Bio: David Shepherd is an academic researcher from University of New Mexico. The author has contributed to research in topics: Criticism & Russian literature. The author has an hindex of 11, co-authored 25 publications receiving 2195 citations.
01 Oct 1993
TL;DR: Bakhtin and the reader: Bakhtin, the novel and Gertrude Stein - Nancy Glazener as discussed by the authors, and the history of language - Tony Crowley.
Abstract: 1. Bakhtin in the sober light of day (introduction to the revised edition) - Ken Hirschkop 2. 'Everything else depends on how this business turns out.': the defence of Mikhail Bakhtin's dissertation as real event, as high drama, and as academic comedy - Nikolai Pan'kov 3. Not the novel: Bakhtin, poetry, truth, God - Graham Pechey 4. From phenomenology to dialogue: Max Scheler's phenomenological tradition and Mikhail Bakhtin's development from 'Towards a philosophy of the act' to his study of Dostoevsky - Brian Poole 5. Bakhtin and the reader- David Shepherd 6. Dialogic subversion: Bakhtin, the novel and Gertrude Stein - Nancy Glazener 7. Bakhtin and the history of language - Tony Crowley 8. Bodymattters: self and other in Bakhtin, Sartre and Barthes - Ann Jefferson 9. Bakhtin, Schopenhauer, Kundera - Terry Eagleton 10. Bibliographical essay - Carol Adlam
01 Jan 1998
TL;DR: In this article, the authors present a history of Russian literature, history, and culture from the Russian Empire to the Russian Soviet Union (RSU) and discuss its cultural transformation.
Abstract: INTRODUCTION: Literature, History, Culture. PART I: PROLOGUE: KEY CONCEPTS BEFORE 1881. `Lichnost': Notions of Individual Identity before 1881 Obshchestvennost' Sobornost' : Collective Identities before 1881 Narodnost' : Notions of National Identity before 1881 Literaturnost' : Literature and the Marketplace before 1881. PART II: CULTURAL TRANSFORMATIONS IN IMPERIAL RUSSIA. Chapter 1: The Objective Eye and the Common Good. Chapter 2: Commercial Culture and Consumerism in Late Imperial Russia. Chapter 3: Collapse and Creation: Issues of Identity and the Russian fin de siecle. PART III: EPILOGUE: CONSTRUCTING A NEW RUSSIA. Change and Continuity in the Aftermath of Revolution Introduction: Iconoclasm and Commemorating the Past New Boundaries for the `Common Good': Science, Philanthropy, and Objectivity in Soviet Russia Programmes for Identity: The `New Man' and the `New Woman' Directed Desires: Kul'turnost' and Consumption in Post- Revolutionary Russia Conclusion: From `Russian Empire' to ` Soviet Union'. APPENDICES. ANALYTICAL INDEX OF NAMES AND PLACES. SUBJECT INDEX
TL;DR: The Bakhtin Circle as discussed by the authors was a group of scholars who were interested in a "third way" for Soviet aesthetics: Eurasianism, Marxism, Formalism, and formalism.
Abstract: Re-introducing the Bakhtin Circle - David Shepherd Part One: About the Bakhtin Circle 1. The scholarly legacy of Pavel Medvedev in the light of his dialogue with Bakhtin - Iurii Medvedev and Dar'ia Medvedeva 2. Seeking a 'third way' for Soviet aesthetics: Eurasianism, Marxism, Formalism - Galin Tihanov 3. The Bakhtin Circle and problems in linguistics - Vladimir Alpatov 4. Voloshinov's dilemma: On the philosophical roots of the dialogic theory of the utterance - Craig Brandist 5. Lev Pumpianskii and the Nevel School of philosophy - Nikolai Nikolaev 6. Kanaev, vitalism and the Bakhtin Circle - Ben Taylor 7. Sollertinskii and dialogical symphonism - Pauline Fairclough Part Two: Selected works by members of the Bakhtin Circle 8. Tolstoi's 'Diary' by P. N. Medvedev 9. Hermann Cohen (4 July 1842-4 April 1918) by M.I. Kagan 10. [On Marxism] by L.V. Pumpianskii 11. Archival materials (I. The problem of the transmission of alien discourse: An essay in sociolinguistic research II. Report on work as a postgraduate student, 1927/28: Plan and some guiding thoughts for the work 'Marxism and the Philosophy of Language') by V. N. Voloshinov Appendix - The Bakhtin Circle: A timeline -- .
TL;DR: In this paper, the authors examined the concept of expansive learning with the help of four questions: 1. Who are the subjects of learning, 2. Why do they learn, 3. What do they teach, and 4. How do they train?
Abstract: Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding o...
18 Aug 2002
TL;DR: Discourse Analysis as Theory and Method as discussed by the authors is a systematic introduction to discourse analysis as a body of theories and methods for social research, which brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries.
Abstract: Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.
29 Dec 2003
TL;DR: The Modern Moral Order and the Specter of idealism as discussed by the authors have been identified as the foundations of the modern social imagination, and the modern moral order has been called the "Social Imaginary".
Abstract: Acknowledgments xi Introduction 1 1 The Modern Moral Order 3 2 What Is a "Social Imaginary"? 23 3 the Specter of idealism 31 4 The Great Disembedding 49 5 The Economy as Objectified Reality 69 6 The Public Sphere 83 7 Public and Private 101 8 The Sovereign People 109 9 An All-Pervasive Order 143 10 The Direct-Access Society 155 11 Agency and Objectification 163 12 Modes of Narration 175 13 The Meaning of Secularity 185 14 Provincializing Europe 195 Notes 197
TL;DR: A conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning is introduced and current research is analyzed according to five features particular to online interaction.
Abstract: Recently interest has grown concerning the uses of online communication for language teaching Yet this growing interest in computer-mediated collaborative language learning has not been matched by sufficient research and theory This article introduces a conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning The article then analyzes current research according to five features particular to online interaction