LEADER 03736nam 2200481 450 001 9910792897503321 005 20231214203008.0 010 $a90-04-33985-X 024 7 $a10.1163/9789004339859 035 $a(CKB)3710000001084423 035 $a(MiAaPQ)EBC4825540 035 $a(OCoLC)976395900$z(OCoLC)978539346$z(OCoLC)978850791$z(OCoLC)979036926$z(OCoLC)979410452$z(OCoLC)979922049$z(OCoLC)980132944$z(OCoLC)980403971$z(OCoLC)980636942$z(OCoLC)985932419 035 $a(nllekb)BRILL9789004339859 035 $a(EXLCZ)993710000001084423 100 $a20170405h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe philosophical Baroque $eon autopoietic modernities /$fby Erik S. Roraback 210 1$aLeiden, The Netherlands ;$aBoston, [Massachusetts] :$cBrill Rodopi,$d2017. 210 4$d©2017 215 $a1 online resource (311 pages) $cillustrations 225 1 $aLiterary Modernism,$x2405-9315 ;$vVolume 2 311 $a90-04-32327-9 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material -- Introduction: Re-Framing Modernity -- Luhmann and Autopoietic Forms of the (Neo) Baroque Modern: Or, Structure, System, and Contingency -- Folds of Desire?s (Dis)contents: Orson Welles, Lacan, and Shakespeare?s King Lear (c. 1606) -- The Monad of Deleuze?s Many-Tiered High Baroque Leibniz -- Folds of an Autopoietic and Unconscious Monad: Henry James, Benjamin, and Blanchot -- (Neo) Baroque Intersections: Finnegans Wake (1939), Gravity?s Rainbow (1973), and L?Écriture du désastre (The Writing of the Disaster) (1980) -- Neobaroque Fingerprints: Artistic Authority, Interpretation, and Economic Power/Un-power of Finnegans Wake -- Deleuze?s Le pli: Leibniz et le baroque (The Fold: Leibniz and the Baroque) (1988) with Joyce?s ?stohong baroque? Finnegans Wake -- Autopoietic Baroque Energies: Finnegans Wake -- Folding Blanchot onto Pynchon: Enlightenment Reason, the Global Technical System, and World Citizenship -- Catastrophe, Allegory, and the Philosophical Baroque: A Quartet of Benjamin-Lacan and Joyce-Pynchon -- Conclusions -- Select Bibliography -- Index of Premodern and Modern Authors -- Index of Sources -- Index of Names and Subjects. 330 $aIn his pioneering study The Philosophical Baroque: On Autopoietic Modernities , Erik S. Roraback argues that modern culture, contemplated over its four-century history, resembles nothing so much as the pearl famously described, by periodizers of old, as irregular, barroco . Reframing modernity as a multi-century baroque, Roraback steeps texts by Shakespeare, Henry James, Joyce, and Pynchon in systems theory and the ideas of philosophers of language and culture from Leibniz to such dynamic contemporaries as Luhmann, Benjamin, Blanchot, Deleuze and Guattari, Lacan, and ?i?ek. The resulting brew, high in intellectual caffeine, will be of value to all who take an interest in cultural modernity?indeed, all who recognize that ?modernity? was (and remains) a congeries of competing aesthetic, economic, historical, ideological, philosophical, and political energies 410 0$aLiterary modernism (Leiden) ;$vVolume 2. 606 $aLiterature, Modern 606 $aLiterature, Modern$xHistory and criticism 615 0$aLiterature, Modern. 615 0$aLiterature, Modern$xHistory and criticism. 676 $a808.8032 700 $aRoraback$b Erik S.$01530258 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792897503321 996 $aThe philosophical Baroque$93775215 997 $aUNINA LEADER 03934oam 2200505 450 001 9910794485003321 005 20210417214636.0 010 $a1-55339-555-7 010 $a1-55339-556-5 024 7 $a10.1515/9781553395560 035 $a(CKB)4100000011559822 035 $a(MiAaPQ)EBC6386013 035 $a(DE-B1597)656582 035 $a(DE-B1597)9781553395560 035 $a(EXLCZ)994100000011559822 100 $a20210417d2020 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning outcomes, academic credit, and student mobility /$fChristine Arnold [and three others] 210 1$aKingston, Ontario :$cQueen's University, School of Policy Studies,$d[2020] 210 4$d©2020 215 $a1 online resource (319 pages) 225 1 $aQueen's Policy Studies Series 311 $a1-55339-554-9 327 $tFront Matter -- $tContents -- $tAcknowledgements -- $tBiographies -- $tIntroduction -- $tFoundations for Learning Outcomes and Credit Transfer -- $tThe Gulf Between Hope and Practice: South African Experiences with Learning Outcomes and Credit Transfer -- $tFoundations and Reform Measures: Credit Transfer and Learning Outcomes Policy and Practice in the United States -- $tLearning Outcomes for Credit Transfer: Reflections on the Australian Experience -- $tInternational Student Mobility Based on Learning Outcomes and Workload: The European Credit Transfer and Accumulation System -- $tLearning Outcomes, Progression, and Qualifications: Considerations for Vocational and Higher Education in the United Kingdom -- $tShifting Paradigms in Postsecondary Education: Historical, Conceptual, and Theoretical Frameworks Governing Outcomes-Based Approaches to Credit Transfer -- $tThe Overarching System: Structures, Policies, and Mechanisms Impacting Learning Outcomes and Credit Transfer -- $tAdoption, Adaptation, and Implementation: The Complexities of Using Learning Outcomes to Advance Credit Transfer in Institutional Contexts -- $tSummary of Findings and Recommendations 330 $aThere is increasing interest in the use of learning outcomes in postsecondary education, and deliberations have surfaced with regard to their potential to serve as a tool for advancing credit transfer. Learning Outcomes, Academic Credit, and Student Mobility assesses the conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of postsecondary credit transfer and student mobility. Through a critical review of current approaches to the use of learning outcomes across national and international jurisdictions, scholars and practitioners in postsecondary education provide a multivalent examination of their potential impacts in the unique context of Ontario and recommend future directions for the system. The collected works are the culmination of a multi-year study entitled Learning Outcomes for Transfer, funded by the Ontario Council on Articulation and Transfer. Contributions are authored by prominent international scholars across countries with significant outcomes-based experience and education reforms (South Africa, the United States, Australia, Europe, and the United Kingdom) and an Ontario research consortium comprising college and university experts working to advance student pathways. 410 0$aQueen's policy studies. 606 $aCompetency-based education 606 $aSchool credits 606 $aStudents, Transfer of 615 0$aCompetency-based education. 615 0$aSchool credits. 615 0$aStudents, Transfer of. 676 $a379.155 700 $aArnold$b Christine$01554670 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910794485003321 996 $aLearning outcomes, academic credit, and student mobility$93816036 997 $aUNINA