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Record Nr. |
UNINA9910153176503321 |
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Autore |
Bruns Cristina Vischer |
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Titolo |
Why literature? : the value of literary reading and what it means for teaching / / by Cristina Vischer Bruns |
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Pubbl/distr/stampa |
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New York, New York ; ; London, [England] : , : Continuum, , 2011 |
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©2011 |
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ISBN |
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Descrizione fisica |
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1 online resource (174 p.) |
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Disciplina |
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Soggetti |
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Literature - Study and teaching (Higher) - United States |
Literature - Philosophy |
Books and reading - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Acknowledgements; Preface - Situating the Questioner; Introduction - the Question and Its Importance; 1 Why Read Literature?; Literary Reading as Instructive; Literary Reading as a Source of Pleasure; The Varied Effects of Literary Experience and Why They Matter; Shock; Recognition; Enchantment; The Mechanism of Literature's Effects and Its Importance: Literature as a Transitional Object; Literature, Transitional Space, and Cultural Contact; 2 From Words on Paper to an Object in Transitional Space: Reading for the Formative Use of Literature |
Literary Reading and the Self's State in Transitional SpaceMaking Visible the Moves of the Reader; My own experiences as a reader . . . and a teacher; Jeffrey Wilhelm's remedial readers; Immersion and Reflection: The Two Moves of the Reading Process in Conflict; The role of immersive reading; When reflective reading undermines immersive reading; Sustaining the Tension: Immersion and Reflection as Interdependent; 3 Recent Conceptions of Literary Education and Their Potential Impact on Students' Formative Use of Literature; Literary Education as the Instructor's Activity |
Literary Education in Which Students Are Actively InvolvedLiterary education that prioritizes the ideological critique of texts; Literary education that prioritizes students' encounters with texts; The |
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Challenge of the School Context; 4 Toward a Literary Education Conducive to the Formative Use of Literature; Principles for Instruction; The priority of immersion in a text; Beginning with students' experience of texts; Reflection and analysis in a supporting role; Attending to culture; The complication of casting students as co-inquirers; Making Space for Students |
What students bring to the classA receptive environment for students' contributions; Ideas for Practice; Works Cited; Index |
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Sommario/riassunto |
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Cristina Vischer Bruns offers a defense of the value of literature and suggests ways in which the problematic relationship between personal and academic reading may be overcome. |
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2. |
Record Nr. |
UNINA9910214926303321 |
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Autore |
Rabinovich Alejandro Martin |
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Titolo |
La société guerrière : Pratiques, discours et valeurs militaires dans le Rio de la Plata, 1806-1852 / / Alejandro Martin Rabinovich |
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Pubbl/distr/stampa |
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Rennes, : Presses universitaires de Rennes, 2017 |
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ISBN |
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Descrizione fisica |
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1 online resource (352 p.) |
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Soggetti |
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History |
guerre |
sociologie |
sociologie militaire |
Rio de la Plata |
Argentine |
Uruguay |
histoire militaire |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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À partir de la crise de l’ordre colonial, et durant plus d’un demi-siècle, |
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au Rio de la Plata la guerre fit rage de manière permanente. Tout au long de cette période d’instabilité politique profonde, la guerre était placée au centre de la vie sociale et la population locale était massivement mobilisée. L’État central s’écroula sous le poids des guerres intestines et l’immense territoire se fragmenta en un nombre d’entités belligérantes.Ce livre analyse les conditions sociales de cet état de guerre totale et persistante. Il aborde premièrement l’évolution des valeurs, des pratiques et des discours sociaux qui permirent à la société locale d’adopter l’activité guerrière en tant que nouvelle raison d’être. Il étudie ensuite les forces de guerre elles-mêmes : leurs méthodes de mobilisation et d’entraînement des troupes, leurs tactiques et leurs manières de combattre. On découvre ainsi le mode de fonctionnement d’une véritable société en armes où les armées régulières coexistaient avec une foule de forces militaires intermittentes (des guérillas, des bandes indigènes, des milices, des corps francs). L’identification des dynamiques propres à cette « société guerrière » permet de comprendre jusqu’à quel point ses éléments constitutifs reproduisaient et propageaient l’état de guerre lui-même.Cet ouvrage est issu d’une thèse de doctorat en Histoire et Civilisations, soutenue le 19 janvier 2010 devant l’École des Hautes Études en Sciences Sociales de Paris. Cette thèse, réalisée sous la direction de Juan Carlos Garavaglia, a reçu le Prix d’Histoire Militaire 2010décerné par le Ministère de la Défense.Prix d’Histoire militaire 2010. |
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