On Becoming Moral: Bellow’s Jewishness and Exclusion | Chapter 03 | Selected Topics in Humanities and Social Sciences Vol. 9

 This paper will compare and contrast how a philosopher writes about a poet with how a poet writes about a philosopher, or how a stranger writes about another stranger. In other words, it will be a discussion of exclusionary and inclusionary strategies in the process of rebuilding the Jewish community and legislating for its moral standards. The terms 'exclusion' and 'inclusion' are not meant to be taken literally; rather, the researcher will focus on their ontological and philosophical implications. This topic will have to be kept to a minimum. On this basis, the researcher will examine two Saul Bellow narratives: Humboldt's Gift [1] and Ravelstein [2]. The assumption is that they perfectly encapsulate Bellovian exclusionary philosophy. In both narratives, moving beyond the subjects' alienated world can take two forms: ontological exclusion and intellectual madness, or faith and pure insight, where the former seeks reconciliation through philosophical meditations on a beyond-outside the individual subject, while the latter seeks reconciliation by turning inward, to the self that can remain unsullied by social world vanity.

Author(S) Details

Ramzi Marrouchi
Department of English, Faculty of Letters, Arts and Humanities, University of Manouba, Tunisia.

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Aspects that Influence Exclusion in Physical Education Class: Perceptions of Teachers in Brazil | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 2

 The goal of this study was to understand how teachers in physical education view the representations of exclusion in classes in physical education. With a qualitative approach, the course is characterised as descriptive analysis. In Rio de Janeiro district, semi-structured interviews were performed with teachers from a public school. The findings highlighted many mechanisms of exclusion, with greater focus on those concerning gender and ethnic-racial ties. Pieces of evidence have shown that in university curricula, particularly those based on teacher education, the discussion of such topics should be more effective and present. Teachers should use pedagogical strategies that encourage inclusion and create good cases for school debates when circumstances involving processes of exclusion occur. In cases which disrespect humanistic values and social justice, it can assist students to adopt new positions.

Author(s) Details

Bruno Inocêncio Vicente
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

Rachel Belmont
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil and Graduate Program in Biosciences and Health Teaching, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil.

Carlos Alberto Figueiredo da Silva
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

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