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that Socrates leads a worldlier, more flourishing and fulfilling life as the result of being motivated by the higher qualities that in turn benefits welfare maximization overall. Despite the fact that Socrates may be very dissatisfied with his own life due to the circumstances of it, his concept of

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In: Why We Need Arts Education

their fathers’ work had affected adversely their social and economic lives, and the education of their immediate families, since both fathers had had work (in the Navy and in the licensed public house trade), that had meant the families were highly mobile, living in a sequence of various tied houses

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In: Families, Education and Giftedness

. Amanda was described as someone for whom high achievement came easily, but also a hard worker, who was intrinsically motivated. Life experiences were seen as motivational factors, suggesting some environmental shaping of ability. This fitted with the family’s coherence system of possibility, moving

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In: Families, Education and Giftedness
Author: R. J. Cardullo

-aged Kanes.) It seems an outrage. What, then, is it doing in the film? Of course it is there to motivate Charles’s search for love and for control over his world throughout his life. But, to repeat, why is his mother’s action not made more believable? I want to submit that this was not a simple oversight

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In: Teaching Sound Film
Author: R. J. Cardullo

attention of international audiences. Although its subject is suicide, A Taste of Cherry has a theme in common with both And Life Goes On … and Through the Olive Trees: the struggle of life against death, or death against life. And Kiarostami’s A Taste of Cherry, like all of his previous films

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In: Teaching Sound Film

word, the particularity of the daimon: The daimon motivates. It protects. It invents and persists with stubborn fidelity…. It is out of step with time, finding all sorts of faults, gaps, and knots in the flow of life—and it prefers them. It has affinities with myth, since it is itself a mythical

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In: The More of Myth
Author: Terry Barrett

working with art or when living life, it is rare and odd not to engage in philosophical thoughts and discussions about what one is doing and its significance in the whole of things. People learning about art want to know why some things are honored as art and others are not. Their biggest questions are

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In: Essays on Aesthetic Education for the 21st Century
Author: R. J. Cardullo

takeover in 1996, he won a scholarship to study cinema at Moscow University in 1981—paradoxically, during the Soviet occupation of Barmak’s native country and disruption of his own family life (his father having had to go into exile for twelve years). Upon Barmak’s return to Afghanistan in 1987, he

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In: Teaching Sound Film

the language CHAPTER 7 76 used by poets, musicians and painters for example, who will often arrange their work so that it expresses the quality and imagination of a humanising experience. The art of poetry, for instance, uses particular words to communicate individual experiences of life as

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In: Why We Need Arts Education
Author: Dan Baron Cohen

interpreting whether we have any living histories or desires whose ‘chance’ meeting might unknowingly and even unintentionally provoke a dangerous confrontation in the space where we have crossed paths. For the histories or imagined futures that link nations, classes, genders, races and generations - and

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In: Key Concepts in Theatre/Drama Education