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Avant-Garde Cultural Practices in Spain (1914-1936)
The Challenge of Modernity
ä¸ç¼ï¼- Avant-Garde Critical Studies, å·ï¼ 31
- Avant-Garde Critical Studies, å·ï¼ 31
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 â 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-Senés, John McCulloch, Andrés Pérez-Simón, Lynn Purkey, Domingo Ródenas de Moya, Evelyn Scaramella and Antonio Sáez Delgado.
Contributors: Rosa Berland, Jennifer Duprey, Marcos Eymar, Regina Galasso, Eduardo Gregori, Juan Herrero-Senés, John McCulloch, Andrés Pérez-Simón, Lynn Purkey, Domingo Ródenas de Moya, Evelyn Scaramella and Antonio Sáez Delgado.
Eduardo Gregori (PhD, 2009. Penn State University) is Associate Professor of Spanish at the University of Wisconsin-Marathon County. He has published on Modernism and the Spanish avant-garde.
Juan Herrero Senés. Ph.D (2006). Universitat Pompeu Fabra (Barcelona), is Assistant Professor of Spanish at the University of Colorado Boulder. He has published monographs and articles on the Spanish avant-garde, the interwar novel and translational modernism.
Juan Herrero Senés. Ph.D (2006). Universitat Pompeu Fabra (Barcelona), is Assistant Professor of Spanish at the University of Colorado Boulder. He has published monographs and articles on the Spanish avant-garde, the interwar novel and translational modernism.
Foreword
âM. Marope
Introduction
Chapter 1: Mindfulness
âAt One with the Cosmos
âJacobo
âThe Mindfulness Craze
âViews of the Sceptic and the Cynic
âOther Avenues for Peace of Mind
âWalking and Running
âMind Wandering
âThe Arts
âSchools and the Arts
âThree Points
âWhat Did We Do with Jacobo?
âConclusion
Chapter 2: Singularity
âMeaning of âSingularityâ
âCan Human Intelligence by Simulated?
âCan Computers Take on a Life of Their Own?
âPoints Made Thus Far
âEducational Responses
âEthical, Consequential STEM
âIntegrated Technology
âPost-Singularity Higher-Order Thinking
âConclusion
Chapter 3: Terrorism
â9/11 Onwards
âWhat Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It?
âHow Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically?
âHow Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists?
âConclusion
Chapter 4: Sustainability
âIntroduction
âThe Catastrophe of the Environment: What Research Tells Us
âHuman Responses
âConclusion
Chapter 5: Post-Truth Politics
âZach
âWhat Is Truth?
âPostmodernism and Truth: Relativistic Discourses
âHistorical Revisionism
âPropaganda
âContemporary Political Approaches to Truth
âZach Again
âConclusion
Chapter 6: Knowledge
âSkills Versus Knowledge
âBloomâs Taxonomy Revised ⦠Again!
âThe Role of the Teacher
âRote Learning
âA Twenty-First Century Education
âSarah
âConclusion
Chapter 7: Character
âDiscipline
âEthics
âValues in Schools
âEmotional Intelligence
âBringing the Pieces Together in Character Education
âConclusion
Chapter 8: Conclusion: The Framework
âThe Purpose of the Framework
âNote 1: On Character
âNote 2: On STEM Criteria
About the Author
âM. Marope
Introduction
Chapter 1: Mindfulness
âAt One with the Cosmos
âJacobo
âThe Mindfulness Craze
âViews of the Sceptic and the Cynic
âOther Avenues for Peace of Mind
âWalking and Running
âMind Wandering
âThe Arts
âSchools and the Arts
âThree Points
âWhat Did We Do with Jacobo?
âConclusion
Chapter 2: Singularity
âMeaning of âSingularityâ
âCan Human Intelligence by Simulated?
âCan Computers Take on a Life of Their Own?
âPoints Made Thus Far
âEducational Responses
âEthical, Consequential STEM
âIntegrated Technology
âPost-Singularity Higher-Order Thinking
âConclusion
Chapter 3: Terrorism
â9/11 Onwards
âWhat Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It?
âHow Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically?
âHow Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists?
âConclusion
Chapter 4: Sustainability
âIntroduction
âThe Catastrophe of the Environment: What Research Tells Us
âHuman Responses
âConclusion
Chapter 5: Post-Truth Politics
âZach
âWhat Is Truth?
âPostmodernism and Truth: Relativistic Discourses
âHistorical Revisionism
âPropaganda
âContemporary Political Approaches to Truth
âZach Again
âConclusion
Chapter 6: Knowledge
âSkills Versus Knowledge
âBloomâs Taxonomy Revised ⦠Again!
âThe Role of the Teacher
âRote Learning
âA Twenty-First Century Education
âSarah
âConclusion
Chapter 7: Character
âDiscipline
âEthics
âValues in Schools
âEmotional Intelligence
âBringing the Pieces Together in Character Education
âConclusion
Chapter 8: Conclusion: The Framework
âThe Purpose of the Framework
âNote 1: On Character
âNote 2: On STEM Criteria
About the Author
Hispanists and comparatists working on the topic of Modernism and the avant-garde. The volume is certainly also useful for scholars of other European Modernisms, and for scholars of art and film studies working on the first decades of the twentieth century.