Readers and responses to George Sandys' A Relation of a Iourney begun An: Dom: 1610 (1615): Early English Books Online (EEBO) and the history of reading

This paper will discuss Early English Books Online (EEBO) as a tool for locating and researching contemporary references and responses to historical texts and authors, specifically George Sandys' A Relation of a Iourney begun An: Dom: 1610 (1615). It will focus upon two main themes. The first is methodological and will discuss the nature of EEBO and the possibilities and limitations it presents for this kind of historical research. The second turns to a case study of seventeenth-century responses to, and readings of, the Relation and shows how references found through EEBO can both broaden the context within which we view this work and alter our interpretation and understanding of it.     

The Persian Presence in Nineteenth-Century English Poetry: A Taxonomy

This study employs keyword searches of literary databases such as Literature Online (LION) in an attempt to map the image of “Persia” in nineteenth-century English poetry as it was molded by a proliferation of thoughts and ideas in a variety of contexts. Completeness is not possible, of course, but the article aims to identify and explore some of the major categories within which the image of Persia was formed and disseminated in the nineteenth-century. The scope of the study is not confined to a corpus of poetic works that were written specifically on or about “Persia,” but takes account of a broader range of poems, and attends to the structure, texture and variations of the presence of “Persia” in nineteenth-century English poetry.     

Lanhydrock’s autobiographical instillation: books,reputation, and habitat in early modern England

The library at Lanhydrock in Cornwall contains many books annotated by its seventeenth-century owners. The complex meanings these books carried depended on their physical location in the Cornish landscape, and the meaning of that landscape was in turn shaped by the presence of the marked books. Early moderns were adept at creating and interpreting such context-specific assemblages of books which projected autobiographical personae. These habits were a means by which book-users could simultaneously fit themselves to their environments (or “habitats”) and reshape those environments in a reciprocal process of fashioning. Public reputation was an important consideration guiding these practices. This model of the interaction of books, reputation, and habitat can be extended beyond physical locations like Lanhydrock to help understand how early moderns inhabited their economic culture. Customizing books shaped users as agents equipped with the kind of habitus demanded by the “credit economy” and reproduced its moral codes.     

Between nation and land in Zionist teaching of Jewish history, 1920–1954

The article discusses the representation of Jewish history in the Zionist school system of the Yishuv and the early State of Israel (1920–1954). In the Yishuv period the history curriculum was centered on “shifting Jewish centers” in the spirit of historian Simon Dubnow, an approach that also integrated Jewish and non-Jewish history. From the 1930s, Ben Zion Dinur and the Teachers' Council of the Keren Kayemet le-Yisrael (Jewish National Fund) attempted to make the Land of Israel the central axis uniting Jewish history, a focus that downplayed non-Jewish history. Because of the opposition to this approach within the education system, this change, which Dinur regarded as essential for the integration of the new immigrants from the Muslim countries into Israeli society, was implemented only after he was appointed minister of education in the early 1950s.     

The meaning of literacy: an Italian reappraisal

Abstract

This article discusses the literacy trend in modern Italy in the light of recent literature on history of reading and, more generally, cultural history. The focus is on two subjects: (1) the essential features of Italian literacy in the modern age, highlighting elements such as heavy censorship, hostility to compulsory education from the ruling classes, training essentially based on voice and memorizing, etc., and (2) the uses of literacy, that is the access to and the comprehension of written texts, especially regarding people with minimal skills or cut off from college training (i.e. children, women and peasants).     

学术转型期的民国史研究--中华民国史国际学术讨论会纪要

2002年8月21－23日在北京举行了“中华民国史国际学术讨论会”。从提交此次会议的论文可以看出近年来民国史研究的几个基本特征：民国政治史在致力于突破,民国外交史因新史料的出现而凸现新意,民国社会史的研究日益深化,民国经济史的研究更加细化,民国思想文化与教育史领域的研究在不断拓宽,民国史料的不断发掘与学术史研究的重视。     

高职学院体育教学改革中《双主互动》教学模式的探讨

传统的教学模式已不适应新时期人才培养的需求。本文探讨的"双拥互动"教学模式,其内涵是教师主导作用与学生主体作用,相互激励,相互作用。其原则是,致力于导,营造氛围,创设情景,导学民主,其实施细则是以天津高职学院体育教材为载体,通过目标教学法,兴趣教学法,测试训练法,比赛训练法而体现。其关键是,区别对待,"导"放结合,精心设计,手段巧妙。     

Geography in Higher Education in Australia

Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students' learning processes. Finally, we discuss how GIS may gradually alter future professional development of geographers.     

前景化的“新装”

前景化手法给现代文学创作带来了叙事手法的新颖和阅读认知的革新。弗吉尼亚．伍尔夫的短篇小说“新装”将其手法成功地引进其意识流创作,为揭示语篇的整体效果和作者意图带来了不同的阅读思路和文体的多维效应,并用其展示了第一次世界大战后英国中产阶层所特有的社会心态,即构成了作者所寻求的个体心灵的真实及历史的真实的合一。     

Chiang Kai-shek's reading: an inquiry based on Chiang's diary, 1920s–1940s

At different times of his life, Chiang Kai-shek entertained three different images of himself: saint, hero and revolutionary guru. The orientation of his reading roughly corresponded with these roles: to be a saint, he emphasized moral learning and self-improvement; to be a hero, he stressed military strategy and politics; and to be the guru for a revolution, he had an enduring interest in the histories of revolutions in other nations. He seldom took an interest in books about knowledge, leisure or entertainment, which had little connection with these three roles. Chiang was closer to a traditional Chinese intellectual than to his predecessor Dr. Sun Yat-sen in his knowledge structure, value orientation and behaviour codes. Although Mao Zedong was as devoted to old Chinese books as Chiang, Mao preferred history and classical literature while Chiang preferred Confucian classics. Mao read old books from a historical materialist point of view, whereas Chiang synthesized “Three Principles of the People” (Sanmin zhuyi) with Confucian doctrines.     

Reading versus Seeing? Winckelmann's Excerpting Practice and the Genealogy of Art History

From his arrival in Italy in 1755, Winckelmann's work is infused throughout by a fundamental antinomy: reading versus seeing. This antinomy possesses for him a decidedly epistemological significance: it allows him to present himself as the father of a discipline deserving of its name, i.e., the history of art. In Geschichte der Kunst des Alterthums (1764), he claims to break with a long tradition of art discourse which had been primarily supported by ancient texts, basing his book instead on the direct observation of the artworks. The aim of this paper is to critically examine this antinomy. How does seeing relate to reading in his working method? What relationship does art history, in the empirical dimension Winckelmann wanted to give it, have to book knowledge? Winckelmann's excerpts collection provides valuable answers to these questions. Following an old scholarly tradition, Winckelmann used to write down passages of his readings, constituting a vast handwritten library of excerpts which never left him. The result of this intense excerpting practice consists in some 7,500 pages, which allow to better define the share of empirical observation and book-based knowledge in his approach to ancient art.     

论中世纪晚期英国议会政治

在学术界,似乎有一个不证自明的定论,即：作为近代资本主义政治制度核心构件的议会政治是与中世纪封建社会无缘的。但事实上,在特定历史条件下,两也完全有可能联系在一起。英国由于在早期历史中形成了政治协商传统和初步成型的议会协商机制以及相应的社会化理念,从而为中世纪晚期出现议会政治奠定了必要的历史基础;但历史基础仅仅提供了议会政治早产的可能性,而将这种可能变为现实的决定性力量则是当时各种具体的特殊原因和个人因素构成的偶然机缘。换言之,中世纪晚期英国议会政治的早产是一种历史偶然现象。由此可见,偶然因素也是一种应当给予充分重视的历史决定性力量。     

让学生在阅读中感受文本的美

《语文课程标准》在关于阅读教学的建议中指出”：阅读是搜集处理信息、认识世界、发展思维、获得审美体验的重要途径。”文质兼美的语文教材为我们展现了一个璀璨夺目的美的世界。我们应积极引导学生通过文本阅读感受语文之美。语文教学是真善美的统一,是以求真为基础向善的迈进;而美则是向着善的目标迈进的最佳途径。因此我认为,语文课堂教学既是一门科学,又是一门艺术。而阅读是学生应该掌握的一项基本技能。让学生在阅读中提升写作技能、开拓视界、放飞心灵,进而在享受中去阅读,这是做为一个语文教师应该做到的。合理运用阅读能够逐步培养学生探究性学习和创造性学习的能力,教师要引导学生在读中体会情感,在读中获取信患,在读中得到精神的享受。     

Did Herbert Spencer Have Reading Epilepsy?

Herbert Spencer, the nineteenth-century philosopher, has frequently been dismissed as a “fantastical hypochondriac” (as his most recent biographer, Mark Francis, terms him). Yet he left a record in his Autobiography of symptoms that suggest a very different diagnosis. Abruptly at age 35, he found that the activity of reading, previously indulged in without difficulty, triggered paroxysmal episodes of disturbing “head-sensations” including “giddiness” (so Spencer described them); these severely curtailed his ability to carry out his philosophical studies. Of all possible explanations for such episodes, none seems as likely as reading epilepsy. Enduring preconceptions about Spencer's presumed neurosesmay have kept modern historians from appreciating that Spencer suffered from a legitimate, if esoteric, neurological malady.     

近代英国民众休闲生活史研究述评

近代英国民众休闲生活史的研究开始于 2 0世纪 5 0年代 ,初期的研究者及研究成果都非常有限 ;70年代 ,休闲史研究得到主流学术界认可 ,并出现了很多优秀的研究者和著作 ;80年代 ,其它学科的研究方法得到利用 ,促进了休闲史研究的发展 ;90年代以来 ,研究学者更多 ,研究深度和广度前所未有。在 5 0多年的研究中 ,学者们讨论了休闲文化的两极分化、民众休闲的萎缩、休闲生活变迁原因以及休闲革命影响范围等一些重要问题 ,并形成了一些公认的结论。此外 ,休闲史研究充分利用了各种资料 ,促进了该项研究的发展     

多媒体教学模式在大学英语教学中的应用

多媒体教学模式在大学英语中的综合应用有助于提高教学效果,并为探索新的教学方法提供新的契机。传统教学模式和多媒体教学模式有很大的差别,如何在大学英语教学中合理利用多媒体技术,提高教学质量,是本文探讨的中心。     

历史与小说的互读——读《夏鼐日记》1～3卷

当历史领域的"宏大叙事"模式渐渐被片断的、断裂的现象所取代之时,《夏鼐日记》的出版不仅为我们全方位了解这位学术大师的心路历程提供绝佳的机会,而且还能成为研究中国现代学术史乃至现当代历史的有益"增补"。与夏鼐先生同时代并有着相似经历的钱鐘书先生也留下了名著《围城》。本文尝试着对《夏鼐日记》前三卷和小说《围城》这两部不同的"作品"进行"互读",以期进一步理解上世纪三四十年代以及那一代学人的风范。任何"作品"都无可避免地带有一定的"视角",但倘若各种不同的"视角"彼此交织、互为补充,那么,关于"过去"图景的立体"拼图"就会趋于完整。     

On Not Reading The Soldier’s Pocket-book for Field Service

This essay focuses on Garnet Wolseley’s controversial war instruction manual, The Soldier’s Pocket-book for Field Service (1869). While the Pocket-book’s contribution to discussions of reading and soldiers’ education has carved out a significant place for it in Victorian military history, in its day it was constantly contested and undermined by contradictory representations, as a book much talked about but little read. This essay is an exercise in tracing these eccentric reception histories, as an acute reminder that books may well have vibrant intellectual lives without actually being read. To examine the literary and material circulation of the Pocket-book in the late nineteenth century, it draws on archival research in the Macmillan Archive and Wolseley’s private papers to discuss the genesis of the text not just as a compendium of information but also as an object that is handled, carried, and exchanged. I juxtapose these considerations with episodes in the representation of the Pocket-book: in an anti-war pamphlet; an anonymous satirical drawing found in Wolseley’s personal scrapbooks; and in Kipling’s short stories about British soldiers in colonial South Asia. In all of these, the Pocket-book is characterized as a dubious, even dangerous text – one that was neither read, nor should be. The examples demonstrate three of the different trajectories through which the Pocket-book emerged as an unread book in the Victorian imagination: through encouragements not to read, rejection, and misappropriation.     

初中英语教学方法略论

作为一门语言,英语的教学特别需要有针对的方法进行指导,而对于初中英语教学来说,在课堂中充分运用赞美激励法、利用课外时间和课外实践机会、发现和引导学生们的趣味、传授成功的经验、合理使用多媒体教学,能够有效地提高学习积极性,促进教育质量的提升。