The Black Lives Matter Protest invigorated many of us to think about our respective curricula. I was probably not the only one aware of the limitations of what I offered to students in terms of including non-dominant voices. Most of my teaching has focused on British, American and sometimes European television and film.
Among the TV series that emerged in the summer of 2018, Yu Zheng’s “Story of Yanxi Palace” was the most popular, and it continued to surpass “Ruyi’s Royal Love in the Palace” (a court drama of the same type), with a wide range of influence and a high degree of discussion. This article attempts to explore the spiritual beauty of the plot, the exquisite beauty of costumes and the quaint beauty of the pictures through analyzing the plot, costumes, props, shots and other visual content of the drama from an aesthetic perspective.
AbstractThis article discusses the challenges faced teaching the promotion of ‘British values’, especially for trainee teachers. The advancement of these ‘British values’ as set out by the Department for Education is confusing, contradictory, and appear to exclude a sizeable minority of pupils of minority backgrounds from the current historical narrative of Britain as delineated by the National Curriculum (2013). Moreover, there is little advice for new teachers on what these ‘values’ really mean or how they should be taught within schools, despite forming part of the standards required to achieve QTS. The author not only examines this confusion but provides the perspective of a former academic who has moved into secondary teaching, and their reaction to the teaching of History in schools and concerns regarding the History Curriculum.
AbstractThis essay presents a case study of how normative and descriptive approaches to comparative religious ethics, as well as textual and empirical approaches, can be mutually enriching. Taking early Confucian ethical views on the centrality of parent‐child relationships in childhood moral development as an example, I examine how empirical evidence can be brought to bear on certain dimensions of traditional ethical views in order to deepen our appreciation for them and help us to see how their insights might be applied in a contemporary setting. I also show how empirical evidence can sometimes serve as a helpful guide in further developing, refining, and amending certain dimensions of traditional ethical views. I illustrate the value of this approach by examining several aspects of Confucian views on infancy, childhood, parent‐child relationships, and moral cultivation in relation to attachment theory.