Oedipus Rex tells the story of King Oedipus of Thebes who is cursed by fate to kill his father and marry his mother. When a plague strikes Thebes, Oedipus vows to find the killer of the previous king and lift the curse. Through his investigation, Oedipus discovers that he unknowingly fulfilled the prophecy and brings devastation upon himself and Thebes by learning he killed his father and married his mother. Oedipus is exiled and blinded himself while Jocasta commits suicide, leaving Creon to become the new king.
Use of Allegory and Symbolism in Dr. Faustus.AleeenaFarooq
The document discusses the use of allegory and symbolism in Christopher Marlowe's play Doctor Faustus. It provides examples of important allegorical elements in the play, including the Good Angel and Bad Angel representing Faustus' conscience and desires, Helen representing sensual pleasures, and the appearance of the Seven Deadly Sins symbolizing Faustus' surrender to vices. Key symbolic elements are also examined, such as the roles of blood, Mephistophilis representing Faustus' evil nature, and Faustus' rejection of ancient authorities signaling his break from tradition. The summary concisely outlines the main allegorical and symbolic devices used in Marlowe's classic play.
The document discusses several themes and symbols in Christopher Marlowe's play Doctor Faustus. It examines how Faustus rejects medieval limitations on knowledge and seeks unlimited power, representing his pride. This leads him to make a pact with Lucifer in exchange for knowledge and magic powers. Throughout the play, Faustus wavers between wanting to repent to God to be redeemed from his sins or continuing his pact with Lucifer. In the end, his gaining of absolute power through magic corrupts him and prevents his redemption, condemning him to damnation. The document also analyzes how symbols like Faustus' signing in blood to seal the pact, his rejection of ancient authorities, and his good and evil angels
Dr. Faustus as Christian Tragedy - seven deadly sinszalakrutika
This document provides an introduction and summary of Christopher Marlowe's play "Dr. Faustus". It discusses how the play tells the tragic story of Dr. Faustus, a man who sells his soul to the devil for power, knowledge, and status. It also explains the origin and concepts of the seven deadly sins in Christianity - pride, envy, lechery, wrath, gluttony, sloth, and covetousness - and how each sin is represented in the downfall of Dr. Faustus. The document was submitted as part of a college course on Renaissance literature.
Oedipus Rex tells the story of King Oedipus of Thebes who is cursed by fate to kill his father and marry his mother. When a plague strikes Thebes, Oedipus vows to find the killer of the previous king and lift the curse. Through his investigation, Oedipus discovers that he unknowingly fulfilled the prophecy and brings devastation upon himself and Thebes by learning he killed his father and married his mother. Oedipus is exiled and blinded himself while Jocasta commits suicide, leaving Creon to become the new king.
Use of Allegory and Symbolism in Dr. Faustus.AleeenaFarooq
The document discusses the use of allegory and symbolism in Christopher Marlowe's play Doctor Faustus. It provides examples of important allegorical elements in the play, including the Good Angel and Bad Angel representing Faustus' conscience and desires, Helen representing sensual pleasures, and the appearance of the Seven Deadly Sins symbolizing Faustus' surrender to vices. Key symbolic elements are also examined, such as the roles of blood, Mephistophilis representing Faustus' evil nature, and Faustus' rejection of ancient authorities signaling his break from tradition. The summary concisely outlines the main allegorical and symbolic devices used in Marlowe's classic play.
The document discusses several themes and symbols in Christopher Marlowe's play Doctor Faustus. It examines how Faustus rejects medieval limitations on knowledge and seeks unlimited power, representing his pride. This leads him to make a pact with Lucifer in exchange for knowledge and magic powers. Throughout the play, Faustus wavers between wanting to repent to God to be redeemed from his sins or continuing his pact with Lucifer. In the end, his gaining of absolute power through magic corrupts him and prevents his redemption, condemning him to damnation. The document also analyzes how symbols like Faustus' signing in blood to seal the pact, his rejection of ancient authorities, and his good and evil angels
Dr. Faustus as Christian Tragedy - seven deadly sinszalakrutika
This document provides an introduction and summary of Christopher Marlowe's play "Dr. Faustus". It discusses how the play tells the tragic story of Dr. Faustus, a man who sells his soul to the devil for power, knowledge, and status. It also explains the origin and concepts of the seven deadly sins in Christianity - pride, envy, lechery, wrath, gluttony, sloth, and covetousness - and how each sin is represented in the downfall of Dr. Faustus. The document was submitted as part of a college course on Renaissance literature.
Teknologia koulussa nyt - ITK2013-teemaseminaariRaisa Valtaoja
Millaisia arjen oppimisympäristöt ja toimintakulttuuri voivat olla nykyaikaisessa koulussa? Teemaseminaarissa esitellään OTE- Laitteet ja ohjelmistot opetuskäytössä -koordinointiteemaan kuuluvissa OPH:n kehittämishankkeissa kehitettyjä toimintatapoja ja malleja, joissa teknologia on valjastettu käyttöön koulun toimintaa monipuolisesti tukevilla tavoilla. Esiintyjinä Leena Hietaniemi, Raisa Valtaoja, Ari Ervasti, Keijo Sipilä, Jouni Paakkinen, Ville Raatikainen ja Mika Setälä. http://www.itk.fi/2013/ohjelma/teemaseminaari/214
Copy of 5.3. Learning in the open (oppimisen kaikkiallisuus).pdfPekka Ihanainen
This document discusses the concept of "open learning" and introduces a pedagogical approach called the "Pedagogy of Simultaneity". Open learning is defined broadly as learning that occurs through engagement with one's natural environments, including physical, social, and technological spaces. The Pedagogy of Simultaneity emphasizes the importance of "alignment" - how learners attune themselves to identify meaning and opportunities for learning in open spaces. It involves developing trust, facilitating discussions, and encouraging "collages" or compositions that combine emerging meanings. The goal is to make the alignment process visible and ensure approaches are matched to each learner's unique context.
The document discusses the concepts of beauty, art, and education in Finland. It focuses on three key areas:
1) The role of art and creativity in the Finnish education system, from preschool through vocational and higher education programs. Art is integrated into the curriculum and also offered through extracurricular clubs and programs.
2) Elements of beauty and aesthetic mindset in Finnish culture, including the importance of nature, design, and experiences like the sauna. Core Finnish values like sisu (determination) are also examined.
3) The idea of developing aesthetic literacy as a key literacy and competence, involving multi-sensory perception and meaning-making. Phenomenon-based learning and
Teknologia koulussa nyt - ITK2013-teemaseminaariRaisa Valtaoja
Millaisia arjen oppimisympäristöt ja toimintakulttuuri voivat olla nykyaikaisessa koulussa? Teemaseminaarissa esitellään OTE- Laitteet ja ohjelmistot opetuskäytössä -koordinointiteemaan kuuluvissa OPH:n kehittämishankkeissa kehitettyjä toimintatapoja ja malleja, joissa teknologia on valjastettu käyttöön koulun toimintaa monipuolisesti tukevilla tavoilla. Esiintyjinä Leena Hietaniemi, Raisa Valtaoja, Ari Ervasti, Keijo Sipilä, Jouni Paakkinen, Ville Raatikainen ja Mika Setälä. http://www.itk.fi/2013/ohjelma/teemaseminaari/214
Copy of 5.3. Learning in the open (oppimisen kaikkiallisuus).pdfPekka Ihanainen
This document discusses the concept of "open learning" and introduces a pedagogical approach called the "Pedagogy of Simultaneity". Open learning is defined broadly as learning that occurs through engagement with one's natural environments, including physical, social, and technological spaces. The Pedagogy of Simultaneity emphasizes the importance of "alignment" - how learners attune themselves to identify meaning and opportunities for learning in open spaces. It involves developing trust, facilitating discussions, and encouraging "collages" or compositions that combine emerging meanings. The goal is to make the alignment process visible and ensure approaches are matched to each learner's unique context.
The document discusses the concepts of beauty, art, and education in Finland. It focuses on three key areas:
1) The role of art and creativity in the Finnish education system, from preschool through vocational and higher education programs. Art is integrated into the curriculum and also offered through extracurricular clubs and programs.
2) Elements of beauty and aesthetic mindset in Finnish culture, including the importance of nature, design, and experiences like the sauna. Core Finnish values like sisu (determination) are also examined.
3) The idea of developing aesthetic literacy as a key literacy and competence, involving multi-sensory perception and meaning-making. Phenomenon-based learning and
The document outlines Finland's new primary school curriculum from 2016. It focuses on phenomena, problems, and projects rather than subjects. The core curriculum sets objectives, contents, and subjects inclusively according to national regulations. Local authorities define the curriculum further by grade in collaboration with teachers, experts, students, and pupils. The curriculum aims to develop skills like critical thinking, cultural knowledge, self-care, multi-literacy, ICT skills, work skills, and building a sustainable future. Active learning methods are used, including playing, creating, problem-solving, projects, and outdoor learning. Teaching focuses on participation, peer-learning, and allowing individual learning.
1. The document describes a workshop for developing vocational competencies through mobile learning and engagement with open spaces.
2. Participants engaged in a series of activities including naming a competence to work on, documenting objects/events in open spaces that demonstrate competencies, and mapping their documentation online for others to view.
3. The workshop was intended to apply the pedagogical approaches of simultaneity and aesthetic literacy to help participants recognize and articulate competencies in open/field environments using mobile technologies.
Aesthetic literacy involves transforming any space into a learning space through perception, intellect and emotion. It recognizes that all environments have potential for learning if one is open to receiving it. It is a process of alignment and attunement to sensitively perceive learning opportunities in open and layered environments where multiple learning experiences can occur simultaneously. Open learning begins by emotionally engaging with one's surroundings to identify potential meanings and materials for learning.
This document summarizes a presentation given by Pekka Ihanainen from the HAAGA-HELIA School of Vocational Teacher Education in Bogota, Colombia from October 27-31, 2014. The presentation discusses learning theories including behaviorism, cognitivism, constructivism, and social constructivism. It also addresses conceptualizing learning as the differentiation and widening of human-environment systems and producing individual and social "collages" as momentary learning outcomes. Examples from the novel One Hundred Years of Solitude are provided to illustrate various themes.
This document discusses the pedagogical approach of simultaneity, especially in the context of mobile learning. It involves layered realities of time, space, and presence. Knowledge emerges through complexity, ambiguity, and human experiences. The principles of trust, discussion and collage are proposed to facilitate learning through movement and authentic activities outside the classroom using mobile technologies and fieldwork. Students are organized into small groups to carry out field activities documenting their experiences using smartphones, tablets and other tools, and sharing results through agreed-upon online platforms. Activities are then debriefed and conclusions drawn to wrap up the learning experience.
The document discusses factors that contribute to successful learning games. It examines how functionality, or affordances, of learning games can motivate and engage players to learn. Specifically, it discusses four dimensions that influence learning games: coming along-going away, giving-receiving, meaningfulness-self expression, and effectiveness-failure. It argues that successful learning games provide joinability, shareability, ownership, and successfulness. These affordances create an immersive experience for players that is tempting, open, owned, and essential, addicting them to learn. The document outlines this framework and proposes examining existing learning games and features important for developing new learning games as research tasks.
This document discusses the Pedagogy of Simultaneity (PoS), which describes learning that occurs across multiple overlapping contexts through social interaction and engagement with interactive technologies. Key aspects of the PoS include learning through trust, discussion, and creating collages of information from diverse sources. Learning in this framework happens through intersecting dimensions of time, place, and social presence. It emphasizes learner autonomy and flexibility across formal and informal environments.
The document discusses pedagogical concepts of simultaneity, presence, trust, space, and discussion. It provides contact information for Pekka Ihanainen who can be reached at pekka.ihanainen (@) haaga-helia.fi and through a website at https://sites.google.com/site/pedaofsim/.