The present auto-ethnographic article examines the compliance of an educational experiment implemented at Stellenbosch University (South Africa) with anarchist pedagogy. After describing this experiment, reflecting on it, and evaluating it within anarchist pedagogical theory, the authors conclude the following: overall, the teaching and learning model implemented approximates the anarchist ideals to a considerable extent. However, this compliance is not uniform but rather instantiates a spectrum of possible enactments of anarchist pedagogy; the enactment of anarchist pedagogy is patent from a macro/maximalist perspective while it is less significant from a micro/minimalist perspective. Since this compliance was not deliberate but emerged unwittingly through practice, the authors ponder whether anarchist pedagogy may be 'natural' or 'intuitive' for more lecturers and students. Lastly, given their own experiences, the authors propose to consider the negative effects of anarchist struggle, such as suffering, alienation, and sacrifice, as inevitable from anarchist pedagogy and the essential elements of this pedagogical model.
This article offers a typologically-driven and corpus-based analysis of the historical present (HP) “active participle” qātēl in Biblical Aramaic. The authors argue that qātēl instantiates the HP category quite neatly and provide three main arguments. First, qātēl complies with the definition of a progredient/propulsive HP that emerges from crosslinguistic literature: while, in its prototypical use, qātēl expresses some type(s) of present, it may also be employed in narrative to introduce past perfective events. Second, when used as an HP, qātēl exhibits functions that are consistent with tendencies attested across languages: stylistically, the HP qātēl is often associated with expressivity, mirativity, and dramatism, while discourse-pragmatically, it is predominantly related to the progression (rarely, the climax) and atomization of the plot. Third, most other properties exhibited by the HP qātēl also harmonize with the behavior of HPs observed in linguistic typology; these concern types of clauses in which the HP qātēl appears, and subjects and verbs used. Overall, the HP qātēl can be viewed as a highlighting narrative device—subjective although linguistically constrained.
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