Streamlining the Muse: Creative Agency and the Reconfiguration of Charismatic Education as Professional Training in Israeli Poetry Writing Workshops

The university-level poetry writing workshops in English taught in a Chinese context are characterized chiefly by bilingual creativity. Based on the practical task of creating ‘contact literature’ (Kachru, 1992: 317), to be more exact, ‘contact poetry’, they transcend the limits of any one single language and culture so as to make points of contact between Chinese and English languages and cultures in terms of verbal images, sound devices, and thematic concerns.

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ASHA's New Standards for Pre-professional Training in Speech-Language Pathology and What They May Mean for AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac12.5.22 ◽

2003 ◽

Vol 12 (5) ◽

pp. 22-24 ◽

Cited By ~ 5

Author(s):

Ann Ratcliff

Keyword(s):

Professional Training ◽

Speech Language Pathology ◽

Language Pathology

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Defining the Competence of Psychologists with a View to Public Accountability *

European Psychologist ◽

10.1027/1016-9040.2.4.293 ◽

1997 ◽

Vol 2 (4) ◽

pp. 293-300 ◽

Cited By ~ 4

Author(s):

Ype H. Poortinga ◽

Ingrid Lunt

Keyword(s):

Scientific Knowledge ◽

Professional Training ◽

Professional Competence ◽

Codes Of Ethics ◽

The Body ◽

The European Union ◽

Rigorous Evaluation ◽

Judicial Proceedings ◽

Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

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