This article focuses mainly on the five primary case study countries. For forest impacts, the concentration is on forest conversion to other land uses and deforestation, defined as a (temporary or permanent) removal of trees to less than 10 percent crown cover, which is similar to the Food and Agricultural Organization's (FAO's) definition. Selective logging is thus not deforestation but may degrade forests and enable conversion. All of the case study countries are tropical countries that export oil, a choice made for two reasons. First, the macroeconomic 'laboratory' of oil exporters offers a good opportunity to study links between external economic changes and forests. Oil economies often fluctuate dramatically due to heavy reliance on a single export commodity with unstable world market prices. Second, earlier studies provide support for the hypotheses that on average oil- and mineral-exporting tropical countries have more forests left and lose them at a slower rate than non-mineral-exporting countries. The article briefly reviews hypotheses and methodologies and outlines the deforestation data problems and how they were dealt with. It presents empirical results for the five primary case study countries and takes a closer look at three of the key causal linkages in the model. It then examines the role of different policy instruments and finally discusses policy insights that extend beyond the oil exporting countries.
AbstractThis thesis describes about the domination of Western knowledge toward Chinese tradition by illustrating the superiority or prominence of Western knowledge in the novel East Wind: West Wind written by Pearl S. Buck. The analysis focuses on two goals, there are (1) to portray how are the Eastern and the Western represented in the novel, and (2) to analyze how the influence of western knowledge dominated Chinese tradition. To analyze this novel, the the writer applied post-colonial criticism the writer focused on Orientalism as an approach by Edward Said. In analyze aspech the way Western discourse dominates the main character, Kwei-lan, as represented of Chinese people by issuing the discourse of superiority. In addition, the writer applied content analysis method to analyze documents in order to give a deep understanding toward the novel by using close reading technique, which requires to read the whole of the novel for several times. From the analysis, the writer found that Western discourse did construct the domination over the Orient (Chinese culture) by representing the differences in term family relationships (simple vs complex), mind (open minded vs narow minded) and beliave (superstitious vs rational), the discourse succeed to dominate and create the truth or reality as the assumption about the West as supperior and the East as inferior.Key word: orientalismBackgroundThe term discourse is the range of social practices, customs, and institutions that cover any given subject matter. According to Michel Foucault, ―.discourse is strongly bounded area of social knowledge; a system of statements within the world can be known‖ (1967:70). Through language, discourse gives the role of us in our society. It constructs our knowledge and understanding about who we are and what the world we live are. Because of discourse covers every social matters, it can be used in any perspective.Therefore, the influence of Western discourse to the world made people tend to consider West is more superior than East. The Western discourse of domination is one of the effects of Industrial revolution that born the idea of imperialism that implement in the form of colonialism.In journal of universty of pretoria by Lazere S. Rukundwa and Andries G. Van Ardel The Formation of Postcolonial Theory2Research Associate (2007:421), through Orientalism, Said presented the discourse that have been constructed to society about the perception of Eurocentric or Western where naturally they represented as the rational, mature, progressive, honest, normal, masculine, good, upright, democratic, and superior instead of Eastern which represent irrational, abnormal, backward, passive, undisciplined, primitiveness, and inferior. The simplest example regarded to this is people are assumed as smart or intelligent whenever we use English to non-native. It widely influenced people, society, lifestyles, and human life. Such discourse was able to construct the human standard as seem as they are. This system, discourse, has taught people, certainly us, the world of what they want us to be.Thus, literary works is one of the ways western domination affect our mind. However, it is also a good implementation in understanding aspects of post-colonialism issues which concern the life; cultural, and interactions of cultural aspects. The interactions of difference cultures have much inspire author to make various literary works to explore those issues. Pearl S. Buck's novel East Wind: West Wind (1930) is one of popular works considered has postcolonial implication.The novel East Wind: West Wind tells about Kwei-Lan, a girl who was born as traditional noble Chinese family. She has no experience with modern western style before. As a Chinese royal woman, she has taught everything to become a good daughter of the family and to be good wife for her husband. Her husband is a noble Chinese royal man that had twelve years abroad, America, studying medicine. Kwei-lan has been betrothed to her husband since she was born. Her husband has adapted and adopted western lifestyle. He feels western life is better and rational than his Chinese culture that strange and irrelevant. Different perspective about being woman makes Kwei-Lan cannot win her husband's heart as she thinks and has taught before. Kwei-Lan as a Chinese traditional woman and her husband's lifestyle emerge distinguishes understanding about family between the West and the Chinese tradition.The novel describes how Kwei-Lan's cultural traditional background opposed with her husband's Western lifestyle. In the part II of the novel, Kwei-Lan has to accept that her brother goes to study in America. Later the conflict comes up when her brother has already married with a foreign woman. Even though he has betrothed to one of daughters of Li family since he was child. Their mother is shocked to know such news. The family has to accept that son has been betrayed the family. Her brother chooses to disobey the Chinese tradition of married and his duty as a3son of Royal Family to keep the heir. It is seen as the impact of western culture influence toward her brother.Based on explanation above, the writer is interested and challenged to discuss this novel. Pearl S Buck is able to tell the story with her elegant way. East Wind: West Wind shows the elegant internal conflict of traditional Chinese woman who tries to oppose her ideology of being good woman and wife toward the western discourse that influences her life.In this novel, Pearl S Buck portrays how the Western culture meets the Eastern old tradition and tended to degrade the East. It seems she shows West lifestyle is better and rational than East. Through the main character Kwei-Lan, Buck explains in detail Chinese woman's role in life and compares to the knowledge of Western within her husband. The author also shows the reader how Kwai-Lan's brother finally betrays his old tradition, the Chinese Family tradition, by secretly marriage a foreign woman. Until the end of this novel, Buck confirms the superiority and rationality of Western discourse toward Chinese tradition as East.By using post-colonialism, especially Orientalism of Edward Said, the writer will analyze how these texts construct the Orient through imaginative representations of the main character, Kwei-Lan, in the novel. The writer wants to analyze the differences of two cultures and perceptions based on the the orientalism that found in the novel. It is able to create the assumption about the West as superior and the East is inferior. Orientalism argues those discourses made by Western as a political tool to conquer the reader's minds showing inferiority of the East.Further, Post-colonial criticisms also appropriate as a ―knife‖ to discuss, analyze, and examine a work with its relations and effect of colonialism and the interaction of two different cultures. Therefore, this research is entitled ―Western Domination Implied over Chinese Tradition in Pearl S Buck's East Wind: West Wind (An Orientalism Reading)‖.MetodologyIn this chapter, the writer focuses on the steps that must take to finish this research, that proposed by Sudaryanto (1993). Some steps make this research success. This step relates each other and cannot release form the other steps. There are three steps, first, collecting the data, second, analyzing the data, and third presenting the data.1. Collecting the dataIn collecting data, the writer conducts a library research. Through the library research, the writer collects the data needed,4which can be categorized as primary and secondary data. The primary data itself is; "East Wind; West Wind" by Pearl S Buck, the more specific is sentences and quotations that have relationship with the topic and that have relations with the theory. The secondary data function as tools in analyzing the primary data. It consists of books and other sources from journals and internet sites.The writer conducts the library research about post-colonial criticism. In this step writer finds the definitions and concept of post colonialism, especially the theory of Orientalism by Edward Said. It is helpful to broaden the perspective of writer about the term.2. Analyzing the DataIn analyzing the data writer examines the primary data by the way of close reading and in analyzing specific sentences and quotations that have relationship with the topic and the theory. Based on Edgar Robert, ―to analyze the problems in the literary work, it can be found by digging up through characters in the ways of speech, dialogue and action between one character and other characters‖ (56).Besides, the writer explores some data related about the Post-Colonial criticism, especially Orientalism approach by Edward Said. Writer will identify the sentence related to the topic and the theory supporting to completing the research.3. Presenting the ResultThe last step is presenting the analysis. The writer thus uses descriptive method to present the data. Based on Bogdan and Biklen, qualitative research is descriptive, the data are collected in the form of words, rather than number, and result of analysis is written descriptively (1982:27) as the rule to conducts this research. The data is presented descriptively in this analysis by quoting the sentences of dialogue from the novel that relevant to the analysis.Result and DiscussionIn this chapter, the writer wants to analyze about the data. In analyzing data the writer uses the theory orientalism by Edwar said. The writer analyzes about the The analysis focuses on two goals, there are (1) to portray the different perspective between Western knowledge and Chinese tradition, and (2) to analyze the implication of Western knowledge as domination over Chinese tradition.Orientalism is a branch of Postcolonial theory that developed by Edward Said According to said this theory is about how The West see the world by binary oposition where It seems to explore the overplus of Western and expose the lacking5of Eastern and make it as if those are natural by using discourse. And the discorse is formed and it will effect to human mind who read it. Besides based on discourse the reader consciusness or uncansciousness will judge what that they read it is god or it is bad. Said does not question about the truth or the wrong. He tries to give us deeply understanding of how colonizer or Western discourse constructs the domination of the world toward colonized or Eastern in every way and how it continues until now.The Different Perspective of the Eastern and the Western in the NovelIn this chapter, the writer would discuss the portrait of contradictive perspective between western Knowledge or Occident and Chinese old tradition or orient. Pearl S Back does not frankly describe what the western culture in the novel East Wind: West Wind is. She implicitly explains how Western culture by contrasted it with Chinese culture experienced by the character Kwei-lanThis chapter, the writer cuncludes that there are saveral contradictions of differernt perspective of the western knowledge and the chinese tradition. The writer divided two subchapter, the Eastern and the Western. It consist the complex family relationships and simple family relationships, narrow minded and open minded, superstitious and rational.Family in the eastern in this case family in Chinese is narrated differently with family in western. It is described that Chinese family is a big extended family, complex and has not much freedom because bound of tradition. Different with western family, that consists of nuclear family, father, mother and children and has more freedom because not bound with the old tradition, it is because they explained are more logic and more simple besides they has right and free will to choose and do whatever they want to do.In the novel describe although the Chinese man has been married, they are allowed or naturally believed to take some concubines as they like. It can be seen by following quotation in the novel:―The desire for sons in a household like ours, where my father had three concubines whose sole interest was in the conceiving and bearing of children was too ordinary to contain any mystery.‖ [11-12]Kwei-Lan's father, as stated above, has three concubines in order to pour his desire in woman and to conduct a birth son for his clan. In the Chinese family, it is normal for the husband to marry other woman. Man in Chinese tradition has a duty to give great male offspring to maintain their clan. Further, Buck states:―They had caught my father fancy at first though a6prettiness which faded like flowers plucking in spring, and my father's favor ceased when their brief beauty was gone.‖[19]The husband can marry any woman if his wife cannot give birth and give him a son. Chinese man can whenever he wants to marry woman and leave them when their beauties are gone.In contrast, the portrayal of Western woman is described as dichotomy to Chinese tradition where the family relationship is simpler. Besides the family in the western is nuclear family and the decision is make by own self \. They do not need many procedure to do something. In the novel, it is narrated by Kwei-lan brother to marry his girlfriend, the kwei-lan brother and hiss wife do not need many procedure to get merit. In this case Buck tries ti show that thee western people are better than Eastern peoplebecause western people has more freedom.In addition, the wife or woman in the western culture tends to not accepting become subordinate position in family. It clarifies in the novel:―The trouble in all this may be that the foreigner is not willing to accept a subordinate position. It is not customary in their country to have secondary wives.‖ [160]Western women believe that they have right and capable to follow their own will. There are no such certain rules either as woman or as wife of their family that have to be obeyed.Kwei-Lan's brother who has been taught the wisdom of the Great Master, has to fulfill the first duty as a man to pay careful heed to every desire of his parents. In spite of obeying the custom, he married a foreign woman when he studied in America. Kwei-lan who shocked to hear is alarmed by her husband. It can be seen in the novel that, he said:―You must be prepared…it is better to face the truth. He will probably not obey you mother… Old foundations are breaking – have broken… there must be stronger reasons than in this days‖ [150]As the one who adapts the Western culture, Kwei-Lan's husband precisely knows that her brother will consistently disobey the old and primitive tradition. Kwei-lan's brother breaks the old custom and chooses to live in progressive and democratic ways as his will. Related to this, Hans Bertens states that―The inferiority that Orientalism attributes to the East simultaneously serves to construct the West's superiority. The sensuality, irrationality, primitiveness, and despotism of the East construct the West as rational, democratic, progressive, and so on‖ [Bertens, 2006: 205]The writer examines that the novel describes the primitiveness and despotism of Chinese7old tradition. Western discourse seems to take place and dominates the character Kwei-Lan's brother, even our perspective, to disobey such custom.Secondly, it is also happened to different perspective can also be seen in the mindset or lifestyle contradiction in the novel. in the family, that is to produces son to maintain the clan and descendent. In Chinese custom, Kwei-lan and her husband should remain stay within the ancestral home. For his father, a noble Chinese man should not waste their dignified leisure time and stay still in home. The family has plenty of food and space. It can be seen when Kwei-lan's father in law spoke to her husband;"here is plenty of food and space. You need never waste your body in physical labor. Spend your days in dignified leisure and in study that suits your pleasure. Allow your daughter in law of your honored mother to produce son. Three generations of sons less than one roof is sight pleasing to heaven‖ [43]In Chinese custom, a noble family should only worry to give born the great son in order to maintain the clan and the descendant of family. It is reflected in the important of a son existence. A husband should not be worried about food and money. This is what has been taught by the ancestor for hundred years. In the other side, Kwei-lan's husband, who has been studied in West, has his own perception. It can be seen in the quotation below:I wish to work father, I am trained in scientific professions – the noblest in the western world. As for sons, they are not my desire. I wish to produce the fruit of my brain for my country's good. A mare dog may fill the earth with the fruit of his body‖ [43]The father of Kwei-Lan's husband wants to keep them in the house without worrying about food and money. He wants them to pay attention to deliver his grandson. Rather than focus on producing son, Kwei-lan's husband wants to work and earn money by himself to his family. His custom cannot change the decision he has taken.Thirdly difference is seen based on the story is superstition and custom and Chinese culture which is described so irrational to be believed. In the novel, Kwei-lan's husband is a doctor. One day someone called him to come to the house where a lady tried to kill herself by hanging her neck. She is still alive but unconscious. In order to heal the woman's soul, the priest came and made a ceremony by plugging a piece of cloth to her nose and mouth.―He sent for the priests to beat the gongs to call the woman's soul back, and her8relatives gathered about and placed the poor unconscious girl…into a kneeling position on the floor; then they deliberately filled her nose and mouth with cotton and cloth and bound clothing around her face‖ [76]Kwei-lan firstly agreed to the old tradition, taking back the soul, which has been done for hundred years. In the contrary, Kwei-lan's husband totally disagreed with such custom that has lost so much spirit of human life.―Would you die if I did this long enough? And he seized my hands in one of his and placed his handkerchief roughly over my mouth and nose. I twisted free and tore it away‖ [76-77]The quotation convinces the irrationality of Chinese old custom, and on the contrary also convinces the rationality of Western discourse. The way of Kwei-lan's husband tries to show to Kwei-Lan seems like confirm the opposite of perspective between Kwei-lan, reprented Chinese tradition, over Western discourse of her husband.The writer concluded that those contradictions are the portrayal of different perspective of the Eastern in this case traditional Chinese and the western knowledge.The Western Knowledge as Domination Implied over Chinese Tradition in The NovelThe writer found the orientalism issues which Western is assumed to has much more realistic to be true. This is a discourse, western discourse, which dominates the assumption about Chinese tradition in the novel. The changing perception of the character, even the readers, seem t confirms this discourse.Kwei-Lan's husband seems to confirm Western discourse based on the way he treat Kwei-lan Kwei-Lan also surprises to hear ‗the new ways' her husband meant to her. Her husband has been certainly influenced by Western culture. For twelve years he studied in foreign country. Then, he now tries to convince Kwei-lan as it is best way for their life. Kwei-lan then responds to think that, it can be seen in the following quotation:―I equal to him? But why? Was I not his wife? .was he not my master by law? …what else could I do if I did not marry? And how could I marry except as my parents arranged it? … it was all according to my custom‖ [36-37].In order to construct the superiority of Western culture, the text shall describe the inferiority of others. In this novel, Pearl S Buck draws the domination or superiority of9Western culture by contrasting to Chinese custom. Therefore, Pearl S Buck's novel has been influenced by Western discourse in the perspective of Orientalism. The writer found that the novel conducts unintentionally domination of Western over Chinese tradition.―… I wish to follow the new ways. I wish to regard you in all things as my equal. I shall never force you anything. You are not my possession—my chattel‖ [36]Changing perception about Western people also described in which the character Kwei-lan asked to her husband about what they think about Chinese tradition. In the novel, Kwei-lan's husband told that;―They think our clothes are funny and our faces and our food and all what we do. It does not occur to them that people can look as we do and behave as we do, and be wholly as human as they are… In fact, I believe they come over here thinking to teach us civilization‖ [88-89]Assuming the clothes, faces, food and all what Chinese people do are funny imply the issue of imperialism of Western domination to Chinese people. The text seems to approve and convince that Western culture is more rational and represented universal civilization. Again, our perception about Eastern culture is conducted to change by contrasting the superiority of Western culture.Further, the writers also found the changing perception of characters in the way Kwei-lan become happy to adopt the modern way of life.―But now, selfish woman that I am, I do not care that the tradition is broken, I think only of my son… I thank the gods that I am married to a modern man… he gives me my son for my own…all my life is not enough to repay my gratitude‖ [114]The climax of disobedient of Chinese tradition as the impact of Western discourse is when Kwei-lan's brother in the end chooses to live freely like what he has been experienced in Western country. It can be seen in the end of novel:―…from this day I have no father. I have no clan – I repudiate the name of Yang! Remove my name from the books! I and my wife, we will go forth. In this day we shall be free as the young if other countries are free‖ [264]In Orientalism perspective, the character Kwei-lan's brother clearly emphasize the domination over Eastern Culture, or Chinese tradition. The final disobedient of character against the old custom confirms the primitiveness and10irrational way of life. Kwei-Lan's brother asserts that that Western culture represented the universal civilization. Accepting the domination of Western culture could benefit him from the ‗backward' or ‗superstitious' conditions in which he lived.In the end, the writer concluded that the the main character Kwei-lan is influenced by Western discourse.―We must let all that go, my love, my love! We do not want our son fettered by old, useless things!‖And thinking of these two, my son and his cousin brother I know that my husband is right – always right! [277]The effect of such discourse is a change of Kwei-lan's perspective about the modernism of Western culture and the backward of her Chinese tradition. Through the hand of her husband, Kwei-lan admitted that Western discourse dominate her whole life assuming as the best way of civilization rather than Chinese ancestors. Influence and changing perception also gives impact to disobey the law of old Chinese tradition that for hundred years believed by the ancestors.ConclusionIn the conclusion, the novel East Wind: West Wind written by Pearl S. Buck tells about Kwei-Lan, a noble Chinese woman who had no experience with modern western style before. She has been taught to become a good daughter of the family and to be good wife for her husband. Kwei-lan has been betrothed since she was born to a noble Chinese royal man whom had twelve years abroad studying medical science. Her husband has adapted and adopted western lifestyle. Kwei-Lan as represented Chinese woman and her husband's lifestyle emerge distinguishes understanding about family between the West and the Chinese tradition. Kwei-Lan's cultural traditional background opposed her husband's Western lifestyle. The conflicts come up from the different perception of life between Western Knowledge and Eastern culture (Chinese Tradition). It is seen in binary opposition such as complex family relationshps and simple family relationships, open minded and narow minded, and superstition and rationality.By using Orientalism approach presented by Edward Said, the writer found that the novel East Wind: West Wind constructs the imaginative representations of the Orient (Chinese culture) through the main character Kwei-Lan. The writer found the indication of Western discourse which dominates the Orient, in this case Chinese culture, through negative perception by describing cultural conflicts of the main character. Kwei-lan is influenced by her11husband who taught her about the Western knowledge. She gradually changed her perception about the West. Kwei-lan who applied her ancestors' custom, started to doubt and questioning the truth about Chinese tradition. Orientalism examined the West constructs such discourse through contrasting the right and rational way of life and the backward and irrational custom of Chinese.In the end, through the analysis the writer emphasize that the novel East Wind: West Wind written by Pearl S. Buck implied the Western Domination over Chinese Tradition. Western discourse succeeds to dominate the assumption and about the West as superior and the East is inferior. Orientalism argues those are constructed by Western as a political tool to conquer the reader's minds showing inferiority of the East. This novel construct discourse of Western domination as well as judgment of China's tradition, which are funny, strange, and backward and need help. The discourse of West to dominate the Chinese tradition by degrading them and shows their better and rational way of life finally create the ‗truth' or ‗reality' about West as standard civilization.Acknowledgement Alhamdulillahirobbil'alamin, First of all let me give my highest praise to Allah SWT, The Almighty God, for help, blessing, mercy, loves and guidance to me. Without the help, guidance and mercy this thesis could not have finished, and for opportunities and everything in my life. Then the writer would like to say thank to great human leader Muhammad SAW who guide people from the bad style of life to the good style of life.I wish to express my gratitudes to both my supervisors: Ms. Suci Humairah, S.Pd.,M.A., and Mrs. Dra. Mariati, M.Hum., for their support and guidance in finishing this thesis. The contribution and guidance in my thesis are valuable things which will not be forgotten to me. I also want to say Thanks to Mrs. Femmy Dahlan, S.S.,M.Hum., and Mr. Dr. Elfiondri, S.S.,M.Hum., as my examiners. Thank you so much for the suggestion, correction, advices and time, so that I can finish my thesis. I would like to thank too, to all of the lectures in English Department. Many tanks to guide and teach the writer during studied in English department.Thank you for my mom Syahlidarmiwati and my dad Bukhari. I would like to say thank you to suggestion, sacrifice, sincere love, patience, and always remaind me to pray and work hardly. And thank you to my brother Renza Putra, Rolanda Putra, and Fauzan Azim. Then I want to dedicate this thesis to science and human live.12I also would like to say Thanks to all of my friends, Sing 08, who have helped me in process of writing this thesis, my friend in faculty, My friend in boarding house, For all of my friends who I cannot mention one by one, thank you very much to have been contributing the most beautiful part in my life. Do the best in our life and get the greatest future.BibliographyBartens, Hans. Literary Theory: The Basic. London: Rouledge, 2001Buck, S. Pearl. East Wind: West Wind. New York. Mayor Bell. 2010Childs, Peter. Roger Fowler. The Rouledge Dictionary of Literary Terms. New York: Rouledge, 2006Hithcock, Loise. A Theory for Classics: a Strident Guide. New York: Rouledge, 2008.Lane, Richard J. Fifty Key Literary Theorists. New York: Rouledge, 2006M. A. R. Habib. Modern Literary Criticism and Theory: A History. Cornwell: Blackwell, 2005Malpas, Simon. Paul Wake. The Rouledge Companion to Critical Theory. New York: Rouledge, 2006Tyson, Lois. Critical Theory Today: A User Friendly Guide. New York: Rouledge, 2006Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa: Pengantar Penelitian Wahana Kebudayaan secara Linguistis. Yogyakarta: Duta Wacana University Press, 1993Journal:Lazare S. Rukundwa & Andries G. van Aarde1. The Formation of Postcolonial Theory Research Associate: Department of New Testament Studies. Cornwell. 2007
El objeto del presente trabajo es un estudio profundizado sobre la obra realizada por el arquitecto Vilanova Artigas en la ciudad de Londrina. Es conocida la importancia que este ha tenido en la formación y consolidación de la arquitectura moderna brasileña, pero a pesar de ello, hasta hoy los edificios aquí abordados han sido relegados a un segundo plano, habiendo sido tratados siempre de manera muy somera. El periodo a ser estudiado, finales de los años 40 y principios de los 50, fue un momento de grande importancia en la arquitectura moderna en Brasil, que por entonces ya asumía protagonismo en el panorama internacional y se consolidaba como una vertiente propia y de fácil identificación. Este también fue un momento crucial en la trayectoria de Artigas. Se han dado una serie de coincidencias que le proporcionaron las herramientas que necesitaba para promover un cambio de rumbo en su arquitectura, abrazando los ideales modernos y abandonando de una vez cualquier influencia tradicionalista que aun pudiera existir en su obra. Entre estos acontecimientos, es de suma importancia su viaje a EE.UU., donde pasó un año con una beca de la Fundación Guggenheim, viajando por el país, tomando contacto con los grandes maestros de la arquitectura moderna mundial y con su producción. Su periodo en Londrina empieza inmediatamente después de su regreso, y es evidente la influencia que su aprendizaje en este país deja impreso en su obra. Además, Artigas experimenta aquí un cambio en el entorno urbano a proyectar, pasando de una ciudad extremamente tradicional como era São Paulo a una ciudad con apenas 20 años, con enormes ansias de modernidad. Existe también un cambio de clientes particulares a clientes públicos, lo que le proporcionaba más libertad de creación, presupuestos menos limitados y obras de porte más grandes. Otro punto de relevancia es el creciente desarrollo de las técnicas modernas en Brasil durante este periodo, principalmente del hormigón armado. La hipótesis principal planteada es que la suma de estas circunstancias ha propiciado un momento único al arquitecto, que ha aprovechado y utilizado esta libertad y nuevas perspectivas para transformar Londrina en un "laboratorio", donde ha probado y experimentado con los elementos y técnicas del ideario moderno, hasta construir el suyo, que luego caracterizaría su producción posterior y, a la vez, seria la base de la arquitectura característica de São Paulo. También es de vital importancia en el presente estudio es la influencia que Artigas ha dejado en la ciudad. Como citado, Londrina era una joven ciudad, aun en formación, y la presencia de un conjunto de obras de tamaña importancia, con el respaldo que el nombre de Artigas ya poseía, orientó durante muchos años la trayectoria de la arquitectura en la ciudad. Para comprobar dichas hipótesis, el trabajo ha sido dividido en tres partes. En la primera se hace una pequeña aproximación al inicio de la arquitectura moderna en Brasil, los principales hechos, personajes y obras que han protagonizado el inicio del movimiento, no con la intención de escribir una historiografía de la arquitectura moderna brasileña, sino que enmarcar el momento vivido. La segunda parte está dedicada a Vilanova Artigas, presentando los datos relevantes de su biografía, su participación en la formación de la arquitectura moderna brasileña, su manera de proyectar y su participación política, por la cual siempre ha sido conocido. La tercera parte es el punto focal del trabajo. Aquí se presenta el entorno urbano donde se encuentran las obras, la ciudad de Londrina, y se hace un estudio minucioso de cada edificio, utilizando para ello el redibujo de los proyectos y la mirada atenta al detalle, tratando de descifrar cada particularidad y cada intención del arquitecto. En las conclusiones se presentan los resultados obtenidos, la confirmación o no de las hipótesis planteadas, y la comprobación de que hasta qué punto el conjunto de obras estudiado tiene importancia en la carrera posterior del arquitecto, en la configuración del perfil urbano de Londrina, y en la formación de la arquitectura moderna brasileña. ; O objeto do presente trabalho é um estudo aprofundado sobre a obra realizada pelo arquiteto Vilanova Artigas na cidade de Londrina. É conhecida a importância que este teve na formação e consolidação da arquitetura moderna brasileira, mas, apesar disto, até hoje os edifícios aqui abordados foram deixados em um segundo plano, tendo sido tratados sempre de maneira muito superficial. O período a ser estudado - fins dos anos 40 e inicio dos 50 - foi um momento de grande importância na arquitetura moderna no Brasil, que naquela época já assumia protagonismo no panorama internacional e se consolidava como uma vertente própria e de fácil identificação. Este também foi um momento crucial na trajetória de Artigas. Deu- -se uma série de coincidências que lhe proporcionaram as ferramentas de que ele necessitava para promover uma mudança no rumo de sua arquitetura, abraçando os ideais modernos e abandonando de uma vez qualquer influência Para comprovar ditas hipóteses, o trabalho foi dividido em três partes. Na primeira faz-se uma pequena aproximação ao início da arquitetura moderna no Brasil, os principais fatos, personagens e obras que protagonizaram o início do movimento. A segunda parte é dedicada a Vilanova Artigas, apresentando os dados relevantes de sua biografia, sua participação na formação da arquitetura moderna brasileira, sua maneira de projetar e sua participação política, pela qual sempre foi conhecido. A terceira parte é o ponto focal do trabalho. Aqui se apresenta o entorno urbano onde se encontram as obras, a cidade de Londrina, e se faz um estudo minucioso de cada edifício, utilizando para isso o redesenho dos projetos e o olhar atento ao detalhe, tratando de decifrar cada particularidade e cada intenção do arquiteto. Nas conclusões apresentam-se os resultados obtidos, a confirmação ou não das hipóteses levantadas, e a comprovação de que até que ponto o conjunto de obras estudado tem importância na carreira posterior do arquiteto, na configuração do perfil urbano de Londrina, e na formação da arquitetura moderna brasileira. tradicionalista que ainda pudesse existir na sua obra. Entre estes acontecimentos, é de suma importância sua viagem aos Estados Unidos, onde passou um ano com uma bolsa da Fundação Guggenheim, viajando pelo país, tomando contato com os grandes mestres da arquitetura moderna mundial e com a sua produção. Sua estada em Londrina começa imediatamente depois do seu regresso, e é evidente a influência que seu aprendizado neste país deixa impressa na sua obra. Além disso, Artigas experimenta aqui uma mudança no entorno urbano a projetar, passando de uma cidade extremamente tradicional como era São Paulo a uma cidade com apenas 20 anos, com enormes ânsias de modernidade. Existe também uma mudança de clientes particulares a clientes públicos, o que lhe proporcionava mais liberdade de criação, orçamentos menos limitados e obras de maior porte. Outro ponto de relevância é o crescente desenvolvimento das técnicas modernas no Brasil durante este período, principalmente do concreto armado. A hipótese principal levantada é que a soma destas circunstâncias propiciou um momento único ao arquiteto, que aproveitou e utilizou esta liberdade e novas perspectivas para transformar Londrina em um "laboratório", onde provou e experimentou os elementos e técnicas do ideário moderno, até construir o seu próprio, que depois caracterizaria sua produção posterior e, ao mesmo tempo, seria a base da arquitetura característica de São Paulo. Também é de vital importância no presente estudo a influência que Artigas deixou na cidade. Como citado, Londrina era uma jovem cidade, ainda em formação, e a presença de um conjunto de obras de tamanha importância, com o respaldo que o nome de Artigas já possuía, orientou durante muitos anos a trajetória da arquitetura na cidade. ; The object of this thesis is a detailed study of the work performed by the architect Vilanova Artigas in the city of Londrina. His importance is known in the formation and consolidation of Brazilian modern architecture, but, nevertheless, until today the buildings studied here were left in the background and was always been treated very superficially. The period to be studied - the late 40th and early 50th - was a moment of great importance in modern architecture in Brazil, which then has assumed prominence internationally and consolidated itself as easily recognizable one strand. This was also a crucial moment in the trajectory of Artigas. A series of coincidences gave him the tools he needed to promote a change in the direction of his architecture, embracing the modern ideals and abandoning any influence at once traditionalist who could still exist in his work. Among these events is of utmost importance it's a travel to the United States, where he spent a year with a Guggenheim Fellowship, touring the country, making contact with the great masters of modern architecture and its global production. His time in city of Londrina starts immediately after his return, and it is evident the influence of his learning in this country that leaves a mark in his work. Moreover, Artigas experience here a change in the urban environment design, going from a very traditional city like São Paulo to a only 20 years old city with enormous desire for modernity. There is also a change from private clients and customers to public ones, which gave him more creative freedom, less limited budgets and fewer larger works. Another relevant issue is the increasing development of modern techniques in Brazil during this period, mainly of reinforced concrete. The main hypothesis raised is that the sum of these circumstances provided a unique moment to the architect, who took and used this freedom and new opportunities to transform Londrina into a "laboratory", which tasted and experienced the elements and techniques of modern thinking, until he develops his own ideas, that would characterized his further production, while set the basis of São Paulo architecture characteristics. It is also of vital importance in the present study the influence Artigas left in the city. As noted, Londrina was a young city, still in formation, and the presence of a body of work of such importance, with the support that the name of Artigas already had, for many years directed the course of architecture in the city. To prove our hypothesis, the work was divided into three parts. At first it is a basic review of the beginning of modern architecture in Brazil, the main facts, figures and works that carried out the beginning of the movement. The second part is dedicated to Vilanova Artigas, presenting the relevant data of his biography, his participation in the formation of Brazilian modern architecture, his way of designing and political participation, which has always been known for. The third part is the focal point of this work. Here we present the urban environment where there are the works, the city of Londrina, and makes a thorough study of each building, using for it the the projects redesign and watchful eye to detail, trying to decipher each and every particular intention of the architect . In the conclusions, we present the results obtained, the confirmation or denial of the hypotheses, and the evidence that how that set of works studied had impact in later career of the architect, in the configuration of the Londrina urban profile, and the formation of the Brazilian modern architecture. ; Postprint (published version)
El objeto del presente trabajo es un estudio profundizado sobre la obra realizada por el arquitecto Vilanova Artigas en la ciudad de Londrina. Es conocida la importancia que este ha tenido en la formación y consolidación de la arquitectura moderna brasileña, pero a pesar de ello, hasta hoy los edificios aquí abordados han sido relegados a un segundo plano, habiendo sido tratados siempre de manera muy somera. El periodo a ser estudiado, finales de los años 40 y principios de los 50, fue un momento de grande importancia en la arquitectura moderna en Brasil, que por entonces ya asumía protagonismo en el panorama internacional y se consolidaba como una vertiente propia y de fácil identificación. Este también fue un momento crucial en la trayectoria de Artigas. Se han dado una serie de coincidencias que le proporcionaron las herramientas que necesitaba para promover un cambio de rumbo en su arquitectura, abrazando los ideales modernos y abandonando de una vez cualquier influencia tradicionalista que aun pudiera existir en su obra. Entre estos acontecimientos, es de suma importancia su viaje a EE.UU., donde pasó un año con una beca de la Fundación Guggenheim, viajando por el país, tomando contacto con los grandes maestros de la arquitectura moderna mundial y con su producción. Su periodo en Londrina empieza inmediatamente después de su regreso, y es evidente la influencia que su aprendizaje en este país deja impreso en su obra. Además, Artigas experimenta aquí un cambio en el entorno urbano a proyectar, pasando de una ciudad extremamente tradicional como era São Paulo a una ciudad con apenas 20 años, con enormes ansias de modernidad. Existe también un cambio de clientes particulares a clientes públicos, lo que le proporcionaba más libertad de creación, presupuestos menos limitados y obras de porte más grandes. Otro punto de relevancia es el creciente desarrollo de las técnicas modernas en Brasil durante este periodo, principalmente del hormigón armado. La hipótesis principal planteada es que la suma de estas circunstancias ha propiciado un momento único al arquitecto, que ha aprovechado y utilizado esta libertad y nuevas perspectivas para transformar Londrina en un "laboratorio", donde ha probado y experimentado con los elementos y técnicas del ideario moderno, hasta construir el suyo, que luego caracterizaría su producción posterior y, a la vez, seria la base de la arquitectura característica de São Paulo. También es de vital importancia en el presente estudio es la influencia que Artigas ha dejado en la ciudad. Como citado, Londrina era una joven ciudad, aun en formación, y la presencia de un conjunto de obras de tamaña importancia, con el respaldo que el nombre de Artigas ya poseía, orientó durante muchos años la trayectoria de la arquitectura en la ciudad. Para comprobar dichas hipótesis, el trabajo ha sido dividido en tres partes. En la primera se hace una pequeña aproximación al inicio de la arquitectura moderna en Brasil, los principales hechos, personajes y obras que han protagonizado el inicio del movimiento, no con la intención de escribir una historiografía de la arquitectura moderna brasileña, sino que enmarcar el momento vivido. La segunda parte está dedicada a Vilanova Artigas, presentando los datos relevantes de su biografía, su participación en la formación de la arquitectura moderna brasileña, su manera de proyectar y su participación política, por la cual siempre ha sido conocido. La tercera parte es el punto focal del trabajo. Aquí se presenta el entorno urbano donde se encuentran las obras, la ciudad de Londrina, y se hace un estudio minucioso de cada edificio, utilizando para ello el redibujo de los proyectos y la mirada atenta al detalle, tratando de descifrar cada particularidad y cada intención del arquitecto. En las conclusiones se presentan los resultados obtenidos, la confirmación o no de las hipótesis planteadas, y la comprobación de que hasta qué punto el conjunto de obras estudiado tiene importancia en la carrera posterior del arquitecto, en la configuración del perfil urbano de Londrina, y en la formación de la arquitectura moderna brasileña. ; O objeto do presente trabalho é um estudo aprofundado sobre a obra realizada pelo arquiteto Vilanova Artigas na cidade de Londrina. É conhecida a importância que este teve na formação e consolidação da arquitetura moderna brasileira, mas, apesar disto, até hoje os edifícios aqui abordados foram deixados em um segundo plano, tendo sido tratados sempre de maneira muito superficial. O período a ser estudado - fins dos anos 40 e inicio dos 50 - foi um momento de grande importância na arquitetura moderna no Brasil, que naquela época já assumia protagonismo no panorama internacional e se consolidava como uma vertente própria e de fácil identificação. Este também foi um momento crucial na trajetória de Artigas. Deu- -se uma série de coincidências que lhe proporcionaram as ferramentas de que ele necessitava para promover uma mudança no rumo de sua arquitetura, abraçando os ideais modernos e abandonando de uma vez qualquer influência Para comprovar ditas hipóteses, o trabalho foi dividido em três partes. Na primeira faz-se uma pequena aproximação ao início da arquitetura moderna no Brasil, os principais fatos, personagens e obras que protagonizaram o início do movimento. A segunda parte é dedicada a Vilanova Artigas, apresentando os dados relevantes de sua biografia, sua participação na formação da arquitetura moderna brasileira, sua maneira de projetar e sua participação política, pela qual sempre foi conhecido. A terceira parte é o ponto focal do trabalho. Aqui se apresenta o entorno urbano onde se encontram as obras, a cidade de Londrina, e se faz um estudo minucioso de cada edifício, utilizando para isso o redesenho dos projetos e o olhar atento ao detalhe, tratando de decifrar cada particularidade e cada intenção do arquiteto. Nas conclusões apresentam-se os resultados obtidos, a confirmação ou não das hipóteses levantadas, e a comprovação de que até que ponto o conjunto de obras estudado tem importância na carreira posterior do arquiteto, na configuração do perfil urbano de Londrina, e na formação da arquitetura moderna brasileira. tradicionalista que ainda pudesse existir na sua obra. Entre estes acontecimentos, é de suma importância sua viagem aos Estados Unidos, onde passou um ano com uma bolsa da Fundação Guggenheim, viajando pelo país, tomando contato com os grandes mestres da arquitetura moderna mundial e com a sua produção. Sua estada em Londrina começa imediatamente depois do seu regresso, e é evidente a influência que seu aprendizado neste país deixa impressa na sua obra. Além disso, Artigas experimenta aqui uma mudança no entorno urbano a projetar, passando de uma cidade extremamente tradicional como era São Paulo a uma cidade com apenas 20 anos, com enormes ânsias de modernidade. Existe também uma mudança de clientes particulares a clientes públicos, o que lhe proporcionava mais liberdade de criação, orçamentos menos limitados e obras de maior porte. Outro ponto de relevância é o crescente desenvolvimento das técnicas modernas no Brasil durante este período, principalmente do concreto armado. A hipótese principal levantada é que a soma destas circunstâncias propiciou um momento único ao arquiteto, que aproveitou e utilizou esta liberdade e novas perspectivas para transformar Londrina em um "laboratório", onde provou e experimentou os elementos e técnicas do ideário moderno, até construir o seu próprio, que depois caracterizaria sua produção posterior e, ao mesmo tempo, seria a base da arquitetura característica de São Paulo. Também é de vital importância no presente estudo a influência que Artigas deixou na cidade. Como citado, Londrina era uma jovem cidade, ainda em formação, e a presença de um conjunto de obras de tamanha importância, com o respaldo que o nome de Artigas já possuía, orientou durante muitos anos a trajetória da arquitetura na cidade. ; The object of this thesis is a detailed study of the work performed by the architect Vilanova Artigas in the city of Londrina. His importance is known in the formation and consolidation of Brazilian modern architecture, but, nevertheless, until today the buildings studied here were left in the background and was always been treated very superficially. The period to be studied - the late 40th and early 50th - was a moment of great importance in modern architecture in Brazil, which then has assumed prominence internationally and consolidated itself as easily recognizable one strand. This was also a crucial moment in the trajectory of Artigas. A series of coincidences gave him the tools he needed to promote a change in the direction of his architecture, embracing the modern ideals and abandoning any influence at once traditionalist who could still exist in his work. Among these events is of utmost importance it's a travel to the United States, where he spent a year with a Guggenheim Fellowship, touring the country, making contact with the great masters of modern architecture and its global production. His time in city of Londrina starts immediately after his return, and it is evident the influence of his learning in this country that leaves a mark in his work. Moreover, Artigas experience here a change in the urban environment design, going from a very traditional city like São Paulo to a only 20 years old city with enormous desire for modernity. There is also a change from private clients and customers to public ones, which gave him more creative freedom, less limited budgets and fewer larger works. Another relevant issue is the increasing development of modern techniques in Brazil during this period, mainly of reinforced concrete. The main hypothesis raised is that the sum of these circumstances provided a unique moment to the architect, who took and used this freedom and new opportunities to transform Londrina into a "laboratory", which tasted and experienced the elements and techniques of modern thinking, until he develops his own ideas, that would characterized his further production, while set the basis of São Paulo architecture characteristics. It is also of vital importance in the present study the influence Artigas left in the city. As noted, Londrina was a young city, still in formation, and the presence of a body of work of such importance, with the support that the name of Artigas already had, for many years directed the course of architecture in the city. To prove our hypothesis, the work was divided into three parts. At first it is a basic review of the beginning of modern architecture in Brazil, the main facts, figures and works that carried out the beginning of the movement. The second part is dedicated to Vilanova Artigas, presenting the relevant data of his biography, his participation in the formation of Brazilian modern architecture, his way of designing and political participation, which has always been known for. The third part is the focal point of this work. Here we present the urban environment where there are the works, the city of Londrina, and makes a thorough study of each building, using for it the the projects redesign and watchful eye to detail, trying to decipher each and every particular intention of the architect . In the conclusions, we present the results obtained, the confirmation or denial of the hypotheses, and the evidence that how that set of works studied had impact in later career of the architect, in the configuration of the Londrina urban profile, and the formation of the Brazilian modern architecture. ; Postprint (published version)
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Para más información: http://oglobo.globo.com/mundo/ong-denuncia-abusos-de-poder-cometidos-no-governo-de-chavez-5497867#ixzz20vof29uR http://www.eluniversal.com.mx/internacional/78654.html http://gauche.blog.lemonde.fr/2012/07/16/m-melenchon-transporte-au-pays-de-hugo-chavez/ http://www.lanacion.com.ar/1490994-chavez-continua-como-favorito-pero-capriles-recorta-la-ventaja#comentar http://www.lanacion.com.ar/1490577-la-imagen-de-capriles-crece-pero-no-logra-detener-los-ataques-aliados#comentar http://www.eltiempo.com/mundo/latinoamerica/chvez-aventaja-por-15-puntos-a-capriles-revela-encuesta-en-venezuela_12034305-4 Los indígenas de Colombia se rebelan contra la violencia de las FARC. 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Para más información: http://internacional.elpais.com/internacional/2012/07/13/actualidad/1342139368_040972.html Dilma Rousseff lanza paquete de incentivos para potenciar la industria militar brasileña. Para más información: http://diario.elmercurio.com/2012/07/16/internacional/_portada/noticias/E9BE7D4D-0931-4437-97DE-4CCD36D4A411.htm?id={E9BE7D4D-0931-4437-97DE-4CCD36D4A411} Pierde fuerza en Brasil la cruzada anticorrupción.Para más información: http://www.lanacion.com.ar/1490735-pierde-fuerza-en-brasil-la-cruzada-anticorrupcion#comentar Cardoso: "Brasil es menos influyente". Para más información: http://www.lanacion.com.ar/1490736-cardoso-brasil-es-menos-influyente#comentar"Los Ángeles Times" analiza realidad social haitiana tras el terremoto de 2010.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-haiti-housing-20120715,0,979717.storyESTADOS UNIDOS / CANADÁEstados Unidos en plena campaña presidencial.Para más información: http://usa.chinadaily.com.cn/world/2012-07/18/content_15592741.htm http://www.lanacion.com.ar/1490747-los-rebeldes-le-reprochan-a-obama-su-pasividad#comentar http://www.eltiempo.com/mundo/estados-unidos/elecciones-en-estados-unidos-equipo-de-obama-ataca-a-romney_12030788-4 http://www.eltiempo.com/mundo/estados-unidos/barack-obama-no-ofrecer-disculpas-a-mitt-romney_12033752-4 http://www.lemonde.fr/planete/article/2012/07/17/les-etats-unis-connaissent-leur-pire-secheresse-depuis-plus-de-50-ans_1734505_3244.html http://diario.elmercurio.com/2012/07/16/internacional/internacional/noticias/70F54CE7-CCC2-4206-8B03-EF5FDAD8FD6F.htm?id={70F54CE7-CCC2-4206-8B03-EF5FDAD8FD6F} http://elpais.com/tag/elecciones_eeuu_2012/a/Un barco militar de Estados Unidos abre fuego contra un bote en aguas del golfo Pérsico.Para más información: http://internacional.elpais.com/internacional/2012/07/16/actualidad/1342458571_053421.html http://www.latimes.com/news/nationworld/world/la-fg-us-india-apology-20120718,0,466917.story http://usa.chinadaily.com.cn/world/2012-07/17/content_15587828.htm http://www.nytimes.com/2012/07/17/world/middleeast/united-states-navy-ship-fires-on-boat-off-coast-of-united-arab-emirates.html?ref=world&gwh=580D5EDDD2F62CB1C518ADF9B5EBF3CA Acusan a menores en Estados Unidos de matar a golpes a inmigrante mexicano.Para más información: www.eltiempo.com/mundo/estados-unidos/acusan-a-menores-en-eeuu-de-matar-a-golpes-a-inmigrante-mexicano_12036626-4Tiroteo dos muertos y 19 heridos en Toronto. Para más información: http://oglobo.globo.com/mundo/tiroteio-deixa-dois-mortos-19-feridos-em-toronto-no-canada-5495171#ixzz20vojS5mUEstados Unidos rechaza la oferta de Annan de que Irán participe en la transición en Siria.Para más información: http://internacional.elpais.com/internacional/2012/07/11/actualidad/1342037410_130149.html El Senado de Estados Unidos acusa a HSBC de blanqueo de dinero del narcotráfico.Para más información: http://internacional.elpais.com/internacional/2012/07/17/actualidad/1342508679_820810.html http://www.lemonde.fr/economie/article/2012/07/17/lutte-anti-blanchiment-un-rapport-parlementaire-americain-pointe-les-carences-d-hsbc_1734511_3234.html http://usa.chinadaily.com.cn/world/2012-07/17/content_15587732.htmEUROPAEl futuro del euro atado al ajuste en España.Para más información: http://www.bbc.co.uk/news/business-18094883 http://www.lanacion.com.ar/1491011-el-futuro-del-euro-atado-al-ajuste-en-espana#comentar http://www.eltiempo.com/mundo/europa/espaa-a-la-espera-del-temido-septiembre_12032083-4 http://www.lanacion.com.ar/1490546-advierten-que-espana-deberia-pedir-un-segundo-rescate-a-europa#comentarCrece el malestar social contra Rajoy por los recortes.Para más información: http://www.lanacion.com.ar/1491010-crece-el-malestar-social-contra-rajoy-por-los-recortes#comentar http://diario.elmercurio.com/2012/07/16/internacional/internacional/noticias/86BC79C3-A361-45D5-8C58-9E1C14B08A1D.htm?id={86BC79C3-A361-45D5-8C58-9E1C14B08A1D} Servicios secretos alemanes advierten de nuevo terrorismo de ultraderecha.Para más información: http://www.eltiempo.com/mundo/europa/servicios-secretos-alemanes-advierten-nuevo-terrorismo-ultraderechista_12041501-4 Seguridad de los Olímpicos estaría en vilo.Para más información: http://www.eltiempo.com/mundo/europa/seguridad-de-los-olmpicos-estara-en-vilo_12032087-4 http://edition.cnn.com/2012/06/28/travel/heathrow-airport-london-olympics/index.html?hpt=wo_c1 http://www.nytimes.com/2012/07/18/world/europe/british-parliament-investigates-olympics-chaos.html?ref=world&gwh=E21F104A68E99F62E93B5BA6DF2F2914 Unión Europea entrena fuerzas nigerianas contra su lucha con Al Qaeda. Para más información: http://worldnews.msnbc.msn.com/_news/2012/07/16/12773236-european-union-mission-to-train-niger-forces-to-fight-al-qaida?lite Hollande presenta el consejo de sabios que "limpiará" la vida pública.Para más información: http://internacional.elpais.com/internacional/2012/07/16/actualidad/1342452210_585106.html http://www.lemonde.fr/politique/article/2012/07/16/regle-d-or-et-constitution-mais-comment-compte-faire-hollande_1734329_823448.html http://usa.chinadaily.com.cn/world/2012-07/18/content_15592821.htmEncuentran en Hungría al criminal nazi más buscado del mundo. Para más información: http://www.lemonde.fr/idees/article/2012/07/17/radovan-karadzic-accuse-de-genocide-danger-pour-tous_1734254_3232.html http://www.lemonde.fr/europe/article/2012/07/17/le-criminel-nazi-laszlo-csatary-aurait-fui-son-domicile_1734521_3214.html http://diario.elmercurio.com/2012/07/16/internacional/internacional/noticias/0D556C10-24BB-4277-BDC0-38EE3F5149EA.htm?id={0D556C10-24BB-4277-BDC0-38EE3F5149EA} http://www.bbc.co.uk/news/world-europe-18884106. http://oglobo.globo.com/mundo/nazista-mais-procurado-do-mundo-encontrado-em-budapeste-5482845 Rusia acusa a Occidente de hacer chantaje con la misión de la ONU.Para más información: http://internacional.elpais.com/internacional/2012/07/16/actualidad/1342461553_894080.html Annan en Moscú por conflicto en Siria. Para más información: http://usa.chinadaily.com.cn/world/2012-07/16/content_15583063.htmAprobada la conflictiva división del distrito de Bruselas.Para más información: http://internacional.elpais.com/internacional/2012/07/13/actualidad/1342201123_461591.htmlHSBC se disculpa por casos de lavado de dinero.Para más información: http://www.eltiempo.com/mundo/estados-unidos/hsbc-se-disculpa-por-casos-de-lavado-de-dinero_12041301-4Atentado en Sofía deja al menos 7 muertos.http://www.lanacion.com.ar/1491431-atentado-en-bulgaria-contra-una-comitiva-de-turistas-israelies http://www.lemonde.fr/europe/article/2012/07/18/attentat-meurtrier-contre-des-israeliens-en-bulgarie_1735418_3214.html http://www.nytimes.com/2012/07/19/world/europe/explosion-on-bulgaria-tour-bus-kills-at-least-four-israelis.html?_r=1&hp&gwh=97A160EA3577E658088E69075D477BA1Rusia y la ONU analizan posibles soluciones para el conflicto en Siria.Para más información: http://internacional.elpais.com/internacional/2012/07/17/actualidad/1342506302_589902.htmlASIA- PACÍFICO/ MEDIO ORIENTEContinúan las matanzas indiscriminadas en Siria: Damasco sufre los peores combates.Para más información: http://worldnews.msnbc.msn.com/_news/2012/07/17/12794303-syrian-general-tlas-in-france-following-defection?lite http://oglobo.globo.com/mundo/confrontos-chegam-ao-centro-de-damasco-apenas-2km-do-palacio-5495574#ixzz20vqvx9un http://www.latimes.com/news/nationworld/world/la-fg-syria-damascus-fighting-20120718,0,1068141.story http://usa.chinadaily.com.cn/world/2012-07/17/content_15587727.htm http://www.nytimes.com/2012/07/17/world/middleeast/new-fighting-in-damascus-after-syria-denies-attack-on-civilians.html?ref=world&gwh=9CA06F0BDA70FC8EE10DE27FCF32E5D9 http://internacional.elpais.com/internacional/2012/07/17/actualidad/1342519414_504170.html http://www.lemonde.fr/proche-orient/article/2012/07/17/damas-en-guerre-tournant-dans-la-revolte-contre-le-pouvoir-d-assad_1734518_3218.html http://www.lemonde.fr/proche-orient/article/2012/07/17/les-divergences-s-accentuent-entre-russes-et-occidentaux-sur-la-syrie_1734557_3218.html http://edition.cnn.com/2012/07/16/world/meast/syria-unrest/index.html?hpt=wo_c2Irán se ofrece como mediador en conflicto sirio. Para más información: http://edition.cnn.com/2012/07/15/world/meast/iran-syria/index.html?hpt=wo_bn11 El Comité Internacional de la Cruz Roja declaró que el conflicto ha alcanzado tal amplitud y gravedad que ya puede considerarse como una "guerra civil". Para más información: http://diario.elmercurio.com/2012/07/16/internacional/_portada/noticias/4262DBC3-C8B9-42FD-A78B-C3477719A344.htm?id={4262DBC3-C8B9-42FD-A78B-C3477719A344} Ministro de Defensa sirio muere en explosión en Damasco.Para más información: http://www.eltiempo.com/mundo/medio-oriente/ministro-defensa-sirio-muere-en-explosion-en-damasco-tv-estatal_12041541-4 http://www.eltiempo.com/mundo/medio-oriente/rebeldes-sirios-anuncian-gran-ofensiva-contra-las-fuerzas-de-asad_12036961-4 http://www.bbc.co.uk/news/world-middle-east-18882149 Más de 112.000 refugiados sirios viven en Líbano, Turquía, Jordania e Irak.Para más información: http://internacional.elpais.com/internacional/2012/07/16/actualidad/1342460935_768958.html 'No actuar en Siria es darles licencia para matar': Ban Ki-moon.Para más información: www.eltiempo.com/mundo/medio-oriente/onu-condena-masacre-de-150-personas-en-siria_12030421-4ONU trata de ayudar a Siria pero no logra satisfacer las necesidades.Para más información: http://www.eltiempo.com/mundo/medio-oriente/onu-trata-de-ayudar-a-siria-pero-no-logra-satisfacer-las-necesidades_12034047-4Kim Jong-Un nombra a un nuevo alto mando del Ejército.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-north-korea-dismissal-20120717,0,4588711.story http://diario.elmercurio.com/2012/07/16/internacional/internacional/noticias/ABCDE3E9-4298-43E8-8666-D34D18692C78.htm?id={ABCDE3E9-4298-43E8-8666-D34D18692C78} http://edition.cnn.com/2012/07/15/world/asia/north-korea-army-chief/index.html?hpt=wo_c2 http://www.lemonde.fr/asie-pacifique/article/2012/07/17/pyongyang-nomme-un-nouveau-vice-marechal-de-l-armee_1734513_3216.html http://usa.chinadaily.com.cn/world/2012-07/17/content_15587763.htmHyon Yong-Chol será una pieza clave del presidente norcoreano para controlar totalmente a las Fuerzas Armadas.Para más información: http://internacional.elpais.com/internacional/2012/07/17/actualidad/1342509346_084341.html http://www.nytimes.com/2012/07/18/world/asia/shifts-in-north-korea-may-be-attempt-to-rein-in-military.html?ref=world&gwh=76401E3CBC4CC41356FB4B51058553C4 Kim empieza a imponer su estilo en Corea del Norte.Para más información: http://www.lanacion.com.ar/1490978-kim-empieza-a-imponer-su-estilo-en-corea-del-norte#comentar http://oglobo.globo.com/mundo/para-especialistas-saias-de-norte-coreanas-dizem-muito-sobre-pais-5492829#ixzz20vqz6FsfAtentado en una boda en Kabul: 23 muertos.Para más información: http://www.lanacion.com.ar/1490538-atentado-en-una-boda-en-kabul-23-muertos#comentar http://www.eltiempo.com/mundo/medio-oriente/al-menos-17-muertos-en-un-ataque-suicida-en-una-boda-en-afganistn_12030541-4 http://www.lanacion.com.ar/1490464-al-menos-veintitres-muertos-en-un-ataque-suicida-contra-una-boda-en-el-norte-de-afganistan#comentar20 muertos y 230.000 evacuados en Japón por lluvias torrenciales.Para más información: http://www.nytimes.com/2012/07/17/world/asia/floods-in-japan-displace-hundreds-of-thousands.html?ref=world&gwh=94150277955BA2AEBC85448E35CADBCE http://internacional.elpais.com/internacional/2012/07/14/actualidad/1342268011_634794.html http://edition.cnn.com/2012/07/16/world/asia/japan-floods/index.html?hpt=wo_c2 Clinton visita Israel. Para más información: http://usa.chinadaily.com.cn/world/2012-07/17/content_15587683.htm http://www.nytimes.com/2012/07/17/world/asia/thousands-gather-in-tokyo-to-protest-nuclear-restart.html?ref=world&gwh=00C9D8719334275AF674614A576C5B8FJaponeses contra la energía nuclear.Para más información: http://www.eluniversal.com.mx/internacional/78656.html http://usa.chinadaily.com.cn/world/2012-07/17/content_15587765.htm China en guardia ante la crisis.Para más información: http://internacional.elpais.com/internacional/2012/07/15/actualidad/1342373596_639513.html http://www.latimes.com/business/la-fi-china-gdp-20120713,0,783927.storyViudas de la guerra levantan un barrio con sus propias manos en Kabul.Para más información: http://www.eltiempo.com/mundo/medio-oriente/viudas-de-la-guerra-levantan-un-barrio-con-sus-propias-manos-en-kabul_12038483-4 Condenado a muerte el soldado afgano que mató a 5 militares franceses.Para más información: http://www.eltiempo.com/mundo/medio-oriente/condenado-a-muerte-el-soldado-afgano-que-mat-a-5-militares-franceses_12036781-4 http://www.lemonde.fr/asie-pacifique/article/2012/07/17/le-soldat-afghan-meurtrier-de-cinq-militaires-francais-condamne-a-mort_1734527_3216.htmlAumenta número de deslizamientos de tierras al sur de Asia. Para más información: http://www.bbc.co.uk/news/science-environment-18872398ÁFRICAHillary Clinton expresó su apoyo a 'transición completa' en Egipto.Para más información: http://www.eltiempo.com/mundo/medio-oriente/hillary-clinton-expres-su-apoyo-a-transicin-completa-en-egipto_12033750-4 http://www.latimes.com/news/nationworld/world/la-fg-egypt-clinton-20120715,0,376110.story Clinton insta a la Junta militar egipcia a cooperar con el presidente Morsi.Para más información: http://internacional.elpais.com/internacional/2012/07/15/actualidad/1342363915_980700.html Naciones Unidas condena actos de grupos rebeldes en Congo. Para más información: http://photoblog.msnbc.msn.com/_news/2012/07/17/12787052-un-condemns-congo-attacks-as-rebel-advance-threatens-goma?liteHistórica decisión de la Unión Africana. Para más información: http://www.lemonde.fr/afrique/article/2012/07/17/bamako-annonce-des-concertations-pour-un-gouvernement-d-union_1734502_3212.html http://www.nytimes.com/2012/07/17/world/africa/a-historic-choice-for-the-african-union.html?ref=world&gwh=EE0AA064539A838437181EF67899E531 Mubarak continúa hospitalizado.Para más información: http://edition.cnn.com/2012/07/16/world/africa/egypt-mubarak/index.html?hpt=wo_c2 http://www.nytimes.com/2012/07/17/world/middleeast/egypts-former-leader-mubarak-is-transferred-back-to-prison.html?ref=world&gwh=BC8A1852D8F47652373D75A8BC4E3D92 Egipto: liberan a turistas estadounidenses.Para más información: http://edition.cnn.com/2012/07/16/world/meast/egypt-americans-kidnapped/index.html?hpt=wo_c2 http://www.nytimes.com/2012/07/17/world/middleeast/egypt-american-tourists-released.html?ref=world&gwh=475BFF001B0C5D8E348B7E3970805224 http://www.lemonde.fr/afrique/article/2012/07/16/egypte-liberation-de-deux-touristes-americains-enleves-dans-le-sinai_1734447_3212.html Cruz Roja envía alimentos a Mali. Para más información: http://www.nytimes.com/2012/07/17/world/africa/mali-red-cross-prepares-food-aid.html?ref=world&gwh=01D96D2AF203E05076AC0E1F6E0C09C4 Morsi vs. Corte, una nueva lucha de poder en Egipto.Para más información: http://www.eltiempo.com/mundo/africa/morsi-vs-corte-una-nueva-lucha-de-poder-en-egipto_12032085- Sudán del sur, un país que continúa en construcción.Para más información: http://www.eltiempo.com/mundo/africa/sudn-del-sur-un-pas-que-contina-en-construccin_12032081-4 OTRASAdvertencia del FMI por China y Brasil.Para más información: http://www.lanacion.com.ar/1491012-advertencia-del-fmi-por-china-y-brasil#comentar"En todos los casos de la Corte Penal Internacional aparece la violencia sexual".Para más información: http://internacional.elpais.com/internacional/2012/07/14/actualidad/1342281593_350369.html ONU lanza campaña contra crimen organizado.Para más información: http://www.eluniversal.com.mx/internacional/78650.html"The Economist" presenta su informe semanal: "Business this week". Para más información: http://www.economist.com/node/21558323
AMÉRICA LATINASe lleva a cabo la Conferencia de la ONU sobre Desarrollo Sostenible: Río+20.Para más información: http://www.bbc.co.uk/news/science-environment-18507602 http://www.nytimes.com/2012/06/19/world/americas/rio20-summit-overshadowed-by-global-economy.html?ref=world&gwh=BE406A719046AEA47E41F511A7EA0126 http://usa.chinadaily.com.cn/world/2012-06/20/content_15514968.htm http://edition.cnn.com/2012/06/14/world/map-climate-change-c40/index.html?hpt=wo_t3 http://edition.cnn.com/2012/06/08/world/americas/rio-20-earth-summit-explainer/index.html?hpt=wo_bn8 http://worldnews.msnbc.msn.com/_news/2012/06/19/12122896-twenty-years-later-will-world-make-good-on-rio-earth-summits-broken-promises?lite http://www.latimes.com/news/nationworld/world/la-fg-brazil-global-summit-20120619,0,7734439.story http://www.lanacion.com.ar/1483470-el-derecho-a-la-tierra-eje-en-la-cumbre-de-rio20#comentar http://usa.chinadaily.com.cn/world/2012-06/20/content_15513978.htmAltercado entre Jefes de Estado de Argentina y Reino Unido en el G20.Para más información:http://oglobo.globo.com/mundo/kirchner-cameron-trocam-acusacoes-sobre-ilhas-malvinas-5258356#ixzz1yKgVaJkChttp://diario.elmercurio.com/2012/06/20/internacional/_portada/noticias/4EFA1EFE-54F5http://www.eltiempo.com/mundo/latinoamerica/altercado-entre-argentina-y-reino-unido-en-el-g20-por-malvinas_11957606-4Cumbre del G-20 en Los Cabos.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-g20-obama-20120620,0,4286235.story http://www.lanacion.com.ar/1483595-el-g-20-llama-a-impulsar-el-crecimiento#comentar http://www.lanacion.com.ar/1483279-fuerte-presion-del-g-20-para-que-europa-solucione-su-crisis#comentarhttp://www.eltiempo.com/mundo/latinoamerica/el-g-20-promueve-pacto-por-crecimiento-econmico-mundial_11955854-4http://www.latimes.com/news/nationworld/world/la-fg-g20-greece-20120619,0,5853378.story http://www.nytimes.com/2012/06/18/world/americas/group-of-20-meets-in-a-mexico-outperforming-brazil.html?ref=world&gwh=AB8F6FE72C700DADD47003E08E309AAAAssange será arrestado si sale de la embajada de Ecuador.Para más información:http://edition.cnn.com/2012/06/20/world/europe/uk-assange-asylum/index.html?hpt=wo_c2http://www.bbc.co.uk/news/uk-18519380http://oglobo.globo.com/mundo/assange-pede-asilo-na-embaixada-do-equador-em-londres-5253607#ixzz1yKiShHgS http://www.bbc.co.uk/news/uk-18513976 http://www.eltiempo.com/mundo/latinoamerica/ecuador-estudia-conceder-asilo-politico-a-assange_11957517-4 http://worldnews.msnbc.msn.com/_news/2012/06/19/12302374-wikileaks-founder-julian-assange-seeks-asylum-in-ecuador?liteAl menos 16 muertos en el desalojo de una hacienda en el noreste de Paraguay.Para más información:http://internacional.elpais.com/internacional/2012/06/15/actualidad/1339782823_762410.htmlMahmud Ahmadineyad visita a su homólogo Evo Morales.Para más información: http://www.eltiempo.com/mundo/latinoamerica/mahmud-ahmadineyad-visita-a-su-homlogo-evo-morales_11957168-4 http://www.lanacion.com.ar/1483540-controvertido-viaje-de-ahmadinejad-a-bolivia#comentarDilma Rousseff dice no a encuentro oficial con el presidente de Irán. Para más información: http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/C92B65D3-E4CB-493B-8393-0F49BEFB02DA.htm?id={C92B65D3-E4CB-493B-8393-0F49BEFB02DA}Un misterioso plan militar de Chávez, a cargo de un iraní.Para más información: http://www.lanacion.com.ar/1483541-un-misterioso-plan-militar-de-chavez-a-cargo-de-un-irani#comentarRafael Correa mostrará las fotos de periodistas críticos.Para más información: http://www.eltiempo.com/mundo/latinoamerica/rafael-correa-mostrar-las-fotos-de-periodistas-crticos_11955762-4Latinoamérica busca 250.000 millones para infraestructuras.Para más información: http://economia.elpais.com/economia/2012/06/17/actualidad/1339963810_855484.htmlPresidenciables en México debatieron con movimiento #Yosoy132.Para más información: http://www.eltiempo.com/mundo/latinoamerica/sin-pena-nieto-presidenciables-en-mexico-debatieron-con-grupo-yosoy132_11959572-4 http://www.latimes.com/news/nationworld/world/la-fg-mexico-pri-comeback-20120612,0,7734402.story"O Globo" analiza situación de los inmigrantes mexicanos en Estados Unidos. Para más información:http://oglobo.globo.com/mundo/milhares-de-menores-enfrentam-arriscada-travessia-ilegal-do-mexico-aos-eua-5229494#ixzz1yKiQHazY La capital industrial de México vive angustiada por la violencia.Para más información: http://internacional.elpais.com/internacional/2012/06/16/actualidad/1339865069_062483.htmlHuracán Carlotta deja 2 muertos en su paso por Acapulco. Para más información: http://www.msnbc.msn.com/id/47841097/ns/weather/#.T-HtFVLMqw4Escalada de violencia en México a medida que se acercan las elecciones.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-mexico-violence-20120615,0,2293895.storyMás de 14.000 personas murieron en 2011 en las carreteras de México.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1339975634_041877.htmlViolencia continúa en Colombia.Para más información: http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339908242_101244.html http://www.nytimes.com/2012/06/19/world/americas/us-accuses-colombian-in-drug-bribes.html?ref=world&gwh=75EBF95E9754E780AB448BD95DDAD8A9Nueva constitución de Haití modifica el status de haitianos en el extranjero.Para más información: http://www.bbc.co.uk/news/world-latin-america-18515499"O Globo" analiza situación de migrantes haitianos.Para más información: http://oglobo.globo.com/mundo/os-haitianos-tem-direito-se-quiserem-de-partir-para-brasil-5259480#ixzz1yKgOftE4Gran paso para libre comercio entre Costa Rica y Colombia.Para más información: http://www.eltiempo.com/mundo/latinoamerica/gran-paso-para-libre-comercio-entre-costa-rica-y-colombia_11949621-4Venezuela vive campaña electoral.Para más información: http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/5463C842-F622-4CC9-BAEC-1C2F9833A796.htm?id={5463C842-F622-4CC9-BAEC-1C2F9833A796 http://www.economist.com/node/21556913'La OEA tiene que mejorar': presidente de Chile.Para más información: http://www.eltiempo.com/mundo/latinoamerica/entrevista-con-sebastin-piera-presidente-de-chile_11953401-4 ESTADOS UNIDOS / CANADÁMitt Romney recibiría el apetecido respaldo de Henry Kissinger. Para más información:http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/6FB24C52-8562-493B-BE08-AFAAB2490839.htm?id={6FB24C52-8562-493B-BE08-AFAAB2490839}Un tercer Bush gana espacio en la política norteamericana.Para más información: http://oglobo.globo.com/mundo/um-terceiro-bush-ganha-terreno-na-politica-americana-5260087#ixzz1yKgHzBTB Obama en búsqueda de la reelección. Para más información:http://www.nytimes.com/2012/06/18/world/obama-re-election-complicated-by-world-events.html?ref=world&gwh=C16D0F3F518D7B540E86871DA6BA6D46http://clesnes.blog.lemonde.fr/2012/06/16/obama-et-les-dreamers-latinos/El presidente estadounidense no entregará información a la Cámara de Representantes sobre el fallido operativo que permitió la entrada ilegal de armamento a México.Para más información:http://www.eluniversal.com.mx/notas/854577.htmlSospechoso de tiroteo en campus de Canadá es arrestado.Para más información: http://www.nytimes.com/2012/06/18/world/americas/suspect-in-campus-shooting-in-canada-arrested-at-us-border.html?ref=world&gwh=0B1D2F810C22DE27B5FFE7A071748B8D"The Economist" estudia los intentos de la FED para controlar la inflación.Para más información:http://www.economist.com/blogs/freeexchange/2012/06/federal-reserves-inflation-targetPutin y Obama buscan acuerdos sobre Siria.Para más información:http://www.lanacion.com.ar/1483281-putin-y-obama-buscan-acuerdos-sobre-siria#comentarhttp://usa.chinadaily.com.cn/world/2012-06/20/content_15514041.htmhttp://www.eltiempo.com/mundo/estados-unidos/barack-obama-y-vladimir-putin-sobre-siria-y-escudo-antimisiles-en-europa_11955303-4http://internacional.elpais.com/internacional/2012/06/18/actualidad/1339971937_508212.htmlhttp://elpais.com/tag/elecciones_eeuu_2012/a/http://www.eltiempo.com/mundo/estados-unidos/inmigracin-asitica-supera-a-la-hispana-en-estados-unidos-segn-estudio_11956684-4EUROPATriunfo conservador en elecciones griegas modifica coyuntura europea.Para más información:http://www.bbc.co.uk/news/world-europe-18515185http://www.lemonde.fr/europe/article/2012/06/18/antonis-samaras-veut-un-gouvernement-de-consensus-national-pour-la-grece_1720449_3214.htmlhttp://www.lemonde.fr/international/article/2012/06/18/les-metamorphoses-successives-d-antonis-samaras_1720386_3210.htmlhttp://www.nytimes.com/2012/06/19/world/europe/samaras-begins-effort-to-form-a-government-in-greece.html?ref=world&gwh=C0F6F42D04D237E76D710BAFE098DE13http://www.nytimes.com/2012/06/19/world/europe/greek-vote-past-europe-returns-to-fiscal-rescue.html?_r=1&ref=world&gwh=CABBAF3AF6A1EBC942CB0CB4134F19B4http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339926249_538416.htmlhttp://www.portafolio.co/internacional/triunfo-conservador-grecia-se-quedaria-la-eurozonahttp://oglobo.globo.com/mundo/esquerdistas-admitem-derrota-grecia-votou-para-ficar-no-euro-diz-vencedor-5232782#ixzz1yKiZ5QyJhttp://usa.chinadaily.com.cn/world/2012-06/18/content_15508129.htmhttp://edition.cnn.com/2012/06/20/world/europe/greece-election/index.html?hpt=wo_c2http://www.economist.com/blogs/newsbook/2012/06/greek-elections-0http://worldnews.msnbc.msn.com/_news/2012/06/20/12316852-new-greece-government-agreed-says-socialist-party-leader?litehttp://www.latimes.com/news/nationworld/world/la-fg-greece-election-20120618,0,4811844.storyEuropa enfría las esperanzas griegas de renegociar a fondo el rescate.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340047024_832526.htmlLa Unión Europea considera renegociar el rescate de Grecia.Para más información:http://www.lanacion.com.ar/1483538-la-ue-considera-renegociar-el-rescate-de-grecia#comentarLos neonazis griegos revalidan su éxito electoral de mayo.Para más información:http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339964479_141619.htmlEl temor a la debacle, un factor de unión.Para más información:http://www.lanacion.com.ar/1483593-el-temor-a-la-debacle-un-factor-de-union#comentarEuropa rechaza presión del G20, pero medios hablan de nuevo 'rescate'.Para más información:http://www.eltiempo.com/mundo/europa/europa-rechaza-presion-del-g20-pero-medios-hablan-de-nuevo-rescate_11959677-4http://www.bbc.co.uk/news/business-18517461http://www.eltiempo.com/mundo/latinoamerica/europa-se-compromete-a-mantener-integridad-de-la-zona-euro-ante-el-g20_11959582-4Los franceses otorgan todo el poder a François Hollande.Para más información:http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339930131_814908.htmlhttp://www.eltiempo.com/mundo/europa/franois-hollande-con-va-libre-en-el-legislativo_11954776-4http://www.nytimes.com/2012/06/18/world/europe/french-socialists-win-majority-in-parliament.html?ref=world&gwh=B751F489F96C937D3A6A6EBAD20D8E8FAplazado hasta nuevo aviso el juicio contra Mladic.Para más información:http://www.nytimes.com/2012/06/18/world/europe/18iht-educside18.html?ref=world&gwh=720142F1AC44D7C28722A3D719524836http://internacional.elpais.com/internacional/2012/06/19/actualidad/1340065013_444531.htmlEl plan nuclear de Irán a debate en Moscú.Para más información:http://www.nytimes.com/2012/06/19/world/middleeast/iran-nuclear-talks-resume-in-moscow.html?ref=world&gwh=C7260784157BA7B3E1344A59E2C75B0Ehttp://internacional.elpais.com/internacional/2012/06/18/actualidad/1340050360_335679.htmlhttp://usa.chinadaily.com.cn/world/2012-06/20/content_15514767.htmChipre preferiría préstamo de Rusia a rescate.Para más información:http://www.nytimes.com/2012/06/19/world/europe/cyprus-counts-on-its-close-ties-to-russia.html?ref=world&gwh=2DD575B38AD12B9661978959A76BCF06Disputa: Londres impide a carguero ruso llevar armas a Siria. Para más información:http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/ED921688-598F-4DAF-B25C-C59521E08C5D.htm?id={ED921688-598F-4DAF-B25C-C59521E08C5D}http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340045518_588637.htmlhttp://worldnews.msnbc.msn.com/_news/2012/06/19/12294230-russian-shipment-of-attack-helicopters-for-syria-halted-off-scotland?liteToma de rehenes en banco de Toulouse. Para más información:http://oglobo.globo.com/mundo/homem-que-diz-ser-da-al-qaeda-faz-refens-em-toulouse-5260707#ixzz1yKidQNfu http://www.bbc.co.uk/news/world-europe-18516934http://edition.cnn.com/2012/06/20/world/europe/france-hostages/index.html?hpt=wo_c2http://worldnews.msnbc.msn.com/_news/2012/06/20/12314153-police-arrest-suspect-after-hostage-drama-at-french-bank?lite19 años después, Suu Kyi recoge título honorario de Oxford.Para más información:http://www.eluniversal.com.mx/notas/854565.htmlCombates al sureste de Turquía dejan 26 muertos.Para más información:http://edition.cnn.com/2012/06/19/world/europe/turkey-violence/index.html?hpt=wo_bn9ASIA- PACÍFICO/ MEDIO ORIENTEChina continua sufriendo las consecuencias de la política de hijo único.Para más información:http://www.economist.com/blogs/analects/2012/06/consequences-one-child-policyhttp://www.latimes.com/news/nationworld/world/la-fg-china-abortions-20120616,0,542822.storyEl príncipe Salmán, de 76 años, hereda el trono saudí para garantizar la estabilidad.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340036188_529956.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/saudi-arabia-appoints-prince-salman-as-crown-prince.html?ref=world&gwh=9002B6F5D181C43D5D4D2C5D9C6A99CChttp://www.lemonde.fr/international/article/2012/06/18/arabie-saoudite-le-prince-salmane-nomme-prince-heritier_1720712_3210.htmlhttp://www.eltiempo.com/mundo/medio-oriente/muri-nayef-bin-abdelaziz-prncipe-heredero-de-arabia-saud_11951701-4Siria al borde de la guerra civil.Para más información:http://www.lemonde.fr/proche-orient/article/2012/06/18/l-onu-veut-juger-ceux-qui-ont-attaque-ses-observateurs-en-syrie_1720309_3218.htmlhttp://www.bbc.co.uk/news/world-middle-east-18520341http://usa.chinadaily.com.cn/world/2012-06/20/content_15515566.htmhttp://www.economist.com/node/21556952http://www.eltiempo.com/mundo/medio-oriente/ban-ki-moon-pidi-al-consejo-de-seguridad-que-evite-la-guerra-en-siria_11956683-4http://oglobo.globo.com/mundo/siria-um-caso-serio-de-fracasso-diz-comissaria-da-onu-5258452#ixzz1yKkTR9TZhttp://www.latimes.com/news/nationworld/world/middleeast/la-fg-lebanon-tripoli-violence-20120620,0,1539201.storyPor la violencia observadores de ONU suspenden actividades en Siria.Para más información:http://www.eltiempo.com/mundo/medio-oriente/observadores-de-onu-suspenden-actividades-en-siria_11951741-4Un atentado mata al jefe militar de la zona sur de Yemen.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340004852_423600.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/military-commander-in-yemen-is-assassinated.html?ref=world&gwh=781FBCD130B26A65D826C28C349111CBhttp://worldnews.msnbc.msn.com/_news/2012/06/18/12275285-al-qaidas-revenge-leading-yemen-general-killed-by-suicide-bomber?liteJapón mercado de la energía solar.Para más información:http://www.nytimes.com/2012/06/19/business/global/japan-poised-to-become-second-biggest-market-for-solar-power.html?ref=world&gwh=BC826C74117D92731DD43912E1638ABBSegún la ONU existen 90000 desplazados en Myanmar.Para más información:http://www.bbc.co.uk/news/world-asia-18517412Irán y su programa de desarrollo nuclearPara más información:http://www.latimes.com/news/nationworld/world/la-fg-iran-nuclear-talks-20120619,0,7182546.storyhttp://www.latimes.com/news/nationworld/world/la-fg-iran-nuclear-talks-20120620,0,6723786.storyChina lanzó nave espacial Shenzhou IX con su primera mujer astronauta.Para más información:http://www.eltiempo.com/mundo/asia/china-lanz-nave-espacial-shenzhou-ix-con-su-primera-mujer-astronauta_11951781-4Partido Popular de Pakistán se reúne para elegir nuevo primer ministro.Para más información:http://edition.cnn.com/2012/06/19/world/asia/pakistan-prime-minister/index.html?hpt=wo_bn7http://edition.cnn.com/2012/06/20/world/asia/pakistan-qaeda-leader/index.html?hpt=wo_c2http://www.bbc.co.uk/news/world-asia-18517312http://www.latimes.com/news/nationworld/world/la-fg-pakistan-gilani-20120620,0,2429553.story18 muertos en ataque suicida en Afganistán.Para más información:http://www.lemonde.fr/asie-pacifique/article/2012/06/18/afghanistan-trois-hommes-en-uniforme-de-police-tuent-un-soldat-de-l-otan_1720827_3216.htmlhttp://worldnews.msnbc.msn.com/_news/2012/06/20/12317699-three-us-troops-at-least-18-afghans-killed-in-suicide-blast?liteBangladesh bajo presión internacional para apertura de fronteras a refugiados de Rohingya.Para más información:http://photoblog.msnbc.msn.com/_news/2012/06/18/12283828-bangladesh-under-international-pressure-to-open-border-to-rohingya-refugees?liteAtaque contra chiitas en Irak.Para más información:http://www.lemonde.fr/proche-orient/article/2012/06/18/vingt-deux-morts-dans-un-attentat-antichiite-en-irak_1720818_3218.htmlPrimer ministro de Japón decide reactivar dos reactores nucleares.Para más información:http://www.eltiempo.com/mundo/asia/primer-ministro-de-japn-decide-reactivar-dos-reactores-nucleares_11951661-4http://edition.cnn.com/2012/06/20/world/asia/japan-fukushima-report/index.html?hpt=wo_c2China y Singapur se comprometen a estrechar lazos militares.Para más información:http://usa.chinadaily.com.cn/world/2012-06/19/content_15510784.htm ÁFRICAHermanos Musulmanes toman la plaza Tahrir en protesta contra el aumento de poder de los militares.Para más información: http://worldnews.msnbc.msn.com/_news/2012/06/19/12301371-angry-crowds-in-egypt-as-west-warns-military-over-power-grab?liteMubarak 'clinically dead,' Egypt state news agency reportshttp://latimesblogs.latimes.com/world_now/2012/06/hold-mubarak.htmlhttp://www.latimes.com/news/nationworld/world/la-fg-egypt-brotherhood-20120619,0,6272082.storyhttp://worldnews.msnbc.msn.com/_news/2012/06/20/12312164-42000-modern-day-slaves-rescued-but-millions-in-bondage-trafficking-report-says?litehttp://www.latimes.com/news/nationworld/world/la-fg-egypt-tahrir-protest-20120620,0,7177984.storyhttp://internacional.elpais.com/internacional/2012/06/18/actualidad/1340033350_449765.htmlhttp://oglobo.globo.com/mundo/contra-militares-egipcios-ocupam-tahrir-na-marcha-do-milhao-5250606#ixzz1yKlDn1MIhttp://www.eltiempo.com/mundo/africa/elecciones-presidenciales-en-egipto-ejrcito-dice-que-30-de-junio-entregar-poder-a-presidente_11955081-4http://www.eltiempo.com/mundo/africa/en-medio-de-la-divisin-egipto-elige-presidente_11954778-4http://www.lemonde.fr/afrique/article/2012/06/16/egypte-60-ans-de-lutte-entre-islamistes-et-militaires_1719616_3212.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/islamist-candidate-is-apparent-victor-in-egypt-as-military-cements-its-powers.html?ref=world&gwh=3E9E32FD78F56DAF4AA9A05FFCDEECE5Incertidumbre por el estado de salud del ex Presidente egipcio.Para más información:http://diario.elmercurio.com/2012/06/20/internacional/_portada/noticias/D8D6F950-49B3-4E23-B8E1-0C0DA374F83E.htm?id={D8D6F950-49B3-4E23-B8E1-0C0DA374F83E}http://worldnews.msnbc.msn.com/_news/2012/06/19/12303160-egypts-hosni-mubarak-reportedly-clinging-to-life-in-military-hospital?litehttp://www.economist.com/node/21556941http://edition.cnn.com/2012/06/19/world/egypt-revolution-election/index.html?hpt=wo_c1http://oglobo.globo.com/mundo/mubarak-esta-clinicamente-morto-diz-agencia-estatal-5253837http://www.eltiempo.com/mundo/africa/la-vida-de-mubarak-penderia-de-un-hilo_11957624-4http://www.bbc.co.uk/news/world-middle-east-18515556http://usa.chinadaily.com.cn/world/2012-06/20/content_15513503.htm1.5 millones de niños inminentes víctimas de muerte por hambre en África occidental.Para más información:http://worldnews.msnbc.msn.com/_news/2012/06/20/12313643-15-million-children-in-imminent-danger-of-starvation-in-west-africa?liteDecenas de muertos en choques religiosos en Nigeria.Para más información:http://worldnews.msnbc.msn.com/_news/2012/06/19/12294892-dozens-killed-in-nigeria-religious-riots?litehttp://www.nytimes.com/2012/06/18/world/africa/3-churches-in-northern-nigeria-are-attacked.html?ref=world&gwh=798630F590299F7BDD634CB6F27E09A1http://usa.chinadaily.com.cn/world/2012-06/20/content_15513503.htmhttp://www.bbc.co.uk/news/world-africa-18517418http://www.lemonde.fr/afrique/article/2012/06/17/nouvelle-vague-de-violence-contre-des-eglises-au-nigeria_1719941_3212.htmlRuanda cierra oficialmente sus tribunales populares "gacaca" por genocidio.Para más información:http://www.lemonde.fr/afrique/article/2012/06/18/genocide-le-rwanda-clot-officiellement-ses-juridictions-populaires-gacaca_1720824_3212.htmlOTRASMás aportes al FMI, entre exigencias de los Brics.Para más información:http://www.lanacion.com.ar/1483592-mas-aportes-al-fmi-entre-exigencias-de-los-brics#comentarSegún reporte de ONG existen 21 millones de personas en situación de trabajo forzado.Para más información: http://thecnnfreedomproject.blogs.cnn.com/2012/06/01/rights-group-21-million-now-in-forced-labor/?hpt=wo_c2"The Economist" presenta su informe semanal: "Business this week".Para más información: http://www.economist.com/node/21556990
Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schoolingdiscussion, questions, and creative thought-were not so welcome, instead favoring preconstructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and businessready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of selfworth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that selfimprovement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. 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1 - IntroducciónEl contrato social clásico es una construcción estática. Su relevancia ha radicado en la justificación de un orden político legítimo. En cambio, el contrato social contemporáneo, cuyo principal exponente es la posición original elaborada por Rawls en "A Theory of Justice" en 1971, aspira a justificar las condiciones que debe poseer una vida social justa donde la estabilidad de un orden político es menos importante que la búsqueda de la igualdad. Sin embargo, la justicia como equidad en Rawls tiene un obvio componente distributivo y todo proceso redistributivo sucede en un ámbito (analítico y político) donde el tiempo y la escasez son variables centrales. Rawls comprende el inconveniente que supone en la concepción contractualista clásica la ausencia de sucesivos momentos analíticos pero hace poco para solucionarlo. Hay una aspiración a una teoría de justicia distributiva porque hay escasez. Si no hubiera escasez no habría necesidad de distribuir nada.La escasez es parte de una teoría de justicia distributiva y como tal debe ser definida o, al menos, pensada. Es decir, la existencia de la escasez influye tanto en el valor de un bien como en el valor relativo de los bienes. Por ende, no sería posible teorizar sobre la justicia de distribuir el bien X y el bien Z para que dos personas "obtengan lo mismo" sin antes definir o argumentar cuánto vale X y cuánto Z y por qué valen eso. En este trabajo incorporamos el ejercicio de la opción de salida, articulado por Albert Hirschman, como posible mecanismo para justificar la dimensión temporal2-Introducción: el Contrato como un ejercicio de la opción de salida¿Dónde reside un valor ético del contrato como opción de salida? En una premisa ética-política relevante: ejerzo la opción de salida porque acepto que el otro puede tener razón. Porque pienso distinto respeto la decisión del otro y le doy el beneficio de la duda. Así, ejerzo la opción ("me voy") porque el otro, que piensa distinto sobre cómo debieran ser las reglas de la nueva polis, podría tener razón. Políticamente, acepto que la diversidad no sólo genera la posibilidad de que me encuentre equivocado sino que, más aún, genera las condiciones políticas para que yo actúe como si estuviera equivocado. El contrato dinámico que genera la aparición de la opción de salida es éticamente legítimo y valioso porque yo actúo como si estuviera equivocado. Esta es una diferencia política de suma relevancia: mientras cuando hay dos posiciones uno cree, obviamente, estar en lo correcto (por eso lo cree) y el otro equivocado, en la construcción de un contrato dinámico yo creo estar en lo correcto pero actúo políticamente como si estuviera equivocado y, paso seguido, ejerzo la opción de salida.La idea del contrato social tiene una larga y noble tradición. Pensadores como Hobbes, Locke, Rousseau y, contemporáneamente, Rawls asumen la existencia de un momento inicial desde donde las personas acuerdan integrar un ámbito con determinadas reglas que todos respetarán. Un problema relevante en la idea del contrato social es que en los asuntos humanos no puede haber momento To o momento inicial porque el momento analítico anterior a To (que podemos denominar T-1) compone parte esencial del significado político de To y el momento anterior a T-1 (que podemos denominar T-2) compone parte esencial del significado político de T-1 y así sucesivamente. Incluso asumiendo que en los asuntos humanos haya habido alguna vez algo así como un momento inicial o momento To, será necesario repensar ese momento en tanto quien lo piensa siempre ha estado y estará en un momento T posterior desde donde construirá su idea de ese momento inicial. Es decir, toda idea de contrato inicial o momento To tiene sentido porque ha habido momentos históricos anteriores y posteriores que le dan significado analítico a una posición original.Así, podemos citar dos inconvenientes conceptuales relevantes de la idea del contrato social o momento To: primero, la constitución dinámica que tiene la vida política humana; segundo, la necesidad que conlleva la idea de contrato de acordar, es decir, de converger sobre un ámbito donde las partes depongan diferencias y vivan armónicamente. Paso seguido, es necesario repensar el significado del consenso. Como mencionamos, podemos pensar en un contrato original o momento To con características distintas, incluso opuestas, a las generalmente concebidas: ese contrato debe partir de la aceptación de la diferencia y, por ende, de la aceptación de la existencia de otros contratos. Así, el momento original es en realidad consecuencia de diferencias pasadas que encuentran un "punto inicial" que tiene o se compone de características políticas y éticas. Políticas porque busca un mecanismo de solución de conflictos. Éticas porque lo encuentra en la aceptación por parte del agente de la verdad en la posición del otro y otros. En la construcción de un contrato social donde la opción de salida constituye un valor ético y político, podemos repensar la dimensión estática y originaria del mismo. Así, podemos sostener que la opción de salida como valor político principal supone la comprensión de la existencia de momentos Ts anteriores a To y supone la aceptación analítica de momentos Ts posteriores a To que podrían re-significar el contrato inicial expresado en ese To.Si una parte ética y política principal del contrato es el ejercicio de la opción de salida, luego es válido pensar que un nuevo ejercicio de esa opción generará la posibilidad de modificar el contrato sucesivas veces. Cuando se ejerce la opción de salida se reinscribe parcialmente el momento inicial. Así, podemos marcar una característica de este contrato social o momento inicial generalmente ausente en las distintas construcciones teóricas: la opción de salida como valor ético y político principal genera la posibilidad de pensar el contrato social como herramienta dinámica. El contrato social clásico como ámbito analítico descansa en la idea de encontrar puntos en común para vivir en una comunidad política. En cambio, esta posible alternativa descansa en la creencia que el contrato no debe garantizar la unidad sino la diversidad. Para ello, construimos una Polis donde cada una de los actores parte de la premisa de que podría estar equivocado y actúa en consecuencia. En tanto cada uno asuma que puede estar equivocado (es decir, que otro puede estar en lo correcto), el contrato tendrá la obligación moral de darle un lugar o ámbito a cada uno de los participantes.¿Cuáles son las alternativas posibles en la constitución de la posición original? En la posición original que privilegia el escenario de salida o exit, la existencia de dos actores (A y B) supone la posibilidad de 4 outcomes: primero, A y B coinciden en la opción de salida como punto original del contrato y ambos permanecen en un único ámbito. Segundo, A y B coinciden en la opción de salida pero A permanece y B ejerce dicha opción. Tercero, A y B no coinciden en la opción de salida como principio moral principal pero A ejerce la opción y B la acepta o tolera. Cuarto, A y B no coinciden en la opción de salida, A intenta ejercer esa opción pero B sostiene que es ilegítimo, es decir, que A necesita el consentimiento de B para salir. El conflicto aparece sólo en la cuarta alternativa3-Tiempo y escasez¿Por qué es más acuciante o problemática la ausencia del tiempo en la filosofía política contemporánea que en la clásica? Porque toda política distributiva (más aún, la justicia distributiva) tiene una dimensión temporal. Se aspira a "hacer justicia" en una situación que por definición era injusta o menos justa y, para ello, debe darse una sucesión temporal. No hay justicia distributiva sin tiempo y no hay tiempo sin escasez. Esto es evidente para todos. Sin embargo, no ha sido tan evidente para la Filosofía Política Contemporánea que la aparición del tiempo y la escasez como condición necesaria para pensar una política distributiva introduce la necesidad de definir primero una teoría del valor.¿Por qué es relevante incorporar la escasez en las teorías distributivas contemporáneas? Porque el contrato aparece como parte de una acción humana que aspira a mejorar una situación anterior. Esta situación anterior es insatisfactoria porque, precisamente, las personas involucradas sufrían ausencia de algo (escasez). Luego, hay contrato porque hay personas que aspiran a mejorar una situación precaria y esta situación precaria existe porque la condición humana convive con la escasez. Una situación es injusta, entre otras cosas, porque no hay de todo para todos. Una situación humana es desigual porque algunos tienen más que otros y ello es así porque hay escasez. Si no existiera la escasez, habría infinitos bienes de todo para todos y la hipotética desigualdad no existiría o no tendría sentido ni filosófico ni económico. ¿Cómo incorporar la dimensión temporal que tiene toda política distributiva? El contrato pensado por Rawls en "Una teoría de Justicia" adiciona a la búsqueda clásica de legitimar el poder político la más demandante búsqueda de legitimar las condiciones que supone alcanzar una sociedad justa. Rawls define a su búsqueda como "Justice as Fairness" o "justicia como equidad". En el comienzo de "A Theory of Justice" Rawls sostiene que "My aim is to present a conception of justice which generalizes and carries to a higher level of abstraction the familiar theory of the social contract as found, say, in Locke, Rousseau, and Kant. In order to do this we are not to think of the original contract as one to enter a particular society or to set up a particular form of government. Rather, the guiding idea is that the principles of justice for the basic structure of society are the object of the original agreement" (Rawls 1971, página 11).Esto supone dos cosas. Por un lado, su punto de partida analítico es una sociedad desigual. En segundo lugar, en una sociedad injusta será necesario implementar políticas distributivas que aspiren a igualar ese (injusto) estado de cosas desigual anterior. Sin embargo, para ello es necesario pensar un contrato dinámico. El contrato clásico es un contrato estático y el contrato rawlsiano asume, pero nunca precisa rigurosamente, las condiciones para ser dinámico.Como mencionamos, el contrato clásico ha desdeñado dos variables relevantes: el tiempo y la escasez. Para la definición clásica del contrato social los acuerdos se hacen en un único momento. ¿Dónde reside la relevancia de la escasez? La escasez es central para pensar la justicia como equidad y las posteriores políticas redistributivas. La relación entre escasez, equidad y distribución es clave y no es posible comprenderla si no asumimos la existencia de un contrato social dinámico, es decir, la existencia de un contrato social que tenga más de un momento cronológico y analítico. ¿Cómo introducimos el tiempo en la idea del contrato? Para ello, en este trabajo recurriremos a Albert Hirschman: mediante la decisión conceptual de definir el primer paso del acuerdo a través del ejercicio de salida en lugar del ejercicio de voz (Hirschman, 1970). El contrato social clásico ha construido su legitimidad a través del ejercicio de la voz. Es decir, las personas involucradas alcanzan un acuerdo sobre determinadas condiciones mínimas para vivir, civilizadamente, en sociedad. Dado que el acuerdo se asume como de todos los miembros, no ha sido necesario incorporar la dimensión temporal. Al no incorporar la dimensión temporal en sus construcciones analíticas, la filosofía política contemporánea o post-rawlsiana ha subestimado el papel clave que juega el tiempo en la comprensión de la escasez y, a su turno, el papel imprescindible que tiene la escasez para pensar la justicia distributiva. Nuevamente, sin comprender el papel de la escasez no habrá una eficiente justicia distributiva.La necesidad de incorporar la escasez a toda reflexión sobre justicia distributiva es tan evidente que deviene tautológico: se piensa en la justicia como equidad porque se parte de un estado de desigualdad y esta desigualdad es injusta porque no hay suficiente para todos. Para comprender analíticamente la dimensión de la escasez es necesario comprender la relación entre escasez y tiempo. Dicho de otra forma, no será posible comprender el papel de la escasez si sólo pensamos el contrato desde un único momento, es decir, estáticamente. ¿Por qué? Porque la escasez cuestiona una premisa principal de las teorías de justicia distributiva: la medida del valor de los bienes que se distribuyen. Es decir, cuestiona la esencia de la justicia como equidad al preguntarse quién y por qué han definido que tal proceso distributivo genera igualdad y por ende es justo.Podemos realizar una breve síntesis antes de adentrarnos en la relación entre la teoría del valor y la justicia distributiva que veremos en la próxima entrega. Es necesario marcar 3 conceptos principales: 1) el contrato no centraliza el acuerdo sino institucionaliza la opción de salida, pudiéndose definir ésta como "la persona política actúa como si el otro estuviera en lo cierto y ella equivocada"; 2) el ejercicio de salida como opción política posibilita la construcción de diversas polis con diversos modus vivendi, 3) el ejercicio de salida como opción política permanente constituye al contrato como mecanismo dinámico. Así, la idea de contrato no es fundacional porque deviene un elemento dinámico. Esto contribuye a una idea más realista del papel de un contrato en los asuntos humanos.*Este artículo fue presentado en la 2° sesión el Seminario Interno de Discusión Teórica 2014, organizado por el Departamento de Estudios Internacionales de la Universidad ORT Uruguay.Pedro Isern es Profesor Depto. Estudios Internacionales, FACS - Universidad ORT Uruguay.Master en Filosofía Política, London School of Economics and Political Science.
El Objeto de la tesis son las ciudades de Gibellina y Salemi (valle del Belice, Sicilia), destruidas, en su totalidad o en parte, por un violento terremoto en enero de 1968. El objetivo de la tesis es estudiar la relación entre permanencia y transformación en la arquitectura de la ciudad a través del análisis de un caso extremo donde una catástrofe provoca una fractura repentina en la evolución, física y social, de la historia de un lugar. El proceso de reconstrucción evidencia como estos elementos se combinan en el proyecto arquitectónico y en el uso del espacio construido para que la ciudad se mantenga viva. En los últimos 40 años Gibellina y Salemi han sido un laboratorio de la arquitectura y de las ciencias humanas, en una dimensión analizable en un único estudio; el Belice un banco de pruebas para la cultura política y arquitectónica italiana, que no tenía, entonces, herramientas legislativas para actuar al margen de la cultura de la emergencia. Gibellina y Salemi son el sujeto de una investigación histórica que sitúa la mirada en el presente y en el uso. Las dos ciudades, física y social, dialogan: la primera cambia y requiere que lo haga también la segunda. ¿Cómo la historia interrumpida puede seguir su curso? ¿Cómo la conservación y la innovación de los elementos espaciales y culturales de una comunidad garantizan su supervivencia? ¿Cómo la memoria rememorada hace avanzar hacia el futuro? Estas preguntas nacen de unas hipótesis iniciales. La primera es que la construcción de la ciudad sea un proceso continuo donde territorio y sociedad son los términos de un diálogo constante. La segunda concierne al propio mecanismo de la catástrofe el cual no puede leerse solo como acontecimiento luctuoso, sino como portador de un punto de vista nuevo, de la oportunidad de hacer las cosas de manera diferente. La memoria, para acabar, cobra un papel fundamental combinando permanencia y transformación tanto en el proyecto de arquitectura como en el uso de la ciudad. Si el análisis de un caso concreto puede aclarar los mecanismos de producción, transformación y transmisión de la arquitectura en el tiempo, podremos entender, mediante él, cómo se mantiene a lo largo de la historia la conexión entre un territorio y su cultura. La tesis reordena las etapas de la reconstrucción y propone un punto de vista diferente con respecto a mucha literatura sobre Belice, situando el análisis del texto urbano en su específico contexto histórico, geográfico y cultural, sin expresar juicios a posteriori e investigando las razones contingentes de las elecciones llevadas a cabo. La tesis se compone de tres partes según una estructura cronológica clásica. En la primera se analiza el Belice según los parámetros de construcción y resistencia. La teoría del territorio como paisaje construido y culturalizado se refiere a la tradición italiana desde Assunto hasta Natarelli. La lectura de Rossi es fundamental para entender la ciudad como artefacto que evoluciona en el tiempo. La teoría sociogenética de Muntañola relaciona proyecto, territorio y sociedad, mientras que la psicología ambiental, Pol, ayuda a comprender lo urbano desde el punto de vista del sujeto que lo habita. El análisis de la arquitectura en el tiempo se hace a partir de la teoría del tipo como estructura que, en la tradición de Quatremère de Quincy, es releída y actualizada por Caniggia y Muratori en los setenta y, más recientemente, por Martí y Moneo. Para la reflexión sobre forma, figura y símbolo nos referimos a Colquhoun y para el concepto de espacio prototípico en psicología ambiental a Valera. Fuera de la arquitectura, la topología y la teoría psicogenética de Piaget sugieren un interesante punto de vista para entender la evolución del tipo en el tiempo. Con estas bases se identifican y describen los tipos urbanos y arquitectónicos fundamentales del Belice antes 1968. La segunda parte se apoya en los estudios de Muntañola sobre la poética en arquitectura y utiliza la teoría de las catástrofes del matemático René Thom para defender la duplicidad del concepto de catástrofe: como trauma y como solución. El análisis de estos puntos de vista aplicados a la arquitectura hace reflexionar sobre como "regla" y "modelo" intervienen en el proyecto de arquitectura en un contexto de destrucción de la forma urbana y disolución del contexto social al que pertenece. El estudio de los planes para Gibellina y Salemi ha sido hecho de acuerdo con esta nueva orientación. En la tercera parte, la teoría de la memoria de Ricoeur ayuda a entender como resistencia y transformación se entrelazan en los diferentes proyectos de reconstrucción a través de los elementos de topos, tipo y uso. La relación del texto arquitectónico con su contexto histórico y social se cumple en el "habitar reflexivo". ; Oggetto della tesi sono le città di Gibellina e Salemi (valle del Belice, Sicilia), distrutte, nella loro totalità o in parte, da un violento terremoto nel gennaio del 1968. Obiettivo della tesi è indagare la relazione tra permanenza e trasformazione nell'architettura della città attraverso l'analisi di un caso estremo in cui una catastrofe opera una frattura repentina nell'evoluzione, fisica e sociale, della storia di un luogo. Il processo di ricostruzione mostra come i due elementi si combinano nel progetto architettonico e nell'uso dello spazio costruito per consentire alla città di mantenersi viva. Durante gli ultimi 40 anni Gibellina e Salemi sono state un laboratório dell'architettura e delle scienze umane, in una dimensione analizzabile in un unico studio; il Belice un banco di prova per la cultura politica e architettonica italiana priva, allora, di strumenti legislativi per operare oltre la cultura dell'emergenza. Gibellina e Salemi sono il soggetto di una ricerca storica, che situa lo sguardo nel presente e sull'uso. Le due città, fisica e sociale, dialogano: la prima si modifica e richiede che lo faccia anche la seconda. Come la storia interrotta prosegue il suo corso? Come la conservazione e il rinnovamento degli elementi spaziali e culturali di una comunità ne garantiscono la sopravvivenza? Come la memoria fa avanzare verso il futuro? Queste domande nascono da alcune ipotesi di partenza. La prima è che la costruzione della città sia un processo continuo in cui territorio e società sono i termini di un dialogo costante. La seconda riguarda il meccanismo stesso della catastrofe che non può essere letta solo come evento luttuoso, ma tale da portare con sè il germe costruttivo di un punto di vista nuovo, della opportunità di fare le cose diversamente. La memoria, infine, ha un ruolo fondamentale nel combinare permanenza e trasformazione tanto nel progetto di architettura come nell'uso della città. Se l'analisi di un caso concreto può far luce sui meccanismi di produzione, trasformazione e trasmissione dell'architettura nel tempo, potremo, per suo tramite, capire come il legame tra un territorio e la sua cultura si mantiene nella storia. La tesi riordina le tappe della ricostruzione e propone un punto di vista diverso rispetto a molta letteratura sul Belice, situando l'analisi del testo urbano all'interno del suo specifico contesto storico, geografico e culturale, senza esprimere giudizi a posteriori e indagando le ragioni contingenti delle scelte operate. La tesi si compone di tre parti secondo una struttura cronologica classica. Nella prima, si analizza il Belice secondo i parametri di costruzione e resistenza. La teoria del territorio come paesaggio costruito e culturalizzato si rifà alla tradizione italiana da R. Assunto fino a E. Natarelli. La lettura di A. Rossi è fondamentale per intendere la città come manufatto che si evolve nel tempo. La teoria sociogenetica di J. Muntañola relaziona progetto, territorio e società, mentre la psicologia ambientale, E. Pol, aiuta nella comprensione dell'urbano dal punto di vista del soggetto che lo abita. L'analisi della resistenza dell'architettura nel tempo viene a fatta a partire dalla teoria del tipo come struttura che, nella tradizione di Quatremère de Quincy, è riletta e aggiornata da G. Caniggia e S. Muratori negli anni '70 e più recentemente da C. Martì e R. Moneo. Per la riflessione su forma, figura e simbolo ci siamo riferiti ad A. Colquhoun e per il concetto di spazio prototipico in psicologia ambientale a S. Valera. Al di fuori dell'architettura, la topologia e la teoria psicogenetica di J. Piaget suggeriscono un interessante punto di vista per capire l'evoluzione del tipo nel tempo. Su queste basi si identificano e descrivono i tipi urbani ed architettonici fondamentali del Belice prima del 1968. La seconda parte si appoggia agli studi di Muntañola sulla poetica in architettura e utilizza la teoria delle catastrofi del matematico R. Thom per sostenere la duplicità del concetto di catastrofe: come trauma e come soluzione. L'analisi dei due punti di vista applicati all'architettura fa riflettere su come regola e modello intervengono nel progetto di architettura in un contesto di distruzione della forma urbana e di dissoluzione del contesto sociale di appartenenza. Lo studio dei piani per Gibellina e Salemi è fatto a partire da questo nuovo orientamento. Nella terza parte la teoria della memoria di P. Ricoeur ci aiuta a capire come resistenza e trasformazione si declinano nei diversi progetti di ricostruzione mediante i tre elementi di topos, tipo e uso. La relazione del testo architettonico con il suo contesto storico e sociale trova compimento nell'abitare riflessivo. ; This thesis explores the cities of Gibellina and Salemi (Belice Valley, Sicily), which were entirely or partially destroyed by a major earthquake in January 1968. The aim of the thesis is to study the relationship between permanence and transformation in the architecture of the city by analysing an extreme case in which a disaster causes a sudden fracture in the physical and social evolution of the history of a place. The reconstruction process shows how these elements are combined in the architectural project and use of built-up space in order to keep the city alive. In the last forty years Gibellina and Salemi have been a laboratory for architecture and human sciences on a scale that can be analysed in one study. Belice is a testbed for Italian political and architectural culture which at that time did not possess the legislative means to act outside the emergency culture. Gibellina and Salemi are the subject of historical research focusing on the present and on use. Both cities, physically and socially, maintain a dialogue: the former changes and forces the latter to do so also. How can uninterrupted history continue its course? How do the conservation and innovation of the spatial and cultural elements of a community ensure its survival? How does remembered memory lead us into the future? All of these questions are borne out of initial hypotheses. The first is that the construction of a city is a continual process in which land and society are the terms of ongoing dialogue. The second concerns the mechanism of the disaster itself, which must not be seen merely as a painful event but as the bringer of a new perspective - the chance to do things differently. Finally, memory plays a key role by bringing together permanence and transformation both in the architectural project and in the use of the city. If analysing a specific case can shed light upon the mechanisms of production, transformation and transmission of architecture in time, we shall thereby be able to understand how the connection between a land and its culture is upheld through history. This thesis reorders the reconstruction stages and proposes a fresh point of view with regard to the bulk of the literature on Belice, placing the urban text analysis within its historical, geographical and cultural context without making judgements and exploring the underlying reasons for the choices made. It is split into three parts in the classical chronological structure. Firstly, Belice is analysed in terms of construction and resistance. The theory of territory as a built and culturalized landscape refers to the Italian tradition from Assunto to Natarelli. The reading of Rossi is vital to understanding the city as an artefact that evolves over time. Josep Muntañola's theory of sociogenetics links project, territory and society, whilst Enric Pol's work on environmental psychology provides insight into the urban from the perspective of its inhabitants. My analysis of architecture over time is underpinned by the theory of the type as structure which, in the tradition of Quatremère de Quincy, was revisited and updated by Caniggia and Muratori in the 1970's and, more recently, by Martí and Moneo. I shall refer to Colquhoun on form, figure and symbol, and to Valera on the concept of prototypical space in environmental psychology. Moving beyond the architectural domain, Jean Piaget's theory of psychogenetics provides a fascinating point of view for understanding the evolution of type in time. These are the underlying principles that have been taken to identify and describe the fundamental urban and architectural types in Belice before 1968. The second section is based on Muntañola's studies on the poetic in architecture and uses mathematician René Thom's catastrophe theory to support the twofold nature of the catastrophe concept: as a trauma and as a solution. The analysis of these points of view as applied to architecture leads to a consideration of how 'rule' and 'model' intervene in the architectural project in a context of destruction of the urban form and breakdown of the social setting to which it belongs. The plans for Gibellina and Salemi have been studied in accordance with this new direction. In the third part, Ricoeur's memory theory is useful in understanding how resistance and transformation are intertwined in the various reconstruction projects through the three elements topos, types and use. The relationship between the architectural text and its historical and social setting is brought about by "reflexive inhabiting". ; Postprint (published version)
El Objeto de la tesis son las ciudades de Gibellina y Salemi (valle del Belice, Sicilia), destruidas, en su totalidad o en parte, por un violento terremoto en enero de 1968. El objetivo de la tesis es estudiar la relación entre permanencia y transformación en la arquitectura de la ciudad a través del análisis de un caso extremo donde una catástrofe provoca una fractura repentina en la evolución, física y social, de la historia de un lugar. El proceso de reconstrucción evidencia como estos elementos se combinan en el proyecto arquitectónico y en el uso del espacio construido para que la ciudad se mantenga viva. En los últimos 40 años Gibellina y Salemi han sido un laboratorio de la arquitectura y de las ciencias humanas, en una dimensión analizable en un único estudio; el Belice un banco de pruebas para la cultura política y arquitectónica italiana, que no tenía, entonces, herramientas legislativas para actuar al margen de la cultura de la emergencia. Gibellina y Salemi son el sujeto de una investigación histórica que sitúa la mirada en el presente y en el uso. Las dos ciudades, física y social, dialogan: la primera cambia y requiere que lo haga también la segunda. ¿Cómo la historia interrumpida puede seguir su curso? ¿Cómo la conservación y la innovación de los elementos espaciales y culturales de una comunidad garantizan su supervivencia? ¿Cómo la memoria rememorada hace avanzar hacia el futuro? Estas preguntas nacen de unas hipótesis iniciales. La primera es que la construcción de la ciudad sea un proceso continuo donde territorio y sociedad son los términos de un diálogo constante. La segunda concierne al propio mecanismo de la catástrofe el cual no puede leerse solo como acontecimiento luctuoso, sino como portador de un punto de vista nuevo, de la oportunidad de hacer las cosas de manera diferente. La memoria, para acabar, cobra un papel fundamental combinando permanencia y transformación tanto en el proyecto de arquitectura como en el uso de la ciudad. Si el análisis de un caso concreto puede aclarar los mecanismos de producción, transformación y transmisión de la arquitectura en el tiempo, podremos entender, mediante él, cómo se mantiene a lo largo de la historia la conexión entre un territorio y su cultura. La tesis reordena las etapas de la reconstrucción y propone un punto de vista diferente con respecto a mucha literatura sobre Belice, situando el análisis del texto urbano en su específico contexto histórico, geográfico y cultural, sin expresar juicios a posteriori e investigando las razones contingentes de las elecciones llevadas a cabo. La tesis se compone de tres partes según una estructura cronológica clásica. En la primera se analiza el Belice según los parámetros de construcción y resistencia. La teoría del territorio como paisaje construido y culturalizado se refiere a la tradición italiana desde Assunto hasta Natarelli. La lectura de Rossi es fundamental para entender la ciudad como artefacto que evoluciona en el tiempo. La teoría sociogenética de Muntañola relaciona proyecto, territorio y sociedad, mientras que la psicología ambiental, Pol, ayuda a comprender lo urbano desde el punto de vista del sujeto que lo habita. El análisis de la arquitectura en el tiempo se hace a partir de la teoría del tipo como estructura que, en la tradición de Quatremère de Quincy, es releída y actualizada por Caniggia y Muratori en los setenta y, más recientemente, por Martí y Moneo. Para la reflexión sobre forma, figura y símbolo nos referimos a Colquhoun y para el concepto de espacio prototípico en psicología ambiental a Valera. Fuera de la arquitectura, la topología y la teoría psicogenética de Piaget sugieren un interesante punto de vista para entender la evolución del tipo en el tiempo. Con estas bases se identifican y describen los tipos urbanos y arquitectónicos fundamentales del Belice antes 1968. La segunda parte se apoya en los estudios de Muntañola sobre la poética en arquitectura y utiliza la teoría de las catástrofes del matemático René Thom para defender la duplicidad del concepto de catástrofe: como trauma y como solución. El análisis de estos puntos de vista aplicados a la arquitectura hace reflexionar sobre como "regla" y "modelo" intervienen en el proyecto de arquitectura en un contexto de destrucción de la forma urbana y disolución del contexto social al que pertenece. El estudio de los planes para Gibellina y Salemi ha sido hecho de acuerdo con esta nueva orientación. En la tercera parte, la teoría de la memoria de Ricoeur ayuda a entender como resistencia y transformación se entrelazan en los diferentes proyectos de reconstrucción a través de los elementos de topos, tipo y uso. La relación del texto arquitectónico con su contexto histórico y social se cumple en el "habitar reflexivo". ; Oggetto della tesi sono le città di Gibellina e Salemi (valle del Belice, Sicilia), distrutte, nella loro totalità o in parte, da un violento terremoto nel gennaio del 1968. Obiettivo della tesi è indagare la relazione tra permanenza e trasformazione nell'architettura della città attraverso l'analisi di un caso estremo in cui una catastrofe opera una frattura repentina nell'evoluzione, fisica e sociale, della storia di un luogo. Il processo di ricostruzione mostra come i due elementi si combinano nel progetto architettonico e nell'uso dello spazio costruito per consentire alla città di mantenersi viva. Durante gli ultimi 40 anni Gibellina e Salemi sono state un laboratório dell'architettura e delle scienze umane, in una dimensione analizzabile in un unico studio; il Belice un banco di prova per la cultura politica e architettonica italiana priva, allora, di strumenti legislativi per operare oltre la cultura dell'emergenza. Gibellina e Salemi sono il soggetto di una ricerca storica, che situa lo sguardo nel presente e sull'uso. Le due città, fisica e sociale, dialogano: la prima si modifica e richiede che lo faccia anche la seconda. Come la storia interrotta prosegue il suo corso? Come la conservazione e il rinnovamento degli elementi spaziali e culturali di una comunità ne garantiscono la sopravvivenza? Come la memoria fa avanzare verso il futuro? Queste domande nascono da alcune ipotesi di partenza. La prima è che la costruzione della città sia un processo continuo in cui territorio e società sono i termini di un dialogo costante. La seconda riguarda il meccanismo stesso della catastrofe che non può essere letta solo come evento luttuoso, ma tale da portare con sè il germe costruttivo di un punto di vista nuovo, della opportunità di fare le cose diversamente. La memoria, infine, ha un ruolo fondamentale nel combinare permanenza e trasformazione tanto nel progetto di architettura come nell'uso della città. Se l'analisi di un caso concreto può far luce sui meccanismi di produzione, trasformazione e trasmissione dell'architettura nel tempo, potremo, per suo tramite, capire come il legame tra un territorio e la sua cultura si mantiene nella storia. La tesi riordina le tappe della ricostruzione e propone un punto di vista diverso rispetto a molta letteratura sul Belice, situando l'analisi del testo urbano all'interno del suo specifico contesto storico, geografico e culturale, senza esprimere giudizi a posteriori e indagando le ragioni contingenti delle scelte operate. La tesi si compone di tre parti secondo una struttura cronologica classica. Nella prima, si analizza il Belice secondo i parametri di costruzione e resistenza. La teoria del territorio come paesaggio costruito e culturalizzato si rifà alla tradizione italiana da R. Assunto fino a E. Natarelli. La lettura di A. Rossi è fondamentale per intendere la città come manufatto che si evolve nel tempo. La teoria sociogenetica di J. Muntañola relaziona progetto, territorio e società, mentre la psicologia ambientale, E. Pol, aiuta nella comprensione dell'urbano dal punto di vista del soggetto che lo abita. L'analisi della resistenza dell'architettura nel tempo viene a fatta a partire dalla teoria del tipo come struttura che, nella tradizione di Quatremère de Quincy, è riletta e aggiornata da G. Caniggia e S. Muratori negli anni '70 e più recentemente da C. Martì e R. Moneo. Per la riflessione su forma, figura e simbolo ci siamo riferiti ad A. Colquhoun e per il concetto di spazio prototipico in psicologia ambientale a S. Valera. Al di fuori dell'architettura, la topologia e la teoria psicogenetica di J. Piaget suggeriscono un interessante punto di vista per capire l'evoluzione del tipo nel tempo. Su queste basi si identificano e descrivono i tipi urbani ed architettonici fondamentali del Belice prima del 1968. La seconda parte si appoggia agli studi di Muntañola sulla poetica in architettura e utilizza la teoria delle catastrofi del matematico R. Thom per sostenere la duplicità del concetto di catastrofe: come trauma e come soluzione. L'analisi dei due punti di vista applicati all'architettura fa riflettere su come regola e modello intervengono nel progetto di architettura in un contesto di distruzione della forma urbana e di dissoluzione del contesto sociale di appartenenza. Lo studio dei piani per Gibellina e Salemi è fatto a partire da questo nuovo orientamento. Nella terza parte la teoria della memoria di P. Ricoeur ci aiuta a capire come resistenza e trasformazione si declinano nei diversi progetti di ricostruzione mediante i tre elementi di topos, tipo e uso. La relazione del testo architettonico con il suo contesto storico e sociale trova compimento nell'abitare riflessivo. ; This thesis explores the cities of Gibellina and Salemi (Belice Valley, Sicily), which were entirely or partially destroyed by a major earthquake in January 1968. The aim of the thesis is to study the relationship between permanence and transformation in the architecture of the city by analysing an extreme case in which a disaster causes a sudden fracture in the physical and social evolution of the history of a place. The reconstruction process shows how these elements are combined in the architectural project and use of built-up space in order to keep the city alive. In the last forty years Gibellina and Salemi have been a laboratory for architecture and human sciences on a scale that can be analysed in one study. Belice is a testbed for Italian political and architectural culture which at that time did not possess the legislative means to act outside the emergency culture. Gibellina and Salemi are the subject of historical research focusing on the present and on use. Both cities, physically and socially, maintain a dialogue: the former changes and forces the latter to do so also. How can uninterrupted history continue its course? How do the conservation and innovation of the spatial and cultural elements of a community ensure its survival? How does remembered memory lead us into the future? All of these questions are borne out of initial hypotheses. The first is that the construction of a city is a continual process in which land and society are the terms of ongoing dialogue. The second concerns the mechanism of the disaster itself, which must not be seen merely as a painful event but as the bringer of a new perspective - the chance to do things differently. Finally, memory plays a key role by bringing together permanence and transformation both in the architectural project and in the use of the city. If analysing a specific case can shed light upon the mechanisms of production, transformation and transmission of architecture in time, we shall thereby be able to understand how the connection between a land and its culture is upheld through history. This thesis reorders the reconstruction stages and proposes a fresh point of view with regard to the bulk of the literature on Belice, placing the urban text analysis within its historical, geographical and cultural context without making judgements and exploring the underlying reasons for the choices made. It is split into three parts in the classical chronological structure. Firstly, Belice is analysed in terms of construction and resistance. The theory of territory as a built and culturalized landscape refers to the Italian tradition from Assunto to Natarelli. The reading of Rossi is vital to understanding the city as an artefact that evolves over time. Josep Muntañola's theory of sociogenetics links project, territory and society, whilst Enric Pol's work on environmental psychology provides insight into the urban from the perspective of its inhabitants. My analysis of architecture over time is underpinned by the theory of the type as structure which, in the tradition of Quatremère de Quincy, was revisited and updated by Caniggia and Muratori in the 1970's and, more recently, by Martí and Moneo. I shall refer to Colquhoun on form, figure and symbol, and to Valera on the concept of prototypical space in environmental psychology. Moving beyond the architectural domain, Jean Piaget's theory of psychogenetics provides a fascinating point of view for understanding the evolution of type in time. These are the underlying principles that have been taken to identify and describe the fundamental urban and architectural types in Belice before 1968. The second section is based on Muntañola's studies on the poetic in architecture and uses mathematician René Thom's catastrophe theory to support the twofold nature of the catastrophe concept: as a trauma and as a solution. The analysis of these points of view as applied to architecture leads to a consideration of how 'rule' and 'model' intervene in the architectural project in a context of destruction of the urban form and breakdown of the social setting to which it belongs. The plans for Gibellina and Salemi have been studied in accordance with this new direction. In the third part, Ricoeur's memory theory is useful in understanding how resistance and transformation are intertwined in the various reconstruction projects through the three elements topos, types and use. The relationship between the architectural text and its historical and social setting is brought about by "reflexive inhabiting". ; Postprint (published version)
In contemporary economics companies operate in a fast changing environment which forces them to adapt constantly. The never ending development seems to constitute the necessary condition for achieving the ultimate purpose of a company's function - the maximization of shareholder wealth. Company value is the greatest overall measurement of its efficient functioning. Thus numerous approaches to value were created. For public companies the market value of equity changes constantly and is publicly available. Companies actively support the increase in the market value of equity by releasing positive news. In this context the role of innovation announcements is crucial for all companies. Issues concerning innovation are strongly embedded in the current worldwide scientific discussion. However different sectors are unequally represented. The discussion on innovation in low-tech industries and services has received relatively little scholarly attention. Tourism represents both categories. The investigation of innovation in tourism is especially essential for the economy of the European Union as the sector contributes significantly to GDP generation, employment and investment. Increasing the knowledge of innovation in tourism is of vital theoretical and practical importance. Thus it was addressed in the present book. The research problem in the present book was expressed in the following question: what is the relationship between innovation announcements and the market value of equity of tourism enterprises? The main objective of the research was to measure the short- and long-term impact of innovation announcements on the market value of equity of tourism enterprises. Research aimed also at creating and verifying empirically the model explaining the relationship between innovation and the market value of tourism enterprises. The research contributed to the knowledge on innovation in tourism in two ways. First, the author's model representing the relationship was created. Second, the empirical research allowed the measurement of the effects of innovation announcements and the verification of the significance of the predictors of the market value of equity. In this research a systematic model-building procedure was applied. It relied on summarizing the existing scientific evidence on the relationship studied in order to build a comprehensive framework whilst also adding the author's propositions of predictors in the next step. In order to build the exhaustive design the method of systematic literature studies SALSA was employed. The study covered the period between 2000 and 2015. It used five scientific databases. The precise four-step procedure including content analysis and meta-synthesis resulted in the indication of two innovation-level, two firm-level innovation-related and five control variables important in the context of the relationship studied. Seven theoretically related predictors proposed by the author complemented this sound conceptual framework. In total the model accounted for eleven predictors: patent, CSR, type, degree of novelty involved, source, stage and the communication of innovation, R&D intensity and the innovativeness of the implementing company, squared R&D intensity and the interaction between R&D intensity and innovativeness. It covered also 8 control variables: industry, size, volume, total cash dividend, operational experience, leverage, return on equity and growth. The empirical research covered all the tourism enterprises listed on the main markets of the most important stock exchanges in the European Union in the period between February 2011 and February 2016. There were 111 such companies. The abnormal changes in the market value of equity resulting from innovation announcements of tourism enterprises constituted the subjects of analysis. Content analysis of the 9,000 innovation announcements resulted in creating the sampling frame of 985 releases referring to innovation consistent with the definition adopted in the present research. The research was performed on the representative sample of 398 observations. As Berk et al. state the total market value of a firm's equity equals the number of its shares times their current market price [2014]. If the number of shares is constant the change in their price becomes the right proxy for the changes in MV [Damodaran 2012]. In the present study the abnormal change in the market value of equity constituted the dependent variable. In line with the above considerations and previous research it was operationalized as the abnormal return. It was calculated in the short and the long term. In the short term the event-study method was employed. In the long term the buy-and-hold abnormal returns method was used. The expected returns in the short-term study were computed using the Carhart four-factor model [1997]. The abnormal returns were cumulated over the event windows and standardised which led to more powerful tests. The statistical significance of the changes in the market value of equity was tested using the Z-test and the two groups difference of means test. In order to test the author's model response surface regression and hierarchical regression were employed. The first one relies on introducing higher-order and interaction effects. The second one allows the testing of scientific hypotheses on the significance of particular predictors by building successive regression models, each adding new variables. The statistical analysis of the changes in the market value has hardly been reported in previous research. Such a study was performed here. It included the methods of descriptive statistics: central tendency, dispersion, skewness and peakedness. The first result of the empirical research reported in the book is the indication of the positive relationship between innovation announcements and the market value of equity of tourism enterprises. In the short term the effect concentrated in the event windows directly surrounding the event. In the +/- 1 day event window, the statistically significant increase in market value of equity was 0,38%. In the 6-months period it was 3,94%. The outcomes demonstrated that the initial reaction to the innovation news was adjusted in time. In the short term the market tended to undervalue the announced innovation. The difference in short- and long-term changes in the market value of equity and the statistical significance of the second suggested that the investors did not incorporate the new information immediately and fully. It means that the assessment of the effects of innovation announcements on the market value of equity of tourism enterprises should be considered over a longer period. The research did not deliver supportive evidence for the existence of leakage and dissemination effect. The significant changes in MV occurred in the period following the announcement. The fluctuations of market value of equity in the two days directly preceding the release and in the -6/-1 day event window were statistically insignificant. There is a small risk of significant fluctuations resulting from investors' aggressive trading prior to the announcement and unwinding part of the acquired position after it. The positive effects of successful innovation announcements were greater in number and magnitude than the negative effects of unsuccessful ones. The difference was statistically significant. In the +/- 1 day event window a typical change in market value of equity fell between 1,92% and -1,5%. In the half-year period the typical area of variability ranged between 16,07% and -8,95%. The distribution of changes in the market value of equity was right-skewed. It indicated that it was more probable to experience a high positive change in the market value of equity than to experience high loss. The leptokurtic character of the distribution showed that more variance resulted from infrequent extreme abnormal returns. The heterogeneity of the changes in the market value of equity required further explanation. In order to study the relationship between innovation announcements and the market value of equity of tourism enterprises the author's model was tested. The statistical significance of the groups of predictors and of the single predictors was verified. The outcomes of the analysis performed with the use of hierarchical regression indicated that innovation-level variables predict the changes in the market value of equity above and beyond the effect of the control and innovation-related company-level variables. The company-level innovation-related variables increased significantly the model's predictive power in the short term. In line with the initial hypothesis the research demonstrated that the effect of product innovation on the changes in market value resulting from innovation announcements was greater than that of other innovation types. New products may directly increase sales and impact positively on the company's cash flow. Furthermore it pointed out the positive effect of the first innovation announcement in relation to second and further releases. The informative value of the announcements beyond the first one was relatively small and caused little market reaction. In the context of market reactions the delivering of new information is essential. Moreover it was ascertained that in the short term the market rewarded the high advancement of the announced innovation and the high R&D intensity of the announcing company. In the case of hardly innovative tourism enterprises the market responded slightly to the development news and waited for the proof in the form of the innovation introduction. The high level of R&D intensity allowed tourism companies to differentiate themselves and increase innovative capabilities which was positively perceived by investors. In the long term investors acknowledged the positive effects of developing innovation in collaborative structures as it allows companies to benefit from the experience of collaborators and diminishes the risk. Furthermore the research delivered some inconclusive indications typified by the statistically insignificant results. The market positively received patented innovation in comparison to the non-patented one but the effect of such protection was relatively small. Patents are especially important for highly advanced technological innovation which is rare in tourism. Besides investors seemed optimistic about the innovation's degree of novelty involved. In line with the hypothesis they rewarded radical innovation as it carries higher potential benefits but the result was statistically insignificant. In the case of tourism dominated by minor upgrades investors treated radical innovation carefully and followed the "high risk – high return" strategy to a small extent. In line with the prediction in the long term the market seemed to reward highly R&D intensive tourism companies but the result was statistically insignificant. Moreover the research did not deliver supportive evidence for the existence of the second-order effect of R&D intensity and the interaction between R&D intensity and innovativeness. The inclusion of such variables did not predict changes in the market value of equity above and beyond the effect of the control variables. In the long term the diminishing marginal returns to R&D intensity were suggested but the effect was statistically insignificant. It may result from the level of expenditure on R&D in tourism which is too low to strongly advocate the diminishing marginal returns. In addition to the above outcomes the research delivered some unexpected results. It seemed that innovation without the elements of CSR was perceived better than innovation carrying such elements. The results were statistically insignificant. First, the CSR elements may have been perceived as superficial. Second, some previous research suggested that in non-innovative companies the concentration on social responsibility instead of enhancing innovativeness leads to a decrease in consumer satisfaction and in turn in market value [Luo and Bhattacharya 2006]. It seems to be the case in tourism. The number of innovation announcements released within a year before the event day did not have any impact on the reaction to the current announcement. Investors did not perceive companies reporting numerous innovations better. In the case of tourism enterprises it may result from the relatively high number of minor upgrades. It seems that their implementation did not guarantee the perception of the company as innovative. Each innovation announcement was evaluated irrespectively of such defined innovativeness. The results were statistically insignificant. The research did not deliver the supportive evidence for the market to reward the reported high advancement of innovation in the long term. The results were inconclusive due to their statistical insignificance. The research indicated that in the long term the stage of innovation at the moment of release was less important than in the short term. One possible explanation is that the period of six months following the development release might cover also the actual implementation. In the short term the effect of innovation developed in-house on the changes in market value resulting from innovation announcements was minimally greater than that of innovation from other sources. The calculated parameter and thus the actual difference were small. In the long term investors did not appreciate tourism companies' own efforts. The research question was positively answered by indicating the positive impact of innovation announcements on the market value of equity of tourism enterprises. Based on the empirical study all the hypotheses were verified. The study was burdened with several limitations. The research relied on specialist databases. As far as data accessibility is concerned the small amount of information inaccessible through databases required it to be collected directly from companies. Moreover the choice of linear regression modelling might not necessarily allow the capture of all possible effects. Besides which although the advantages of covering the period of relative stability have been discussed in the book the determination of the time frame prevents the generalisation of results in a period of major economic downturns. The research covered comprehensive announcements reporting innovation consistent with the definition adopted. As discussed in the book such an approach offered numerous benefits. However the omission of imprecise, incomplete and partial releases may be considered a certain limitation as this kind of information may also stimulate market reaction to some extent. In the light of the results of the present research it seems that a promising direction for further research is the in-depth, qualitative analysis explaining why and how the predictors influenced the market value of equity. It should cover the reasons behind the statistical significance of the predictors demonstrated in this research. Also the growing potential of alternative trading systems suggests the need for the replication of the study in this context. It is especially important for tourism enterprises which are mainly relatively small. Furthermore it seems important to compare the effects of innovation on tourism companies with the effects on other low-tech companies. It could deliver insights into the discussion on the specificity of tourism companies. In the light of the results obtained in this study it seems necessary to deepen the research on the interaction between innovation and corporate social responsibility. The qualitative analysis of the possible synergic effects appears to be a valuable course for further investigation. Value is the most comprehensive measure of company activity. However it is not the only one especially since companies in different periods may pursue different strategies (e.g. profit maximization). The effects of innovation on different financial measures seem to be an important direction for further research. The research contributed to the current scientific discussion on innovation in services with special regard to innovation in tourism. It complemented the broader knowledge on the efficiency of capital markets by providing a conceptual overview and empirical evidence. The research introduced the author's model representing the relationship between innovation announcements and the market value of equity of tourism enterprises. Thus it added to the understanding of the predictors of the market value of equity. The research was based on a representative sample and provided firm support for previous research indicating the positive effects of innovation on tourism companies. ; National Science Centre, Poland
Issue 17.1 of the Review for Religious, 1958. ; A. M. D. G. Review for Religious JANUARY 15, 1958 Retreats in Retrospect Thomas Dubay Spiritual Cancer . Francis ~1. Macl:ntee Roman Documents . R. I:. Smith Book Reviews Questions and Answers For You~ Information VOLUME 17 NUMBER 1 REVIEW FOR RELIGIOUS VOLUME 17 JANUARY, 1958 NUMBER 1 CONTENTS RETREATS IN RETROSPECT--Thomas Dubay, S.M .3 FOR YOUR INFORMATION .34 SPIRITUAL CANCER--Francis J. MacEntee, s.j .3.7 SURVEY OF ROMAN DOCUMENTS--R. F. Smith, S.J .4.2 OUR CONTRIBUTORS . 50 BOOK REVIEWS AND ANNOUNCEMENTS: Editor: Bernard A. Hausmann, S.J. West Baden College West Baden Springs, Indiana . 51 SOME BOOKS RECEIVED . 59 QUESTIONS AND ANSWERS: 1. Preferred Mass on a Ferial Day of Lent . 60 2. When Does an Anticipated Renewal of Vows Begin to Run?. 60 3. Personal Gifts and Poverty . 61 4. Saving Money for Desired PuFposes . 62 5. Permission Required for Minor Necessities . 64 6. Elimination of Precedence in the Refectory . 64 REVIEW FOR RELIGIOUS, January, 1958. Vol. 17, No. 1. Published bi-monthly by The Queen's Work, 3115 South Grand Blvd., St. Louis 18, Mo. Edited by the Jesuit Fathers bf St. Mary's College, St. Marys, Kansas, with ecclesiastical approval. Second class mail privilege authorized at St. Louis, Mo. Editorial Board: Augustine G. Ellard, S.J.; Gerald Kelly, S.J., Henry Willmering, S.J. Literary Editor: Robert F. Weiss, S.J. Copyright, 1958, by The Queen's Work. Subscription price in U.S.A. and Canada: 3 dollars a year; 50 cents a copy. Printed in U.S.A. Please send all renewals and new subscriptions to: Review for Religious, :3115 South Grand Boulevard. St. Louis 18, Missouri. Review t:or Religious Volume 17 January--Deceml~er, 1958 Ecllt:ed by THE JESUIT FATHERS St. Mary's College St. Marys, Kansas Published by. THE QUEEN'S WORK SI=. Louis, Missouri REVIEW FOR RELIGIOUS is indexed in the CATHOLIC PERIODICAL INDEX Retreats in Retrospect Thomas Dubay, S.M. IN SIX RECENT issues of this REVIEW~ seven hundred sisters told with considerable detail what they think about the prob-lem of more fruitful retreats for religious. This temperately told tale was no trite tally, for the sisters expounded their posi-tions with logic and insight. Yet all the same, we still lack an adequate analysis and evaluation of their views, without which, of course, the study remains truncated. But even more im-portant, we also lack solutions to many ot~ the problems they raised. This present article aims at contributing a mite toward the filling of both needs.2 I shall not, however, attempt to discuss every problem unearthed by the study, but those only whose solution is most signific~tnt and pressing. These latter we will review in the order in which they occurred in the original articles. Source of Retreat Masters Where ought religious communites to get their retreat mas-ters? From religious communities, manifestly. But which? Ought retreats to be given by priests from the same order each year or by priests from different orders? Most of the sisters queried favored the latter choice. As I went through the sisters' stated preferences regarding the sources of retreat masters, the overall impression I received was one of dissatisfaction with a current tendency to rigid uniformity. This dissatisfaction, while not universal, was especially noticeable in those congregations which are not attached to any order of men but nonetheless re-ceive retreat masters t?rom one order alone. Only 11.3% of the sisters belonging to these communities positively liked their custom, 73% positively disliked it, and 15.7% were indifferent. 1R£VIEW gOR RELIGIOI./$~ January through November, 1956. 2The reader will note that much of our discussion is pertinent to the retreats of all religious, men and women alike. THOMAS DUBAY Review for Religious Even among sisters attached to a religious order of men, 18.75% desired retreat masters from other orders at least occasionally, while another 18.75% were indifferent to the source of priests. The remainder preferred all priests to come from their own order. We may conclude that among religious women unat-tached to any order of men the vast majority prefer their retreat masters to come from different congregations each year. Among sisters affiliated with an order of men a notable minority like an "outsider" at least occasionally. With these opinions I must register a hearty agreement. But before delving into the realm of reasons I would like to clarify the position .here taken. I do not hold that a change of ordereach year is necessarily desira.ble, even for religious attached to no order of men. So frequent a change may be helpful, or it may not be. If one order consistently furnishes more skilled or more holy priests, there is no reason in the wide world why that order should no~ be tapped more often than others. Secondly, for sisters attached to a religious order of men I think that the usual retreat master should be a priest from their own order: a Dominican for Dominicans, a Trinitarian for Trinitarians, and so on. A majorityof sisters in these groups desire this arrangement, and their desire should be respected insofar as it is compatible with the preferences, of the minority. The formers' reasoning is i, alid: they feel that their, own priests bettei understand their spirit and way of life and hence can direct them more effectively. Since this is ordinarily true, the usual retreat for such. religious ought to be given by a priest belonging to their own order. However, since a sizeable number of these same religious women desire atlease an occasional change, I think that an outside priest should be invited every few years. Reason-able wishes e~cen of minorities should be respected, and this wish is reasonable. Now why is it desireable for retreat masters to be chosen from a number of different orders of men? First of all, the 4 January, 1958 I~ETREATS IN RETROSPECT supply of really top-flight retreat masters in any religious con-gregation is limited. This observation bespeaks defect in no order, since it simply reflects the fact that human abilities are distributed according to a normal curve. TO my knowledge no order is bursting at the seams with men highly gifted with the specialized talents needed for successful retreat work. If a community chooses its. retreat masters exclusively from one order of men, and especially from one province of that order, it may in time exhaust the supply of the best. A partial solution to this difficulty is the return of the good retreat master. When such can be arranged, and when the priest' has another set of meditations and conferences available, there seems to be no rea-son why he should not be invited for a second or third retreat. After all, a priest of proven ability is a far more secure risk than an unknown quantity. A second reason beckoning variety--and to my mind, a much more potent one than the first--is the danger of insularity. If we religious, men and women alike, are perfectly frank with ourselves, we will have to admit that we too often tend to horizon our outlook to our house, our province, our congregation. We may not intend it, but we do incline that way. We tend to insularity in our works, our "devotions," our interests, our spirit. In something of this context Thomas Merton refers to "the tyranny of restricted human systems and 'schools of spirituality' that might tend to narrow us down to a particular esoteric out-look and leave us something less than Catholic.''3 No one order .of men or women has a monopoly on helpful approaches to the love of God. We have a special love for our own society. Fine, we should. But we should also be interested in the works, the interests, the devotions, and the spirits of o~her orders and be more than ready to grant that in all likelihood they are just as worthy "as our own. The Catholic Church is catholic, and we aBread in the Wilderness (New York: New Direction, "1953), p. 41. THOMAS DUBAY Review for Religious religious are first Catholic and then religious. Would it not, therefore, be healthy for all of us to listen to a retreat master t~rom another order once in a while? Would we not stand to profit from another viewpoint? Not another truth, mind you, but another viewpoint on the same truth. Could not an "out-sider's" look at our own spiri( perhaps cast valuable light on our own appreciation of it? I, for one, think so. So also does a sister who observed to me that "we had one Dominican retreat master who was as Franciscan as any Franciscan we've had." Said another: "Personally, I am not a Franciscan, but St. Fran-cis's detachment, joy, and poverty have helped me tremendously, which led me to do much reading in Franciscan spirituality." Our final reason supporting a variety of retreat masters is the danger of monotony stemming from a sameness of approach. This objection is real for it was mentioned over and o~,er again in the sisters' comments. Some orders of men have a set retreat methodology, and ~sually it is an effective one. And yet i~or all that, a year-in, year-out repetition, of the same routine of subject and technique can be tiresome. We must agree that it is neither pleasant nor overly profitable to hear the same medita-tion subjects discussed year after year, and all the more so when they are treated in much the same manner and according to a prefashioned approach. On this score we might remember that God Himself in writing His Book chose to use a large number of different men with widely diverse backgrounds, techniques, and literary styles. He knows that men need variety . . . and He gave it to them. Among religio.us some like a sameness of approach~ but most do not. Those who do not seem entitled to an occasional change: But we must not be too rabid in our desire for variety. There are difficulties attached to it. Obtaining capable priests year after year from different r~ligious communities is without doubt a somewhat uncertain and perhaps unpleasant preoccupa-tion for the higher superior. It is much easier to have a stand-ing agreement with some one order of men for the simple reason Januavy, 1958 RETREATS IN RETROSPECT that uncertainty and negotiation are done away with. Then, too, it seems safe to suppose that most sister superiors have relatively few contacts with the higher superiors of orders of men. They may not, as a consequence, know exactly where to turn for com-petent retreat masters. What can be done? Two possible solutions occur at the moment, and there are doubtlessly others. The first bespeaks a widespread effort. Some national organization of religious women (or men, as the case may.be) could act through a spe-cially appointed committee as ~a~coordinating agency for the ex-change of retreat information. Superiors could forward to the committee the names of priests whom they have found through dxperience especially competent in retreat work. They could receive in return names of others whom they (the superiors) could contact for future engagements. The second possibility envisions the same type of coopera-tion on a limited, inter- or intra-community basis. Several com-munities could appoint individual religibus to exchange and relay pertinent information among themselves. Or within one com-munity (and especially one of the larger variety) sisters could be asked to forward to the provincia!, superior names of priests whom they "have found skilled in the giving of conferences or retreats to religious. Both of these suggested solutions would really be talent hunts. Their success would depend largely on the willingness of the superiors of religious men to appoint retreat" masters accord-ing to the expressed desire of other communities and also on the willingness of certain priests to be "worked over and over" in a rather taxing occupation. Experience seems to indicate that in many if not in most cases these religious men show that willing-ness and would be happy to cooperate insofar as possible in some such plan. If a program of this kind could be worked out, the bother and uncertainty so 'often bound up with obtaining priests from different orders would quite probably be lessened if 7 THOMAS DUBAY Review ]or Religious not entirely eliminated. There can be no doubt whatsoever that we in the United States possess within our land hundreds of earnest and skilled retreat masters, actual and potential It is up to us to exercise ingenuity and initiative in finding and using ¯them. Familiarity with Constitutions Unmistakable is the word to describe the preponderant number o~ sisters that desire their retreat masters to be well ac-quainted with the constitutions under which they live. Of 701 religious, 616 (89%) expressed- themselves positively, on this question, while only five (.7%) registered a negative opinion. The others were °indifferent. The majority view is to my mind soundly based, and that fo~ the ~.oIlowing reasons. i. From a negative point of view an acquaintance with a community's constitutions forestalls blundering statements in con-ferences and meditations. Such are, for example, advising the sisters how to spend time "in their, rooms" when they have no rooms; or speaking of vacations home when they have no vaca-tions, home; or, finally, making suggestions on how to say the Office when they do not say it. 2. Even more troublesome is advi~e that contradicts or seems to contradict provisions contained in the constitutions. Young religious may beupset or confused, while the older are probably annoyed. Neither reaction contributes to a suc-cessful retreat. 3. On th~ positive side we can find pertinent to our prob-lem the venerable scholastic adage that "whatever is received is received according to the condition of the receiver." What-ever the retreat master has to say to his "receivers" will surely be modified and conditioned by the mental set of those receivers. Part of that set is formed bytheir rule of life; and so, if he wants to know how they are going to understand his observations on the religious life, he should try to acquire some of their condition-ing by a reading of their rule. 8 ¯ January, 1958 RETREATS IN RETROSPECT 4. A priest will be much more practical (and interesting) in his meditation expos~ and conferences if he can occasionally choose for the illustration of his principles items selected from a community's own blueprint for life. As I pound the typewriter before me, the thought passes through my mind of the times my own-ignorance of a congregation's constitutions has wasted valuable conference time and rendered application less effectual. More than once has ~he awkward, expression passed my lips: "I do"not know whether you . . . , but if you do, you may find it helpful to . " Hardly a smooth attempt to be practical. 5. .Reading the constitutions enables the retreat master to grasp this congregation's spirit--not that of his order, nor that of a third or a fourth. 6. The work of the confessional can be done more effec-tively, more surely. Questions are understood and more cor-rectly answered. A sister is scarcely helped in her query about a possible infraction of poverty if her confessor knows nothing about her congregation's interpretation and practice of that vow. 7. An easy familiarity with a community's own ,way of life as expressed in its constitution~ is .bound to generate a receptive notein the retreatants. Their confidence in the master.i~ height-ened-- understandably. Sister~ typically love t~eir rule of life and are appreciative of the priest who will trouble himself, to read it for his own benefit. So much for reasons. A. few cautions seem in order. .The retreat master must exercise a bit of circumspection in his use of another community's constitutions. His references m~ist.be r~spectfui. Obviously out of place is any criticisfi~ of rule or custom, whether that ciiticism is patent or merely implied. This has been done and it isheartily re~ented. And.rightly. Con- ¯ stitutions have .been ' approved by ecclesiastical authority far greater .than any an individual priest can rustle .up. His criti-cism~ therefore, carries little weight.It further lal~ors under theburden of bad "taste. 9 THOMAS DUBAY Review for Religious The retreat master, secondly, should be reasonably sure of the interpretation he attaches to a principle or regulation. To obtain this reasonable degree of certitude one aid is the applica-tion. of the ordinary norms of hermeneutics. Such would be the consideration of the entire context: paragraph, chapter, whole work; the explanation of the obscure by the clear; the directive help of custom. Perhaps the safest guarantee of correct inter-pretation, however, is the help of a superior of the retreatants. She might favor the priest, with some hints on points she thinks need stressing. She might also offer interpretations that alter the prima facie meaning of regulations contained in the constitu-tions. Since custom is the best interpreter of the law and the retreat master may not know of modifying customs, both he and the sisters will be decidedly aided by observations of this type. Our third caution is a mere reminder that constitutions ought not to be worked td death by overdoing references to them. No Usable directive covering all cases can be given. Good taste and common sense must be the guiding norms. The protocol of getting a copy of the constitutions into the hands of a retreat master ought not to be difficult. It would seem best for the provincial superior of the retreatants to offer a copy to the priest about six months in advance. I stress the word, offer, for the reason that a priest does not especially care to ask for a copy of the constitutions. He fears that the superior might be unwilling or that she may think him curious (I doubt that he is). In any event her taking the ~initiative makes the whole matter more simple. Conference and Meditation Approaches What kind of approach do sisters like best? Intellectual? Emotional? Mixed? Difficult questions, these . . . questions that admit of no facile answer. And further, do the likes of the sisters necessarily coincide with .what is objectively best? It is possible that a religious keenly enjoy an emoti0nally toned meditation expos~ and actually derive little lasting benefit from 10 January, 1958 RETREATS IN RETR~ it. But as far as preferences go, we may recall that among the surveyed sisters-- 1. Almost none (.6%) want emphasis placed on the emotions alone. 2. Slightly more than half (50.5%) desire some stress on the use of emotions by the retreat master. 3. Slightly.less than half (49.5%) want no stress on the emotional approach. 4. A vast majority (93.1%) seek emphasis placed on solid intellectual content, whatever other techniques be mixed in.4 5. A lesser majority (78.4%) want Sacred Scripture to have a prominent place, o '6. In order of preference the intellectual approach out-distances the others; the frequent use of Sacred Scripture ranks second, and a stress on the emotions third. The retreat master is evidently ir~ the position of a cook seasoning soup destined for a hundred palates. But the cook enjoys an advantage in that he can season moderately and depend on the saltcellars to supplement his efforts. The retreat master, however, can lean on no stylecellar to alter the fare he presents. And yet spiritual palates vary .as widely as do material. The situation, nonetheless, is not hopeless. I am strongly inclined to think that while the sisters' differences in preference are real, they are not as deep as they first appear. For one thing, you will note that the whole problem is one of emphasis . . and emphasis is a relative thing, a thing that has many meanings and many degrees. Then, too, desire for stress on one approach does not thereby exclude other approaches. It indicates merely a wish that this one be given a prominent place. Emphases are not mutually exclusive. All things c.onsidered, I submit that the interests of most retreatants will best be served 4 In our original article we erred slightly (by 1.8%) on this point. This error was due to faulty grouping. For the present conclusion we should have com-bined groups 2, 4, 6, and 7 of the questionnaire items instead of 2, 4, 5, and 7. See REWEW FOR RELIGIOUS, March, 1956, p. 91. 11 V Review for Religious rences of the majority propet~ly honored by~ari ~ ¯ 'ing the. following characterigtics, negative and ~ ~[0~ry language, sentimental and.exaggerated orator2 ical devices (e.g.,. whispering, unusual exclamations--alas! oh!) are anathema. Earlier.ages may have felt differentlyi but realis-tic, twentieth-century American religious give evidence ot: little patience with the stage-pulpit mixture. We. typically resent any obvious, artificial attempt of a retreat mfister to play upon our emotions. Quite another matter, of course, is the sincerely felt but restrained emotion of a priest'who is deeply penetrated with his message. I do not think that the sisters who exi0ressed them-selves so emphatically against en~otionalism wish a re.treat master ¯ to be stoical. They, after all, are human and so is he. Rather I think they merely wished to exclude an emphasis on the emo-tional approach and any semblance of artificiality. The priest who knows himself to be inclined to manifest his feelings too freely--even s!ncerely experienced t~eelings--will do well to exer-cise a moderat.ing restraint over them.' . 2. While most ~eligious harbor a strong dislike for flowery language, the)) do seem to appreciate a .well-#pok~n sentence, English that is clear, correct, and intelligent. We do not need to labor the point that there is a vast difference between over-done verbiage and a first-class command of language. 3. Absolutely es~entihl in the minds of a vast majority of sisters is a sound intellectual current runiling through medi-tation exposes and conferences. With thi~ pFeference I am in complete agreement. I do not mean to imply, howev.er,' that. meditations and conferences are to be periods .of intense intel-lectual gymnastics. But they should serve as channels for the. conveyance of solid doctrine.on anintellectual level transcending the catechism. In a meditation on the Blessed Trinity, for ex-ample, I can see no reason for refusing to touch upon the intel-le'ctuai generation of the Word and the spiration of the Holy Spirit. These trutl~s, if we work overthem, can be put simply 12 / January, 1958 RETREATS IN RETROSPECT and explained clearly. Coordinated with the divine indwelling they can be°ihvaluable spurs toward sanctity. So, too, can abbre-viated theological analyses 0f the beatific vision, de~otion to. the Sacred Heart, and the mediation of Mary. Repet!tion is .the soul of monotony . . . and s~ is triteness. If a retreat master seldom offers new insights, rarely teaches what has not been heard ten. or twenty times already, ~carcely ever delves more deep!y into God's reve!ation, he is likely to leave little mark on his hearers. ¯ Sisters are people--they like to listen when they learn. 4. The retreat master must at all times keep .his presenta-tion gimple. While he does well to develop some of the finer. points of theology, he must keep his vocabulary lind phraseology tuned to a non-theologi~ally prepared audience. .Profundity of thought and simplicity of presentation can go nicely together. Most sisters are.intellectually capabl'e of understanding theologi- .cal concepts, but nonetheless many of them lack the technical ¯ training needed to grasp these concepts i'f they are ~ffe~ed in fancy terminology. In his outlook on conference-giving to religious; the priest must be careful not to confuse a lack of knowledge with a lack of intelligence. Some sisters may not hav.e too much of the former in matters theol6gical, but most are well equipped with the latter. 5. Attractive~ apt analogies and illustrations are indis: pensable helps, because ~hey suktain interest and pave the way to clear explanation. One i~eed only study the master teacher, Christ, to see how effective a concrete, well-illustrated approach can be. Instead of discoursing abstractedly about a psychology of pride, Jesus hammered home His teaching by talking about places at a banquet table, a boasting Pharisee, and ~a small child. Instead of extolling in the abstract the good-example angle of the religious life, a retreat master can nail down his point by doncretizlng it: "Every time you leave the door of this convent you give. the world a. wordless sermon, a sermon it needs badly, a sermon on the beauty of voluntary .poverty, chastity, and obedience." Or rather than a mere theoretical disquisition on 13 THOMAS DUBAY Review for Religious generosity, why not follow up the theory with a few concrete ideas about being available for extra jobs around the convent: substitution for a sick sister, extra duty in the hospital or class-room, acting as a companion (a happy one). Theory is fine, but apt illustration is even better. 6. It seems to me that an abundant--but not overdone --use of Sacred Scripture sh0ul'd usually find its way into the retreat meditation and confei:ence, The word of God Himself has an efficacy with souls Ufishared 'by the most clever words we humans can concoct. One sister remarked in this connection that "it is only too late that one finds the beauty and worthwhile passages in Holy Scripture. Personally, I have found myself living in close union with God by just one passage studied in the New Testament at meditation or spiritual reading." The retreat master, therefore, in gathering together material for his conferences ought to search the sacred pages (with the help. of a concordance) for apt scriptural support, Well-chosen texts will enlighten the minds and move the wills of his listeners far more effectively than his own words ever will. Theology in Retreats If ever a universal statement is dangerous, it is when discuss-ing the problem of theology in retreats fc~r religious. So varied are the talents, tastes, and training of typical groups of retreatants, that a priest's efforts to trim his treatment of theology to suit the preferences of all are almost predoomed to failure. And yet, while we may not be able to meet the needs of each and" every religious, I think we can tailor our approach to care for the great majority. First of all, I think it is safe to say that very few sisters and brothers have more~than a handshaking acquaintance with theology . . . real theology. I know full well that many have taken ~he mushrooming colleges courses in "theology," whether in their own juniorates or in regularly constituted colleges; but for the most part these are merely college religion courses 14 Janua~'y, 1958 RETREATS IN RETROSPECT labeled theology. In any event, we can agree that few brothers or sisters have taken the theology that priests have taken. The retreat master may not forget, therefore, that in his planning he ought not to assume technical knowledge or training in the .sacred science. Positively,. he sh(~uld assume that there are many theological concepts with which the retreatants are not acquainted ai~d about which they will be delighted to hear. These two facts suggest a pair of norms which may guide masters in their ap-proach to theology. First~ any theological concept that is introduced into con-ference or meditation must be presented simply if it is to reach the majority. This caution can hardly be overemphasized. A technical, highly abstract, sparsely illustrated presentation is so much wasted time . . . and sometimes patience. A' priest who uses unexplained theological or philosophical terms (e.g., hypo-static union, satisfactory value, timorous conscience, formal object, eschatological emphasis) may impress his hearers with the pro-fundity of theology, but he is hardly going to lead them to a greater love of God. Yet (and this is our second norm) this does not mean that retreat masters should not present profound truths. They cer-tainly should. God gave us the whole of His revelation for a purpose: the sanctification of souls. If a priest neglects to teach those truths when they can in some way be grasped, he is neglect-ing a powerful, God-given means diGrm[y aimed at the sanctifi-cation of souls. There is a tremendous difference between presenting the-ology in retreats and presenting theology technically. One sis, ter brought this point out beautifully. She observed that a retreat master: should give sisters exactly the same substantial content as he would give to other priests. He need have no fear that they will not be able to understand and live what he himself understands and lives. He should deliver his message, however, without scholarly verbiage, Latinisms, and all the other trappings which serve to im-press rather than to clarify. Through no fault of their own, sisters 15 Review for Religious do not have the.information to cope with this. It is a great mistake, however--and sad to say. a common one--to confound a sister's lack of technical theological learning with a lack of intelligence. It is the priest's task to make the technical comprehensible to the non-theologian. This of course demands inuch more understanding than does a presentation in the language" of the manuals. Most retreat' masters present a very thin gruel by comparison with what the}, could give if tl~ey had greater respect for the potentialities of the sisters. :&nd there are further reasons for introducing simplified theological concepts into. retreats. To my mind triteness of sub-ject matter (and triteness of expression, ~;oo) is candidate number one fo~ the title of b~te noire among the defects of contemporary preaching. We tend to' repeat meditation subjects and medita-tion ideas so unendingly that often little of enduring value is ldft with the retreatant.'If, on the contrary, we delve into the riches of divine revelation and teach the retreatants some of the many things they do we can hardly fail to Sot~nd theolegy not know about God and His.loveliness, leave a beneficial and lasting mark. retreat offers the further benefit of furnishing solid bases for a fervent spiritual life. It is perfectly true that learning is not .an essential ingredient in the make-up of saintliness; but, all else being equal, it is undeniably a power-ful aid. The reasori for this is nothing more. nor less than the age old scholastic axiom: nothing is willed unless it is first known. If we want our religious to live sensible, solid, and saintly lives, we must do our part by furnishing them with lucid explanations of pertinent sections from "moral, .dogmatic, scriptural, ascetichl, .and mystical theology. To offer less is to shortchange." Fine. I suppose we are agreed that simplified but new theological concepts .have a place in retreats for religious. But how is the .individual retreat master going to know (1) what will be "new" concepts for a particular group of religious and (2) whether his treatment of those concepts can be honored by the adjective simplified? A partial answer to the first problem can be worked out by a close cooperation between the retreat master and the provincial 16 January, 1958 RETREATS IN RETROSPECT superior of the retreatants. The latter could volunteer informa-tion on the background of the sisters with particular emphasis on their previous education and present work. If she can indicate with some precision to what extent the sisters have been in-structed in sacred doctrine, all the better. The retreat master needs help in answering the second question also, but this time it must issue from the retreatants themselves. A teacher can hardly know of himself whether or not his classroom presentation is clear and simple. He must hear from his pupils in some way or other, whether by examina-tion or oral comment. A retreat master hears nothing from the former and little from the latter. If he is brave enough, he might invite written comment. Toward the close of the exercises he could pass out a one-page opinionnaire asking for a frank evaluation of his exposition. If he does this, he should make it perfectly clear that he is not looking for an oblique pat on the back but for a statement of unadorned fact. Private Interview with the Retreat Master We approach now a question on which there is sharp dis-agreement between two large groups of American sisters. That question is whether or not sisters making a retreat should be allowed to approach the retreat master for a discussion of spiritual problems outside of the confessional. You will note that the question is not whether all sisters should see the priest in this capacity, but whether they may see him if they wish. Our survey indicated that a majority of religious women favor the availability of a priva.te confer.ence, although a strong minority look askance at it. The study suggested also that religious communities themselves vary in their official views. Some allow the private interview; others do not. To my mind the opinion favoring the availability of the private conference is the better. But before I set down reasons, a word of caution. No religious should be in any way forced or persuaded to seek a conference. Some sisters find the help 17 THOMAS DUBAY Review for Religious available in the confessional adequate for their needs. Others would be embarrassed and at a loss to explain their problems in. a private interview. We must remember that most sisters, unlike both religious and diocesan seminarians, are not accustomed to speak of their spiritual life with a priest sitting face-to-face be-fore them. Perfect and complete freedom, therefore, should surround this whole matter. Some religious, however, not only desire a private interview, but clearly need one. Any experienced spiritual director knows well enough that there are problems involved in the fervent living of the religious life far too complicated to be solved in the time ordinarily available in the confessional. As one sister put it, "there are some matters one simply can't get straight in the confessional." General conferences do not help here pre-cisely because they are general. We are not trying to form "religious in general" but particular religious, and for that individualized attention is indispensable. Said one sister: "Some-times the conferences would never have cleared up my diffi-culties, but a private conference where I can ask questions did." Aside even from strictly spiritual problems of an ascetical nature, a religious may want to discuss a moral or vocational difficulty. Again, as any director knows, these problems are often such that they cannot be solved by a few paternal (and some-times trite) words in the confessional. They need a full hear-ing followed by mature thought and discussion. Then, too, few sisters during the course of the year enjoy the opportunity of receiving an adequate hearing on their spiritual needs and aspira-tions. Why not give that opportunity to them at retreat time? A denial-of it could have unfortunate consequences. One superior has observed that "if a religious doesn't feel she has that freedom [of a private conference at retreat time], she Will look for other means to solve her problems, or just drop them and give up . " Failures in the religious life are not always due wholly to the unfortunate religious. 18 January, 1958 RETREATS IN RETROSPECT The fact that many sisters do so well in their spiritual" lives without systematic and thorough spiritual direction is hardly an argument against its value. In all likelihood they would advance in God's love even more rapidly if they were given regular direction as the major seminarian, for example, is given it. The objections brought against the private interview do not seem entirely valid. They are, for to the danger of abuse. And among likely (judging from the sisters' opinic community and self-seekir~g on the part on the latter I think we should reser~ religious could be sure that such an at for me to see. Nor is. disloyalty so. Most priests, after all, are sensible en( case of criticism, even bitter criticism, th side of the story. They are not going mentally with the other side unheard. sister's criticism is valid, it is clear that sl Her needs should be cared for. Possible abuse is no argument ag~ Church herself allows (and prescribes great abuse is possible. The same obi are possible also in the confessional, b~ dreamed of discontinuing the sacramen them. She merely surrounds that sacr~ guards as are reasonable and then lear of God. Which may remind us that which abuse may be .present. will. .the most part, reducible ~ossible abuses the most is) are disloyalty to the of the sister. Judgment to God. How fellow ase is present is difficult ormidable an objection. agh to realize that in a .'y are receiving only ond condemn a community But whether or not the may really need advice. .nst a good thing. The many things in which ~ctions mentioned above .t the Church has never of penance because of ment with as many safe- ~s the rest in the hands 3od also allows much in Consider the prosaic fact of free The practical problem of little time anda large number of retreatants is genuine: "I can't see how a retreat master in one private conference could possibly help one--especially when two or three hundred people are making the retreat that usually 19 THOMAS DUBAY Review for Religious lasts five or eight days." Real though the difficulty is, its solution is not impossible. First of all, we must remember that most religious will probably not seek a private interview, at least not in every retreat. Secondly, superiors should exhaust their in-genuity in seeking ways and means of multiplying retreats and consequently reducing the number of participants in each one. Finally, retreat masters should imitate St. Paul in spending them-selves without stint for the benefit of the sisters. They should give generously of their time and l~e as available as possible. On their part local superiors "(in congregations that allow the private conference) should make it as easy as possible for the sisters to obtain direction. While religious discipline may not suffer, red tape ought to be reduced to the barest minimum. And we might observe in conclusion that the religious themselves ought carefully to abstain from making comments of any kind about those who choose to avail themselves of the opportunity to. obtain spiritual direction. Understanding of Retreatants' Needs We have already observed in our survey series that a some-what disturbing number of sisters feel that at times their retreat masters do not understand well enough the spiritual problems of religious women. If we may judge the views of these sisters on the basis of the typical comments they made, we must return the verdict that usually those views are objectively based. Perhaps an instance of what I mean will help. If a priest counsels a community to do something prohibited by its constitutions, the sisters' judgment that their spirit is not understood is objectively founded. It is not a mere subjective persuasion. When a priest does not understand the needs of a particular group of religious, that lack of understanding will usually occur in one or other of the following categories. 1. Failure to grasp the diverse needs of the different re-ligious communities. This particular type of misunderstanding comes in a number of varieties. One sister observes that the 20 January, 1958 RETREATS IN RETROSPECT retreat master does not seem to appreciate the needs of the teach-ing religious. Another remarks that the problems of the nursing sister are for the most part missed. A third objects that the priest does not understand the spirit of her order or that he confuses it with the spirit of some other congregation. This type of misunderstanding is itself readily understand-able. Many retreat masters are not teachers; none are nurses; and none belong to the identical community as that of the re-treatants. It isi therefore, encouraging that the sisters themselves show a sympathetic appreciation of the di~culties lying before the retreat master. Yet for all that, the obstacles can be at least partially removed. If a priest habitually gives retreats to teaching or nursing religious, it seems imperative that he keep abreast of current problems facing the sisters by reading publications in which those problems are discussed. Such would be, for example, the Catholic Educational Review, the Catholid School Journal, Hospital Progress, Review for Religious, Sponsa Regis, and Sister Formation Bulletin. A first-class biology teacher keeps himself au courant on the newest developments in his field. So does the first-class retieat master. An invaluable means of learning about the problems peculiar to sisters in diverse works (and we are thinking also of contem-plation, social service, missi(~ns, and others) is to give the sisters a chance to say something during retreat time. A daily discussion period wi~h the master serves a number of excellent purposes and . this is one of them. A discussion period can easily replace or be integrated with the daily conference (as distinguished" from the meditations). 'Misunderstandings bearing on the community's works and spirit can be eliminated to a large extent by a careful reading of sisters' constitutions together with exchanges with their su-periors. We have discussed both of these matters in the early part of this present article. 2. Lack of understanding of the psychology of women and of the religious life as lived by women. On this point I would 21 THOMAS DUBAY Review for Religfous almost prefer to say nothing at all, for there is little that I can offer with certainty. Of this, however, we can be sure: we do have a prob.lem here that is worth noticing. In our survey the sisters mentioned it more than once and that in diverse con-nections. Now, of course, men and women are not so psychologically different that the one group can never hope to know very much about the other. Yet there does seem to be a chasm in mutual understanding wide enough to create difficulty in obtaining optimum retreat results. This difficulty is sharp-ened when we reflect on the patent fact that retreats for religious women given by religious men are here for keeps. We want, therefore, to make them as successful as possible. What can be done to further a more complege understanding? Experience, obviously, will help any priest. And so will his study of feminine psychology (if he can find something reliable on the subject). But I think that the real solution, if there is one, lies with the sisters themselves. To a consid-erable extent the heart of a nun is unknown terrain. Her confessor surely has some access to it, but a decidedly incom-plete access. The depths of her heart, its love, its aspirations and yearnings, its happiness and its pain are for the most part a closed book. How precisely she views the trials and joys of her-consecrated life are her secret hardly to be shared fully by another. Her entire reactions to her friends and i~amily and sister religious and superiors are unknown quantities. In all this, of course, she is no different from the rest of us. The difference lies in the fact that a priest can more easily understand all these things as they occur in laymen and in priests because he has been both. And many priests engaged in seminary work have spent long hours in the spiritual direc-tion of seminarians. They know the masculine mind in its religious implications because they have experienced it both in themselves and in others. 22 January, 1958 RETREAT~ IN RETROSPEC~ ' Now if there is such a thing as a psychology of religious women--and many sisters insist there is--it is the religious women themselves who must give an account of it. Perhaps our sisters have been too reluctant to explore this particular aspect of their vocation or too taciturn about making known what they have found. In any event the initiative must stem from them. 3. Lack of understanding of the real problems in the religious, life of sisters. This problem, where it actually does occur, is probably connected with the preceding. In our opinionnaire an item on community ~ problems was included and to it many interesting answers were given. I have not as yet written up this particular question, but hope to do so in the reasonably near future. It may cast some light on this third source of misunderstanding. 4. Failure to realize th~it most sisters are not interested in mere mediocre holiness. While this particular type of mis-understanding is by no means universal, mention of it did occur frequently enough to warrant more than a passing notice. Since, however, it shall come up for consideration in our next section, we will pass it by for'the present. 5. Lack of patience with sisters' poblems. To run out of patience is like running out of gas. Neither necessarily sug-gests a lack of understanding of people or of gas tanks. Either may bespeak nothing more striking than some deficiency or other in human nature. But on the other hand, misunder-standing may be the culprit. And this takes us back to our psycholog)~ of the sexes. It is easy to visualize a priest brush-ing off a sister's problems as petty and of no consequence. He may be right (and he may not), but in either case charity indicates that he give her a kind hearing and a patient-answer. Attitudes Toward Sanctity In proposing to analyze so intricate and delicate a question as the present one, we are perhaps treading where angels fear; 23 THOMAS DUBAY Review fo~" Religious but the very moment of the matter beckons at least a try. If it is true, as the Salmanticences say it is, that to raise a good person to saintliness is a greater work than to convert a sinner to grace, the efforts of retreat masters to lead religious to the heights of holiness loom up as of no little account. There are two elements involved in the retreat master's approach to sanctity for his auditors. On the one hand there is the question as to whether he urges them sufficiently to the heights, and on the other whether he explains adequately just how those heights are to be scaled. The survey indicated that a majority of sisters (63.1%) felt that retreat masters usually do urge them sufficiently to supreme sanctity, while a notable minority (36.9%) were of a negative opinion. Regarding the second element the breakdown was closer: 53:8% thought that retreat masters usually explain adequately how complete holiness is to be achieved and "46.2% embraced an opposite view. These contradictory opinions on both questions are easily understood. They are probably due to three factors: (a) the sisters polled have differing standards as to what the heights of holiness really are; (b) they also differ in their judg-ments as to what a retreat master ought to say about complete sanctity in a heterogeneous group of religious; and (c) they are speaking of different retreat masters. Understandable though these differences of opinion are, they are nonetheless represented by percentages large enough to indicate that a considerable number of retreat masters are not satisfying a considerable number of religious in their ap-proach to the question of sanctity. If this conclusion be correct, we might dwell with profit on possible means of improving inadequacies where they do occur. 1. The confessional is a situation tailor-made for the pru-dent direction of a soul to holiness. A confessor can often spot the fully generous so.ul, the soul that is ripe for a greater love of God. The penitent's confession itself both in its content 24 Janua~'y, 1958 RETREATS IN RETROSPECT and in its mode will often suggest the, practical means to be used at each pa_rticular stage in the spiritual life. 2. In his conferences and meditations the master should present saintliness itself as the goal of the religious life. He ought not to suggest by word or attitude that some sort of mediocre goodness is sufficient, but rather that the very end of the state of perfection is perfection, a thorough doing. The word itself, perfection, indicates a completeness, an entireness that can be predicated of nothing less than the sanctity of the saints. And yet while he presents holiness in all its totality, the retreat master will be careful not to discourage the weak. Some religious do not feel that they are ready to scale the heights and that they must first get themselves established at the moun-tain's base. The priest will, therefore, counsel patience and p~udence in adapting means to an individual spiritual condition and state in life. While pointing out the sublime goal, he makes it clear that we do not reach it in a month or a year, but that with the cooperation of our unstinting generosity God brings us to it in His own good time. .Presented in this way the doctrine of saintliness for the religious fits the needs of all and hurts none. 3. The retreat master should next show that the heights of holiness are possible of achievement. One sister'ha~ ob-served that the manner of reaching sanctity "is often presented as being very difficult rather than as something to be. faced with joy and confidence." Working for real holiness is difficult-- there can be no doubt about that. But it is not a sombre and forbidding difficulty and certainly not an insuperable one. Christ could not have commanded the impossible, and yet He made it crystal clear on at least two occasions that all men are to strive for perfect sanctity. "You therefore are to be perfect, even as your heavenly Father is perfect" (Matt. 5:48). "Thou shall love the Lord thy God with thy whole heart, and with thy whole soul, and with thy Whole mind" (Matt. 22:37). The 25 THOMAS DUBAY Review ]or Religious comment of Pius XI on the first of these texts was emphatic: "Let no one think that these words apply only to a very few select souls and that all the others are permitted to remain in some inferior degree of virtue. It is evident that absolutely everybody without exception is bound by this law" (third cen-tenary of St. Francis de Sales). If saintliness is possible for all men, it is doubly possible for the religious who has chosen the most effective means to attain it, the state of perfection. 4. A step further. Saintliness for religious should b~ presented as eminently desirable, a thing at once splendid, satisfying, and sublime. There is nothing in the world so utterly charming as a saintly soul--and also nothing so pleasing to God. The beauty of a consecrated life lived to the hilt should be like a golden thread that the priest weaves through-out the retreat by his attitudes, words, and actions. 5. A practical explanation of the means to achieve sanctity is indispensable. We have already noted that a con-siderably greater number of the sisters participating in our study found fault with retreat masters on this score than on the score of theory. Such is not surprising for we humans naturally tend in our teaching to stress the general and avoid the specific. And in our spiritual conferences we tend to generalize all the more because we are subconsciously afraid that we will step on somebody's toes if we get too specific about what we mean. Yet if a retreat master is going to be clear he has got to be specific. Else he is likely doing' nothing but preaching pious platitudes: I suppose I might right now practice what I am' preaching and be specific. Instead of resting content with a glowing but merely general eulogy of detachment from created things, the retreat master ought to get down to brass tacks and spell out what this thing is really all about. He might tell his audience clearly what an attachment is: the clinging of the will to a created thing for its own sake; the loving of a creature for its own sake and not for the sake of God. Then January, 1958 RETREATS IN RETROSPECT he could specify as does St: John of the Cross what some of these creatures might be: a book, a piece of clothing, news and rumors, a love of ta/king. (See Ascent of Mount Carmel, Book I, Chapter 11.) He might be even more specific and explain the psychology of attachment and then use some of these examples to illustrate his point. When a speaker has spent twenty or thirty minutes in this fashion, he has said something . something that ~vi[l move to action because it is clear, practical, down to earth. 6. In our efforts to move souls to seek saintliness itself as their goal we might well draw more freely from the lives of the saints as a source t:or apt illustrations. If in a lecture on biology you want to explain the nature of plants, you draw your illustrations from plants. Why not the same in explain-ing saintliness? The unqualified idea that saints are to be admired but not imitated is, of course, the merest nonsense. Any good theology manual p.oints out that an essential reason for the pope's infallibility in a decree of canonization is pre-cisely that he is presenting to the faithful an example to be imitated and that, consequently, he cannot lead them astray. The retreat master, to be sure, ought not to dwell on the unusual doings of the saints for the twofold reason that these unusual activities are both comparatively rare and also not the chief basis for the saints' canonization. If the Church intends us to present the saints to the simple faithful as concretizations of perfect sanctity, all the more ought they to be presented to priests, brothers, and sisters both in retreat and out of it. 7. In order to further the work of all-outness in matters spiritual, the master could suggest to the retreatant community choice books eminently suited to the purpose. Our contem-porary spiritual reading market is not totally void of second-rate works, wo~'ks that sometimes clip the corners off perfection as it has been explained by the saints. If you wonder, perhaps, at exactly what I mean, I would suggest that you read side by side 27 THOMAS DUBA¥ Review ]or Religious St. Frzn¢is de Sales, St. John of the Cross, and St. Teresa of Avila on the one hand and some of our less noteworthy moderns on the other. 8. Our final suggestion: a self-analysis on the part of each retreat master. Some priests are undoubtedly doing a superb job in this whole matter; others seemingly are not. A self-examination may help to indicate who is where. I think that some such examination would be based on three funda-mental questions: (a) do I really~know the doctrine of the saints; (b) am I prudent in applying it; (c) am I practical in explaining it? Other questions would be mere derivatives of these three. Characteristics of the Retreat Master We will preface our comments on the traits of retreat mas-ters by refreshing our collective mind on the preferences and dislikes of the ret~eatants. It is the mark made on them, after all, that determines the success or failure of the retreat. As regards positive qualities our survey indicated that sis-ters, at least, overwhelmingly nominate genuine sanctity as thi~ trait most desirable in a retreat master. Practicality, a distant second-placer, was followed by experience, theological learning, kindness, and a sense of humor in that order. On the negative side the number of different defects noted by the sisters was decidedly large. Among the most frequently mentioned wero reading of meditations, lack of interest, conceit, verbosity, sar-casm, joking manner, impracticality, severity, harshness and speed in the confessional, bad delivery, superficiality, dramatic manner, lack of preparation, excessive intellectuality, critical spirit (and especially toward sisters), worldliness, condescension toward sisters, negative approach, scandalous stories, crude lan-guage, idiosyncrasies, and insincerity.~ For a complete treatment of these and other qualities and defects, see REY'IEW RELIGIOUS, September, 1956, pp. 253-62. 28 Janua~'y, 1958 RETREATS IN RETROSPECT Perhaps the brightest and most encouraging element in this whole matter is that every quality above mentioned, with the possible exception of a sense of humor (which came last in importance), can be acquired by a serious priest, while almost every defect can with due attention be eradicated. Any priest can, if he really wants to, set out after genuine sanctity; he can acquire practicality, experience, a competent knowledge of theology; and he can be kind merely by making up his mind to it. On the other hand he can tone down a clamorous delivery or clarify a muttering one; he can eradicate harshness, conceit, verbosity, and sarcasm; he can prepare his retreat well and refrain from reading conferences and meditations; it is within his power to avoid disinterestedness, criticism, condescension, and worldliness. Most priests (who, after all, have had enough talent to receive ordination) can with hard work develop them-selves into acceptable retreat masters. But--and this is a worthwhile but--we do not always know our defects and, for that- matter, sometimes our strong points. I would not be entirely unwilling to support the thesis that most of the failings we have noted are unrealized by the retreat masters possessing them . unrealized at least as defects. A man can easily be unaware that his manner is conceited, his delivery raucous, and his matter superficial. He may sincerely think that his emotionalism is desirable, his severity needed, or his critical spirit justified. He may not know that his read meditations grate on the nerves of many or that his manner in the confessional is at all hasty or severe. All of which suggests the need for a large package of charity in the mental and verbalized judgments of retreatants, but it also suggests that perhaps the priests among us ought not to take too much for granted. We may not be so free of deficiencies as we might imagine. How to find out? One way is honest self-examination. Some defects so stand out that they can be seen with half an eye. Sarcasm, 29 THOMAS DUBAY Review /or Religious insincerity, criticism of sisters, and lack of interest seem to fall into this class of obvious deficiencies, obvious at least on a mo-ment's reflection. I think that sisters' retreats would in many instances be greatly improved if each retreat-giving priest would examine himself periodically on the list of qualities and defects the sisters furnished us in the above referred.to study. Knowing a deficiency is half the battle; the other half is won by good will and God's grace. But there are other defects that even a serious examination will not reveal. To know these we must be told by another. Is it beyond the realm of feasibility to suggest that the retreat master distribute once or twice in his career a simple question-naire to the retreatants in order to obtain a frank expression of opinion? There is the danger, of course, that he may appear to be seeking a naive pat on the back; but that danger can be annihilated by a few sincere, well-chosen words. Most retreat-ants would be frank, and their comments couid prove invaluable for the future improvement of that priest's retreat work. Despite his best and most sincere efforts, however, it may happen, that a priest is just not fitted by nature to do retreat work. Well and good. He may be a fine man and capable of doing outstandingly well in some other field. And it would seem wise for his superiors to assign him to another field. But at minimum we submit as imperative that superiors send into retreat work only those priests who are interested in it and generously willing to do it. The sisters' complaints dealing with lack of interest on the part of retreat masters are, as we ha.ve noted, heavy. And in all probability it is often the root cause of other defects. Experience in the classroom indicates clearly that the best teacher is the enthusiastic, interested teacher. The very same may be said of retreat master~ for they too are teachers. It would be generally agreed, I believe, that the work of giving retreats to religious is highly specialized and quite unlike 30 Janua~'y, 1958 RETREATS IN RETROSFECT the Usual activities of most priests. Neither the ordinary course of seminary theology nor the typical Sunday sermon approach is equal to the sublime task of forming consecrated souls to a configuration with Christ. Ideally, therefore, men who do re-treat work should have specialized preparation for it. We prepare men and women for other les~ important specialized jobs. Why not for that of retreat master? .We need not necessarily think here of formal and especially tailored courses; they may be feasible--I do not know. But as a minimumwe must think of a private, orderly study on the part of priests who give retreats, a study bearing on ascetical and mystical theology, the New Testament, and the lives of the saints. The nature of the work demands, of course, that th~ retreat master be competent in dogmatic and moral theology--else his ascetical and mystical theology may be in a tottering condition. Real competence and facility in these fields take time. Years. A man cannot have a real grasp on ascetical and mystical theology by reading two or three books, no matter how good they be. Nor can he know the mind of the saints by reading two or three lives, even the best of them. An ideal retreat master can be that man only who is wholeheartedly interested in the glorious work of raising chosen souls to a lofty degree of holiness and who is willing to submit to the rigors involved in acquiring and maintaining a fitness for it. A final note for the retreatants themselves . . . and that note is one Word: forebearance. Despite the very best and sincerest efforts of all concerned with retreats, masters are not going to be perfect. Our first and last perfect retrea~ will be conducted in heaven. In the meantime we must be patient and do the best we can with what we have. Meditation Subjects I do not think there is need here to 'ana1~ze the question of subject matter for retreat meditations, since the major impli-cations of our retreat study on this point have already been 31 THOMAS DUBAY Review fo~" Religious discussed.° One observation only seems worthy of mention, and that is the avoidance of triteness. It is neither psycho-logically nor pedagogically wise to insist on the same set of meditation subjects year after yea~. Topic repetition is psy-chologically unwise because attention is blunted by sameness and impressions fade: assueta vi/e~cunt. Subject reiteration is pedagogically unwise for the obvious reason that you. are not teaching very much, if anything at all. By hitting the same truths in the same way, few new insights are given and, conse-quently, few new motives for action. If, on the contrary, the same subjects are tackled from .new points of view and if they furnish new insights, all our objections fall to the ground. In a true sense, you really have new subject~. You are no longer trite. Rest Before Retreat A noteworthynumber of sisters mentioned in our opinion-naire that plain weariness hindered them from getting full spiritual benefits from their retreats. And one need not tax his imagination to believe them. Ushered by ol~edience directly from the hospital floor or the classroom into conference hall and chapel, these religious simply do not have the energy to give themselves completely to the searching work of a vigorous self-renewal. But we must remember at the same time that scarcity of personnel may prevent a provincial superior from doing a whole lot about the situation. Yet when it is possible, a full day's rest would seem in order for all sisters about to go on retreat. Even bettek would be a week or two of vacation, a vacation during which only spiritual exercises and trifling daily duties are mandatory. Religious (as we well know but some-times tend to forget) do not acquire nerves of copper merely by donning a habit. Daily Retreat Schedule Closely linked to the immediately preceding problem is the tightly packed retreat horarium. A daily schedule that is closely °See gEvIsw FOg gELm~OUS, November, 1956, pp. 301-5. 32 January, 1958 RETREATS IN RETROSPECT crowded with a multitude of spiritual exercises is psychologically and spiritually unsound. It does not take cognizance of the fact that God works best in peace and quiet, that the sisters need serenity of mind and heart if they are going to love Him tremendously. It would seem wise, therefore, to reduce the number of exercises in a squeezed-together horarium, to sched-ule vocal prayers in moderation, and to allow an adequate amount of free time. Most sisters are in dead earnest about the business of sanctity; and it should be assumed, until the contrary is proved, that they will use free time to their greatest advantage. Physical Accommodations During the Retreat One of the sisters good-naturedly referred to the problem of spacial overcrowding during retreat time as "one of those August mob scenes." We may easily sympathize with her viewpoint and yet at the same time grant that the problems of the assigning superior are knotty. Especially in large communi-ties this latter has often to provide the benefits of an annual retreat to hundreds of religious and that within the narrow confines of a few weeks and drastically limited facilities. For some communities, perhaps, the "mob scenes" cannot be avoided, at least in the near future. For others, however, careful plan-ning and personnel adjustment together with fresh thinking could conceivably issue in an amelioration of the situation. The solution in most cases would probably be a greater number of distinct retreats, however they can be provided. Possibly the week after Christmas would for some communities lend itself to an additional retreat time; for others the Easter vacation might be used for the same purpose. In still other cases the solution might lie in a greater dispersion of retreat locations. Rather than have all retreats in a motherhouse or community college, smaller houses might with some adjustment be adaptgd to serve as supplementary retreat centers. Aside from the greater ad-vantage of more physical space, such dispers)on would enable the sisters to seek and receive more individualized attention from 33 ¯ FOR YOUR INFORMATION Review for Religioz~s the master whether in the confessional or in the private conference. Conclusion Before capping this disquisition with its amen, I would like to reject in anticipation a possible illusion, for if. it came to be, it would probably be my fault. That illusion is that this study contains the answers to almost all retreat prol~lems. The truth is, of course, that it may contain some answers to some problems. The truth is also that we need a lot more thinking, fresh think-ing, about these questions. Investigation, too. It seems to me that we ought to learn from our secular friends how to use the tools of research to further love for God. We ought to study ourselves and our doings more objectively--scientifically, if you want to call it that. In all likelihood both we and our doings would be much more effective. For Your Informal:ion In Future Numbers NOT INFREQUENTLY we receive articles that have to be returned because the subjects are treated in articles that we have already accepted, but not yet published. It has occurred to us that this problem might be avoided if we publish a list of articles that will appear in subsequent numbers of the REVIEW, with a brief indication of the content of each article. Besides being helpful to prospective contributors, this list should be of interest to all readers. We give here a list only of articles that have been accepted at the time we are preparing this material for the printer. That means, roughly speaking, articles accepted before November 1, 1957. 34 January, 1958 FOR YOUR INFORMATION "The Holy See and Teaching Brothers." Under date of March 31, 1954, Pope Pius XII addressed-to Cardinal Valeri a letter on the special vocation and apostolate of religious institutes of teaching brothers. ,Several magazines have published English translations of this letter. The Commentarium pro religiosis published not o~nly the original Latin text of the Pope's letter, but also some background material and a commentary on the papal letter by Father A. Guti~rrez, C.M.F. We intend to pub-lish an English version of the papal letter, together with the background material and some o~ the more important observa-tions made by Father Guti~rrez. -"The Gifts of the Holy Spirit." This article gives a clear, simple, and attractive explanation of the more common theolo-gical teaching on the gifts and on their function in the ascetical life. "Religious and Psychotherapy." What are psychiatric treat-ments? What is their purpose? Should religious who suffer from a mental illness go to a pxsychiatrist and cooperate in psy-chotherapy? The article answers questions such as these. "A Sense of Balance." This is a study in contrasts: opti-mism and pessimism; with insistence that the true Christian view of life is an optimistic view that sees God as love, man as re-deemed, other creatures as means of sanctification, and the com-mandments as laws of love and life. "Saint Th~rhse of the H61y Face." The Little Flower's full name in religion is Sister Th~r~se of the Child Jesus and of the Holy Face. This article brings out, by means of numerous quo-tations, how profound was her devotion to the Holy Face. "To extend the Reign of Jesus Christ." This is an account of the founding of the first non-cloistered institute of teaching sisters. "Unceasing Prayer." We all wonder at times how we can fulfill the words of St. Paul, "Pray without ceasing." One ex-planation, called virtual prayer, has been recommended by cer- 35 FOR YOUR INFORMATION tain prominent French Jesuit writers. Their explanation is presented briefly in this article. "Proficients Who Do Not Progress.'? One division of the stages of spiritual progress is: beginner, proficient, and perfect. This article pays particular attention to the difficulties of the second stage and to the ways of surmounting these difficulties. "Preliminary to Adaptation." The theme of the article is that, in order properly to carry out the recommendations of the Church concerning adaptation and renovation, there must be a careful study of the spirit of the institute. "Countering Serious Sin." Religious are not immune from the possibility of committing mortal sin, and they need to take precautions. Such precautions are outlined in this article, which, in the author's words, is "a blueprint . . . for constructing (or re-constructing) an interior citadel against the lethal foe, serious sin." "Keeping the Rules." In religious institutes there are two kinds of rules: disciplinary regulations that mainly concern exter-nal observance and community order, and spiritual directives that pertain to the interior spirit and the apostolate. The article shows that fidelity to the rules means one thing as regards the first kind of rules, and another as regards the second kind. "The Neurotic Religious." This is a sequel to the article on religious and psychotherapy. Most religious who might need and profit by psychotherapy suffer from an emotional illness known as neurosis. This article is an attempt to paint a verbal picture of the neurotic religious and his problems. Non-Jesuit Contributors We are often asked (apparently by those who have not been regular readers of the RE'Ci, EW) whether we accept articles by non-Jesuits. One answer to this question might be a simple reference to the articles published during the last three years, (continued on page 41) 36 Spiri!:ual Cancer I:r~ncis J. M~cEnt:ee, S.J. wE ARE HEARING a great deal these days about cancer. Millions of dollars are set aside every year to study it, to learn everj~thing possible about this mysterious killer. People are made constantly conscious of it because they see and hear about it on all sideg: campaigns for research funds and hospitalization; drives against this and that as possible causes; salves and various ray-treatments as possible cures. The obituary page in every newspaper is also a persistent reminder of its omni-presence. Yet, even though cancer is prominent in the public eye, the very mention of it still strikes terror into those confronted with it. Any unexpected need for hospital care or sudden surgery generally wrings the same agonized question from the anguished patient: "It. isn't cancer, is it, doctor?" as if anything else would be almost welcome as an alternative. There is good reason for this terror, because the most terrifying thing about cancer is its insidiousness. Cancer is really an abuse. It might even be called too much of a good thing. Many people have a vague notion that.cancer is something like leprosy in that it is a disease that eats away until the poor victim just distintegrates. Actually it is just the opposite. Cancer is a lively exuberant~ growth of body cells, which in itself is a good thing because it is the normal function of body cells to increase and grow. Only in this case the growth gets out of hand and keeps right on growing long after it should have stopped. The cells continue to divide madly without any apparent cause or method of being stopped. That is why cancer is an abuse; why it is too much of a good thing; why it is insidious, for it starts with something that is normal and natural and perverts it. Finally, since these wildly pro-lifer~ ting cells are living things, they must be nourished; con-sequently, they spread out like the crab from which the disease takes its name and pirate their nourishment from the surrounding 37 FP~-NCIS J. MAcENTEE Review for Religious healthy tissue which in time, as is quite obvious, will be starved dead by the greedy voracious intruders. I am sure the .medical profession would find much to criticize in this over-simplification of one of the most serious and complicated diseases of our time, but my purpose is a medical one only to the limited extent of setting up a parallel with what might be called spiritual cancer. Our growth in the spiritual life is measured by our close union with Christ, an ever-deepening awareness of His presence and a constant striving to have an unalloyed intention in all our endeavors in His service. One good sign of a sound spiritual growth is the balance and harmony with which it proceeds. Our performance of the many activities which make up our dedicated lives mirrors, to some degree, the progress of our spiritual growth. We of course realize that all our duties and obligations, even those which may seem to be of lesser moment, or even (to our practical minds) somewhat impractical, are nonetheless very important from God's viewpoint. Therefore we must be on the alert that we don't allow our more favored activities, like those that bring more immediate and concrete results, to divert the activity that should be going into all our activities. For any such activity in our lives which starts to grow out of all due proportion, siphoning off time and energy from some other duty, is an abuse; it is too much of a good thing; it is a spiritual cancer. We must bd constantly on our guard against the manifesta-tions of this disease because, like its physical counterpart, it will have begun long before we become aware of it. The insidious-ness here lies in the fact that we have within ourselves the germs of the disease because, for most of us, activity of some sort is our way of life, our prime means of doing .God's will. And it is so easy for one phase or other of this activity to get out of hand, to start growing out of all due proportion, thriving perhaps, but only to the detriment of our whole spiritual or- 38 Janua~'y, 1958 SPIRITUAL CAN(~ER ganism. Since activity, then, is the way by which we serve God, it is so easy ~or us to play the doctor in our own case and give a false diagnosis to our symptoms, admitting perhaps the begin-nings of an excited growth but misinterpreting the symptoms as a case of increased fervor in doing God's work. If God is pleased with this much activity, we say, then He will be twice as pleased with twice as much. Like the man who reads the prescription on the medicine bottle then doubles it, convinced that he will get well twice as fast. Such a dangerous spiritual bedside manner in dealing with our own ailments can lead to only one conclusion: an ever-spreading cancer which will soon sap our entire spiritual nourishment leaving us spiritually ema-ciated and all under the guise of giving God a service which He most assuredly does not want. The activities in our dedicated lives by which we serve God are numberless. As long as their growth is normal and in har-mony with the growth of our whole spiritual structure, our spiritual li~e will be sound and healthy. But let's look at a ~ew pertinent instances of activities that could, if we are not watchful, begin to grow malignantly. For those o~ us who teach school on any level whatsoever, there is little question of what to do with our superfluous time since that precious commodity is practically non-existent in-this glorious activity. But because there is no proportion at all be-tween the time spent in preparation for and actually spent in the classroom and the time formally spent in meditation, examen, and spiritual reading, we might come to the sad conclusion that the one which takes the more time is the more important. If that becomes the case, then it won't be long before there is a big-business merger and even the little time which was once spent in spiritual duties will be absorbed by the larger enterprise. Prognosis? Incipient malignant cancer. However, we might justify this course oi: action by saying that we have thereby be-come a better teacher. After all, we argue, if it's God's will that I teach others that I may bring more and more souls to 39 FRANCIS J. MACENTEE Review for Religious love Him an°d to save their souls, then anything I can do to make myself a better instrument will be furthering God's glory. The fallacy there is that we are judging only by externals. We forget that God can raise up. better instruments from the stones in the street. What if the time plundered from spiritual activi-ties did give us the appearance of a better teacher, how would we then differ from the good lay teacher on our faculty? Another phase of teaching that might blight this great activity with an unhealthy growth is the element of competition involved. We want our classes to do well, for their own sakes, of course, but also to some extent for our sakes too. For if they don't do as well as other similar classes, the reflection will be on us; and we will be in a bad light not only in the eyes of our fellow teachers but perhaps also in the eyes of superiors. Therefore, we start giving undue time to class preparation and class work in general in order to fill up what we label a defilzit; but in the process we lay the groundwork for a deficiency of a much higher magnitude. We are deluded into thinking that success depends entirely on ourselves so that, if we're not an apparent success, there is a fault involved and the fault c.'-n be only our own. We ignore the palpable fact that God can make greater use of the not-so-successful teacher who depends totally on Him than on the obviously successful one who is just as obviously self-pleased with the whole thing. When we begin to realize that God doesn't look solely at results (which unfortun-ately are almost our sole criterion of judgment), that He looks first at the motive and effort involved, then we will see that our opinion about any teacher or anything else, for that matter, might be quite different from God's. The same thing would apply to the student. When the nourishment for our spiritual life begins to feed the abnormal appetite which studying can easily become, then it is high time for a spiritual check-up to see that the instrument which is being honed for Christ's service does not slice us too thin. Studying 4O Janua~'y, 1958 SPIRITUAL CANCER is just another activity which we undertake for Christ's greater glory. Success is welcome, but it is certainly not the be-all and end-all of the undertaking. God demands first our pure inten-tion, great effort, and continual complete dedication. From there on in, it's His affair. If He wants others to reap the academic fruits, what is that to us? Again, the fallacy of judging success only by the results produced. Despite all "the changes in our way of life, despite loud mass production and speedy efficiency, growth in the spiritual~ life is a delicate thing that needs a sustained climate of quiet, inward ¯ peace, and recollection. Nervous effusions to exterior things and a one-sided dedication to activity which results in making ar~ end. out of what should be only a means are so many strangling weeds that make spiritual growth impossible. The only growth they foster is an abnormal one, a growth that drains off spiritual vitality, a growth that is cancerous. For Your In[ormal~ion (continued from page 36) 1955-1957. During these years we published 67 articles. This does not include translations of papal addresses, compilations of papal statements, and the surveys of Roman documents made by Father Smith. Of these 67 articles, 35 were by Jesuits, 32 by non-Jesuits. We might add that anyone who contributes an article should confer our "Notes for Contributors," which were published in the REVIEW, March, 1955, pp. 104-112, and July, 1955, pp. 194-196. 41 Survey oJ: Roman Document:s R. F. Smil:h, S.J. IN THE PRESENT survey there will be given a summary, of the documents which appeared in Acta Apostolicae Sedis (AAS) from August 24, 1957, to September 25, 1957, in-clusive. Page references throughout the article will be to the 1957 AAS (v. 49). Our Lady On July 2, 1957 (AAS, pp. 605-19), the Holy Father published a new encyclical, Le P~lerinage de Lourdes (The Pilgrima~/e o/ Lourdes). The document was directly ad-dressed to the Church in France on the occasion of the coming centenary of our Lady's appearances at Lourdes, but granted the international extent of devotion to our Lady of Lourdes the encyclical is of great interest to the entire Church. The en-cyclical is divided into two parts, the first of which begins by sketching what may be termed the Marian history of France. So notable has been France's devotion to our Lady, remarks. the Pontiff, that today the entire country lies under the protec-tive shadows of Marian sanctuaries--humble chapels or splendid basilicas as the case may be. There is good reason to say that this Marian history of France culminated in the nineteenth cen-tury. It was then, for instance, that our Lady gave the miracu-lous medal to a humble daughter of St. Vincent de Paul; and a few years later in 1858 she appeared to St. Bernadette at Lourdes which from then on became a pilgrimage center for the sick, the afflicted, and the truth-seekers of the entire world. The Pope then notes that the hundred years that have passed since Our Lady's appearances at Lourdes have seen an ever stronger relationship between the See of Peter and the grotto of the appearances. Indeed, the relationship was present 42 ROMAN DOCUMENTS from the beginning, for it would seem that what the Holy Father had infallibly defined a few years previously the Blessed Virgin wished to confirm by her own words, since she appeared to Bernadette with the message: "I am the Immaculate Conception." Since then each of the Romari Pontiffs has eagerly shown his favor toward the sanctuary of Lourdes. Pius IX showered bene-fits on the shrine erected there and ordered the coronation of its statue of our Lady; Leo XIII granted a proper office and Mass for the feast 6f the Appearance of Our Lady Immaculate. St. Plus X introduced the cause of Bernadette; and above all the sainted Pontiff emphasized the remarkable manner in which Marian piety at Lourdes led to an equally remarkable worship of Christ in the Blessed Sacrament. Benedict XV permitted the bishop of Tarbes and Lourdes to wear the pallium at the place of the appearances, while Pius XI beatified Bernadette and chose to close the jubilee year of the Redemption at the shrine of Lourdes. Plus XII then concludes this first part of the encyclical by recalling his own endeavor to continue the relationship between the Roman See and Lourdes, an endeavor which was manifested most recently by the closing at Lourdes of the centenary year of the dogma of the Immaculate Conception. The second part of the encyclical is devoted to a considera-tion of the spiritual lessons of Lourdes; these lessons, notes the Vicar o~Christ, are but echoes of the gospel message, for, like John theB, aptist and like Christ .Himself at the beginning of His public life, our Lady called at Lourdes for l~enance and con-version. At the same time she brought a message of pardon and hope for those who do repent; indeed just as the miraculous cures of Christ were but signs of the power and readiness of Christ to forgive sins, so also the physical cures at Lourdes are invitations to hope for pardon. The centenary jubilee at Lourdes, continues the Holy Father, will possess grandeur only in so far as men respond to these messages of our Lady. Each pilgrim to Lourdes and each Catholic throughout the world who is united in spirit to the 43 Review for Religious centenary celebrations at the shrine should realize in himself a true spiritual conversion. The conversion of the individual, however, is not enough; rather the faithful must be aroused to a collective effort directed towards the Christian re;aewal of society. This will be shown by a reaction to that materialism which manifests itself not only in the philosophy that presides over the political and economic affairs of a large segment of humanity but also externalizes itself in a greed for money, a cult of the body, a flight from all austerity, and an unrestrained pursuit of pleasure. The Holy Father then urges priests to preach to their people the narrow path that leads to life, reminding them that they, like Mary, must live only to give Christ to the world. So too religious must seek the same end by their weapons of prayer, penance, and charity. Families, too, should do their part by considering the irreplaceable mission they have in society; they should consecrate themselves to the Immaculate Heart of Mary, asking her to remove from their lives all false judgments and egoistic actions. In a moving conclusion to the encyclical the Holy Father addresses the poor and those in bodily or spiritual afflic.tion, urging them to journey to Lourdes where they.will be received with special predilection by our Lady who knows the value of their sufferings when these are united with those of Christ. There can be no doubt, declares the Pope, that the prayers and sufferings of such will play a great part in the Christian renewal of the human race. As his final message the Holy Father makes his own the words of St. Bernard: "In.dangers, in diffichlties, in doubts, think of Mary, call on Mary." Social Matters On June 7, 1957 (AAS, pp. 621-29), the Holy Father addressed a group of Italian workers on the problems attendant on automation. While, as the Pontiff points out, the existence of automation should arouse in the Christian a grateful admira- 44 Janua~'y, 1958 ROMAN DOCUMENTS tion for the Creator and His works, still one should not think that automation of and by itself can radically change the life of man and society--such an admission belongs to Marxism with its false emphasis on the technical side of human life. For social reality and its stable ordering cannot be based only on statistics and mathematics; social life demands besides and prin-cipally other knowledges: theology, philosophy, and the sciences of the spiritual life of man and of his history. Moreover, the Vicar of Christ continues, it should be re-membered that automation, even when considered merely as a new method of production, will give rise to delicate problems. The first is that technical productivity may be confused with economic productivity. Automation offers a continuous, unin-terrupted process of production and hence a fantastic increase of productive capacity. But this does not necessarily constitute a true increase in the productivity of the national economy. This is why even the European countries who possess the best eco-nomic qualifications for automation approach automation with caution and content themselves with only a partial form of it. In any case a country that is not rich and is faced with urgent problems of communication systems, of land reforms, and of adequate housing must not live above its conditions--as it would if it were dominated solely by the fascination of technical progress. Moreover, adds the Pope, the introduction of automation may cause serious unemployment. Even if this problem can eventually be o,~ercome, it still must be remembered that even a temporary increase of unemployment can be a serious matter for certain countries. Added to this is the consideration that under automation the entire question of salaries wiil have to be com-pletely reconsidered. Prior to automation human labor is part of the very process of production and the value of labor can be determined by what it contributes to the production; under automation, however, the worker will be above and outside the 45 Review for Religious actual process of production; hence there will be need for new criteria of estimating the value of labor. So great and so many are the problems connected with a~tomation, the Holy Father warns, that some think that these problems cannot be resolved except by some form of socialism, involving a greater or lesser abolition of private property. It is true, he says, that in an era of automation a greater degree of planning will be needed, but this should not lead to a more or less absolute control, for the independence of the family and the liberty of the citizen are naturally bound up with the sane existence of private property as a social institution. Automation will also give rise to problems connected with the training of the worker; under automation technical training of the highest type will be required; moreover, the worker will not be able to be highly .specialized but "will require a training sufficiently versatile to embrace the functioning and coordinating of greatly differing machines. Such training, however, cannot be given rapidly, but will necessarily entail a long apprenticeship both in the place of production as well as in specialized schools. Moreover, the education given to the worker must also provide for his general culture; only in this way will the worker be able to solve the problem of leisure time which automation will bring to him. In this connection, the Holy Father adds, it must be noted that automation can easily produce a grave danger to personal morality and hence to the sane structure of production and consumption in the national economy. It is for this reason that under automation professional formation must include the general education of the worker. On July .23, 1957 (AAS, pp. 730-37), the Holy Father addressed a group of bishops and priests from all the dioceses of Italy who constituted the first meeting of the Italian Catholic Congress for Emigration. The Pontiff urged his audience to apply to themselves and their work the parable of the Good Shepherd and told them that the basis of their work for emi- 46 Janua~'y, 1958 ROMAN DOCUMENTS grants must'be a supernatural charity that is at once intensive, universal, and disinterested. It is this and not a mere humani-tarian sympathy that will make of them good shepherds of the people they work with. This charity, he continues, must be reduced to effective action by which they become all things to all men. Hence the Vicar of Christ urges them to devote themselves to the careful preparation of the emigrants for the new country to which they are going. They should give the emigrants instructions in the language and customs of the country to which they are going and above all impress on the emigrants by their zealot's work a remembrance of the maternal solicitude of the Church. Finally, the Holy Father takes up the case of the priest who himself emigrates with a group to another country. Such a priest will have special need .of a right intention which wi!l remove from him the danger of a merely nationalistic motive and which will prevent his group from seeing in him, not a missionary, but a mercenary. As a pastor of the group of emi-grants the priest must be alert to the needs of his flock, take care that they gradually adapt themselves to their new country, and at all times treat them with the highest degree of patience. On June 13, 1957 ('AAS, pp. 629-32), the Pontiff addressed the Congress of Europe, a group dedicated to the unification of Europe. The Holy Father recalled his own interest in the idea of European unity, noted the progress made towards this goal since the conclusion of World War II, and encouraged his listeners to ~ontinue their efforts for a political unification of the countries of Europe. He also urged them to advocate a large and comprehensive aid on the part of Europe to Africa, so that it can be clearly seen that the desire for a European community is not merely a selfish reflex of defense against a common encroaching enemy but proceeds rather from constructive and disinterested motives. Finally, the Pope recalled to them the nature of Christianity which offers 47 R. F. SMITH Review for Religious to all men an unshakable assurance of a fatherland which is not of this world and where alone perfect union will be known, because it proceeds from the power and light of God Himself. On June 27, 1957 (AAS, pp. 632-33), Pius XII addressed the third convention of the Atlantic Treaty Association, encour-aging them in their work to enlist the cooperation of schools in the task of spreading knowledge of the union that exists between all men. Miscellaneous Matters By a declaration of August 20, 1957 (AAS, p. 762), the Sacred Congregation of Rites took up the question of the use of vestments made according to .their ancient form. The use of such vestments is now left to the discretion of the local ordinary. The Sacred Congregation of the Council issued a decree dated July 25, 1957 (AAS, p. 638), transferring the obligation of fast and abstinence from the vigil of the feast of the Assumption to the vigil of the feast of the Immaculate Conception. Two documents published during August-September, 1957, deal with causes of beatification and canonization. In the first, which is. dated March 3, 1957 (AAS, pp. 756-59), the Sacred Congregation of Rites approved the introduction of the cause of the young layman, Zephyrinus Numuncur~ (1886-1905). In the second, dated April 9, 1957 (AAS, pp. 759-62), the same congregation approved the introduction of the cause of the Servant of God Frances de Sales Aviat (1844-1914), found-ress of the Congregation of the Oblate Sisters of St. Francis de Sales. Four documents of the same period pertain to priests and religious. On July 16, 1957 (AAS, p. 637), the Sacred Congre-gation of the Council forbade priests, whether secular or religi-ous, to engage actively in Hungarian politics. They are forbidden to seek or accept any position in the Hungarian Parliament; and if they presently hold such a position, they must resign it within a 48 Janua~'y, 1958 ROMAN .DOCUMENTS month; they are moreover forbidden to attend s~ssions of the parliament and to give help to any activities connected With the position they have resigned. A priest disobeying an); of the above prescription~ incurs by that very fact an excommunication specially served to the Holy See. ¯ " On July 12, 1957 (AAS, p. 640), the Sacred Congrega-tion of Seminaries and Universities issued a decree bidding bishops not to admit to their seminaries students who have left any diocesan seminary or who have been dismissed from any such .seminary. If in a given case such a person should be thought worthy of admission, th'e bishop, besides fulfilling the requirements of Canon 13.63, §3, should' apply to the Sacred. Congregation of Seminaries and Universities for further direc-tions. On July 1, 1957 (AAS, p. 751)., the Sacred Congrega-tion of Religious inaugurated the Pontifical Institute "Iesus Magis~er" " ("Jesus the Teacher"). The new institute is in-tended f0~ members of n0n-clerical congregations of religious men and other similar groups; the institute will provide training to einable ~uch religious to be. better fitted to promote the sanc-tification of themselve~ and of others and to imbue their students with Christian truth and virtue. The same congregation in a decree of March 15, i957o (AAS, pp. 749-50), promulgated, the canonical erdctionof a school to be called "Mater Divinae Gr.atiae" ("Mother of Divine Grace") des~tlned foi the training of mistresses of postulants, of novices, and Of younger religious women. The school offers a three-year course which¯ is open to members of a.ny state of per-fection for women. The school is tinder the jurisdiction of the Sacred Congregation of Religious and has its own statutes ap-proved by th~ same qongregation. Under date of July 1, 19.57(AAS, pp. 737-39), the 'Holy Father sent a written message tothe Catholic BoyScouts attending the .international jamboree, held in England on the 49 R. F. SMITH occasion of the fiftieth anniversary of the. founding of the movement. The Pope expressed his satisfaction at the vitality and expansion of the scout movement among Catholic youth and urged them to prepare themselves for their future place in the world by developiag the compreher~sive friendship that translates itself into, the disinterested service characteristic of the scout movement. He also encouraged them to be proud of their purity, their courage, and their nobility; he concluded by suggesting to them that. at Mass they raise their ideal of Catholic scouthood to the heights of the divine Master who came among us to serve and to give Himself. Two documents of the Sacred Congregation of Sem-inaries and Universities deal with general educational matters. In the first of these, dated April 25, 1957 (AAS, pp. 638-40), the congregation canonically established the Catholic Uni-versity of Leopoldville in the Belgian Congo. The new uni-. versity will include a faculty of sacred theology. In the second document, dated May 4, 1957 (AAS, pp. 753:55), the Catholic University of St. Thomas of Villanova in Havana was officially established. Finally/ it should be noted that AAS on pp. 663-89 lists the 261 matrimonial cases which were decided by the Rota during the year 1956. OUR CONTRIBUTORS THOMAS DUBAY teaches philosophy and ascetical theology at Notre Dame Seminary, 2901 S. Carrollton Avenue, New Orleans 18, Louisiana. R. F. SMITH is a member of .the faculty of St. Mary's College, St. Marys, K~nsas. FRANCIS J. MacENTEE is studying for his doctorate in bacteriology at Catholic Uaiversity, Carroll House, 1225 Otis Street .Northeast, Washington 17, D. C. 50 Book Reviews [Material for this department should be sent to Book Review' Editor, REVIEW FOR.RELIGIOUS, West Baden College, West Baden Springs, Indiana.] SON OF THE CHURCH. By Louis Lochet. Translated from the French by Albert J. LaMothe, Jr. Pp. 255. Fides Pub-lishers Association, Chicago 19. 1956. $4.50. Son of the Church is a penetrating analysis of ~he spirituality of the. apostolate, 'written as a series of personal insights and not as a formal treatise. Its purpose is to give the reader the benefit of years of reflection on the character of apostolic action by a former professor of theology who is now parish priest in the diocese of Reims. His thesis is that work in the apostolate, for cleric, religious, and layman, must be done with and through the Church in order to be truly effective. "Lacking that, it founders in absurdity and despair." In tracing this theme, the author shows a solid grasp of human psychology which he integrates with the basic principles of ecclesi-ology, especially of the Mystical Body. Among the temptations that face the apostle, the greatest is "the latent rationalization of all our difficulties [which sees] only what we are doing and not what God is doing. What we do hides from us what God does. It is a short and narrow view of our activity and that of the Church, on the level of what we know of it through history and experience alone." True to the mission of her Founder, the Church is described as a manifestation of divine love, and not only of love but of mercy. Accordingly, the apostle is not to be surprised at running into obstacles of sin, as Christ did. "The love he bears the world is a redeeming love. This is what he has to understand if he does not wish to be disconcerted by the difficulty of the mission. It is not by some strange accident that he meets with coldness, disdain or hatred. It is as the law of his development." Perhaps the outstanding chapter in the book deals with the proper dispositions of anyone engaged in the apostolic life. First must be the conviction that the heart of the apostolate consists in subordinating oneself to the hierarchical authority of the Church. Correlative to this dependence is the realization that the principal object of apostolic labor is to bring the world into the Church's sacramental order--b~ receiving the sacraments in greater numbers, with greater frequency, 51 BOOK REVIEWS Review for Religious increased fervor, find consequently greater efficacy. As an expression of this zeal, the. apostle desires to bring all men into the Mystical Body of Christ, at least to the extent that the Church is every.where implanted with her life-giving channels of grace. However the per-spective must be. kept very clear. A person "who would want to reduce his activity to promoting a better social orgariization or to spreading a temporal beneficence without referring it all to the restoration of the Church by faith in Christ and the sacramental life would no'longer be doing apostolic work." Since the task of bringing souls to God is supernatural, it does not finally rest on the resources of human power~ to succeed--not even those of the apostle. If he .employs all his native ingenuity, "it is not so much in the mahner of a wealth which God needs as of a poverty which God is willing to use for a tran-scendent goal." Corollary to this reliance on grace is the value to be set on self-renunciation. "One will not avoid the mystery of the Cross . Far from fleeing it, we will welcome it as the means par .excellence of realizing the greatest ambitions." In many ways, LocKet has written an excellent book. If on occasion the diction is a bit verbose, this is more than compensated for by the wealth of ideas covering the whole range of apostolic asceticism. It differs considerably from P~i:e Chautard'.s classic on tl~e same subject. Lochet is more cor~cerned with theological integra-tion than with direct motivation. There is also less coherent logic hmong the various parts; something in the style of the Imitation of Christ. For that reason almost any page can be quoted out of con-text withodt losing its inherent meaning. Son of the Church is highly recommended to priests and religious as a doctrinal synthesis of Catholic evangelism.--JoHN A. HARDO,XT, THE CROSS OF JESUS. Voi. I. By Louis Chardon, O.P. Trans-lated from the French by Richard T. Murphy, O.P~ Pp. 304. B. Herder Book ComPany, St. Louis 2. 1957. $4.25. The Dominican Father~ have presented us with another spiritual masterpiece in the "Cross and Crown Series of Spirituality." Written by Father Louis Chardon, O.P., Tl~e Cross of Jesus was published in France in 1647. Thanks to the fine work of the translator, the first volume is now available in English. The Cross of Jesus is not the type of book one rushes through. if given the attention any good spiritual I~ook requires, it will cer-tainly prove profitable. The content is solid; the theme.is simple: 52 January, 1958 BOOK REVIEWS Growth in holiness is achieved through the cross. Although the ideals are lofty ones, they are not set forth merely for mystics. Heeding Jesus' command to take up the cross daily, all holy souls will find guidance and consolation in this book. Father Charddn makes no compromises. He leaves nb doubt as to the necessity of p~arification through the.cross before a s0ul can be united with Jesus. This austere message, however, seems less sdvere when we read the chapters on thesuffe.rings of Jesus and His Mother. It strikes us as quite logical after we read of our place in the Mystical Body of Christ. Most important of all, we are assured that purification is effected by our cooperating with grace and the indwelling Trinity--a doctrine that is beautifully treated by the authoL In all, there are forty-eight chapters. The.relative brevity of most of them seems to be a marked advantage. In each chapter a distinct message is conveyed and understood withbut the necessity of reading dozens of pages. ¯ This book could also be used for meditation material. As indi-cated above, a number of doctrines of the. spiritual life are discussed --/~11 with reference to the cross.' Father Chardon cites Scripture for added effectiveness. Moreover, his exclamations ~nd invocations give The Cross of Jesus a warmth and unction that is often either lacking or overdone in spiritual, writings.' Finally, this re~ciewer wants to congratulate Father. Ri~:hard T. Murphy, O.P., for his very readable translation. Seventeenth-century French does present difficulties which often show up in. English' trans-lations. This cannot be said of the English edition of The Cross of Jesus.--DoNALD O. NASTOLD~ .S.J. CHINA AND THE CROSS; A SURVEY OF MISSIONARY HIS-TORY. By Dom Columba Cary-Elwes, O.S.B. Pp. 323. P.J. Kenedy and Sons, New York 8. 1957. $3.95. Shakespearean Sonnet 116 con~(eys, poetically the spirit of Dom Cary-Elwes's latest work. With an insight which is the fruit of twenty-five years of resea.rch, this artist dep~ct.s vividly the scenes of Cath-olic victories as Christ's mind marries China's amid "tempests, and is never shaken." This is the first Catholic work of this type since Abbe Huc's Christianityin China, Tartary, and Thibet in 1858. As thd author asserts, the eastward expansibr~ iof the Ch~arch is an inspira-tional story, not something freakish and unique. His labor, which is based on the latest evidence, proves his statement. 53 BOOK REVIEWS Review for Religious The book is divided into five chapters: "The Legend of St. Thomas the Apostle," "The Nestorians," "The Franciscans in Cathay," "The Jesuit Age," and "Modern Times." Some summary of the contents of these chaptegs will amply support this reviewer's opinion that Dom Cary-Elwes has penned an exposition which covers the essential points of the history of Chinese Christianity and which contains facts and colorful incidents which appeal to the scholarly, as well as the casual, reader. Latest evidence indicates that St. Thomas the Apostle never set foot on China. Earliest Christians were the Nestorians who landed at Cathay in the seventh century. Tamberlaine was the death-knell of the Nestorian Church. New hope for conversion comes with the Franciscans. Friar John o~ Pian di Carpina, intrepid explorer, arrives at the command of Innocent IV. William of Rubruck, "John of Montecorvino, and others follow with tenacity of purpose. Clement V at Avignon orders that seven Franciscans be raised to the episcopate, and they in turn would consecrate Friar John archbishop ~nd patriarch oi: the whole East. When the Ming dynasty won its way: to the imperial throne, the immense labors of the Franciscans terminated in the wake of violent persecution. Then came the Jesuits. Saint Francis Xavier, "for whom nothing was impossible with God," died off the coast of China in 1552, In that very year was born his greatest successor, Father Matteo Ricci, S.J., whose discreet guidance of missionary activity in China wins the highest praise from the author. F~llowing the Pauline "Go in their door . . ," Ricci builds a r~/¢rocl~elnent between himself and the tradition of China. The Jesuit showed the similarity between the moral teaching of Confucius and that of Christianity. In general, Dom Cary-Elwes judges that the Jesuits met with success as long as they followed the Riccian teaching of not exciting the Chinese by imprudent acts of proselytism. The author's explanation of the famous Rites Controversy is clear, accurate, and prudent. The possibility .that the Jesuits are condoning certain pagan rituals in observance of the memory of Confucius prompts the Holy See to pronounce in 1704 against the Jesuit position. The fact that this decision was reversed in 1939 leads the writer to state: "It is not for us to sit 'in judgment on that decision [1704]. There were cogent reasons in favor of that judgment then. Today those reasons no longer hold, and the Holy See has thought fit to 54 January, 1958 BOOK ANNOUNCEMENTS reverse that decision in the year 1939" (p. 160). The Jesuits fade from the picture with Clement XIV's Dominus et Redemptor. They will return, Dom Cary-Elwes predicts, "if love is stronger than death." The remainder of the book cites modern conditions: the rapid rise of Communist control, uncanny persecution of the faithful, the work of the Maryknolls, the .Catholic school system in China, the elevation of Cardinal Tien, and the fundamental reason why merely philanthropic Christians become Communists. For the informed reader of Chinese history, Dom Cary-Elwes synthesizes centuries of Christian activity in a scholarly, carefully annotated volume. For the uninformed, he presents a colorful and factual account of the history of the Church in China. For both, he instills with his information the desire to see one yet unwritten chapter: "The Conversion of China to Catholicism." --JAMES J. CREIGHTON, S.J. SARDAR PANNIKAR AND CHRISTIAN MISSIONS. By Jerome D'Souza, S.J. pp. 146. St. Joseph's Industrial School Press, Trichinopoly, India. 1957. One rupee. A grand old pagan of the Roman Empire confronts his Augustine in this book--with differences. St. Augustine heard the accusation that Christianity was destroying Roman civilization, and he wrote the great De Civitate Dei. The Catholic Church, which has been growing up in India gince the days of St. Thomas the Apostle, hears the accusation that Christianity is destroying the civilizations of India and Asia. Here is an answer worthy of a smaller brother of the great Augustine himself. The.author, a member of the India dele-gation to the General Assembly of the United Nations, finds the latest and greatest exponent of this accusation, the former India am-bassador to Red China, "biassed" in his approach to the missions and possessed of "insufficient" knowledge and of "harsh" judgment. Any-one interested in the missions and missio[ogy wil| profit by this frank and friendly and fearless volume.--PauL DE,X,T, S.J. BOOK ANNOUNCEMENTS THE BRUCE PUBLISHING COMPANY, .400 N. Broadway, Mil-waukee 1, Wisconsin. Common Sense. By Joseph McSorley, C.S.P. We read essays on spiritual or religious topics to acquire new knowledge or new or 55 BOOK ANNOUNCEMENTS Review for Religious renewed motivation. We do not expect to find, and all too often do not find, gems of the essayist's craft. In .Common Sense each of the thirty-one essays might well be .taken ~s a model of what essays on the spiritual life can and should be. Reading the book is almost as inspiring and refreshing as a personal visit with. the author would be. Pp. 136. $2.75. CATHOLIC UNIVERSITY OF AMERICA PRESS, 620 Michigan Avenue, N.E., Washington, D. C. The Supreme Moderator of. Clerical Exempt Religious Institutes. A Historical Conspectus and Canonical Commentary. By Maurice J'. Grajew~ki, O.F.M. This is a dissertation submitted to the faculty of the Catholic University ofAmerica in partial fulfillment of the requirement~ for the degree of Doctor of. Canon Law. Pp. 180. Paper $2.00. FIDES PUBLISHERS ASSOCIATION, .744 E. 79th Street,Chi-cago 19, Illinois. Marriage Is Holy~ Edited by H. Caffarel. Translatdd by Ber-nard G. Murchli~nd, C.S.C. A group 0f Christian families meeting with their chaplains to discuss their common problems are responsible for .the various essays whicl~ are the chapters of this book. .There is a tKirty-six page appe~di~ which contains synopses and discussion questions. It is one of the volumes of the "Fidds Family Readers." Pp. 219. $3.75. GRAIL PUBLICATIONS; St. Meinrad, Indiana. .Queen of the Universe. An Anthology on the Assumption and Queenship of Ma~y. Edited by Brother Stanley G. Mathews, S.M. This i~ thd secohd volume of the "Marian .Library Series of An-thologies." The first was The Promised Woman (Grail, 1954). In the present volume .you will find all the. most recent pronouncements'of the Holy See as well as the most recent theological researcl~ .on two ~rerogativ.es of our Lady, her Assumpti6n and her Queenship. Here .is a volume well c~lculated to increase our love for her who is both" the Mother of God and our Mother." Pp. 258. $4.00. P. J. KENEDY & SONSI .12 Barclay Street, New York 8, New The Hermit of Cat Island. The Life of Fra Jerom~ Hawes. By Peter F. Anson. Monsignor ~'ohr~ C. Hawks, the future hermit.of Cat. Island, led a ver~ full and c6lorful lifd. He was born ~n September 7, 1876, of Anglican parents, became an architect who sp~cial!zi:d in 56 J~nua~'y, 1958 ~BOOK ANNOUNCEMENTS ecclesiastical 'architecture, then became an Anglican Clergyman and went as a missionary to the Bahamas in 1908. He designed and built Anglican churches while acting as pastor on Long Island. He became a Catholic in 1911, was ordainedin Rome in 1915, and then took up missionary life, until 1939, in Australia where he designed and built many churches, monasteries, and convents. He was made a domestic prelate in 1937. He led the life of a hermit for seventeen yearg on Cat Island, one ofthe Bahamas. He died on June 26, 1956, and is buried near his hermitage as he requested. The author has given us an interesting and profitable, book. Pp. 286. $4.75. THE NEWMAN PRESS, Westminster, Maryland. Communal Life. Edited by Albert PIE, O.P. Translated by a Religious of the Sacred Heart. This is Volume VIII in the justly '. popular "Religious Life Series." It deals with that essential element of the religious life, common life, from many points of view, historic-ally, canonically, ascetically; it does not neglect the contributions of modern psychology; and it points out adaptations that must be made in view of the background that modern youth bring to religious life. Pp. 320. $4.50. The Insight of the Cur~ D'Ars. Selected Stories by Msgr. Francis Trochu. Translated by V. F. Martel. The fifty stories of this volume, all illustrative of the mystical insight of the Cur~ D'Ars into the secrets of souls, make very interesting reading and furnish "much material for reflection. Pp. 103. $1.75. THE PRIORY PRESS, Asbury Road, Dubuque, Iowa. Toward Marriage in Christ. By Thomas C. Donlon, Francis L. B~ Cunningham, and Augustine Rock, all of the Order of St. Dominic. The book is the first of a new series entitled "College Texts in The-ology." Unlike most books on marriage, this one was written to be ¯ used as a textbook; hence with the requirements of college students and college class procedures in mind. It contains a nine-page bib-liography. Pp. 199. Paper $1.50. SHEED & WARD, 840 Broadway, New York 3, New York. Theology for "Beginners. By F. J. Sheed. Perhaps the greatest single need of the average Catholic layman today is a better knowledge of the faith that is the norm he lives by; a knowledge that will enable him to give a satisfactory answer to the non-Catholic who may agk him the reasons for his faith and conduct; a knowledge too that will BOOK ANNOUNCEMENTS Review for Religious lead him to a more intelligent practice of hig faith. An excellent introduction to that knowledge is Theology for Beginners, writte~ by a layman who has received the degree of Doctor of Sacred Theology l~onoris causa. The book could also serve as an excellent text for study clubs. Pp. 241. $3.00. M~re Marie of the Ursulines. By Agnes Repplier. This gripping biography of M~re Marie who founded the first convent school in North America in 1639 was first published in 1931. If you have not al-ready read the book, now is the time to read it. Pp. 314. $3.15. The Beginning of the English Reformation. By Hugh Ross Wil-liamson. The author, a former Anglican clergyman and a recent convert (1955) to Catholicism, gives us an excellent analysis of the complexities of the English Reformation, a period of English history widely misunderstood even today. The book is very well written as. one would expect from the author of eleven plays and a former editor of The Bookman and The Strand. Pp. 113. $2.50. In We Sing While There's Voice Left by Dom Hubert van Zeller, O.S.B., we have another interesting book on the spiritual life for the layman. It measures up fully to the high level of excellence which the author has established in his other books. Like them it is matter-of-fact, down-to-earth, and faces reality squarely. Pp. 198. $2.50. The Restless Christian. By Kilian McDonnell, O.S.B. The number of spiritual books written explicitly for the layman is gratifying. It testifies to the growing realization that the lay Catholic is called to holiness, and it supplies the necessary information and inspiration. You may recommend The Restless Christian to lay Catholics with the certain knowledge that you are giving them an effective means of progress. You may also, though you are a religious, read the book yourself with profit for your own soul. An unusual feature of the book is an eight-page list of suggested readings on the spiritual life. Pp. 183. $3.00. SISTERS OF MERCY, 8200 West Outer Drive,' Detroit 19, Michigan. Into Thy Hands. By Sister Mary E. O'Connor, R.S.M. This book of reflections intended for refectory reading for the Sundays of Recollection first appeared in mimeographed form. So many requests for copies were received that it is now available in printed form. Pp. 105. Cloth $1.75. 58 January, 1958 BOOK ANNOUNCEMENTS SYRIAN CARMELITE CONGREGATION, Monastery Road, Erna-kulam 1, South India. Souvenir of the First All-Kerala Religious Week, Dec. 27-30, 1955. The closing days of 1955 witnessed what was probably a unique and certainly a most profitable centenary celebration at Sacred Heart College, Thevara, in the state of Kerala in Southwest India, to mark the completion of the first century of activity of the Syrian Car-melite Congregation since its canonical erection in 1855. All the numerous orders and congregations of Kerala were invited to send delegates to a convention, not to recall the history of the congregation or to extend their felicitations, but to discuss their common religious problems and those of the South of India. Souvenir prints in full the addresses made before the convention together with a resum~ of the discussions that followed. We congratulate the Syrian Carmelite Congregation not only on the occasion of their centenary but also on the wise and profitable way that it was commemorated. It was a good preparation for the persecution the large and ancient and fervent Kerala Catholic community suffers in its schools from the Communists recently elected in the predominantly non-Christian state of Kerala. SOME BOOKS RECEIVED [Only books sent directly to the Book Review Editor, West Baden College, Wes~ Baden Springs, Indiana, are included in our Reviews and Announcements. The following books were sent to St. Mass.] Love and Marriage. By James Kelly. Clonmore and Reynolds Limited, 29 Kildare Street, Dublin. 3/-(paper cover). God's Infinite Love and Ours. By Robert Mageen, C.SS.R. Clonmore and Reynolds Limited, 29 Kildare Street, Dublin. 12,/6. Come, O Holy Ghost! By Adrian Lyons, O.F.M. Clonmore and Reynolds Limited, 29 Kildare Street, Dublin. 12/6. A Dangerous Little Friar. The Life of Father Titus Brandsma, O.Carm. By Josse Alzin. Clonmore and Reynolds Limited, 29 Kildare Street, Dublin. 9/6. 59 ( ues ons and Answers ['The following answers are given by Father Joseph F. Gallen, S.J., professor of canon law at Woodstock College, Woodstock, Maryland.] DuringLent should a priest celebrate the Mass of the ferial day or of an occurring feast? On a dm. or d. feast that falls between Ash Wednesday and the Saturday before Palm Sunday, an ember day except tl~ose of Pente-cost, Rogation Monday (Monday before Ascension), or a common vigil, the Mass may be either of the feast in the festal, not votive, manner or of the ferial day or vigil. However, since liturgically the Temporale is preferred to the Sanctorale and the full celebration of a vigil is desirable, the preferred Mass liturgically is that of the ferial day or vigil. If the feast, is ~ d. 1 or 2 cl., it must be celebrated. If the feast is only of s. rite or a mere commemoration, the Mass of the ferial day or .vigil must be said. On din. and d. feasts during the same period of Lent and Passion-tide only, the private recitation oi: the office may be of the feast or of the ferial day. Cf. J. O'Connell, Tl~e Celebration o[ Mass, 54; Mueller- Ellis, l-Iandbook of Ceremonies, 42; Wuest-Mullaney-Barry, )l~fatters Liturgical, n. 280. Our constitutions permit a renewal of temporary vows to be an-ticipated by a month. When does such an anticipated renewal or new profession begin to run? Your constitutions are. merely stating the law of the code. The following three important ~oints are to be kept in mind in an antici-pated renewal. (a) .Length of anticipation. Canon 577, § 2, permits an anticipated renewal of tempo.rary vows but not by more than a month. Therefore, if the profession is to expire on August 15, 1957, the anticipated renewal may not be made before July 15, 1957. Berutti, De Religiosis, 2i0; Jone, Commentarium in Codicem luris Canonici, I, 506; Cervia, De Pro/essione Religiosa, 114. 60 QUESTIONS AND ANSWERS (b) Competent superior. In the law of the code, the anticipation as such may be permitted by any superior, whether higher or minor local (c. 577, § 2). However, the right here is only to permit an anticipation. Since the renewal is a juridical profession, all the requisites of suoh a profession must be observed; and therefore ~he admission to this anticipated profession must be made by the competent higher superior with the vote of the council or chapter according to the constitutions (cc. 543; "575, § 2). In constitutions an anticipa-tion is usually reserved to higher superiors or to a partictilar higher superior. (c) .When does the anticipated renewal begin to run? In the example given above of a profession that expires on August 15, 1957, and is anticipated on July 15, 1957, does the new l~rofession begin to run from August 15 or July 15? This depends on the intention of the one making the profession, which is presumed to be according to the way the matter is understood in the particular institute. Ordi-narily the understanding is that the anticipated renewal begins to run from the time when the former profession is completed, i. e., August 15. If such an understanding does not exist in the institute, the presumption is that the intention was for the new profession to begin to run from July 15. Explicit instruction should be given to the ren-ovants on this matter, since it is possible that the subject would be without vows for a month of the triennium; and consequently the perpetual profession would be invalid. The better method is to intend that the new profession begin to run from August 15. Cf. Goyeneche, Quaestiones C.anonicae, I, 442143; De Carlo, Jus Religiosorum, n. 300; Creusen, Revue des Cotnntunautes Religieuse's, 18-1946-184-85; Choupin, Nature et Obligations de l'Etat Religieux; 301-2; Jombart, Trait[ de Droit Canonique, I, 626. m3-- My family~ or close relatives give me five or ten dollars or more because I am their relative. The money therefore constitutes, a personal gift. When the money is turned in, is it contrary to poverty to ask to use it for a definite purpose? The norm for asking and giving permission in the matter of poverty is the need of the religious according to the limit in quantity and quality of material things prescribed by the law or legitimate traditions of the particular institute (c. 594, § 3). Therefore, the fa~t that yoia received a gift 'is completely indifferent in relation to 61 QUESTIONS AND ANSWERS Review for Religious this norm. If you had not received a gift, you would have the same right of asking for your necessities. The fact that you did receive a gift is no motive for asking and no motive for the superior to give the permission. Religious profess poverty according to their constitutions, i. e., according to the norm described above; they do not profess poverty according to their income: The gift is in some sense a positive-reason for not giving the permission, simply because it leads to the practice of poverty according to one's income. This practice eventually causes a distinction of classes in the institute, the well to do and the poor, and is contrary to canon 594, § I, which t prescribes a moral un
