Avant-garde cultural practices in Spain (1914-1936) : the challenge of modernity
著者
書誌事項
Avant-garde cultural practices in Spain (1914-1936) : the challenge of modernity
(Avant garde critical studies, v. 31)
Brill Rodopi, c2016
- : hard
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
This book offers a critical reinterpretation of the Spanish avant-garde, focusing on narrative, transculturality, and intermediality. Narrative, because it prioritizes the analysis of prose over poetry, against the traditional use of critical literature on the subject up to this point. Transculturality, because the Spanish avant-garde simply cannot be understood without the acknowledgement of its multi-linguistic reality and the transnational scope of the experience of Modernism in Europe - of which Spain was an integral yet underexposed component. And intermediality, because the interrelations of painting, photography, film, and literature articulate a correlation and mutual affect among different media, creating a rich cultural tapestry that needs to be addressed.
Contributors: Rosa Berland, Jennifer Duprey, Marcos Eymar, Regina Galasso, Eduardo Gregori, Juan Herrero-Senes, John McCulloch, Andres Perez-Simon, Lynn Purkey, Domingo Rodenas de Moya, Evelyn Scaramella and Antonio Saez Delgado.
目次
Foreword
M. Marope
Introduction
Chapter 1: Mindfulness
At One with the Cosmos
Jacobo
The Mindfulness Craze
Views of the Sceptic and the Cynic
Other Avenues for Peace of Mind
Walking and Running
Mind Wandering
The Arts
Schools and the Arts
Three Points
What Did We Do with Jacobo?
Conclusion
Chapter 2: Singularity
Meaning of "Singularity"
Can Human Intelligence by Simulated?
Can Computers Take on a Life of Their Own?
Points Made Thus Far
Educational Responses
Ethical, Consequential STEM
Integrated Technology
Post-Singularity Higher-Order Thinking
Conclusion
Chapter 3: Terrorism
9/11 Onwards
What Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It?
How Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically?
How Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists?
Conclusion
Chapter 4: Sustainability
Introduction
The Catastrophe of the Environment: What Research Tells Us
Human Responses
Conclusion
Chapter 5: Post-Truth Politics
Zach
What Is Truth?
Postmodernism and Truth: Relativistic Discourses
Historical Revisionism
Propaganda
Contemporary Political Approaches to Truth
Zach Again
Conclusion
Chapter 6: Knowledge
Skills Versus Knowledge
Bloom's Taxonomy Revised ... Again!
The Role of the Teacher
Rote Learning
A Twenty-First Century Education
Sarah
Conclusion
Chapter 7: Character
Discipline
Ethics
Values in Schools
Emotional Intelligence
Bringing the Pieces Together in Character Education
Conclusion
Chapter 8: Conclusion: The Framework
The Purpose of the Framework
Note 1: On Character
Note 2: On STEM Criteria
About the Author
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