Cornell, T. J. “On War and Games in the Ancient World.” Sixth International Symposium for Olympic Research, pp 29-40.
29 Great list of resemblances shared by war and sport in intro
29 two prime theories about sports & war: sports are complementary to war and stimulate the attitudes; sports are an alternative to war.
30 while sports promote fitness needed by soldiers, it's an incidental feature not the primary function of sports
30 vital discussion in second paragraph: while sports helped develop the manly virtues needed in war ( a Victorian value/view), sports were not a form of military training.
30 sports training not always relevant to war
30 list of a few generals in classical period who did not like athletics for their soldiers
30 Romans (plutarch) greek athletics led to the feminization of the greeks and eventual downfall of the greeks
30 ancients stressed or denied the value of sports in soldierly training; victorians pomorted the charcter building and abstract vvitres of team, group, selflessness
30 there was little to no team sports in the clasical world—especially contact sports
only the Spartans
31-32 sport as alternative to war discussed
32 proposes that sports and war are autotelic, that is ends in themselves
32 war often had ritual/cultural purpose and not just a political instrument as proposed by Clausewitz
32 primitive war is highly ritualized
32 in Homer war and sports are highly ritualized events by aristocratic men
33 “The agonistic spirit expressed itself not only in athletics, but in competitions in art, drama and music, and in the constant striving to outdo one's rivals in all areas of life—public speaking, law politics, and philosophical argument.”
33 chivalric behavior in war only makes sense with an agonistic sense of war (contest) in which artificial rules ensure a fair fight. this reduces battle to a game
34 Gladiator contests were called a munus, which means gift (of the citizens who promoted them)
35 in Greece the citizens were the atheletes; in Rome, the citizens were usually spectators watching low-class pros, foreigners and/or slaves compete
35-6 discussion/dismissal of links usually made between war and games in Rome: ampitheaters and gladiator training
36 gladiators rarely soldiers; very rare to have large scale combat—usually one on one or pairs
37 battles rarely restaged for the public
37 games were at their height when Rome was at peace
Showing posts with label articles. Show all posts
Showing posts with label articles. Show all posts
Tuesday, February 3, 2009
Monday, January 19, 2009
Article: Kynell: TC from 1850-1950
Kynell, Teresa. Technical Communication from 1850-1950: Where Have We Been? Technical Communication Quarterly, Spring 1999, Vol. 8, No. 2. (143-151)
Formation of TC pedagogy; evaluation of shifts in engineering curriculum from 1850-1960.
144 1850-62 most engineers mentored or had a sparse training
144 1862 Morrill Acts = land grant colleges = practical education/professional trade
145 Mansfield Merriman, quoted in Kynell, "The only way to learn to write is to write."
146 Circa 1910 educators grasped that engineers needed real-world context to develop their writing and they should focus on the kinds of writing they'll actually face as professionals
146-7 Earle's 4 abilities that would make English more relevant to engineers
ability to: put into words an abstract though; describe, in writing, an object not present; write for different audiences; give a concept a full treatment by demonstrating understanding in writing
This piece and the Connors, and possibly the Carolyn Miller could go on the reading list as histories of TC/TW. If I am going to focus on TC/TW and comp, then I need to be aware of the histories of both. This article does pretty well in laying a foundation/basis, as well as reference points, to locate more specifics about how TC/TW and comp have been regarded as service courses for nearly a century. Thus, the problems we see with the treatment/references to writing and composition are, in fact, apparent manifestations of the modern university.
Flying by the seat of my pants here, but I do believe that once the shift took place in the 1860s or so away from the classical educational roots is also when composition began to lose face. Essentially, with industrialization and the gutting of Rhetoric, composition fell down in status. The application of text, of words, seems to be far less important than the creation or manufacturing of materials.
Interesting referenced articles:
Gerald Savage 1996 "Redefining the Responsibilities of Teachers and the Social Position of the Technical Communicator"
Miller, Carolyn. "A Humanistic Rationale for Technical Writing." College English 40 (1979): 610-17.
Formation of TC pedagogy; evaluation of shifts in engineering curriculum from 1850-1960.
144 1850-62 most engineers mentored or had a sparse training
144 1862 Morrill Acts = land grant colleges = practical education/professional trade
145 Mansfield Merriman, quoted in Kynell, "The only way to learn to write is to write."
146 Circa 1910 educators grasped that engineers needed real-world context to develop their writing and they should focus on the kinds of writing they'll actually face as professionals
146-7 Earle's 4 abilities that would make English more relevant to engineers
ability to: put into words an abstract though; describe, in writing, an object not present; write for different audiences; give a concept a full treatment by demonstrating understanding in writing
This piece and the Connors, and possibly the Carolyn Miller could go on the reading list as histories of TC/TW. If I am going to focus on TC/TW and comp, then I need to be aware of the histories of both. This article does pretty well in laying a foundation/basis, as well as reference points, to locate more specifics about how TC/TW and comp have been regarded as service courses for nearly a century. Thus, the problems we see with the treatment/references to writing and composition are, in fact, apparent manifestations of the modern university.
Flying by the seat of my pants here, but I do believe that once the shift took place in the 1860s or so away from the classical educational roots is also when composition began to lose face. Essentially, with industrialization and the gutting of Rhetoric, composition fell down in status. The application of text, of words, seems to be far less important than the creation or manufacturing of materials.
Interesting referenced articles:
Gerald Savage 1996 "Redefining the Responsibilities of Teachers and the Social Position of the Technical Communicator"
Miller, Carolyn. "A Humanistic Rationale for Technical Writing." College English 40 (1979): 610-17.
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