Seamus Heaney and the “place of writing”: technique as evidence of redress as a construct

This article re-examines the significance of redress for Seamus Heaney’s poetry and prose by illustrating that redress is a deeply considered intellectual construct which incites, facilitates and renews creativity throughout Heaney’s career. Redress neither constitutes a project of self-fashioning nor indicates uncertainty in terms of equivocation. Rather, it suggests Heaney’s characteristic uncertainty of how to create a space for himself from and within which to write. In his early work in particular, his contemplation of redress is indicated by his ritual recourse to spatial metaphor. Having arrived at the “place of writing”, the process of unwriting is immediately initiated and the space deconstructed. It is this deconstruction of the created place and the unwriting of what has been written which, in Heaney’s words, “makes the renewal of artistic effort contemplatable”. And it is that contemplation which functions as an impetus for poetry. This article therefore explores Heaney’s diction, rhetorical strategies and ritual performance of redress.     

Education for Tomorrow: The Vision of Rabindranath Tagore

This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be taken into account in designing any educational model for the future. Tagore rejected the modern mechanical learning that focuses merely on cultivation of the individual’s mind, in favour of learning that encourages the creativity, imagination and moral awareness of students. He believed that education should be not for mere “success” or “progress” but for “illumination of heart” and for inculcation of a spirit of sympathy, service and self-sacrifice in the individual, so that s/he could rise above egocentrism and ethnocentrism to a state of global consciousness or worldcentrism. In pursuing this argument, I refer to Tagore’s letters, lectures, interviews and essays, both in Bengali and in English, a body of his short stories, his novel The Home and the World and his allegorical poem “Two Birds”. I also explain his awareness of the educational movements of his time in the West, and draw brief parallels with selected Western luminaries in the field, such as Plato, Montaigne, Rousseau and John Dewey. My contention is that although some may dismiss Tagore’s educational principles as “rickety sentimentalism” in a world that is palpable and real, his ideas of human fellowship, unity and creativity, and kinship for nature seem irrefutable with the rise of multiculturalism and the looming ecological crisis threatening world peace.     

Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference

Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the research presentations and the discussion during and after the conference, several issues emerged: (1) the importance of the two subjects not losing sight of each other; (2) the need to overcome language barriers; (3) the question of standards/objectives for geography teacher education (e.g. with regard to teachers’ (P)CK); (4) media used in teacher education (including ways to improve them); (5) ways to improve learners’ geography and earth science content knowledge; and (6) strategies to increase teachers’ professionalism. We already suggest some specific steps teacher educators in the two fields can take to improve teacher education. Yet, it also became clear that more research and strengthening international collaborations are needed, as well as better communication of the results of these efforts to practitioners.     

The Senzai Maru's visit to Shanghai and its understanding of China

ABSTRACT

The significance of the Senzai Maru’s 1862 journey to Shanghai was great. From this opportunity, Japan not only learned from its neighbor the danger of closing off one’s borders and refusing to change, but also the importance of expanding its horizons and “learning from the world.” From these lessons, Japan transitioned from “expelling barbarians” toward “enlightenment,” from conservative to “reformist.” After successfully overthrowing the Tokugawa shogunate, Japan’s Meiji reforms thrived.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

“Back in the heartland”: Seamus Heaney's “Route 110” sequence in Human Chain

This essay foregrounds the increasingly significant role translation has played in Seamus Heaney's compositional and creative practices since the 1970s, and how it functions as a means of displacement and route into imagined homecomings. It offers a detailed analysis of the sequence which occupies a central position within Human Chain, in which Heaney HeaneySeamusStations. Belfast: Ulsterman Publications, 1975. [Google Scholar] attends to and seeks to reconcile once more the different “voices of my education”, that of originary familial/parish culture of Mossbawn and Bellaghy, and that acquired at St Columb's College and Queen's University that furnished him with rich linguistic and cultural assets, but sentenced him also to a “migrant solitude” (“The Wanderer”, Stations). “Route 110” illustrates the enduring effects of both bequests, as Heaney takes scenes and motifs from Virgil's Aeneid, Book VI, which details Aeneas' experiences on his descent into the seventieth year, Heaney takes readers with him on a road back to pre-Troubles Northern Ireland in the mid-twentieth century, stopping off initially at Smithfield Market, Belfast, in order to pick up a “used copy” of the Virgil that will become his guide. What he subsequently assembles is an album of snapshots of his youth, part of his legacy to his newly-born granddaughter.     

From the logic of ideas to active-matter materialism: Priestley’s Lockean problem and early neurophilosophy

ABSTRACT

Empiricism is a claim about the contents of the mind: its classic slogan is nihil est in intellectu quod non fuerit in sensu, “there is nothing in the mind (intellect, understanding) which is not first in the senses.” As such, it is not a claim about the fundamental nature of the world as material. I focus here on in an instance of what one might term the materialist appropriation of empiricism. One major component in the transition from a purely epistemological claim about the mind and its contents to an ontological claim about the nature of the world is the new focus on brain–mind relations in the eighteenth century. Here I examine a Lockean trajectory as exemplified in Joseph Priestley’s 1777 Disquisitions Relating to Matter and Spirit. However, Locke explicitly ruled out that his inquiry into the logic of ideas amounted to a “physical consideration of the mind.” What does it mean, then, for Priestley to present himself as continuing a Lockean tradition, while presenting mental processes as tightly identified with “an organical structure such as that of the brain” (although he was not making a strict identity claim as we might understand it, post-Smart and Armstrong)? One issue here is that of Priestley’s source of “empirical data” regarding the correlation and indeed identification of mental and cerebral processes. David Hartley’s theory in his 1749 Observations on Man was, as is well known, republished in abridged form by Priestley, but he discards Hartley’s “vibratory neurophysiology” while retaining the associationist framework, although not because he disagreed with the former. Yet Hartley was, at the very least, strongly agnostic about metaphysical issues (and it is difficult to study these authors while bracketing off religious considerations). One could see Locke and Hartley as articulating programs for the study of the mind which were more or less naturalistic (more strongly so in Hartley’s case) while avoiding “materialism” per se; in contrast, Priestley bit the (materialist) bullet. In this paper I examine Priestley’s appropriation and reconstruction of this “micro-tradition,” while emphasizing its problems.     

The Colonial (Dis)order and the (Im)possibility of Redemption: Jeong,Abolition, and Living from the “End of the World”

This article develops the oppositional edge of postcolonial theologies by way of Frantz Fanon’s anti-colonial desire for the “end of the world.” It connects W. Anne Joh’s elaboration of jeong – the living in excess of (neo)colonial violence – to Dietrich Bonhoeffer’s anti-fascist critique of the godlike desires of European humanism (the sicut deus). The overall aim of the article is to clarify and assess what is at stake in a project of eschatological decolonialism. What might it mean to think theologically about salvation as abolition? And what might it look like to live from the “end of the world?”     

“生态环境”用语产生的特殊时代背景

本文随着地理学家黄秉维院士的回顾,对1980-1982年五届全国人大宪法修改过程中,将草案中的“生态平衡”改为“生态环境”一词、并写入宪法的过程,再现出来予以分析讨论,认为“生态环境”概念提出的背景是全球和中国谋求环境保护事业发展的时代潮流,侧重的是人民生存于其中的自然环境的生态质量,具有积极的社会昭示作用和教育意义,不宜仅从学理上认为“生态环境”的提法有错,因为真实的世界往往比学者头脑中的理论思维更精彩。学术界于2005年5月展开的对“生态环境”、“生态环境建设”概念的研讨,贡献了许多真知灼见,然而,从“生态环境”一词在人大常委会产生过程的基本事实判断,它属于具有相对独立性的政府用语(法定名词),而非严格的科技名词,主要使用于国家行政管理层面,而学术研究中则主要是尊重学者自己的理解和创作。至于如何健全政府用语、消除政府不当用语在国家社会生活中可能带来的负面影响,正是学术界应该积极探讨的问题。     

Geography's secret powers to save the world

The purpose of this paper, prepared to present at the 2018 joint Canadian Association of Geographers (CAG) and International Geographical Union (IGU) regional conference, is to suggest three strategies, framed as proposals, that geography and geography education can deploy to “save the world.” The first proposal is to expand explicit instruction in spatial thinking to close gender‐based achievement gaps. The second proposal is to apply research from the learning sciences to develop persuasive geography curricula and instructional materials. The third proposal focuses on ways social media and geospatial technologies can be employed in civic education, an idea termed “spatial citizenship.” The paper suggests a re‐envisioning of geography education with an enhanced focus on teaching for, in, and about a world that fully appreciates difference and acts on that appreciation.     

Hegel and the Paradox of Democratic Education

This article explores Hegel’s Philosophy of Right as a work on education that responds to two democratic ideals: the ideal of individual integrity, which demands that individuals come to know the principles that animate them of their own accord, and the ideal of collectivism, which demands that individuals be at home in a shared world. While the great political works of Plato and Rousseau fasten on one of these ideals at the expense of the other, I show that Hegel’s political philosophy accepts both. The result is what I call the paradox of democratic education. Hegel solves this paradox through a three-fold pedagogical strategy which speaks to the transformational possibilities of institutions as well as more directly to the needs of the “ironic consciousness.” This strategy reveals a Hegel who calls on us to strengthen our commitment to a democratic polity through a deeper conception of the requirements of democratic education.     

Not nearly enough geography! University provision for England’s pre-service primary teachers

Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5–11 year olds to be “generalists” who teach the full range of curriculum subjects, including geography. This article identifies that the provision of teaching time for geography is low and declining in England’s primary ITE courses. It presents a picture which may not seem dissimilar in other parts of the world. With only about half of pre-service primary teachers in England having studied geography after age 14, their subject knowledge appears weak. University-based ITE subject sessions rarely extend beyond introducing them to England’s primary geography requirements and to some approaches to teaching geography. Prospective primary teachers observe and teach limited, if any, geography in primary schools. Developing their geographical understanding and teaching capability is highly challenging for tutors. There are concerns that the current situation may well decline further. Encouragement exists to develop geography provision in primary ITE but the opportunities to achieve this appear increasingly constrained as the pre-service environment moves from university-led to school-led provision. International comparative research is essential to understand better pre-service primary teachers’ learning to teach geography.     

Antimodernist Antecedents in Early Canadian Modernism: Archibald MacMechan’s “A Ballade of Canadian Literature” and F.R. Scott’s “the Canadian Authors Meet”

ABSTRACT

Archibald MacMechan’s regular column in the Montreal Standard entitled “The Dean’s Window” (1906–1933) is an important index to educated antimodernist literary values. MacMechan brought his reading of world literature into his appraisals of the Canadian scene, through his groundbreaking work, Headwaters of Canadian Literature(1924). In a 1912 “Dean’s Window” column, MacMechan, a published poet, opened with a poem of his own, “The Ballade of Canadian Literature,” which anticipated F.R. Scott’s “The Canadian Authors Meet”—itself a seminal work of early Canadian modernism. By no means binaries, the degree to which modernism and antimodernism could resemble each other is manifest in MacMechan’s and Scott’s poems, even though Scott’s poem eviscerates the Canadian Authors Association, an organization of which MacMechan was a founding member.     

“As Though There Was No Boundary”: the Shipshaw Project and Continental Integration

This essay reads Munro’s 2001 story collection as embodiment of her artistic accomplishment. Beginning with a 1952 internal Canadian Broadcasting Corporation reader noting “evocative and luminous phrases” in two of Munro’s earliest stories, it argues that such phrases have informed Munro’s fiction throughout her career. In Hateship, these phrasings are key to “Family Furnishings,” “Hateship, Friendship, Courtship, Loveship, Marriage,” “Post and Beam,” “The Bear Came Over the Mountain,” and especially “Nettles.” There Munro structures her stories around “real facts in the making,” combining autobiographical facts and situations with her imaginative renderings of them. This collection reveals Munro at the height of her accomplished art.     

Priestley on materialism and the essence of God

ABSTRACT

The paper focuses on Priestley’s complex views on the essence of God in connection with his materialism, elaborated in the Disquisitions Relating to Matter and Spirit (1777/ 1782). This issue is crucial if one wishes to get a clear idea of what Priestley’s materialism amounts to; whether it is mainly a thesis about the material grounds of the human mind (“psychological materialism”), or a more far-reaching one about what kind of substances exist in the world (a version of “ontological materialism”). The claim that God may be material allows for the most radical version of ontological materialism according to which everything in the world is material, without altogether denying that God exists. In fact, Priestley considers and partially defends at least three different views on the potential materiality of God: (1) an agnostic stance that is his official view, (2) materialism about God based on his own theory of matter, and (3) “gross” materialism about God. The aim of the paper is to analyze these three views, in particular concerning what kind of materialism they support and whether they can contribute to the consistent Christian materialism Priestley envisaged.     

The eponymous legacy of Sir William Richard Gowers (1845–1915): A revealing letter

The eponymous legacy of Sir William Richard Gowers (1845–1915) was the subject of a comprehensive appraisal first written for this journal late last year. Since the completion of that work, a revealing February 1903 letter has come to light recording, amongst other things, Gowers’ firsthand and somewhat private opinions concerning some of his own eponymous contributions to medicine. This addendum to the primary author’s original article will review and contextualize this very interesting find as it relates to Gowers’ eponymous legacy. Gowers’ “ataxic paraplegia” (referred to as “Gowers’ disease” in the letter) and “syringal hemorrhage” are specially considered, and his broader neological contributions are also briefly addressed. For completion, a number of other previously unnoticed eponyms are added to the already impressive list of medical entities named in Gowers’ honor, and a more complete collection of eponyms found in Gowers’ Manual are tabulated for consideration.     

Tannery and Duhem on the Concept of a System in the History of Philosophy and History of Science

ABSTRACT

This article examines John Toland’s Reasons for Naturalizing the Jews (1714) by placing it alongside other elements of his engagement with Jewish history, Mosaic principles and wider “Hebraica” – specifically, an appendix to his Nazarenus (1718) and his Origines Judaicae (1709). Although Toland’s case for Jewish naturalization shows the strong influence of Locke’s case for political and religious toleration, and also of a general “mercantilism”, it is argued that one of its main characteristics is a philosophical naturalism, shown in its treatment of the human species as a whole. Furthermore, it is also argued that this same naturalism is evident throughout Toland’s engagement with Jewish history and Mosaic thought. Accordingly, when we “fold” these works into each other, we find each enhancing our understanding of the others – not just as examples of Toland’s treatment of “Jewish affairs”, but also as illustrations of a consistent conceptual materialism. To emphasize this, the article concludes by suggesting that the figure of Rabbi Simone Luzzatto, author of a 1638 plea for tolerance, provides an important clue in understanding the links between Toland’s political injunctions and the philosophical foundation on which they are built.     

Memes,masculinity and mancession: Love/Hate’s online metatexts

Since it first aired in 2010 on Radió Teilifís Éireann, Ireland’s national public service broadcaster, Irish crime drama series Love/Hate has enjoyed record audience ratings. However, while serious TV critics and the show’s producers have praised it as a complex and incisive commentary on crime in Ireland, the more participatory online cultures of the Journal.ie, Twitter and Facebook have constructed a distinctly less highbrow set of discourses around the show. This analysis of the Journal.ie’s Daily Edge recaps demonstrates how participatory Laddish humour and what Jean Burgess refers to as the “vernacular creativity” of memes have functioned to prioritise a cohesive set of engagements with Love/Hate that are underpinned by fantasies about the recuperation of male power. Moreover, by creating a sense of “in-groupness” around the series, the Daily Edge and its tertiary texts have produced a heavily gendered sense of consensus about who “we” in post-Celtic Tiger Ireland are.     

The “Chinese World Order” Encounters the “East Asian World Order”— Post-War Japanese Historians’ Debates on the Tribute System

In this paper, I trace the post-war Japanese genealogy of studies on China’s tribute system (imperial China’s relatively tolerant approach to its foreign relations) in relation to the English-language work of historian John King Fairbank (1907–91). I emphasize that, together with the sporadic Chinese studies into China’s tribute system prior to the 1950s, it was the post-war research of Japanese historians that inspired Fairbank, who, in turn, further stimulated critical debates on the topic in Japan. I first concentrate on post-war Japanese debates concerning an “East Asian world order” based on a “system of investiture/tribute.” This notion, developed by the Japanese historian Nishijima Sadao in 1962, precisely corresponds to Fairbank’s 1941 understanding of the “tribute system” or “Confucian world-order,” but contrasts with Fairbank’s later, controversial understanding of a “Chinese world order” as proposed in 1968. In the second part of this paper, I introduce Japanese historian Hamashita Takeshi’s 1980s and 1990s arguments on the “tribute trade system” as representative of the younger generation within this genealogy, contrasting it with the work of Immanuel Wallerstein and Andre Gunder Frank. In the third part, I locate this Japanese genealogy within the wider historical context of post-war Japanese intellectual cultural politics. This means that I examine Japanese historians’ arguments both from the angle of historiography and from the perspective of post-war Japanese intellectual history.