With Kant, we called synthetic those judgments that attribute to an object something not contained in the concept of that object. The relation between subject and predicate in a synthetic judgment is not given by a definition; it is established by knowledge. The question of the validity of such judgments can be resolved only on the basis of insight into the nature of the cognitive act. We must accordingly turn back to the results of the first part of our inquiry. Not only do we find there the elements required to solve our problem; we also find the problem itself, which had already made its appearance on several occasions. At the time we were obliged to postpone an answer, even though the question troubled us very much. We were disturbed because there seemed to be no road that could lead us to indubitable, exact knowledge of reality. Now it is time to examine systematically the various possible paths. Perhaps there is some way to the earnestly sought goal of absolutely valid truths about reality, but the approach may not have been visible from the course taken thus far by our inquiry.

Knowing and Being

A major goal of this study was to inquire into and gain an understanding of teachers’ emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers’ emotional lives that though not necessarily visible to them, nonetheless affect what they perceive as necessary factors in productive intercultural relations and multicultural education. Given such goals, the study is grounded in psychoanalytic theory (Lacan, 1949/2004). The study also employs postcolonial theory (Bhabha, 1999, 2005; Said, 1994) which attends to the dynamics of the intercultural relations and discourse of difference to complement psychoanalytic theory in the data analysis. The conclusion suggests future directions for the psychoanalysis of education of teachers in increasingly diverse societies and schools. In the final section, the author takes into account the nature of the countertransference to question the emotional life of the res...

Exploring How Teachers’ Emotions Interact With Intercultural Texts: A Psychoanalytic Perspective

From Jane Austen to Salman Rushdie, from Yeats to the media coverage of the Gulf War, this is an account of the roots of imperialism in European culture. While many historians and commentators have analyzed the phenomenon of the imperial power wielded by Britain (and France) in the 19th century, this book analyzes its impact on the culture of the period. The author focusses on the way this cultural legacy has embedded itself in the Western view of the East, and affects our relationship with the formerly colonized world at every level, both social and political. The author also wrote "Orientalism".

文化與帝國主義 = Culture and imperialism

This chapter examines the possibilities of harnessing Indigenous African dance to initiate some form of epistemic insurrection in the postcolonial Zimbabwean arts education curriculum. The arts education curriculum in Zimbabwe reflects the legacy of British colonialism, with its notions of white supremacy and elitism. This type of education unjustly promotes Eurocentric epistemologies as more worth knowing than African Indigenous arts. It is against this background that the chapter deploys two Zimbabwean Indigenous dances, jerusarema and kongonya, as epistemic insurrectional means to redefine the post-independence arts curriculum. The chapter draws on Critical Race Theory to rethink traditional Zimbabwean dances as alternative, affirming, and emancipatory narratives. It develops AfriCriticism to constitute both dances as post-racist performances that challenge the dominant Eurocentric and African elites’ arts education policies.

African Dance as an Epistemic Insurrection in Postcolonial Zimbabwean Arts Education Curriculum

Michel Foucault , Politics, Philosophy, Culture: Interviews and Other Writings, 1977-1984 . Ed. Lawrence D. Kritzman. Reviewed by

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 In a chapter titled "On Analyzing Hegemony" in his book, Ideology and Curriculum (1990), Michael Apple argued for the absolute necessity of situating knowledge, the school, and the educator him or herself within the real social/historical conditions that constitute these elements if we want to be serious in our appraisal of the role of education in a complex society. Although all three elements are crucially important, in this paper I focus on the educator. More specifically, I construct an argument for the fundamental importance of critical self-reflexivity as a necessary condition for theorizing pedagogies relevant to American schools in an age characterized by unprecedented global flows of human beings, cultural artifacts, economic capital, and media representations. About the Author Jenna Min Shim is a Ph.D. candidate in the School of Education at University at Albany. Prior to pursuing this degree, she was a performing pianist and a TESOL educator. Her research focuses on multiculturalism and intercultural understanding in the globalized, internationalized world of the 21 st century.

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Jenna Min Shim

Papers

Violent Turbulence in Curriculum Theory and Practice