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The Iconic Turn in Education


Edited By András Benedek and Kristof Nyiri

Some twenty years after the term iconic turn has been coined, and with a deluge of digital images, videos and animations surrounding, indeed invading, the learning environment, it appears that educational science, and the everyday practice of education, still very much labour under the impact of the past dominance of alphabetic literacy. But while educators clearly need to retain a measure of conservatism, maintain an acute sense for the logic of the written text and preserve the ability to handle extended hardcopy documents, they have to rise to the task, also, of exploiting the potentials of online networked communication, the constant presence of images, both static and moving, and the continuous interplay of words and images.


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Teaching Classics through Art: Visual Arts As a Tool for Enhancing Text Comprehension and Appreciation: Jonathan Shimony – Jula Wildberger


Teaching Classics through Art: Visual Arts As a Tool for Enhancing Text Comprehension and Appreciation Jonathan Shimony – Jula Wildberger The purpose of this paper is to present an unusual course experiment that we were able to undertake due to the unique teaching environment at our home in- stitution, The American University of Paris. We ventured into the new course with a bottom-up empirical approach, learning by doing something we hoped might work and constantly reflecting on our experiences. Believing that the re- sults might be interesting and transferable to other institutions, we decided to communicate them through this medium.1 1. Teaching Aims The American University of Paris is a liberal arts college accredited in the Unit- ed States but situated in France. It attracts an extremely diverse body of students from all over the globe, many of them combining multiple nationalities in their respective families. Among these, AUP also accommodates first-year under- graduates whose English skills are not yet sufficient for regular university stud- ies. In addition to intensive instruction in language and writing, these students take an interdisciplinary “Englishbridge” module that consists of two different courses for college credit, but with increased contact time and special attention to the students’ linguistic needs. Englishbridge introduces these newcomers to 1 What is unusual about this course is not the use of art in teaching literature by itself, nor so much the attention to literature and verbal exchange in a fine arts class, but the sus- tained intensity of co-operation and the...

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