01012nas 2200361- 450 991013280360332120210407043931.22767-5890(CKB)3390000000023326(CONSER)--2021220206(OCoLC)13054849(EXLCZ)99339000000002332619860123b18821893 --- aengur|||||||||||txtrdacontentcrdamediacrrdacarrierDaily Yellowstone journalMiles City, Mont. :W.D. Knight1 online resource (volumes)2163-4912 Daily journalMiles City (Mont.)NewspapersCuster County (Mont.)NewspapersMontanaCuster CountyfastMontanaMiles CityfastNewspapers.fast070JOURNAL9910132803603321Daily Yellowstone journal2583973UNINA01297nam2 22003253i 450 UMC009981720231121125912.0900403767520181002d1973 ||||0itac50 baenggrcnlz01i xxxe z01n˜1: The œmanuscript and the textR. D. DaweLeidenBrill1973273 p.25 cm001SBL01234322001 Studies on the text of SophoclesR. D. Dawe1SofocleTragedieTradizione manoscrittaFIRRMLC379301E882.0109DRAMMA E POESIA DRAMMATICA IN GRECO CLASSICO. ORIGINI-500. Storia, descrizione, studi critici21Dawe, Roger DavidSBLV006989070284627Dawe, Roger D.BVEV017366Dawe, Roger DavidDawe, R. D. <Roger David>UMCV297740Dawe, Roger DavidITIT-0120181002IT-FR0017 Biblioteca umanistica Giorgio ApreaFR0017 NUMC0099817Biblioteca umanistica Giorgio Aprea 52S.SIJ. LG1 Soph.Opera.Daw.1 52FLS0000227275 VMB RS A 2014022520140225 52Manuscript and the text3642320UNICAS04979nam 2200685 450 991081939390332120230126214008.00-8093-3489-5(CKB)3710000000614196(EBL)4503971(SSID)ssj0001630894(PQKBManifestationID)16378564(PQKBTitleCode)TC0001630894(PQKBWorkID)14843870(PQKB)10355823(MiAaPQ)EBC4503971(MdBmJHUP)muse51588(OCoLC)944920305(Au-PeEL)EBL4503971(CaPaEBR)ebr11202387(CaONFJC)MIL906901(EXLCZ)99371000000061419620160421h20162016 uy 0engurcnu||||||||txtccrReimagining popular notions of American intellectualism literacy, education, and class /Kelly Susan Bradbury ; cover design by Johanna TesfayeCarbondale, [Illinois] :Southern Illinois University Press,2016.©20161 online resource (186 p.)Description based upon print version of record.0-8093-3488-7 Includes bibliographical references and index.Calls of Crisis and Decline in U.S. Literacy and Learning : Understanding Popular Notions of Intellectualism -- Intellectualism and the "Diffusion of Useful Knowledge" : The Nineteenth-Century American Lyceum -- Intellectualism and Education for a Practical Purpose : The Twentieth-Century Labor College -- Intellectualism and Basic Literacy Education : Twenty-First-Century GED Writing Workshops-- Making Connections : The Theory and Practice of Intellectualism in the United States -- Into the Classroom : Pedagogical Approaches to the Rhetoric of Intellectualism and Anti-intellectualism."This book calls us to rethink what it means to practice intellectualism in the twenty-first century. It surveys the evolution of contemporary limited notions of intellectualism and then reexamines the literacy and learning practices of three nonelite sites of adult public education in light of a more inclusive definition of intellectualism"--Provided by publisher."The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education. Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U.S.: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions. Drawing on case studies as well as Bradbury's own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century. "--Provided by publisher.Learning and scholarshipUnited StatesHistoryLearning and scholarshipSocial aspectsUnited StatesAdult educationUnited StatesHistoryLiteracyUnited StatesHistoryEducationSocial aspectsUnited StatesUnited StatesIntellectual lifeLearning and scholarshipHistory.Learning and scholarshipSocial aspectsAdult educationHistory.LiteracyHistory.EducationSocial aspects001.2LAN010000LAN020000bisacshBradbury Kelly1680715Tesfaye JohannaMiAaPQMiAaPQMiAaPQBOOK9910819393903321Reimagining popular notions of American intellectualism4049594UNINA