Suchergebnisse

Utilizing Pierre Bourdieu's "logic of practice," the article explores the relation of Andy Warhol's artistic production to the growth of consumer capitalism in the 1960s. It argues that through their "camp" performativity and the subversive staging of their sociosexual identities, Warhol and his queer compatriots in the New York gay underground carried the embodied reflexivity of patriarchal capitalism a stage further, especially with regard to the relation of avant-garde (elite) culture to (common) commercial culture. Warhol's open avowal of the relation of cultural production to capitalism and his social trajectory from abject provincial to major cultural producer provides a unique opportunity to gain a concrete grasp of the complexity of Bourdieu's understanding of transformations in the "field of cultural production" and the "economy of symbolic goods" in late capitalism. The class fractional parallels between Warhol and Bourdieu make the latter's work particularly apposite in this context.

"A study of how film has continually intervened in our sense of perception, with far-ranging insights into the current state of lived experience How has cinema transformed our senses, and how does it continue to do so? Positing film as a stage in the long coevolution of human consciousness and visual technology, Postcinematic Vision offer a fresh perspective on the history of film while providing startling new insights into the so-called divide between cinematic and digital media. Starting with the argument that film viewing has long altered neural circuitry in our brains, Roger F. Cook proceeds to reevaluate film's origins, as well as its merger with digital imaging in the 1990s. His animating argument is that film has continually altered the relation between media and human perception, challenging the visual nature of modern culture in favor of a more unified, pan-sensual way of perceiving. Through this approach, he makes original contributions to our understanding of how mediation is altering lived experience. Along the way, Cook provides important reevaluations of well-known figures such as Franz Kafka, closely reading cinematic passages in the great author's work; he reassesses the conventional wisdom that Marshall McLuhan was a technological determinist; and he lodges an original new reading of The Matrix. Full of provocative and far-reaching ideas, Postcinematic Vision is a powerful work that helps us see old concepts anew while providing new ideas for future investigation"--Publisher's description

In the now almost fifteen years since the rush to German unity, East Germany's remembering of its lost cultural objects and social practices has already established a rich history of its own. The first product to become a prominent symbol of the German Democratic Republic (GDR) was the Trabant (Trabi). An unattractive, inefficient, obnoxiously loud car manufactured in the GDR, it went overnight from being an object for which many East Germans waited expectantly for several years to be able to purchase to an antiquated, undesired relic. The brunt of some of the first Ossie jokes, it also quickly became a symbol for East German resistance to an arrogant West German dismissal of all that was the GDR.

Most pedagogical literature has generated "how to" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.