![]() Anyway, since no social institution is able to completely erase individual differences, the persistence cannot be avoided of 'not-normal' interpretations of 'love', and the practices to which they give birth are at the same time an expression of resistance and the main reason why the prevailing understanding of the social institution, in this case 'love', cannot refrain from changing over time. In its turn, the 'normal' kind of love presupposes a 'normal' individual, whose body, gender and sexuality must fit the standards required to be entitled 'to love b) as a result, love, just like any other institution, is imposed on individuals who are requested to conform in order to be considered as 'normal'. Being a social institution, love emerges from a process through which its 'normal' definition is established and presented as preferable for all group members, though there are no 'essential' features providing evidence enough for that 'normalcy'. rules governing the interactions between individuals. I will articulate my argumentation into two sections, according to the following main assumptions: a) 'love' is to be conceived of as a social institution, as a set of. In this article, I introduce and discuss some practices through which individuals modify the culturally and socially established understanding of 'love' by interpreting and negotiating it again and again in daily interactions. Despite the years of public debate in Australia about higher education, this is one of the very few instances in which graduates have been invited to reflect on and speak about their experience as students. The study offers some information about how articulate graduates think about their education 25 years later. Graduates are a source of insight into the nature and value of quality education. There is almost no overlap in the vocabulary with which they describe the two. Graduates reflecting on their education describe good teaching and bad teaching in significantly different registers. in part on a survey of graduates from an earlier generation filtered through current theories of student approaches to learning. The purpose of this paper is to explore the relationship between bad teaching and good teaching in graduate memories Good teaching is that which promotes student learning. Eradicating what is readily thought of as bad teaching does not leave behind the purse gold of good teaching. The argument is that good and bad teaching are asymmetrical. ![]()
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