随着现代建筑史学的发展和丰富,现代建筑史学的历史的讨论也在进行中.一度受黑格尔＂历史主线＂（Mainline of History）影响至深的以吉迪恩为代表的现代建筑史学发展到当代,已经从主线历史走向多元化历史写作.在多元化的历史写作中,对...随着现代建筑史学的发展和丰富,现代建筑史学的历史的讨论也在进行中.一度受黑格尔＂历史主线＂（Mainline of History）影响至深的以吉迪恩为代表的现代建筑史学发展到当代,已经从主线历史走向多元化历史写作.在多元化的历史写作中,对＂西方中心论＂的打破和对＂多元化＂的探索,尤以弗兰姆普敦和柯蒂斯为佳.本文试图以这两位当下著名建筑理论家的代表作《现代建筑：一部批判的历史》和《1900年后的现代建筑史》（即《20世纪世界建筑史》）为例,对比分析了二人的＂多元化＂建筑史写作的异同.展开更多
As a study in art history critical theory, this paper looks at the appreciation and usage of art amongst interest groups at the time of the Great War and the subsequent legacy of the work of Canada＇s resident war art...As a study in art history critical theory, this paper looks at the appreciation and usage of art amongst interest groups at the time of the Great War and the subsequent legacy of the work of Canada＇s resident war artist Richard Jack. The Canadian War Museum＇s recent web page described Jack＇s standing officer in The Second Battle of Ypres 22 April to 25 May 1915 as one who ＂exemplifies the courage and resolve of the inexperienced Canadians in their first major battle＂. This comment showed a marked contrast to the contemporary art critic Richard Cork who described the first of the Canadian war memorials paintings as ＂a clich6-ridden bandaged officer ... shamelessly catering to public sentiment＂. Given these disparate positions, the author attempts to explain the gulf between these points of view and subsequently make the case that art has a broad application that might make us cautious of viewing a given work without due consideration of the context of its making and future merits.展开更多
Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of an...Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.展开更多
文摘随着现代建筑史学的发展和丰富,现代建筑史学的历史的讨论也在进行中.一度受黑格尔＂历史主线＂（Mainline of History）影响至深的以吉迪恩为代表的现代建筑史学发展到当代,已经从主线历史走向多元化历史写作.在多元化的历史写作中,对＂西方中心论＂的打破和对＂多元化＂的探索,尤以弗兰姆普敦和柯蒂斯为佳.本文试图以这两位当下著名建筑理论家的代表作《现代建筑：一部批判的历史》和《1900年后的现代建筑史》（即《20世纪世界建筑史》）为例,对比分析了二人的＂多元化＂建筑史写作的异同.
文摘As a study in art history critical theory, this paper looks at the appreciation and usage of art amongst interest groups at the time of the Great War and the subsequent legacy of the work of Canada＇s resident war artist Richard Jack. The Canadian War Museum＇s recent web page described Jack＇s standing officer in The Second Battle of Ypres 22 April to 25 May 1915 as one who ＂exemplifies the courage and resolve of the inexperienced Canadians in their first major battle＂. This comment showed a marked contrast to the contemporary art critic Richard Cork who described the first of the Canadian war memorials paintings as ＂a clich6-ridden bandaged officer ... shamelessly catering to public sentiment＂. Given these disparate positions, the author attempts to explain the gulf between these points of view and subsequently make the case that art has a broad application that might make us cautious of viewing a given work without due consideration of the context of its making and future merits.
文摘Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.
