{"title":"你应该杀死蜘蛛吗?","authors":"Anna Ioanes","doi":"10.1215/15314200-10640090","DOIUrl":null,"url":null,"abstract":"Abstract The appearance of a spider in the classroom can disrupt the flow of teaching, often prompting strong reactions that unsettle classroom norms. Minor classroom disruptions like this might not seem worth theorizing, but this essay reframes such disruptions as rich sites for understanding the role of affect in humanities pedagogy. Ultimately arguing against killing a spider in the classroom, this essay theorizes the moment of disruption as an opportunity to model humanistic attention to both human and nonhuman actors in the classroom space.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Should You Kill the Spider?\",\"authors\":\"Anna Ioanes\",\"doi\":\"10.1215/15314200-10640090\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The appearance of a spider in the classroom can disrupt the flow of teaching, often prompting strong reactions that unsettle classroom norms. Minor classroom disruptions like this might not seem worth theorizing, but this essay reframes such disruptions as rich sites for understanding the role of affect in humanities pedagogy. Ultimately arguing against killing a spider in the classroom, this essay theorizes the moment of disruption as an opportunity to model humanistic attention to both human and nonhuman actors in the classroom space.\",\"PeriodicalId\":44645,\"journal\":{\"name\":\"Pedagogika-Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogika-Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1215/15314200-10640090\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogika-Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1215/15314200-10640090","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Abstract The appearance of a spider in the classroom can disrupt the flow of teaching, often prompting strong reactions that unsettle classroom norms. Minor classroom disruptions like this might not seem worth theorizing, but this essay reframes such disruptions as rich sites for understanding the role of affect in humanities pedagogy. Ultimately arguing against killing a spider in the classroom, this essay theorizes the moment of disruption as an opportunity to model humanistic attention to both human and nonhuman actors in the classroom space.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
