Youth Demands Images for Its Imagination and for Forming Its Memory
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Notice bibliographique
Résumé
I It is necessary that a man should dwell with solicitude on, and cleave with affection to, the things which he wishes to remember.--Thomas Aquinas, paraphrasing the Ad Herennium (cited in Yates 1974, 75) I've recently reading Mary Carruthers' work on the medieval arts memory (2002, 2003, 2005) as well as Francis Yates' wonderful work The Art Memory (1974) and Brian Stock's (1983) work on 11th and 12th century images written language. This study began on the advice Michelle Bastock, a recent Ph.D. graduate the University Calgary whose wonderful dissertation on the relation between word and image opened up for me this new area exploration and intrigue (see Bastock 2005; Bastock & Jardine 2006). I was especially interested in these matters for a couple reasons. First, in my work in elementary schools, rarely do I hear teachers and students talking about memory except perhaps under the guise rote memorisation spelling lists and the like. However, and in direct contradiction to this, some classrooms I've witnessed (intriguingly, very often the youngest grades) are taking on the task remembering in a different way. They are exploring ancestries, who has travelled down this road before me, where these old objects in our house have come from, and whose hands handed them to us, and so on. They are asking themselves the question what is it that is important to remember, and whose story is this anyway, and how shall we proceed, given what we now know and cannot pretend to forget. (1) This gracious, difficult work (work, not rote memorization, but of, somehow, cultivating the something memorable) plays with an etymological twist hidden in Hans-Georg Gadamer's Truth and Method (1989, 240-262)--the German-rooted relatedness (Erfahrung) and ancestors/ancestry (Vorfahrung). Experience, here, is imagined as a journey (Fahrung)--an undergoing, a suffering (256-7)--linked to those who have journeyed before us (Vor-). Even the English word experience hints at this sense traverse and surroundings. Experience is what you get out of (Latin ex--) having around (Latin peri). As Gadamer (1989, 260) suggests, becoming experienced in something is akin to coming to know your way around. The link, it seems, is, at least in part, memory. But this is not memory understood as simply the compiling information for later recall. What is at work here is a deeply embodied, fleshy, intimate sense memory and knowledge and their cultivation. These kids I've worked with nearby are each becoming someone because what they have learned and remembered. And this most pedagogical tasks--becoming someone--is linked somehow to places that are traversed, territories that are journeyed through. I'm tempted to push this one step further and suggest that these places or territories, properly understood and taken up, are the topics that curriculum guides entrust to teachers and students in schools. More on this later. This leads me to another pedagogical clue regarding memory that I had found years ago regarding education and learning and the young, a clue which, in part, provides a new spin the interpretive critique Cartesianism that is commonplace in contemporary curriculum theorizing: Education cannot tread the path critical research. Youth demands images for its imagination and for forming its memory. Thus [Giambattista] Vico [b. 1668] supplements the critica Cartesianism with the old topica (Gadamer 1989, 21). Somehow, regarding the path that education must tread if the demands youth (someone new to a place, someone who hasn't especially been around, someone inexperienced) are to be met, images, the process cultivating memory, and topics somehow fit together, and the clear and distinct methodologism Descartes (critica) needs productive, substantive, imaginal, story-laden, allegorical, bloody, bodily, Earthly, supplementation. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle