Showing papers on "Cultural heritage published in 1969"
01 Jan 1969
TL;DR: The authors explored the extent to which European students experience financial and other barriers to participation in the ERASMUS programme and found that the main barriers for participation vary significantly between countries, with the exception of financial issues, which are an important concern for students everywhere.
Abstract: This study explores the extent to which European students experience financial and other barriers to participation in the ERASMUS programme. The evidence indicates that the main barriers to participation vary significantly between countries, with the exception of financial issues, which are an important concern for students everywhere. ERASMUS participation is associated with students’ socio-economic background, primarily influenced by individual preferences and cost-benefit considerations rather than questions of affordability. Other barriers to ERASMUS participation include problems with study credit recognition, as well as insufficient language skills and existing personal commitments. IP/B/CULT/IC/2009-053 July 2010
127 citations
TL;DR: The heritage model has a number of possible weaknesses as mentioned in this paper, one of which is that it tends to survey, and thereby lose the individuality of works of literature by making them steps in the development of literature or culture, or forerunners of something or other.
Abstract: to look to such concepts as the hero, the ideal or representative man, who stands for his culture and who represents an aspect of human culture viewed as a panorama. Gilgamesh, Odysseus, Aeneas, Abalard, Hamlet, Faust. Here we approach what John Dixon has called the "heritage model" of teaching literature, the teaching of the "cultural heritage" of great works to which we are heir. But the heritage model has a number of possible weaknesses. One is that it tends to survey, and thereby lose the individuality of works of literature by making them steps in the development of literature or culture, or forerunners of something-or-other. Tom Jones may become an example of a particular stage of the novel, an example of a particular kind of eighteenth-century prose literature, rather than the lively reading experience it is. Another possible weakness is noted by Dixon: "In the heritage model the stress was on culture as a given. There was a constant temptation to ignore culture as the student knows it, a network of attitudes to experience and personal evaluations that he develops in a living response to his family and neighborhood. But this personal culture is what he brings to literature .... What is vital is the interplay between his personal world and the world of the writer: the teacher
2 citations