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Humanistic Education: A Collection of Reflective Essays by George Narvaez is a compelling anthology that bridges classical philosophy, modern educational theory, and personal reflection. Drawing on the author’s graduate studies at Harrison Middleton University, these twenty essays offer a deep dive into the evolution of human thought on education, knowledge, and the art of learning.This book is ideal for readers interested in the humanities, education, philosophy, or self-directed learning. It engages with timeless questions:What does it mean to “know” something?How is knowledge constructed and communicated?How can education empower individuals and communities?Inside this collection, you will explore:✔️ The foundational philosophies of Plato, Aristotle, Augustine, and Aquinas✔️ Modern insights from William James, John Dewey, and Benjamin Franklin✔️ The evolution of rhetoric and epistemology across history✔️ The relationship between language, culture, and cognition✔️ The author's transformative journey through educationEach essay combines academic rigor with accessible language, offering readers a path to understand how classical theories of liberal education connect with contemporary learning practices. From the “education of the hemispheres” in William James’s psychology to the experiential learning of Franklin and Dewey, the author shows that learning is not just about absorbing information—it’s about transforming the way we live, communicate, and understand ourselves and others.Key themes include:Rhetoric as a tool for empowermentEpistemology as a process of inquiryCivic responsibility through educationPersonal growth through humanistic reflectionWhether you're an educator, student, scholar, or lifelong learner, Humanistic Education is a thought-provoking guide to the intellectual traditions that continue to shape our educational ideals.Start your journey through the minds of history’s greatest thinkers—and reflect on your own learning path.

Research has shown that bilingual individuals might encode autobiographical memories in either their first language (L1) or their second language (L2), depending on the language spoken at the time of the event. Although language mixing is a common occurrence among multilingual speakers, previous studies have largely overlooked mixed memories – those encoded in both L1 and L2. The current study aims to bridge this research gap by analyzing a corpus of 1,297 memories (636 L1 memories, 357 L2 memories, and 305 mixed memories), with a particular focus on memory phenomenology, including factors such as vividness, emotional arousal, and personal significance. The statistical analysis revealed that mixed memories exhibited higher levels of emotional arousal and personal significance compared to memories encoded exclusively in L1 or L2. These findings underscore the unique status of mixed memories in the bilingual mind and emphasize the importance of adopting a heteroglossic approach to the study of bilingual autobiographical memory.

Mexican artistic influence at the beginning of the twentieth century was prevalent in America, most notably muralism, but also talent associated with the movies. This influenced the way Mexico was perceived in the United States, and by extension the way Lupe Vélez and Dolores del Río, the most successful Mexican actresses in early Hollywood, were appreciated. Both actresses had come to Hollywood to fulfill their dream of a career in the movies. At first, they were successful playing a variety of roles in silent movies, but once sound arrived, their accents made obvious their foreignness at a time when American culture was beginning to spread around the world and to establish its preeminence. They were aware of the challenges they faced and knew there was a price to pay if they wanted to continue in a business where the public decided, at a time when Americans distrusted foreigners. So, if that price was to overplay her earthy Mexicaness, in the case of Vélez, or emphasize her aristocratic image, in the case of del Río, they were ready to pay it. Mexico became the other par excellence in the early twentieth century, and these heavily accented actresses were evidence of that.

Modernism represents an artistic movement that mirrors the changing society of the late 19th century. This changing society produced the first cultural and artistic movement in Spanish America that asked what was this region's place in the Western World as well as what the poet's new function was. Among other issues that revea) the modernity of the movement, such as urbanization, industrialization, or the role of women, there is one of capital importance: the view of masculinity. This essay focuses on three texts that review the image of masculinity and art thought the figure of the faun. El modernismo representa un movimiento artístico que refleja la sociedad cambiante de finales del siglo XIX. Esta sociedad cambiante genera el primer movimiento cultural y artístico continental de importancia que intenta responder a la pregunta ¿cuál es el lugar de Hispanoamérica en el mundo occidental y cuál es la nueva función del poeta? Entre otros aspectos que señalan la modernidad del movimiento (como el urbanismo, la industrialización, el papel de la mujer), hay uno de particular importancia: la revisión de la masculinidad. Este ensayo se centra en tres textos que revisan la visión de la masculinidad y el arte a través de la imagen del fauno.

Visualizing Violence in Francophone Cultures brings together two complex and powerful loci of meaning: violence and the visual. As such, it offers a comprehensive overview from which one can gain a better understanding of the complexity of the visual rhetoric of violence. The visual representations of violence explored in this volume include both fictional works, including, for example, narrative films, graphic novels, and theatre, and non-fictional genres, such as news media and cultural artifacts. This volume’s strength is also grounded in its interdisciplinary approach; by bringing together scholars from a variety of academic fields to examine a broad range of visual artifacts, such as photography, graphic novel, films, paintings, objects, the book offers a substantive corpus focusing on the rhetoric of violence. The essays collected in this volume explore the ways in which visual expressions of violence have infiltrated diverse narrative forms, and, as such, how they both construct and challenge general understandings of contemporary violence. They all chart, with cultural and historical specificity, the way in which images of violence shape the visual imaginary of ethical worlds.

The study examined granularity of lexical partitioning of the blue area in speakers of English, which encodes the term blue; Russian, which encodes two terms, sinij [dark/navy blue] and goluboj [light/sky blue]; and Ukrainian, which encodes the terms synij [dark/navy blue] and blakytnyj and golubyj [light/sky blue]. Five groups of participants took part in the study: (1) 30 L1 speakers of English, (2) 30 L1 speakers of Russian, (3) 30 Russian–English bilinguals, (4) 30 English–Russian bilinguals, and (5) 25 Ukrainian–Russian–English trilinguals. Quantitative and qualitative analyses revealed that L1 Russian speakers referred to different types of blue significantly more frequently than all other groups, while bilinguals patterned with L1 English speakers. These findings suggest that classroom exposure to L2 Russian does not make the distinction between sinij and goluboj communicatively relevant for L1 English speakers and that everyday use of L2 English may trigger attrition of the contrast in L1 Russian.

This chapter explores the impact of implementing a partnership agreement to grant incoming university students credit based on their documented language proficiency. In 2018, an agreement was forged between an urban university and public school district, and, by extension, any high school offering the Seal of Biliteracy (SoBL) to offer students who hold the SoBL university credit for their language proficiency in a world language. This chapter examines the evolution of that agreement over a five-year period and its potential impact on students’ decision to pursue a minor/major in Spanish. Through semi-structured interviews, we also examined multiple university stakeholders’ perceptions and/or experiences about the value of the SoBL, the agreement to grant credit by examination (CBE), as well as other challenges, including the university’s reduction of their language requirement, transitions in leadership, and differing ideas about if and how best to award students credit based on examination.

In the context of globalization and migration, individuals may experience language loss or first language (L1) attrition. While migrant language loss is well documented and researched, its impact on bilingual autobiographical memory remains underexplored. Existing research indicates that bilingual speakers encode memories in either their L1 or second language (L2), depending on the language context of the event. Language’s pivotal role in autobiographical memory has also been confirmed by bilingual psychotherapy research. This paper investigates whether L1 attrition can impair memories encoded in that language. Focusing on Russian-English speakers with various degrees of L1 attrition, this study examines the phenomenological characteristics of memories (vividness, emotional valence, accessibility, significance, and confidence in the event). Results from partial correlation and linear regression analyses demonstrated that language loss significantly compromises vividness and confidence, underscoring language’s integral function in maintaining bilingual autobiographical memory. © 2024 De Gruyter Mouton. All rights reserved.

Lisa Vitale discusses the intellectual contribution of historian and apologist Margherita Marchione in redefining the role of Pius XII during the atrocities of the Nazi Holocaust by means of personal narratives of the Sisters of St Lucy Filippini (of which Marchione was a member) and the Jewish refugees they sheltered, including the prominent Roman Di Veroli family. The chapter paints a multi-faceted, and sometimes contradictory, picture of Catholic charity during those turbulent and confusing times. Despite Marchione’s defense of Vatican (in-)action during the mass extermination of the Jews, she brings a message of hope to today’s Jewish Italian citizens. © 2023 by Koninklijke Brill NV, Leiden, The Netherlands.

This chapter focuses on the figure of Ada Gobetti and her humble, yet crucial contribution, as a partisan collaborator and leader who helped dismantle the Nazi-Fascist political system in the aftermath of the 1943 Armistice. The author aims at shedding new light on Gobetti’s work that has long been ignored, highlighting how women regained visibility because of their role in support of the Resistance. © 2023 by Koninklijke Brill NV, Leiden, The Netherlands.

How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.

In L1 attrition research, it's recognized that a previously acquired language can transform under the influence of a newly acquired one. However, the precise L1-L2 relationship is intricate and warrants further study. Some research suggest that L2 mastery might reduce L1 proficiency, while others show that both languages can be maintained. Age of onset and L1 use are the factors that have been discussed in the debate surrounding L1 attrition. The study aims to contribute to the ongoing discussion by examining L1 and L2 proficiency of Russian-English bilingual speakers (N = 35). The participants with comparable L2 proficiency but various degrees of L1 attrition who arrived at different ages and differed in their frequency of L1 use were recruited for the study. This diverse group provided an ideal quality sample for investigating the role of age of onset and L1 use, as well as the interplay between L1 and L2. By comparing L1 and L2 lexical diversity, syntactic complexity, and fluency, the study revealed that higher L2 proficiency was not associated with lower levels of L1 proficiency, suggesting that L1 retention is possible amidst L2 acquisition. L1 use played a more significant role in the L1 maintenance of these bilingual individuals. © 2024 Association for Language Learning.

The aims of this paper are twofold: (1) to study the application of project-based learning ten-step process framework suggested by Alan and Stoller (2005) to boost English speaking ability of undergraduate students at the University of Da Nang, and (2) to investigate the levels of undergraduate students’ satisfaction. The subjects were 24 final year undergraduate engineering students at the university of Da Nang during the first semester of the 2019/2020 academic year. The instruments used in this experiment included lesson plans, a project evaluation form, a student’s self-assessment form, a satisfaction questionnaire and interviews