#… making this image in the middle of Greek myth lecture but it’s related so

[anthyies]

#rgu #revolutionary girl utena #shoujo kakumei utena #sku #esha.txt #reading jstor articles on the narrative structure of green tragedies for fun and for profit #… making this image in the middle of Greek myth lecture but it’s related so #themes and narratives #rgu as theatre

[imsorryimlate]

Specific references in Pomegranate Seeds, sorted by chapter

Title of work: Pomegranate Seeds

A reference to the myth of Persephone and Hades, where Hades is the god of the underworld who kidnaps Persephone – the daughter of Demeter, goddess of agriculture and harvest – and makes her queen of the underworld. He gives her a pomegranate to eat, and for every seed she swallows she has to spend a month with Hades in the underworld. During the months she is with Hades, she is gone from her mother, and that’s why autumn and winter exist (since Demeter is grieving the loss of her daughter). Spring and summer are the months when she is back with Demeter, and Demeter is once again happy. The myth has lots of interpretations, but my favourite is the one where it is said to be based on the trauma of both daughter and mother as they are separated when the daughter gets married and enters a new household.

Even though Giorno’s mother didn’t treat him well, her death was most likely traumatic to him. He enters the new household of Dio (Hades) and every time they touch each other in a way that isn’t befitting father and son, one could say that Giorno swallows another pomegranate seed, and it binds him to the underworld. In this case, the underworld would both represent the criminal world, but also the trap of their incestuous relationship that he then cannot leave, should he want to.

No specific references in chapters 1 & 2.

Chapter 3:

Demetra – Giorno’s mother doesn’t have a name in canon, so I made one up. Demetra is the Italian version of Demeter, which is the name of the Greek goddess of agriculture and harvest. The goddess is the mother of Persephone, and the title of this fic – Pomegranate Seeds – is a reference to the myth of Hades and Persephone.

The biblical paintings in the church – John the Baptist (martyr) was beheaded, and Judas (traitor) hung himself. The imagery around Eve, the snake and the red apple, well… depending on how you interpret the story in the Bible, this could mean that the scene doesn’t represent a fall from grace, but rather that it was God’s intention to have humanity step into the broader world.

Dio’s books – I mostly just had a look at my own bookshelf, but I purposely included Nabokov, Machiavelli, and Plato. Nabokov, of course, references his infamous novel Lolita. Machiavelli was an Italian politician and philosopher during the Renaissance, and he’s most famous for his book The Prince, where he gave rulers quite… devious advice, not shying away from unethical and corrupt means. Therefore Machiavelli and the derived term Machiavellian often denotes (political) deceit. And Plato, well, in his text The Symposium he speaks of the ancient practice of pederasty in a very positive manner, and claiming that it is the purest form of love.

Aniara – I picked the book because it’s my sister’s favourite. It is a book-length epic science fiction poem that narrates the tragedy of a large passenger spacecraft carrying a cargo of colonists escaping destruction on Earth veering off course, leaving the Solar System and entering into an existential struggle. This is the “space-travel” Giorno later reflects on while in the bath.

No specific references in chapter 4.

Chapter 5:

The next reference to Machiavelli – Giorno thinks about Machiavelli and the question if it is better to be feared or loved, which is something Machiavelli writes about in his book The Prince, where he states that it is better for a ruler to be feared than loved, if they cannot be both.

No specific references in chapter 6.

Chapter 7:

Reckless – Giorno notes that Dio wants him “recklessly, passionately”. This is one of the two times the word “reckless” is used in this story; the only other time being in the first chapter when Giorno’s mother dies after her car collides with a reckless truck. Dio’s desire for Giorno is tied together with that accident, as if it’s equally dangerous.

Jewel – “Yes, Giorno would like something like that; to show Dio that he was a prized jewel, cut to fit perfectly in the curve of his palm.” This line directly references the Song of Songs 7:1 “Your rounded thighs are like jewels, the work of a master hand.”

Eden – “How truly unfortunate, that the most tempting fruit should be found in the middle of Eden.” The garden of Eden, in the Bible, is where life is first created by God. It can therefore also symbolise family, where life also is created. So what Dio essentially says here is “what a shame the most fuckable person is found in my family”.

Draconic tendencies – Giorno having “draconic tendencies” is a reference to his earlier thoughts about Abbacchio hoarding Bucciarati like a jealous dragon.

Chapter 8:

Buttercups – Giorno picks a bouquet of buttercups for Dio, and buttercups have traditionally been associated with childhood. It is meant to express that Giorno, no matter how mature he himself is convinced that he is, still has a childish edge to his affection. As a fun aside, the Latin name for buttercups is Ranunculus, which means “little frog”.

Leda and the Swan – the painting Dio has in his study. It is, of course, an erotic yet controversial motif in itself, but there are some references to the Greek myth it is based on. In it, Zeus disguises himself as a swan and copulates with Leda. It is not entirely clear if it is by rape or seduction. Zeus, of course, is known for his sexual escapades, his violent temper and jealousy, but here he disguises himself as a swan, which is an animal that in European culture often has symbolised love and fidelity. This story of a shady person disguising himself as someone loving, to enter a relationship where consent is dubious at best, well… I think the implications are clear. As a fun aside, the name Zeus and the name Dio are directly connected.

Uneasy lies the head – the whole quote is “uneasy lies the head that wears a crown”, a saying from Shakespeare’s play Henry IV, Part 2, meaning that someone with great responsibilities won’t be able to rest properly.

The prodigal son – it’s a reference to a parable in the Bible, from Luke 15:11-32. The story goes that a son requests his inheritance early, spends it all irresponsibly, and then returns home to beg his father to let him work for him. His father, however, welcomes him home with open arms and throws a feast, which indicates that he has hopefully waiting for the son to return.

Nakedness – the scene in Giorno’s room, where he lowers his duvet to display his “nakedness”, the word choice here is important. Except for Genesis 42, all biblical occurrences of the common idiom ”to see the nakedness of” or “to uncover the nakedness of” are explicitly sexual, usually referring to incest. The Classical Hebrew word 'erwā is not “nudity” but “nakedness”, in the sense of something that is unseemly or improper to look at or expose; often used to denote forbidden sexual relations.

Chapter 9:

Wine-dark – Dio’s eyes are described as wine-dark, which is a reference to the use of “wine-dark sea” in Homer. It’s an epithet used in the Iliad and the Odyssey, of uncertain meaning. What exactly does it mean that the sea is “wine-dark”? Is it a reference to the stormy sea being unpredictable, like someone who’s drunk on wine? Or does it tell us something about how ancient Greeks perceived colours, where maybe depth and opacity levels were more important than hues?

Ambrosia – Giorno compares the taste of Dio’s seed to ambrosia, which is the food and drink of the gods in Greek mythology.

Lollipop – Giorno is sucking on a lollipop while he’s out shopping. This is a shameless reference to the most culturally recognised image of Nabokov’s Lolita, where Sue Lyon, the actress who portrayed the character Lolita in Stanley Kubrick’s film adaption of the novel, is sucking on a red lollipop while wearing heart-shaped sunglasses. It’s worth noting, however, that the character Lolita doesn’t eat a lollipop in the novel or Kubrick’s film, and the images were only used for promotion. Either way, the lollipop has nonetheless become a symbol for playful, youthful temptation.

No specific references in chapter 10.

Chapter 11:

Dio’s alarming beauty – Giorno reflects on how beautiful Dio is, that he is alarmingly beautiful. This is a reference to a quote from The Secret History by Donna Tartt: “Beauty is rarely soft or consolatory. Quite the contrary. Genuine beauty is always quite alarming.”

Chapter 12:

Kisses – there’s a lot of descriptions of kissing in the beginning of this chapter, and it is all a reference to the biblical book Song of Songs. “Honey-sweet kisses that melted his tongue” is a reference to Song of Songs 4:11 “honey and milk are under your tongue”. On a more complicated note… “those kisses, Giorno drank them from his mouth like they were life-giving water” is a reference to Song of Songs 1:2 that should be “I want to drink kisses from his mouth”, however, most translations will read “let him kiss me with the kisses of his mouth”. It’s really complicated as to why I and others would translate it differently, but in general it has to do with the manuscript and the Masoretic editors’ vocalisation, which in turn has a lot to do with evaluating Classical Hebrew grammar and poetic conventions… I am going to spare you that lecture, but I still wanted to let you know that you won’t find that wording in most English translations of the Bible.

The garden, Eden, and juvenile sex – this all ties together. The garden of Eden is, in the Bible, where life is created and before “the fall of man”, it is a place of peace and innocence. Now, it might seem strange to refer to innocence in a story like this, but there still is a certain kind of innocence to their relationship, especially on Giorno’s end. They are described as “easy and unafraid, in full view of God”, which again is a reference to the biblical creation story; after “the fall of man”, when Adam and Eve have sinned, they are suddenly afraid of God and tries to hide from him, and for the first time shield their nudity, since they have now lost that innocence. So, Dio and Giorno being unafraid in full view of God is another reference to them being fairly innocent. At least that’s how Giorno conceptualises it.

Satyriasis – a word for excessive sexual desire, and an outdated term for hypersexuality. The word was developed in relation to the satyrs of Greek mythology, who were lustful woodland gods.

Nipple play – Giorno sucking on Dio’s tits, well… quite obvious reference, but if you missed it; it’s a reference to breastfeeding and nourishment.

Sunlight – in Stardust Crusaders, Dio tells Polnareff that he too has pain in his life because he can never see the sunlight, since he is a vampire. In this story, Dio isn’t a vampire, but I still wanted to include this pain. Dio’s love for the sunshine, and the depravation of it in his childhood, is my attempt to reconceptualise it.

Chapter 13:

Ice cream – elder flower sorbet has a tendency to taste like laundry detergent if you’re not careful, so Mista definitely picked the wrong flavour that time.

Know thy enemy – “know thy enemy” is a famous quote from The Art of War by Sun Tzu.

Chapter 14:

Paradise burning – more Eden references, they never truly stop.

Loins – in Classical Hebrew, one specifically emphasises that a child has sprung from someone’s loins to indicate that it is a biological child rather than an adopted one.

Deadly sins – Giorno notes that one of the seven deadly sins, sloth (that is, excessive laziness and indifference), doesn’t come as naturally to him as others would (such as lust or pride).

Know thy self – another reference to the famous quote of Sun Tzu’s The Art of War.

Companion – Giorno thinks about how the universe has blessed Dio with a companion that can keep up with him, which is a subtle reference to the creation myth in the Bible. There, God creates the first human, Adam. Adam attempts to find a companion amongst the other creatures, but cannot find an equal until God creates another human – incidentally, God creates another human from Adam (by his rib), which of course parallels with Giorno being created from Dio, since he is his biological child.

Clay – the dream Giorno has of Dio forming him out of clay and breathing life into him is another direct reference to the creation myth in the Bible, where God forms the first human out of clay/soil/dust from the ground and breathes life into his nostrils. Similar creation myths are found in several ancient Near Eastern religions. If you want a little more “fun” fact, the first human is named Adam, a name he gets from the Classical Hebrew word for “man” (as in human – not male), which is adam, and the word for “ground” is adamah, which ties to all together quite nicely.

Nakedness – Dio uncovers Giorno’s nakedness, and just like in chapter 8 it’s a biblical reference. Except for Genesis 42, all biblical occurrences of the common idiom ”to see the nakedness of” or “to uncover the nakedness of” are explicitly sexual, usually referring to incest. The Classical Hebrew word 'erwā is not “nudity” but “nakedness”, in the sense of something that is unseemly or improper to look at or expose; often used to denote forbidden sexual relations.

Chapter 15.

Cuddling – after having breakfast, they cuddle, and their position is described as Giorno resting his head on Dio’s left arm, and Dio draping his other arm over Giorno’s waist. This position is a reference to the biblical book the Song of Songs 2:6 “His left arm is under my head, and his right arm embraces me.”

Angel lust – Dio gets hard after Giorno chokes him, which he says is a perfectly natural reaction to being choked. Which it is! “Angel lust” or “death erection” refers to the phenomenon of men executed by hanging having an erection, because of the increased downward blood flow. After observing this, doctors in the 17th century started prescribing choking sex to men with erectile dysfunction, and that’s partly where erotic asphyxiation comes from.

England – the phrase “lie back and think of England”, alternatively “close your eyes and think of England” is an old-timey reference to unwanted sex that one doesn’t enjoy – specifically used for sex within a marriage, which at least back in the day was more of an economic arrangement than a love affair. Disgustingly, it means “just lie back and endure it”.

Bone of my bones, flesh of my flesh – this is another reference to the creation story in the Bible. The specific verse is Genesis 2:23, when God has created another human to be a worthy companion of the first one. Adam, the first human, has searched for a companion among the animals but been unsuccessful to find an equal. But when he meets the newly created Eve, the second human, he exclaims “At last! This is bone of my bones and flesh of my flesh” (since she was created from his rib). That “at last!” is very sweet – and fits in this story too! Dio has finally found a worthy companion to share his highest highs and deepest lows with.

Chapter 16.

Roses – Giorno buys a bouquet of roses for Dio. This is intended as a contrast to the buttercups he picked for Dio in chapter 8, being that roses are a much more “mature” flower than buttercups, therefore showing that Giorno has matured. Also, the fact that he buys the bouquet of roses while he picked the buttercups indicate a certain loss of simplicity and naturalness in their relationship.

Fin.

#/ #// #/// #//// #///// #just fanfiction stuff pls look away #i tried to make this a private post but tumblr be fucking with me #pomegranate seeds references

[headmasterdc]

How do you define innovation in education?

Every great civilization from the Egyptians, through the Persians, Mesopotamians, Greeks and Romans right the way up to modern day western and eastern civilisations owe their very existence to education. Yet schools which started out as mechanisms by which to efficiently and effectively share advantageous knowledge which grew civilisations in the first place are often taken over by political paymasters who use them as breeding grounds to support their ambitions. Ideologically speaking there is very little that education has not been asked to do: propagate religion, train workers and promote nationalism to name but a few functions of schools gone by.

However, we live in an age of enlightenment when we know more about how students learn and the unprecedented challenges facing us in the future than perhaps at any other time in the history of mankind. For this reason we can feel confident that education as ideology can now be replaced by education as science. However, this will require a greater voice and activism from school leaders if we are to assert the primacy of the school as the locus of understanding for what makes a great education. Unfortunately, as Rob Higham, Senior Lecturer in Education at UCL, writes, ‘school leaders may talk the language of vision but the space in which they can lead may be narrow’. Government policy priorities measured by league tables and inspection regimes strangle real leadership of learning as headteachers are forced into strategic compliance.

Nonetheless undeterred we hosted the first ever researchED event in the Middle East here at Dubai College two weeks ago. The goal of researchED is “to bridge the gap between research and practice in education. Researchers, teachers, and policy makers come together for a day of information-sharing and myth-busting” and, boy, was it refreshing to be surrounded by other myth-busters for a weekend. So what did we learn?

Well, for the most part we simply do not have the evidence required to justify the policies we implement in schools. Read that again. For the most part we simply do not have the evidence required to justify the policies we implement in schools. Take marking, for example, parents want it and students need it, right? Well, maybe not. Professor Becky Allen argued that marking has become one of the biggest public relations exercises in history. Marking and report writing are really designed to create a paper trail that proves learning has happened, for people who were not present in the room, namely inspectors, senior leaders and parents. And yet formative verbal assessment well delivered in class may well provide students all the information they need to learn as much they do now. Imagine how much better lessons could be if teachers were not marking every evening but instead were designing imaginative learning activities. We need more evidence for everything we do because, as Tom Bennett, founder of researchED, remarked “education is full of well-intentioned blunders”.

What else did we learn? Non-verbal processing i.e. visuo-spatial learning allows learners to hold several concepts in mind simultaneously in one image, whereas verbal processing is sequential and requires learners to wait until the end of a sense unit before they can appreciate a concept. Verbal processing has implications for our cognitive load (our ability to hold a maximum of around 4 discrete items in mind at any time) – it loads it up quickly. However, by combining a visual representation and a verbal representation of a concept at the same time we can help students to encode the same information twice in two different ways leaving two memory traces and therefore a richer and more secure acquisition of knowledge. Dual coding as it is known is a great example of how neuroscience can feed into teaching and learning. Dual coding, however, is not new; it is our understanding that it is new and herein lies the issue with innovation in education. Are we seeking something truly new or something new to the teacher’s conception of teaching and learners’ conception of learning?

We also learnt that a one-size fits all assessment system is a bad idea. Imposing a homogenous assessment system on teachers is sub-optimal since it does not take into account the difference in knowledge domains of different subjects. You simply cannot assess in the same way. And yet accountability regimes love systems which allow comparison within and across subjects and within and across schools. Unfortunately, however, we currently risk unhealthy institutional mimicking in education as a result of safety in numbers in the face of audit, accountability and inspection. Yet, which school leaders have the courage to fly in the face of national inspection frameworks because they know they have a greater chance of getting it right by allowing teachers to experiment? I hope we do.

My final take-away from the weekend also came from the field of cognitive science. Learning is a complex process. It starts with a student encoding some new information in their limited working memory. This represents the point where learning is most difficult, students are deficient in knowledge and restricted by their cognitive load; at this stage they must acquire a new schema. Once encoded, however, students should be able to retrieve that new schema from their limitless long term memory and practice applying the new knowledge. However, over time our memory fades. Students need to regularly review their knowledge through retrieval practice in order to keep the knowledge live and accessible. In doing so their working memory is expanded. These three phases of learning, require very different activities to support them. A lesson encoding new knowledge would look very different from a lesson of retrieval practice. Students would appear to know more in a lesson of retrieval than they would in an encoding lesson. And yet there are common rubrics which outlines explicitly what makes an ‘outstanding’ lesson. These rubrics very rarely include the words encoding, consolidation and retrieval nor do the expectations for the lessons differ.

Currently it seems to me that the knowledge and understanding we are acquiring from cognitive psychology and neuroscience can really inform what makes outstanding education and yet the vocabulary of this evidence is absent from any kind of audit, accountability or inspection framework to which we subject our teachers. After this weekend I hope that I can have the courage to institute more autonomy-supportive leadership, adopt a 7.45am to 4.30pm rule, encourage my teachers to commit to the deliberate practice of something new, to self-determine rather than capitulate with external agenda and to seek professional relatedness among their colleagues. This way, maybe, just maybe we can stem the tide of teachers leaving the profession and re-establish schools as the pillars of instructional and pedagogical professionalism.