representation of the conflict between blacks and whites in the American society. His portrayals usually catalogued the characteristics of the human conflict in an impossible social situation, showing the evil of racism and the scandal of American society. What I intend in this essay is to demonstrate how Baraka used his knowledge of African-American culture to create characters with instructive functions for the African-American community. Theater was for him a veritable stage for social and political instruction that found its right to be in the goals it achieved for what he was calling, at the time, black liberation. Among the plays that have achieved some recognition for their political and social content is the play Great Goodness of Life, which was one of his early plays (Baraka, 1969). Great Goodness of Life by Baraka will be examined in this essay with the aim of discovering character types that might emerge out of a liberation theater. Great Goodness of Life represents an example of how Baraka dealt with the confrontation that blacks often have with blackness.