Creating East and West : Renaissance humanists and the Ottoman Turks / / Nancy Bisaha

• Record Nr.: UNINA9911153236803321
• Autore: Bisaha Nancy
• Pubbl/distr/stampa: Philadelphia : , : University of Pennsylvania Press, , [2010]; ©2004
• ISBN: 9786613211460; 9781283211468; 1283211467; 9780812201291; 0812201299
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (309 pages) : map
• Disciplina: 956.1/0151/004
• Soggetti: East and West; Humanists; Turkey History Ottoman Empire, 1288-1918
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references (pages 189-299) and index.
• Nota di contenuto: Frontmatter -- Contents -- Time Line of Key Events in the Ottoman Advance -- Introduction -- 1. Crusade and Charlemagne: Medieval Influences -- 2. The New Barbarian: Redefining the 'lurks in Classical Terms -- 3. Straddling East and West: Byzantium and Greek Refugees -- 4. Religious Influences and Interpretations -- Epilogue: The Renaissance Legacy -- Notes -- Bibliography -- Index -- Acknowledgments
• Sommario/riassunto: As the Ottoman Empire advanced westward from the fourteenth to the sixteenth centuries, humanists responded on a grand scale, leaving behind a large body of fascinating yet understudied works. These compositions included Crusade orations and histories; ethnographic, historical, and religious studies of the Turks; epic poetry; and even tracts on converting the Turks to Christianity. Most scholars have seen this vast literature as atypical of Renaissance humanism. Nancy Bisaha now offers an in-depth look at the body of Renaissance humanist works that focus not on classical or contemporary Italian subjects but ; on the Ottoman Empire, Islam, and the Crusades. Throughout, Bisaha probes these texts to reveal the significant role Renaissance writers played in shaping Western views of self and other.Medieval concepts of Islam were generally informed and constrained by religious attitudes and rhetoric in which Muslims were depicted as enemies of the faith. While humanist thinkers of the Renaissance did not move entirely beyond this stance, Creating East and West argues that their understanding was considerably more complex, in that it addressed secular and cultural issues, marking a watershed between the medieval and modern. Taking a close look at a number of texts, Bisaha expands current notions of Renaissance humanism and of the history of cross-cultural perceptions. Engaging both traditional methods of intellectual history and more recent methods of cross-cultural studies, she demonstrates that modern attitudes of Western societies toward other cultures emerged not during the later period of expansion and domination but rather as a defensive intellectual reaction to a sophisticated and threatening power to the East.

Achieving evidence-informed policy and practice in education : EvidencED / / Chris Brown (University of Portsmouth)

• Record Nr.: UNINA9911140887903321
• Autore: Brown Chris <1975->
• Pubbl/distr/stampa: Bingley : , : Emerald Publishing, , 2018
• ISBN: 1-78743-673-X; 1-78743-640-3
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (210 pages) : illustrations
• Disciplina: 370.7
• Soggetti: Education - Research; Education and state - Research
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Front Cover -- Achieving Evidence-Informed Policy and Practice in Education: Evidenced -- Copyright Page -- Dedication -- Contents -- About the Author -- Acknowledgements -- Chapter 1 Introduction -- ; Evidence-Informed Policy -- How Should Policy-Makers and Teachers Engage with Research? -- Leadership -- Marrying Theory and Practice -- Content -- References -- Part I: Evidence-Informed Practice -- Chapter 2 Is Using Evidence to Inform Teaching Practice Rational? -- Rational Choice Theory -- Optimal Rationality -- EIPr as Optimal Rational Act -- Research Focus -- Analysis and Findings -- Conclusion -- References -- Chapter 3 Learning from Teachers' Perceptions of Research Use -- A Semiotic Perspective -- Chestnut Learning Federation: Seeking to Become Research Engaged -- Research Focus -- Analysis and Findings -- Analysing and Findings -- Findings from the Interview Data -- Findings for the CR + /PR + Quadrant -- Findings for the CR + /PR - Quadrant -- Findings for the CR - /PR + Quadrant -- Findings for the CR - /PR - Quadrant -- Discussion -- Conclusion -- References -- Chapter 4 The Vital Role of Trust and Relationships -- The 'Self-Improving School-Led System' in England -- Organizational Learning -- The Importance of Relationships -- The Importance of Trust -- Research Focus -- Analysis and Findings -- Relationships between RE-USE Climate and OL, Trust and TLE Degree Centralities -- Network Diagrams: Two Contrasting Cases -- Conclusion -- References -- Chapter 5 The Power of Research Learning Communities -- The Origins of the RLC Approach -- Core Idea #1: Learning and Practical Application -- Core Idea #2: Having the Right People in the Room -- Core Idea #3: Knowing What Is Required to Deliver Change -- RLCs in Action: 'Excellence Together TSA' -- Selecting Participants -- Employing Cycles of Enquiry -- The Use of Knowledge Creation Activity.; Trialling and Refining Research-Informed Interventions -- Learning about Leading Change -- Research Focus -- Measuring the Extent to Which the RLC Approach Helped Participants Engage with Research -- Examining Perspectives on How the RLC Approach Helped Participants Develop New Practices Informed by Research and Their Own Practitioner Knowledge -- Assessing the Extent to Which Transformative Teaching/Improved Student Outcomes Result from EIPr -- Analysis and Findings -- (1a) Measuring the Extent to Which the RLC Approach Helped Participants Engage with Research? -- (1b) Did the RLC Approach Help Participants Develop New Practices Informed by Both Research and Their Own Practitioner Knowledge/the Knowledge of Those in the Network? -- (2) Did the RLC Approach Enable Participants to Embed the Wider Use of These Research-Informed Innovations/Practices Amongst Their Colleagues/across Their Schools? -- (3) Did the RLC Approach Help Participants Improve the Teaching and Learning Activity within Their Schools? -- Conclusion -- References -- Part II: Evidence-Informed Policy -- Chapter 6 The Limits of Evidence-Informed Policy-Making -- Power and Policy Development -- Michel Foucault -- The Policy Agora -- Research Focus -- Analysis and Findings -- The Discourse of Marketization -- The Implications of the Policy Agora for Policy Development -- Evidence Misuse -- Conclusion -- References -- Chapter 7 How Researchers Can Better Inform Education Policy -- Research Focus -- Methodology: The Literature Review -- A Description of Existing Models, Derived from Current Literature -- A Critique of Current Models -- Social Activity Method -- Developing an Alternative Model: The 'Policy Preferences' Approach -- A New Model of Research Adoption -- Further Developing the Knowledge Adoption Model -- Analysis and Findings -- Conclusions -- References.; Chapter 8 Policy Learning Communities -- Assumptions Underpinning Evidence-Informed Policy-Making -- Expertise -- Tacit Knowledge and Immersion -- Expertise in Policy Development -- Expertise as Learning -- Moving to Expertise in Evidence Use -- What Kind of Engagement? ; -- How Might Such Engagement Be Facilitated and Enforced? -- Conclusion -- References -- Chapter 9 Moving Forward -- Customizing Research-Informed Guidelines Interventions and Programmes -- Measuring Whether Have Reached a State of Evidence-Informed Policy and Practice -- References -- Index.
• Sommario/riassunto: The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.