This book offers a critical reinterpretation of the Spanish avant-garde, focusing on narrative, transculturality, and intermediality. Narrative, because it prioritizes the analysis of prose over poetry, against the traditional use of critical literature on the subject up to this point. Transculturality, because the Spanish avant-garde simply cannot be understood without the acknowledgement of its multi-linguistic reality and the transnational scope of the experience of Modernism in Europe - of which Spain was an integral yet underexposed component. And intermediality, because the…mehr
This book offers a critical reinterpretation of the Spanish avant-garde, focusing on narrative, transculturality, and intermediality. Narrative, because it prioritizes the analysis of prose over poetry, against the traditional use of critical literature on the subject up to this point. Transculturality, because the Spanish avant-garde simply cannot be understood without the acknowledgement of its multi-linguistic reality and the transnational scope of the experience of Modernism in Europe - of which Spain was an integral yet underexposed component. And intermediality, because the interrelations of painting, photography, film, and literature articulate a correlation and mutual affect among different media, creating a rich cultural tapestry that needs to be addressed.
Contributors: Rosa Berland, Jennifer Duprey, Marcos Eymar, Regina Galasso, Eduardo Gregori, Juan Herrero-Senés, John McCulloch, Andrés Pérez-Simón, Lynn Purkey, Domingo Ródenas de Moya, Evelyn Scaramella and Antonio Sáez Delgado.
Eduardo Gregori (PhD, 2009. Penn State University) is Associate Professor of Spanish at the University of Wisconsin-Marathon County. He has published on Modernism and the Spanish avant-garde. Juan Herrero Senés. Ph.D (2006). Universitat Pompeu Fabra (Barcelona), is Assistant Professor of Spanish at the University of Colorado Boulder. He has published monographs and articles on the Spanish avant-garde, the interwar novel and translational modernism.
Inhaltsangabe
Foreword M. Marope Introduction
Chapter 1: Mindfulness At One with the Cosmos Jacobo The Mindfulness Craze Views of the Sceptic and the Cynic Other Avenues for Peace of Mind Walking and Running Mind Wandering The Arts Schools and the Arts Three Points What Did We Do with Jacobo? Conclusion
Chapter 2: Singularity Meaning of "Singularity" Can Human Intelligence by Simulated? Can Computers Take on a Life of Their Own? Points Made Thus Far Educational Responses Ethical, Consequential STEM Integrated Technology Post-Singularity Higher-Order Thinking Conclusion
Chapter 3: Terrorism 9/11 Onwards What Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It? How Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically? How Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists? Conclusion
Chapter 4: Sustainability Introduction The Catastrophe of the Environment: What Research Tells Us Human Responses Conclusion
Chapter 5: Post-Truth Politics Zach What Is Truth? Postmodernism and Truth: Relativistic Discourses Historical Revisionism Propaganda Contemporary Political Approaches to Truth Zach Again Conclusion
Chapter 6: Knowledge Skills Versus Knowledge Bloom's Taxonomy Revised ... Again! The Role of the Teacher Rote Learning A Twenty-First Century Education Sarah Conclusion
Chapter 7: Character Discipline Ethics Values in Schools Emotional Intelligence Bringing the Pieces Together in Character Education Conclusion
Chapter 8: Conclusion: The Framework The Purpose of the Framework Note 1: On Character Note 2: On STEM Criteria
Chapter 1: Mindfulness At One with the Cosmos Jacobo The Mindfulness Craze Views of the Sceptic and the Cynic Other Avenues for Peace of Mind Walking and Running Mind Wandering The Arts Schools and the Arts Three Points What Did We Do with Jacobo? Conclusion
Chapter 2: Singularity Meaning of "Singularity" Can Human Intelligence by Simulated? Can Computers Take on a Life of Their Own? Points Made Thus Far Educational Responses Ethical, Consequential STEM Integrated Technology Post-Singularity Higher-Order Thinking Conclusion
Chapter 3: Terrorism 9/11 Onwards What Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It? How Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically? How Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists? Conclusion
Chapter 4: Sustainability Introduction The Catastrophe of the Environment: What Research Tells Us Human Responses Conclusion
Chapter 5: Post-Truth Politics Zach What Is Truth? Postmodernism and Truth: Relativistic Discourses Historical Revisionism Propaganda Contemporary Political Approaches to Truth Zach Again Conclusion
Chapter 6: Knowledge Skills Versus Knowledge Bloom's Taxonomy Revised ... Again! The Role of the Teacher Rote Learning A Twenty-First Century Education Sarah Conclusion
Chapter 7: Character Discipline Ethics Values in Schools Emotional Intelligence Bringing the Pieces Together in Character Education Conclusion
Chapter 8: Conclusion: The Framework The Purpose of the Framework Note 1: On Character Note 2: On STEM Criteria
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