Gardner Murphy Gardner Murphy (July 8, 1895 – March 18, 1979) was an American psychologist specialising in social and personality psychology and parapsychology.[1] His career highlights included serving as president of the American Psychological Association, and of the British Society for Psychical Research.[2] Biography[edit] Family life and education[edit] Murphy was born on July 8, 1895 in Chillicothe, Ohio, US. Murphy was recognized for being generous and kind, such as offering assistance or loans if a student or colleague was in trouble.[4] He also spoke out against racial conflicts and advocated for peaceful relations. Inspiration[edit] Murphy was inspired by the works of psychologists and scientists such as Herbert Spencer, Sigmund Freud, William James and Charles Darwin. While researching William James, Murphy took interest in James' philosophical perspective. Career[edit] Murphy died on 18 March 1979 in Washington, D.C.[10] Contributions to psychology[edit] Social psychology[edit] Reception[edit]
jason ohler : Digital Storytelling - DAOW of storytelling The DAOW of literacy in a storytelling environment Digital, Art, Oral and Written literacies- the DAOW of literacy - are crucial for personal, academic and workplace success in the Digital Age and blend very well in a digital storytelling environment. In my digital storytelling workshops we address how oral and written storytelling, as well as storytelling using digital and art skills, are involved in the creation of digital stories, and how all these literacies and forms of storytelling can reinforce each other. This improves literacy and expression in all areas. Why is oral storytelling important in digital storytelling? Because it is how storytelling began and has endured for millennia. Why is writing important in digital storytelling? Because while writing may not be the final product of a digital story, it is the pathway students must take to create it. Why is art important in digital storytelling? Why is digital literacy important? The "D" in the DOAW of literacy stands for Digital.
Lacan, Jacques It would be fair to say that there are few twentieth century thinkers who have had such a far-reaching influence on subsequent intellectual life in the humanities as Jacques Lacan. Lacan's "return to the meaning of Freud" profoundly changed the institutional face of the psychoanalytic movement internationally. His seminars in the 1950s were one of the formative environments of the currency of philosophical ideas that dominated French letters in the 1960s and'70s, and which has come to be known in the Anglophone world as "post-structuralism." Both inside and outside of France, Lacan's work has also been profoundly important in the fields of aesthetics, literary criticism and film theory. This article seeks to outline something of the philosophical heritage and importance of Lacan's theoretical work. Table of Contents 1. a. Jacques-Marie-Émile Lacan was born in Paris on April 13 1901 to a family of solid Catholic tradition, and was educated at a Jesuit school. b. c. 2. a. b. c. d. e. f.
Martin Buber He was nominated for the Nobel Prize in Literature ten times, and Nobel Peace Prize seven times.[3] Biography[edit] Martin (Hebrew name: מָרְדֳּכַי, Mordechai) Buber was born in Vienna to an Orthodox Jewish family. Buber was a direct descendant of the 16th-century rabbi Meir Katzenellenbogen, known as the Maharam of Padua. Karl Marx is another notable relative.[4] After the divorce of his parents when he was three years old, he was raised by his grandfather in Lvov.[4] His grandfather, Solomon Buber, was a scholar of Midrash and Rabbinic Literature. Despite Buber's connection to the Davidic line as a descendant of Katzenellenbogen, a personal religious crisis led him to break with Jewish religious customs. In 1898, he joined the Zionist movement, participating in congresses and organizational work. Buber, initially, supported and celebrated the Great War as a 'world historical mission' for Germany along with Jewish intellectuals to civilize the Near East.[8] Major themes[edit] Ich-Du[edit]
Jason Ohler : Education and Technology :: Projects Focusing on storytelling The Digital Age is the Storytelling Age... we all get to tell our stories in our own way on the great stage of the Internet... A result of the Storytelling Age is that students come to school already immersed in the story culture through digital channels - as well as interpersonal communication at home and with friends. Yet I still find that students need help creating and delivering a story "that works" - that flows from beginning to end, that stays "on message," and that is memorable, and, hopefully, transformational for the the listener. I also find that students need help understanding the ethical, social and media literacy aspects of media production. Bottom Line: Telling weak stories with technology is like giving a bad guitar player a bigger amplifier. New Media Narrative in the Schools Before you begin a digital storytelling project in your school Laying the groundwork: involving teachers, parents, the community ahead of time. Letters home to parents.
Claude Lévi-Strauss - French Anthropologist Claude Lévi-Strauss was a notorious, internationally recognized French anthropologist and ethnologist who has had a decisive influence on the humanities in the second half of the twentieth century, including being one of the founding figures of structuralist thought. He was born on November 28, 1908 in Brussels (but from French parents) and died in Paris on October 31, 2009 at the age of 100. Lévi-Strauss comes from a Jewish family of both intellectual and artistic traditions, originally from Alsace near Strasbourg, not far from Germany. He is the son of Raymond and Emma Lévi-Strauss. During his childhood, the family lived mostly in Paris. Lévi-Strauss would move to Paris in the 16th district in order to do his high school studies, first at the Lycée Janson-de-Sailly and secondly at the Lycée Condorcet. After high school Lévi-Strauss would continue his studies by going to Law School in Paris, where he would earn his degree before being admitted to the Sorbonne University.
Perspectivism Philosophical principle that perspectives and epistemology are always linked The basic principle that things are perceived differently from different perspectives (or that perspective determines one's limited and unprivileged access to knowledge) has sometimes been accounted as a rudimentary, uncontentious form of perspectivism.[14] The basic practice of comparing contradictory perspectives to one another may also be considered one such form of perspectivism ,[15] as may the entire philosophical problem of how true knowledge is to penetrate one's perspectival limitations.[16] Precursors and early developments[edit] Ancient Greek philosophy[edit] Montaigne[edit] Montaigne's philosophy presents in itself a perspectivism less as a doctrinaire position than as a core philosophical approach put into practice. Nietzsche[edit] In his works, Nietzsche makes a number of statements on perspective which at times contrast each other throughout the development of his philosophy. Later developments[edit]
jason ohler : Digital Storytelling - DOW of storytelling Announcements Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. Learn more about Jason's book about digital storytelling and new media narrative in education. Orchestrating the Media Collage. PART III - Technology, techniques, resources Hello and welcome to the digital part of digital storytelling! If you are reading this page, you are probably in one of my digital storytelling workshops, or are simply looking for resources about storytelling in education. Storytelling in five parts. This is Part III- The technology and techniques of digital storytelling. If you are attending a workshop, or if you simply want to know more about the many facets of digital storytelling, please read this web page, as through the links to all of the digital storytelling resources on the right. This site is geared toward the classroom teacher. Feel free to contact me with any questions: jason.ohler@uas.alaska.edu Getting Started Working within your budget
Elements of Semiology by Roland Barthes Roland Barthes (1964) Source: Elements of Semiology, 1964, publ. Hill and Wang, 1968. The first half of the book is reproduced here. In his Course in General Linguistics, first published in 1916, Saussure postulated the existence of a general science of signs, or Semiology, of which linguistics would form only one part. The fact remains that, although Saussure's ideas have made great headway, semiology remains a tentative science. Thus, though working at the outset on nonlinguistic substances, semiology is required, sooner or later, to find language (in the ordinary sense of the term) in its path, not only as a model, but also as component, relay or signified. Though it will doubtless be required some day to change its character, semiology must first of all, if not exactly take definite shape, at least try itself out, explore its possibilities and impossibilities. These elements of semiology will therefore be grouped under four main headings borrowed from structural linguistics: I.
Charles W. Morris Charles William Morris (May 23, 1901 – January 15, 1979) was an American semiotician and philosopher. Early life and education[edit] A son of Charles William and Laura (Campbell) Morris, Charles William Morris was born on May 23, 1901, in Denver, Colorado. Morris briefly attended the University of Wisconsin, and later studied engineering and psychology at Northwestern University, where he graduated with a B.S. in 1922. That same year, he entered the University of Chicago where he became a doctoral student in philosophy under the direction of George Herbert Mead. Morris completed his dissertation on a symbolic theory of mind and received a Ph.D. from the University of Chicago in 1925. Career[edit] After his graduation, Morris turned to teaching, first at Rice University, and later at the University of Chicago. During his time at Rice University, Morris wrote and defended his philosophical perspective known as neo-pragmatism. Semiotics[edit] to objects,to persons, andto other symbols.
jason ohler : Digital Storytelling - DAOW of storytelling Announcements Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. Learn more about Jason's book about digital storytelling and new media narrative in education. Read reviews, peruse the table of contents, or purchase the book. Would you like your copy "signed at a distance?" Orchestrating the Media Collage. Part IV - Assessing digital stories, new media narrative Much of this information comes from Chapter Four of Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. However, also included on this site are rubrics created by teachers and students I have worked with over the years. Remember - the most important aspect of a rubric is your ability to explain it to others, especially to yours students. Rubric considerations Before developing your rubric, first consider: Set clear goals. Assessment traits With this in mind, consider the following possible assessment traits. Basic assessments Areas Example rubrics