Arts and Humanities Commons^™

前言, Chunhong Wang

嶺南學報 Lingnan Journal of Chinese Studies

2022年11月5日，嶺南大學文學院中文系舉辦“《嶺南學報》復刊學術會議之十暨《世説新語》文獻主題國際高層論壇”，由於受疫情影響，故採取視頻會議方式，在綫上召開此次盛會。九位與會學者從文獻學視角，對《世説新語》一書各抒己見，會議取得豐碩成果。在《嶺南學報》主編蔡宗齊教授主持下，擘畫將這些論文以《世説新語》研究專輯形式推向學界。

清初聖裔詞人的聲律思想及其學術淵源——從《紅萼軒詞牌》的詞譜性質談起, Linfu Wang

嶺南學報 Lingnan Journal of Chinese Studies

《紅萼軒詞牌》既是非常精美、實用的詞譜，同時也能夠當作酒牌使用，是一部能反映孔傳鐸、孔傳志等聖裔詞人聲律思想的著作。“詞即詩也”是聖裔群體詞學理念的核心。孔傳鐸等人主張宜於實用的誦讀，反對當時詞壇盛行的聲律復古之風，通過權衡律拗關係的方式實現了爲孤調定律，具有地域特色。聖裔群體强調詞也應具備詩的社會功能，其詞學活動在地域範圍内産生了深遠影響，也與當世南北詞壇有不少聯係，是學術史上不能忽視的一環。

Red Sepals Collection of Lyrics 紅萼軒詞牌 is a delicate and practical literary book, but can also be used in a drinking game. This work reflects the thought of prosody of Confucian descendants like Kong Chuanduo and Kong Chuanzhi. The principle — lyrics are poems — lies at the heart of the Confucian descendants’ community’s thought of lyrics. Advocates like Kong Chuanduo emphasized the practical recitation of lyrics and opposed the prevalent trend of prosodic revival in the lyricists’ circles of their time. They achieved a regional uniqueness in setting the tunes for individual melodies by carefully considering the nuances …

《世説新語》中的時代文學圖景, Yunliang Wang

嶺南學報 Lingnan Journal of Chinese Studies

與魏晋時清談盛行的局面相應，文學創作中也出現了口語興盛的現象；因出於公開展演的情境需要，文學創作對於迅捷的要求大爲增加。在文本傳播過程中，名流人士的話語起著不可估量的作用；由於當時以手抄本爲文章物質載體，讀者對作品的接受回饋，往往可以讓作者隨之更定，文本流動也是傳播中的常見現象。魏晋時期的文學接受，讀者更注重閲讀中個性的契合，强調情感的共鳴，當日發達的藝術形式，也爲時人的文學接受提供了多種可能，使他們可以通過繪畫、書法等不同藝術達到對文學的多維解讀。

Literary writing thrived on orality in response to the popularity of pure intellectual conversations in the Wei and Jin dynasties. Its immediacy was prominently emphasized to satisfy the contextual needs of public performance. Famous literary figures’ sayings were immeasurably important in the circulation of texts. Because texts were primarily materialized and circulated as handwritten manuscripts, authors often revised readers’ feedback as they wished. On the part of literary reception, readers valued whether they felt their personalities matched the authors’ and whether they felt sympathetic in reading literary works. The thriving aesthetic format at the time provided readers with possibilities …

劉孝標《世説注》所引文獻引文略考, Jiancheng Zhao

嶺南學報 Lingnan Journal of Chinese Studies

劉孝標《世説注》徵引浩博，極爲後世所推。其對引文的處理係以《世説》本文爲依歸，視注釋需要而有所去取，因此多數情況引文與引書原文並不完全一致，可以視爲“間接引用”。具體而言，劉孝標注徵引文獻，不是簡單地採録原文，其對引文的處理具有概括性、跳躍式的特點，即以概括的方法進行提煉加工，跳躍無關部分以選取與《世説》有關之内容，二者常結合使用。這些處理方法能够使其注釋重點突出、簡明扼要，具有針對性，避免了拖遝、冗長的毛病。有時也因此而導致引文的脱漏、不確切，甚至錯誤。劉孝標注引文與所引文獻原文時有差異，有些具有校勘價值；又有出於傳世文獻之外者，有些具有輯考傳世典籍佚篇（文）之重要價值；劉孝標注所引文獻，未必皆來自引書原書，相關考察有助於對其引書來源問題的研究。

Liu Xiaobiao’s copious citations in his lauded annotation of A New Account of Tales of the World were based on the texts of the masterpiece and were selected only when needed, and therefore the cited text and the original text often differed. They could be considered indirect citations. Liu handled the citations by summarizing the cited text and skipping irrelevant details and often combined these two methods, which made his annotations concise on the one hand and sometimes resulted in omissions, inaccuracies, and mistakes on the other. The difference between the cited and the original show the academic value …

夢、隱喻與思想 : 從意象基模解析《列子·周穆王篇》之夢寓及篇章意旨, Yin-Ching Chen

嶺南學報 Lingnan Journal of Chinese Studies

《列子·周穆王篇》共收録八則寓言，對於人類各種精神現象，如催眠、白日夢、失憶、錯覺、神智錯亂等心理現象皆有精彩著墨，内容涵括夢的實證經驗及宗教哲思諸面向，意涵繁複多元，值得深入探討。本文以當代西方“概念隱喻”的新視角及“意象基模”的解析架構，結合中國傳統文本研究之成果，解析《列子·周穆王篇》的八則寓言及篇章意旨。盼藉由概念隱喻理論具象化、系統化的解析方式，釐清“夢經驗”、“隱喻語言”與“道家思想”三者之間盤根錯節的關聯；並盼藉由會通中西的研究方法和視角，探索中西思維模式之異同，促進深度的文化交流與會通。

The Chapter of King Mu in the Liezi is composed of eight fantastic stories, centered on the themes of hypnosis, daydream, amnesia, illusion, and mental disorders. These stories conceive profound meanings which comprises religious and philosophical ideas, as well as real accounts of dreams. This article analyzes the stories and themes of the Chapter of King Mu by means of contemporary Western theories of “conceptual metaphor” and “image schema” and with reference to traditional Chinese research literature. It aims to clarify the relationship of the dream experience, metaphorical language, and Daoist thought. Further, it seeks to explore and compare …

對話與競争 : 嘉靖前期官刻古文選本的多重面向, Yi Zhang

嶺南學報 Lingnan Journal of Chinese Studies

一般認爲，具備官刻性質的古文選本，其内容與思想理應與國家官方所建設的文風與學風保持一致。在明代前中期的科舉文化背景下，官刻古文選本的産生，往往是作爲配合國家官學教育體系而存在的。然而，受到弘、正之際“文學復古”思潮與嘉靖年間版刻業復興的雙重影響，這一時期的文學風氣與思想傾向呈現出對於傳統程朱“正學”的某種背離，當然亦不乏堅守程朱之學的聲音存在。這些不同的思想動向皆反映在當時士人們所編刻的具備官方背景的古文選本之中，本文便以王三省《古文類選》、崔銑《文苑春秋》、顧璘《文端》三部古文選本爲考察對象，來探究其在同一個“場域”内所形成的對話與競争關係。而這種“對話”與“競争”關係，正折射出其與國家官學教育體系、編纂者自身的意圖及時代文風之間的複雜互動，也呈現出其與前代官刻古文選本不一樣的特徵。

It is generally believed that the content and ideas of government-publishing guwen anthologies should be consistent with the literary and academic styles established by the state. In the context of the imperial examination culture of the first and middle Ming dynasties, government-publishing anthologies of guwen were often produced as a complement to the state-level education system. However, the influence of the “archaist movement” at the time of Hongzhi and Zhengde, and the revival of the engraving industry during the Jiajing period, the literary style and ideological tendencies of this period showed a certain departure from the traditional Cheng-Zhu orthodoxy. …

2023-12-01 Caudill Connection, Morehead State University. Caudill College Of Arts, Humanities And Social Sciences.

Caudill Connection

Caudill Connection newsletter for December of 2023.

The Homecoming Game, Olivia Dorothy Daras

Open Access Theses & Dissertations

The Homecoming Game follows 16-year-old Ellie as she discovers that growing up is a lot more difficult than she thought it would be. To her horror, high school has become less about getting good grades and more about your popularity status — or so that’s what her best friend tells her. The growing pains of being a teenager and dealing with a not-so-perfect home life culminate when something utterly insane happens: she’s asked to the Homecoming Dance by someone other than the guy she’s been kind of dating. With her social life and personal life in flux, Ellie has to …

Table Of Contents - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents

Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan

The Journal of the Assembly for Expanded Perspectives on Learning

Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration

Front Matter - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman

The Journal of the Assembly for Expanded Perspectives on Learning

Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …

Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin

The Journal of the Assembly for Expanded Perspectives on Learning

Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …

Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin

The Journal of the Assembly for Expanded Perspectives on Learning

We teach science as a path to meaningful civic engagement in a participatory democracy and as a path that should be open to all; our concern lies in how the next generation of young citizens1 address challenging civic issues both by applying science to other contexts—public and civic—as well as communicating science to others—peers and the public. To that end, our article seeks to explain an interdisciplinary capstone course for our general education program that we developed to promote and support science learning and science communication by teaching in the context of important civic issues.

Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.

Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon

The Journal of the Assembly for Expanded Perspectives on Learning

In recent years, a growing body of scholars have argued that narrative storytelling is an effective and necessary science communication tool for the education of undergraduate STEM students. This research comes at a time when many in the public are becoming distrustful about science, scientists, and scientific communication. However, questions remain about which genre and style of narratives are most effective at building trust among STEM communicators and public audiences? My essay answers this question through a case study of narrative communication in my first-year writing classes. I analyze my attempts to teach STEM students that “public narratives,” a genre …

Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich

The Journal of the Assembly for Expanded Perspectives on Learning

Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …

Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout

The Journal of the Assembly for Expanded Perspectives on Learning

Part 1: Creating Scientist-Citizens through a Writing Minor

Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse

The Journal of the Assembly for Expanded Perspectives on Learning

Science communication training can help scientists engage diverse audiences with the promise and process of science, helping to strengthen science literacy and preserve public trust in science. But not all scientists have access to such training. To address this shortfall, we have embedded a suite of science communication courses in the Life Sciences Program, the largest undergraduate science program at McMaster University in Hamilton, Ontario. A foundational course focuses on making science accessible through inclusive language and media, while more advanced courses emphasize the importance of understanding and centering the values, beliefs, questions, and critiques of audiences, and using narratives …

Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch

The Journal of the Assembly for Expanded Perspectives on Learning

Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.

Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme

The Journal of the Assembly for Expanded Perspectives on Learning

Part 2: Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement

Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer

The Journal of the Assembly for Expanded Perspectives on Learning

While first-year writing (FYW) programs often bear the responsibility for teaching students to write across the disciplines (Downs and Wardle), too often students restrict the concepts learned in FYW to the humanities, or even worse, a single class. Moreover, students frequently complete research assignments in FYW which restrict them to scholarly or peer-reviewed sources, hindering their ability to learn how to assess popular sources. This can be especially problematic with scholarly STEM sources, which are laden with unfamiliar technical terms. Although the writing and research skills learned in FYW are often intended to be interdisciplinary, FYW faculty have opportunities to …

English 101, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: English 101

Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting Introduction - Reciprocal Engagement and Imperfect Pedagogy

Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers

The Journal of the Assembly for Expanded Perspectives on Learning

AEPL Members Respond to Lynn Z. Bloom’s Recipe

Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell

The Journal of the Assembly for Expanded Perspectives on Learning

Drawing on interviews with nine graduate science students, this article explores perspectives on a Public Communication of Science (PCS) course designed to help students translate their research for a public talk given at a local town hall. I first outline the history of the student-run course and then discuss three course components—public rhetoric of science; improvisation; and audience awareness. Within each component, I describe one student’s particular experience with the course. I describe how students transferred rhetorical lessons from the course to their academic writing but could also transfer rigid views of communication from their scientific work back into their …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Sessional Spa Time, Amber Moore

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: Sessional spa time

Contributors To Jaepl, Vol. 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

List of contributors and biographies for JAEPL, Volume 28.

Holy Family - 31 December 2023, Angela Mccarthy

Pastoral Liturgy

No abstract provided.