Gary Snyder is a famous American poet in the 1960s.His works often reflect Zen thought,which highly influenced the Beat Generation of that time,and even the whole western society.This article attempts to discuss some ...Gary Snyder is a famous American poet in the 1960s.His works often reflect Zen thought,which highly influenced the Beat Generation of that time,and even the whole western society.This article attempts to discuss some of the possible aspects in which Snyder’s Zen diverts from Chinese Zen thought.To find out the answer,four of Snyder’s poetry collections were mainly consulted,as well as information about the environment that he’d been living in.The discrepancy this article will show case is three-folded:first,what Snyder pursued might be"square Zen",which is different from Chinese Zen;second,his poems integrated some ideas from Indian folklores,thus contradicting that of Zen;third,giving consideration to his western background and specific historical environment,he might misinterpret Chinese Zen thought unconsciously or intentionally.This is an area which so far no current studies about Snyder have probed into,so the results are just tentative and exploratory.展开更多
Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discou...Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discourses. Engaging students in egalitarian teacher-students I-Thou dialogue(Buber, 1970)appears to be an effective way of empowering students voice,however there is need to investigate ways of practical implementation of this practice. Student feedback questionnaires(SFQs)have been widely used in tertiary institutions as a tool for establishing communication between students and teachers, as well as educational institutions,and evaluating course content and pedagogical methods applied.One of the major criticisms of this practice though is its summative nature and lack of closure of the feedback loop with students. Present study explores the practice of implementing formative continuous student feedback(CSF) throughout the duration of the whole course where teachers collect responses from students at the end of the class and close the loop in consecutive sessions by analyzing the feedback provided and acting upon it. Integrating the principles of Freire’s praxis and Buber’s I-Thou dialogue,this practice appears to be facilitative of building effective channels of communication between all parties involved,as well as developing greater sense of autonomy among students over the learning process in an English as a foreign language(EFL) classroom. The research is conducted as part of a larger CSF project implemented at a tertiary institution in Hong Kong.展开更多
文摘Gary Snyder is a famous American poet in the 1960s.His works often reflect Zen thought,which highly influenced the Beat Generation of that time,and even the whole western society.This article attempts to discuss some of the possible aspects in which Snyder’s Zen diverts from Chinese Zen thought.To find out the answer,four of Snyder’s poetry collections were mainly consulted,as well as information about the environment that he’d been living in.The discrepancy this article will show case is three-folded:first,what Snyder pursued might be"square Zen",which is different from Chinese Zen;second,his poems integrated some ideas from Indian folklores,thus contradicting that of Zen;third,giving consideration to his western background and specific historical environment,he might misinterpret Chinese Zen thought unconsciously or intentionally.This is an area which so far no current studies about Snyder have probed into,so the results are just tentative and exploratory.
文摘Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discourses. Engaging students in egalitarian teacher-students I-Thou dialogue(Buber, 1970)appears to be an effective way of empowering students voice,however there is need to investigate ways of practical implementation of this practice. Student feedback questionnaires(SFQs)have been widely used in tertiary institutions as a tool for establishing communication between students and teachers, as well as educational institutions,and evaluating course content and pedagogical methods applied.One of the major criticisms of this practice though is its summative nature and lack of closure of the feedback loop with students. Present study explores the practice of implementing formative continuous student feedback(CSF) throughout the duration of the whole course where teachers collect responses from students at the end of the class and close the loop in consecutive sessions by analyzing the feedback provided and acting upon it. Integrating the principles of Freire’s praxis and Buber’s I-Thou dialogue,this practice appears to be facilitative of building effective channels of communication between all parties involved,as well as developing greater sense of autonomy among students over the learning process in an English as a foreign language(EFL) classroom. The research is conducted as part of a larger CSF project implemented at a tertiary institution in Hong Kong.
