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Local Heroes (local + hero)

Distribution by Scientific Domains
Education75%

Selected Abstracts

Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives

CURRICULUM INQUIRY, Issue 1 2008
CAROLA CONLE
ABSTRACT Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on "heroes" through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them. Instead of focusing on the personalities of the speakers, the researchers considered the experiential stories, and the moments of narrative encounter they offered, as the sources of immediate moral impact. However, this impact, it is suggested, did not adhere to a particular narrative in an undifferentiated manner. Instead, effects varied according to what a particular student brought to the encounter and how he or she was able to experience it. Material from two students' responses illustrates how they brought their own personal and socio-cultural contexts to the encounter, activating existing dispositions and reinforcing inclinations to behave in certain ways. There was some evidence that the students reconstructed the meaning of events in their lives, were able to interpret their environment in new ways, and constructed visions of possible futures based on this curricular experience. [source]

THE MARRIAGE OF ART AND COMMERCE: PHILIPPE DE LASALLE'S SUCCESS IN SILK

ART HISTORY, Issue 2 2005
Lesley Ellis Miller
Since the eighteenth century Philippe Lasalle (1723,1804) has enjoyed a reputation as the most successful designer,manufacturer,inventor in the world-renowned silk manufacturing centre of Lyons during the ancien régime. This essay proposes that it was through the conscious marriage of art and commerce that Lasalle made his fortune and arrived at his technological inventions, that his efforts at turning painterly drawings into textiles acted as the springboard for his major commercial commissions and afforded him access to the taste leaders of eighteenth-century Europe. Armed with a clear understanding of contemporary institutions and practices in academic art and textile manufacture , the Académie Royale, the Manufacture Royale des Gobelins, and the Grande Fabrique at Lyons , Lasalle drew fully on state incentives to expand upon and market ranges of French luxury goods. This proposal problematizes existing views of Lasalle who has remained largely a local hero, nicely contextualized relative to Lyons and Lyonnais activities but somewhat underestimated relative to his manipulation of other worlds. The thesis derives from detailed examination of Lasalle's known textile output from when he formed his first partnership in 1751 until he fled from Lyons at the beginning of the French Revolution. [source]

Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives

CURRICULUM INQUIRY, Issue 1 2008
CAROLA CONLE
ABSTRACT Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on "heroes" through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them. Instead of focusing on the personalities of the speakers, the researchers considered the experiential stories, and the moments of narrative encounter they offered, as the sources of immediate moral impact. However, this impact, it is suggested, did not adhere to a particular narrative in an undifferentiated manner. Instead, effects varied according to what a particular student brought to the encounter and how he or she was able to experience it. Material from two students' responses illustrates how they brought their own personal and socio-cultural contexts to the encounter, activating existing dispositions and reinforcing inclinations to behave in certain ways. There was some evidence that the students reconstructed the meaning of events in their lives, were able to interpret their environment in new ways, and constructed visions of possible futures based on this curricular experience. [source]

APPRAISING THE ETHOS OF EXPERIENTIAL NARRATIVES: KEY ASPECTS OF A METHODOLOGICAL CHALLENGE

EDUCATIONAL THEORY, Issue 1 2009
Carola Conle
In this essay, Carola Conle and Michael deBeyer describe their efforts to find a conceptual approach and methodology for the appraisal of the ethos of experiential narratives presented in a particular curriculum context. The language of "implied authorship,""the patterning of desire," and "friendships offered and received," first introduced by Wayne Booth, is elaborated through data from narrative presentations given by local heroes to students. Appraisals seemed possible when a narrative could be placed on Booth's "scales of friendship" and when the rational qualities of experiential narratives were considered. In addition, data needed to be available in which students' experiential encounters with the narratives could be seen as occasions where, during such moments of encounter, feelings and desires were created, memories were activated, and events and actions in a narrative were vicariously experienced through those activated phenomena. The authors offer a potential framework for future appraisals. [source]