精品英语文档：articulatetell.ppt

1、Bridge building: outcomes and the humanities. Ian Saunders,“A word is a bridge thrown between myself and another. If one end of the bridge depends on me, then the other depends on my addressee. A word is a territory shared by both addresser and addressee, by the speaker and his interlocutor” Voloshi

2、nov and Bakhtin, Marxism and the Philosophy of Language,Habermas: “the paradigm of the knowledge of objects” replaced by “the paradigm of mutual understanding between subjects capable of speech and action” Castells: “the culture of the global network society” enables “communication between cultures

3、on the basis, not necessarily of shared values, but of sharing the value of communication”,“ my discovering my own identity doesnt mean that I work it out in isolation, but that I negotiate it through dialogue, partly overt, partly internal, with others. This is why the development of an ideal of in

4、wardly generated identity gives a new importance to recognition. My own identity crucially depends on my dialogical relations with others.” Charles Taylor, “The Politics of Recognition”,if meaning-making dialogic if “truth claims” depend on a dialogic context and if personal identity built in dialog

5、ic exchange then: the tasks most likely to be underwritten by an effort to construct truth, and strengthened by a sense of personal engagement, are those worked out in a dialogic setting.,Unpacking the “press kit” Certification Practical outcome: competence in a communication form (iii) Theoretical

6、outcome: understanding different implications of linear and heterogeneous form Dialogic setting; leads to (v) “Outcomes awareness”: being able to articulatetell someonewhat has been learnt.,Loss of content/ “dumbing down” concern can be recast by recognising that: All knowledge an activity (“doing t

7、hings with words”): subjectverb+object Therefore misleading to separate out one aspect (the verbs), leaving “content” behind. Rather: if knowledge always actively produced if always within dialogic settings then, focus on outcomes can help make that activity and context visible.,Animals to be divide

8、d as follows: (a) belonging to the emperor, (b) embalmed, (c) tame, (d) sucking pigs, (e) sirens, (f) fabulous, (g) stray dogs, (h) included in the present classification, (i) frenzied, (j) innumerable, (k) drawn with a very fine camelhair brush, (l) et cetera, (m) having just broken the water pitch

9、er, (n) that from a long way off look like flies. Borges, “The Analytical Language of John Wilkins”,Wittgenstein: “If I tell someone Stand roughly here May not this work perfectly?” 1 Every course, in every discipline, ought to articulate outcomes, but No compelling reason that all outcome statement

10、s ought to look the same The fact that we ought to align curriculum, assessment and outcomes does not mandate a single process-template to do this.,2 Three cheers for declarative knowledge but remembering, all such knowledge based on activity “Every concrete act of understanding is active, it assimi

11、lates what is to be understood into its own conceptual system filled with specific objects and emotional expressions, and is indissolubly merged with the response, with a motivated agreement or disagreement.” Bakhtin, The Dialogic Imagination,“King Lear is a typical tragic hero: great but flawed.” D

12、iscuss. “Given the range of texts studied in this course, to what extent, and in what ways, might Lear be typical of the tragic hero?” “Evaluate an account of the tragic hero studied by comparing it to the account you are able to generate through reading the set plays, and apply that to a reading of

13、 Lear.”,“King Lear is a typical tragic hero: great but flawed.” Discuss. “Given the range of texts studied in this course, to what extent, and in what ways, might Lear be typical of the tragic hero?” “Evaluate an account of the tragic hero studied by comparing it to the account you are able to gener

14、ate through reading the set plays, and apply that to a reading of Lear.”,“King Lear is a typical tragic hero: great but flawed.” Discuss. “Given the range of texts (primary and secondary) studied in this course, to what extent, and in what ways, might Lear be typical of the tragic hero?” “Evaluate a

15、n account of the tragic hero studied by comparing it to the account you are able to generate through reading the set plays, and apply that to a reading of Lear.”,3 Functional knowledge (applied knowledge, knowing how rather than knowing that) not just the business of the “professions”, but is central to the humanities. 4 The functional knowledge we most often deal with is interpretative knowledge: understanding from an others point of view. Interpretationseeing through the eyes of an other (person, theory)always an action, and always dialogic.,5 An outcomes approach should