Dangerous Words: Censorship in Public Schools
This essay discusses the problems raised by book challenges in the public schools and offers practical and philosophical responses to censorship. It also summarizes the legal history of book censorship in schools and libraries and provides a list of often challenged books that should be used in the classroom. We cannot protect our children from this world, which is a scary place. The only thing we can do is help them develop an inner strength to meet the inevitable challenges they will face. —Young Adult Novelist Katherine Paterson, Foerstal Interview, pp. 168-69. Imagine you are a new ninth-grade language arts teacher, fresh out of college, filled with big ideas, and inspired by the large number and wide variety of books for young adults. You assign your class a novel by well-known (and critically-acclaimed) young adult author Chris Crutcher, and everything seems to be going well. The students appear to like the book, the class discussions are lively, and you are certain you are teaching them about reading, interpretation, and argument. Best of all, students actually seem to be enjoying themselves. Then your principal calls you into her office, closes the door, and tells you there’s been a complaint by one of the parents—
Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates
It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw attention on the significant contributions that dystopic works can make on historical consciousness and education. The survey is conducted within 2014-2015 academic year in Agri Ibrahim Cecen University Faculty of Education Department of Social Sciences Teaching (4th grade) and views of these participants on acquisition of historical consciousness through the novel “The Giver” are examined through qualitative research method. During the survey, while determining the students’ views, indications concerning the cover and content of the book, as well as the fiction, characterization and narration are obtained and exposed to content analysis. As a result of the survey, it is observed that dystopic works, especially “The Giver” can offer significant benefits for the acquisition of historical consciousness.
Revue Française De Psychanalyse
S 1051 a German speaker unless he just happened to be a Freud specialist, and the Wolf Man case is hardly a bedside book. Although a native German speaker would of course understand the word, it would not mean much; an appeal to ordinary language would fall somewhat flat. Finding the right translation—or, if not, a placeholder—has also been a problem. As some of the Revue’s discussants remark, all psychoanalytic language is a foreign language, as much for the original German as for the languages into which it has subsequently been translated; psychoanalysis itself is a “referential third” language. These terminological difficulties illustrate the slipperiness of the concept, as well as the fact that this topic is the object of and the scene of a tendency toward conflict. These problems have given rise to a curious series of misprints and lapsus calami, slips of the pen. For example, in Laplanche and Pontalis (1973), the authors mistakenly use the word differed instead of deferred when referring to Strachey’s English translation. Moreover, in a volume concerning the problems and guiding principles for the French translation of Freud’s Complete Psychological Works (OCFP), again in referring to Strachey, Bourguignon et al. (1989) use the neologism deffered. French psychoanalysts have now adopted a common, colloquial French expression, après coup (“after the blow” or “after the strike”), without a hyphen, for adverbial or adjectival use, nachträglich. But since French has greater difficulties in forming substantives than does German, rather than using the gross neologism après-coup-ité for Nachträglichkeit, after some uncertainty, the French ultimately settled for using the hyphenated form, après-coup, as the translation of Freud’s Nachträglichkeit. The substantive, the neologism, occurs in Freud’s (1895) discussion of the case of Emma. As readers may recall, Emma was suffering from agoraphobia: she could not go into a store alone after an experience when, as an early teenager, she had been mocked by some shop clerks for her clothes. In the course of working with Freud concerning her agoraphobia, however, Emma recovered an earlier, “unprocessed” scene, a prior event—in which, when she was eight, a grocer made improper advances to her. Freud’s explanation seized upon the two scenes and sought to explain the traumatic, neurosis-inducing, second scene as activating the earlier scene with the shop clerks. (Freud’s word was activ-