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COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS COMPILEDINUNITEDKINGDOMS www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com www.journalspress.com 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UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE IMAGE: ACROPOLISOFATHENS, UNESCOWORLDHERITAGE 152UK Powered by TCPDF (www.tcpdf.org) Volume 19 | Issue 4 | Compilation 1.0 Print ISSN: 2515-5784 Online ISSN: 2515-5792 DOI: 10.17472/LJRHSS LONDON JOURNAL OF RESEARCH IN HUMANITIES AND SOCIAL SCIENCES Powered by TCPDF (www.tcpdf.org) © 2019 London Journals Press External Human Conflicts Narrative Interpretive Perceptions of Property Stakeholders Discrimination against Centers Ethnic Minorities Maun Convergences and Divergences Connecting Curriculum in Japan Friendship and Elective Political Activities of Sheikh Mujibur Synthesis of Federal Colleges Affinities of Education
Transcript

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IMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGEIMAGE: ACROPOLIS OF ATHENS, UNESCO WORLD HERITAGE

152UK

Powered by TCPDF (www.tcpdf.org)

Volume 19 | Issue 4 | Compilation 1.0

Print ISSN: 2515-5784Online ISSN: 2515-5792DOI: 10.17472/LJRHSS

LONDON JOURNAL OF RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

Powered by TCPDF (www.tcpdf.org)

© 2019 London Journals Press

Maun Convergences

and Divergences

External Human

Conflicts

Narrative Interpretive Perceptions of Property

Stakeholders

Discrimination against

Centers Ethnic Minorities

Maun Convergences

and Divergences

Connecting Curriculum in

Japan

Friendship and Elective Political Activities of Sheikh

Mujibur

Synthesis of Federal Colleges

Affinities of Education

LONDON JOURNAL OF RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

Volume 19 | Issue 4 | Compilation 1.0

London Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press HeadquatersLondon Journals Press Headquaters

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Building, Theale, Reading Phone:+444 0118 965 4033

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1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

1210th, Waterside Dr,Opposite Arlington

Building, Theale, Reading Phone:+444 0118 965 4033

Pin: RG7-4TYUnited Kingdom

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They were leaders in building the early foundation of modern programming and unveiled the structure of DNA Their work inspired environmental movements and led to the discovery of new genes They've gone to space and back taught us about the natural world dug up the earth and discovered the origins of our species They broke the sound barrier and gender barriers along the way The world of research wouldn't be the same without the pioneering efforts of famous research works made by these women Be inspired by these explorers and early adopters- the women in research who helped to shape our society We invite you to sit with their stories and enter new areas of understanding This list is by no means a complete record of women to whom we are indebted for their research work but here are of history's greatest research contributions made by...

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IIIVolume 19 | Issue 4 | Compilation 1.0 © 2019 London Journals Press

 

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 The Trends and the Issues  of the Connecting... pg. 1-15 

  

 The Role of Opinion Leaders  with Reference to Extension ...  

  

  

pg. 1 -24 7

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 Political Activities of Sheikh  Mujibur Rahman as A ...  pg. 33-  40 

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Dr. Robert Caldelli

CNIT - National InteruniversityConsortium for TelecommunicationsResearch Unit at MICC Media Integration and Communication Center Ph.D., Telecommunications andComputer Science Engineering, University of Florence, Italy

Dr. Xiaoxun Sunx

Australian Councilfor Educational ResearchPh.D., Computer ScienceUniversity of Southern Queensland

Dariusz Jacek Jakóbczak

Department of Electronics and Computer Science, Koszalin University of Technology, Koszalin, Ph.D., Computer Science, Japanese Institute of Information Technology,Warsaw, Poland.

Dr. Yi Zhao

Harbin Institute of Technology Shenzhen Graduate School, China Ph.D.,The Hong Kong PolytechnicUniversity Hong Kong

Dr. Rafid Al-Khannak

Senior Lecturer Faculty of Design, Media andManagement Department of Computing Ph.DDistributed Systems Buckinghamshire New University, United Kingdom

Prof. Piotr Kulczycki

Centre of Information Technology for Data Analysis Methods, Systems Research Institute, Polish Academy of Sciences, Faculty of Physics and Applied, Computer Science AGH University of Science and Technology, Poland

Dr. Shi Zhou

Senior Lecturer, Dept of Computer Science,Faculty of Engineering Science, Ph.D., Telecommunications Queen Mary, University, London

Prof. Liying Zheng

School of Computer Science and Technology,Professor for Computer Science, Ph.D., Control Theory and Control Engineering, Harbin Engineering University, China

Editorial BoardCurated board members

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© 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

Dr. Saad Subair

College of Computer and Information Sciences,

Alazaeim Alazhari University, Khartoum North,

Sudan, Associate Professor of Computer Science

and Information Ph.D., Computer Science-

Bioinformatics, University of Technology

Emeritus Professor, Department of Mathematics,

Dept. of Computer & Information,

Science & Engineering

Ph.D.,

University of Wisconsin-Madison, USA

Dr. Ikvinderpal Singh

Assistant Professor,

P.G. Deptt. of Computer

Science & Applications,

Trai Shatabdi GGS

Khalsa

College, India

Prof. Sergey A. Lupin

National Research,

University of Electronic Technology

Ph.D.,

National Research University of Electronic

Technology, Russia

Dr. Sharif H. Zein

School of Engineering, Faculty of Science and Engineering,

University of Hull, UK

Ph.D., Chemical Engineering

Universiti Sains Malaysia,

Malaysia

Prof. Hamdaoui Oualid

University of Annaba, Algeria Ph.D., Environmental Engineering,

University of Annaba, University of Savoie, France

Prof. Wen Qin

Department of Mechanical Engineering, Research Associate, University of Saskatchewan, Canada Ph.D., Materials Science, Central South University, China

Luisa Molari

Professor of Structural Mechanics Architecture, University of Bologna, Department of Civil Engineering, Chemical, Environmental and Materials, PhD in Structural Mechanics, University of Bologna.

Prof. Chi-Min Shu

National Yunlin University of Science

and Technology, Chinese Taipei

Ph.D.,

Department of Chemical Engineering

University of Missouri-Rolla (UMR)

USA

Prof. Te-Hua Fang

Department of Mechanical Engineering,

National Kaohsiung University of Applied Sciences, Chinese Taipei

Ph.D., Department of Mechanical

Engineering, National Cheng Kung University,

Chinese Taipei

Malasiya

Gerhard X Ritter

Dr. Fawad Inam

Faculty

of Engineering and Environment, Director of Mechanical Engineering,

Northumbria University, Newcastle upon Tyne, UK, Ph.D., Queen Mary, University of London,

London, UK

Dr. Rocío Maceiras

Associate Professor for Integrated Science, Defense

University Center, Spain Ph.D., Chemical

Engineering, University of Vigo, SPAIN

Muhammad Hassan Raza

Postdoctoral Fellow, Department of Engineering Mathematics and Internetworking, Ph.D. in Internetworking Engineering, Dalhousie University, Halifax Nova Scotia, Canada

Rolando Salgado Estrada

Assistant Professor, Faculty of Engineering, Campus of Veracruz, Civil Engineering Department, Ph D., Degree, University of Minho, Portugal

Abbas Moustafa

Department of Civil Engineering, Associate Professor, Minia University, Egypt, Ph.D Earthquake Engineering and Structural Safety, Indian Institute of Science

Dr. Babar shah

Ph.D., Wireless and Mobile Networks, Department of Informatics, Gyeongsang National University, South Korea

Dr. Wael Salah

Faculty of Engineering,

Multimedia University Jalan Multimedia,

Cyberjaya, Selangor, Malaysia,

Ph.D, Electrical and Electronic Engineering, Power Electronics and Devices, University Sians Malaysia

Prof. Baoping Cai

Associate Professor,

China University of Petroleum,

Ph.D Mechanical and Electronic Engineering,

China

Prof. Zengchang Qin

Beijing University of Aeronautics

and Astronautics Ph.D.,

University of Bristol,

United Kingdom

Dr. Manolis Vavalis

University of Thessaly,

Associate Professor, Ph.D.,

Numerical Analysis,

University of Thessaloniki,

Greece

Dr. Mohammad Reza Shadnam

Canadian Scientific Research and Experimental Development Manager-Science,

KPMG LLP, Canada, Ph.D., Nanotechnology, University of Alberta, Canada

Dr. Gang Wang

HeFei University of Technology, HeFei,

China, Ph.D.,

FuDan University, China

Kao-Shing Hwang

Electrical Engineering Dept., Nationalsun-Yat-sen University Ph.D., Electrical Engineering and Computer Science, Taiwan

Mu-Chun Su

Electronics Engineering, National Chiao Tung University, Taiwan, Ph.D. Degrees in Electrical Engineering, University of Maryland, College Park

Zoran Gajic

Department of Electrical Engineering, Rutgers University, New Jersey, USA Ph.D. Degrees Control Systems,

Rutgers University, United States

Dr. Homero Toral Cruz

Telecommunications, University of Quintana Roo, Ph.D., Telecommunications Center for Research and Advanced Studies National Polytechnic Institute, Mexico

Nagy I. Elkalashy

Electrical Engineering Department,

Faculty of Engineering,

Minoufiya University, Egypt

Vitoantonio Bevilacqua

Department of Electrical and Information

Engineering Ph.D., Electrical Engineering

Polytechnic of Bari, Italy

Dr. Sudarshan R. Nelatury

Pennsylvania State University

USA

Ph.D., Signal Processing

Department of Electronics

and Communications Engineering,

Osmania University, India

Prof. Qingjun Liu

Professor, Zhejiang University, Ph.D.,

Biomedical Engineering,

Zhejiang University, China

Sanjukta Pookulangara

College of Merchandising, Hospitality and Tourism, University of North Texas, USA

Ph.D, Fashion

Merchandising, University of Missouri Columbia

Prof. Yaohua Zhu

Hong Kong Polytechnic University, China, PhD. Applied Science and Engineering,

Metallurgy and Materials, Aston University, UK

Jeng-Da Chai

Associate Professor, Department of Physics, National Taiwan University, Excellent Junior Research Investigators, Ministry of Science and Technology, Career Development Award, National Taiwan University

Prof. Peter K. Law

Huazhong University of Science and Technology, Ph.D., University of Toronto B.Sc., McGILL University

Yas Al-Sultani

Ph.D. Image processing Enhancement

using Fuzzy Set Theory Arabian Gulf University, Constituencies, Training and Continuous Teaching Center, Iraq

Prof. Dimitrios A. Papaconstantopoulos

School of Physics, Astronomy, and Computational Sciences, George Mason University, USA Ph.D., Theoretical Solid State Physics University of London(UK)

Dr. Abdelkader Zarrouk

Faculty of Sciences, Dept. of Chemistry

Laboratory

Applied Chemistry and Environment

Mohammed First University

Ph.D.,

Mohammed First Unversity

Oujda, Morocco

Prof. Tai-Yin Huang

Associate Professor of Physics Pennsylvania,

State University Penn State Lehigh Valley, ,

Ph.D., Physics, University of Cincinnati,

President of the Lehigh Valley,

Taiwanese Women Association

Prof. Dr. Ahmed Asaad Ibrahim Khalil

National Institute for Laser Enhanced Sciences,

NILES Cairo University, Giza, Egypt Ph.D.,

Experimental Physics V Institute

Engineering

Application of Lasers

University Bochum, Germany

Dr. Mohamed Salem Badawi

Department of Physics,

Awarded Junior Radiation Physics Medal,

7th Radiation Physics and Protection

Conference, Ismailia, Egypt

Prof. Marie-Christine Record

Department of Chemistry, Aix-Marseille University Ph.D.,

Materials Sciences, Montpellier University, France

Prof. Hakan Arslan

Mersin University Ph.D., Chemistry Nigde University

Turkey

Prof. Wanyang Dai

Department of Mathematics, Nanjing University, China Ph.D., Applied Mathematics, Georgia Institute of Technology, USA

Dr. Hyongki Lee

Assistant Professor, University of Houston Ph.D. in Geodetic Science, Ohio State University, USA

Nicola Mastronardi

Consiglio Nazionale delle Ricerche,

Ph.D. Applied Mathematics Katholieke Universiteit Leuven Belgium

Prof. Saad Belkhiat

Setif University, Ph.D., Physics University of Sétif Algeria

Dr. Arvind Chhabra

University of Connecticut Health Center

USA Ph.D., Biotechnology Central

Drug Research Institute

Mohamed Shaaban Ali

Department of Anaesthetics,

Al Salam International Hospital,

The State of Kuwait

PhD,

Cerebral Monitoring during cardiac surgery,

University of Wales,

Cardiff, UK

Prof. Tarek Aboul-Fadl Mohammad Hassan

Vice Dean for Education and Student Affairs,

Department of Medicinal Chemistry,

Faculty of Pharmacy, Assiut University

Prof. Anthony Bridgwater

European Bioenergy Research Institute,

Director of EBRI, Leader of Aston University

Bioenergy Research Group,

Edwin Walker Prize winner

Prof. Ewa Szczepanska-Sadowska

Medical University of Warsaw, Poland Ph.D., Medical University of Warsaw,

Poland

Prof. Gjumrakch Aliev

University of Atlanta, Ph.D., Cardiovascular Biology and Pathology,

Moscow State University

Prof. Elsayed Ibrahim ELAGAMY

Department of Applied Medical Sciences, Qassim University, Kingdom of Saudi Arabia, Ph.D., Dept. of Comparative Medicine, Mc Gill University

Shen Hu

Division of Oral Biology and Medicine,

Jonsson Comprehensive Cancer Center, University of California, Ph.D.,

Bioanalytical Chemistry, Wuhan University, China

Rahul Mahavir Nandre

College of Veterinary Medicine, Kansas State University, Kansas, USA Ph.D., Veterinary Medicine Chonbuk National University, South Korea

A. C. Matin

Department of Microbiology and Immunology, Stanford University School of Medicine Stanford, California Ph.D., Microbiology, University of California, Los Angeles

Wei Wang

Professor, Public Health School of

Medical Sciences, Ph.D., Edith Cowan University,

Australia

Prof. Filippo Berto

Department of Management and Engineering,

University of Padua, Italy

PH.D, University of Florence

Prof. Bernardino Benito

Department of Accounting and Finance,

Faculty of Economics and Business,

Ph.D. in Economics and Business,

University of Murcia,

SPAIN

Dr. Dimitrios Vortelinos

Department of Accounting,

Economics and Finance,

University of Lincoln,

UK

Ph.D., Financial Economics,

University of Peloponnese, Greece

Victor J. Tremblay

Department of Economics, Oregon State University Ph.D.,

Economics Washington State University

Dr. Emmily

Mugasia

Department of Education planning

and Management,

Masinde Muliro University of Science

and Technology Kakamega –

Kenya.

Dr. Randall Xu

School of Business, Accounting Department University of Houston -Clear Lake Ph.D. Accounting University of Alabama

Prof. Bartlomiej Kaminski

Information Technology and Management Rzeszow University Poland Ph.D., Department of Economics University of Warsaw, Poland

Prof. Ubaldo Comite

University of Calabria, Arcavacata – Rende, Italy University Giustino Fortunato, Benevento – Italy Ph.D., Economy and Management of Public Administrations

Prof. Birendra (Barry) Mishra

Professor of Accounting A. Gary Anderson Graduate School of Management University of California, Riverside, USA Ph.D., Accounting University of Texas, Austin

Xuebing Yang

Assistant Professor,

Economics Penn State Altoona Ph.D.,

University of Oklahoma USA

Prof. Robin H. Luo

Professor of Finance ALHOSN University, UAE

Adjunct DBA Faculty Doctoral Supervisor

University of Liverpool/Laureate, UK Ph.D.,

Nanyang Technological University

Singapore

Omonijo Ojo

Student Industrial Work Experience

Scheme Covenant University, Ota,

Ogun-State Obafemi Awolowo

University Sociology of Development Covenant University, University Ota, Nigeria

Dr. Haijing Dai

Assistant Professor Chinese University of

Hong Kong Department of Social Work Doctor of Philosophy Social Work

and Sociology University of Michigan, Ann Arbor

Prof. Yung C. Shin

Purdue University, USA Ph.D.,

University of Wisconsin,

USA

Dr. Xiaochun Cheng

Middlesex University, UK Ph.D.,

Jilin University China

Prof. Tatiana Kovacikova

COST Office Belgium Ph.D., University of Zilina Slovakia

Dr. José Reinaldo Silva

University of São Paulo Ph.D., University of São Paulo Brazil

Prof. Chang-Hwan Lee

Dong Guk University, South Korea Ph.D., University of Connecticut USA

Prof. Qiuqi Ruan

Beijing Jiaotong University B.S., Northern Jiaotong University Beijing

Prof. Victor J. Tremblay

Oregon State University Ph.D.,

Washington State University,

University of California

USA

Prof. Vassili Kolokoltsov

University of Warwick,

UK Ph.D., Moscow State University,

Russia

382U

LJP Copyright ID: 573331Print ISSN: 2515-5784Online ISSN: 2515-5792

London Journal of Research in Humanities and Social Sciences

Volume 19 | Issue 4 | Compilation 1.0

ABSTRACT

Scan to know paper details andauthor's profile

Classification: For Code:

Language: English

139999

The Trends and the Issues of the Connecting Curriculum in Japan 

The purpose of this paper is to examine trends of the policies in the Connecting Curriculum Between

Kindergarten and Elementary School into the two approaches to aim at the school reform and prevent the

First Grade Problems, and to examine the content and the characteristics of the recent educational

innovation. In the former issue, the government promote the Connecting Curriculum Between

Kindergarten and Elementary School as a national strategy of educational reform based substantially on

the concept of “the basis of learning” in early childhood education, and tried to spread to the educational

scenes and to construct "collaborative learning." In the latter issue, Start Curriculum of elementary schools

has the problem of replacing the practice of the living environment studies with the adaptation of children

to school.

Hijirigaoka Education and Welfare College   

Keywords: education principle, connecting curriculum, kindergarten, elementary school.

Atsushi FURUYA 

 © 2019. Atsushi FURUYA. This is a research/review paper, distributed under the terms of the Creative Commons                                 Attribution-Noncommercial 4.0 Unported License http://creativecommons .org/licenses/by-nc/4.0/), permitting all noncommercial use,                   distribution, and reproduction in any medium, provided the original work is properly cited. 

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The Trends and the Issues of the Connecting Curriculum in Japan 

Atsushi FURUYA 

ABSTRACT 

The purpose of this paper is to examine trends of

the policies in the Connecting Curriculum

Between Kindergarten and Elementary School

into the two approaches to aim at the school

reform and prevent the First Grade Problems,

and to examine the content and the

characteristics of the recent educational

innovation. In the former issue, the government

promote the Connecting Curriculum Between

Kindergarten and Elementary School as a

national strategy of educational reform based

substantially on the concept of “the basis of

learning” in early childhood education, and tried

to spread to the educational scenes and to

construct "collaborative learning." In the latter

issue, Start Curriculum of elementary schools has

the problem of replacing the practice of the living

environment studies with the adaptation of

children to school.

Keyword: education principle, connecting

curriculum , kindergarten, elementary school.

Author: Hijirigaoka Education and Welfare College

Senior Lecturer − Japan.

I. INTRODUCTION

In July 2014, the Education Rebuilding

Implementation Council submitted the proposal

"The Future State of the Educational System" on

the revision of the school system from early

childhood education to university to Prime

Minister Shinzo Abe. The Future State of the

Educational System required to make early

childhood education for children 3 to 5 years free

of charge in stages and to put ahead of the starting

age of compulsory education to 5 years. The

framework of the free of charge for early

childhood education and compulsory education of

5 years would bring about a considerable

structural change in the post-war educational

system. At the same time, the connection between

early childhood education and elementary school

education has promoted since the 2000s, and the

curriculum policies of the Ministry of Education,

Culture, Sports, Science and Technology (MEXT)

regarding this.. In the curriculum policies for over

a few decades, the new ideas proposed one after

another, and early childhood education basically

has been organized as a part of compulsory

education.

An overview of MEXT policies shows that there

are two approaches to the method of reform. One

is an approach that aims to reform the school

system (from now on referred to as “School

System Reform Approach”), and the other is to

prevent the First Grade Problems (from now on

referred to as "First Grade Problem Preventive

Approach"). Althoug there is a lot of overlap

between the two approaches in proposals and

arguments, there also is issues and conflicts

which are unique to them. Although the idea and

the concept of connection are discussed in school

the School System Reform Approach, the various

problems have emerged in the practical situation

of the curriculum. While the specific measures for

the First Grade Problem Preventive Approach are

taken mainly at the elementary schools, the

comprehensive viewpoint on what the school

education should be is weak. Therefore, in this

paper, I would like to consider the contents and

the characteristics of the educational policies for

the curriculum for connecting early childhood

education and elementary school education (from

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The Trends and the Issues of the Connecting Curriculum in Japan

now on referred to as the Connecting Curriculum

Between Kindergarten and Elementary School)

and sort out them into the above two approaches.

Looking back on past, nobody treated early

childhood education in Japan as the theme of the

education policies. Even in the post-war

educational system reform, the government

positioned early childhood education as a

supporting role of the education policies. The

situation was clearly shown by the explanation of

the bill proposed by Minister of Education

Seiichiro Takahashi in the enactment of the

School Education Law (1947). Takahashi insisted

the four points as the main reasons for the

educational system reform, which based on the

implementation of the bill of the School Education

Law: "the equal opportunity of education", "the

spread and improvement of the general education,

and the abolishment of sex discrimination", "the

simplification of the educational system", and "the

development of the academic culture". In all

points, Takahashi showed the significance of

6-3-3-4 schooling system (elementary school,

junior high school, high school, and university),

but did not mention kindergarten.

Therefore, kindergarten education in post-war

started in the situation that it was not compulsory

education as well as general education. Although

Article 1 of the School Education Law defines

kindergarten as "school", early childhood

education has been recognized as supplemental

education. So the matters related to early

childhood education have never been discussed

extensively as a policy subject of the regulations

for public education, the finance, and the

administration. It is true that this situation

created the independence and the creativity of the

practice of early childhood education. But

whether early childhood education established in

general education has been left as the significant

post-war challenge.

The school system reform of the school system

took a point for approaching the issue. In July

1971, the report of Central Council for Education:

"Basic Measures for Comprehensive Expansion

and Adjustment in School Education in the

Future" suggested that childhood school’s "the

pioneering attempt" seamlessly educated children

from aged 4 or 5 to in the lower grades of

elementary school, was entitled as "Development

of the school system according to the developing

process of human". However, the council decided

that the aim of the childhood school was

"reconsideration of the beginning of schooling"

and "consideration of the potential that the

development of talents with early education. As a

result, the educators gave a lot of negative

opinions about the attempt. The Ministry of

Education did not embody the concept of the early

childhood schooling and drive forward the

kindergarten education promotion measures

which were described in the report of Central

Council, in the Kindergarten Education

Promotion Plan (second) in August of the same

year. In response to this promotion policy, the

government started a research on the relationship

between kindergartens and lower grades of the

elementary school in the curriculum, the systems,

the organizations, and the governance.

In the long run, the policy of the Connecting

Curriculum Between Kindergarten and

Elementary School in recent years was a

continuation of the school system reform plan in

1971. However, it is also a fact that the Connecting

Curriculum Between Kindergarten and

Elementary School became the subject of

educational reform since the 2000s, while the

globalization had progressed and the transition to

the post-industrial society had accelerated the

international competition in education. In this

chapter, I focus on and examine this new

situation.

In the following discussion, firstly I will describe

the main policy issues of the Connecting

Curriculum Between Kindergarten and

Elementary School from the late 1980s to 1990s,

and secondly, identify the content and the

characteristics of the policy in the two approaches

since the 2000s. Lastly, I will discuss the concept

of a curriculum "The smooth way of connection

between early childhood education and

elementary school education (report)" (November

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The Trends and the Issues of the Connecting Curriculum in Japan

2010) that made comprehensive proposals based

on the reforms with the two approaches.

1. The establishment of the subject of living

environment studies and the concept of "base

of learning."

The collaboration of kindergarten and elementary

school have been done experimentally before the

WW2, but when the course of studyrevised in

1989. It requested that the relationship between

schools should have been further strengthened

through the curricula. For the first time, the

Curriculum Council discussed on the kindergarten

curricula together with elementary school, junior

high school, and high school curricula, and aimed

to realize “the content of the education with

harmony and unity." At that time, the rate of

5-year-old children who enter kindergartens was

94% including those who received education by

the kindergarten education at the nursery schools,

and of high school was also 94%. Therefore, it was

necessary to establish the “consistency of

educational content” from kindergarten to high

school.

The establishment of the living environment

studies at that time, although partially, had the

meaning to ensure the connection between

kindergarten and elementary school in the

curricula. According to Shigeto Nakano who was

involved in the establishment of the living

environment studies as the subject survey officer

of Elementary and Secondary Education Bureau

in Ministry of Education, instead of thinking

about kindergartens and elementary schools

separately as before, Central Council for

Education considered restructuring of subjects

with focusing on “connection and development” of

“kindergartens to elementary schools”.

The living environment studies was born as a

subject that focused on the direct experience and

the comprehensive instruction in consideration of

the kindergarten education, on the premise the

developmental status of the children at the lower

grades of elementary school who had undiffe

-rentiated thoughts and feelings.

On the other hand, the Revision of the

Kindergarten Instruction Procedure (same year)

focused on reinstating the uniqueness of early

childhood education with new expressions, rather

than connecting with elementary school. In the

Revision of the Kindergarten Instruction

Procedure, "play" was clearly described as

"important learning to cultivate the basic of

development," the foundation was laid to link

"play" to "learning" as the experience of young

children. But the points that the early childhood

educators involved in the revisions argued was the

ideas of the new “education through the

environment” and “general guidance through

play.” It was emphasized to perfectly pursue the

concepts as a fundamental and to break away

from the education that taught the areas as just a

subject, and that preempted the contents of

elementary schools.

Bringing early childhood education closer to the

connection between kindergarten and elementary

school is the education policy that seeks to foster

Zest for living in the mid-1990s. The report from

Central Council for Education "The way of

education of our country, with the view of the 21st

century (the first)" (July 1996) pointed out "the

decline of the educational abilities" in the; homes

and the community, the pressure on children, the

lack of sociality, the decline of physical strength,

and advocated the; development of the proactive

problem-solving abilities, the enriched

humanness, and Zest for living that represents a

sound body. In addition, the report from Central

Council for Education defined "healthy mind and

body, desirable habits and attitudes in social life,

spontaneity, motivation, rich emotions, interest

and concerns in things, powers of expression" that

are raised in kindergartens as "basis of learning"

after elementary school, and hoped that early

childhood education would improve the education

of Zest for living. Zest for a living meant the

abilities to be directly linked to independence and

personality rather than knowledge and skills and

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The Trends and the Issues of the Connecting Curriculum in Japan

united with the education that children learn and

think independently rather than that teaches

them unilaterally. In that respect, it can be

considered that the study of Zest for a living had

an assured affinity with early childhood

education. It was natural to positively find the

significance of early childhood education in the

formation of “the basis of learning,” and the

consciousness of the connection of kindergarten

and elementary school was rising.

Even so, the concept of “the basis of learning” was

carefully discussed so as not to spoil the

characteristics of early childhood education. In

the Ministry of Education's report "The future way

of kindergarten education corresponding to the

change of the times" (November 1997), “the part

that forms the basis of kindergarten education”

was linked to “the foundation of learning” after

elementary school, and constituted “the

foundation of connection” between kindergarten

and elementary school. Six issues were mentioned

in the content of "the basis of learning": will and

confidence to work on actively and positively,

notice from experiences, various expressions of

thoughts and emotions, dealing with fellowship,

involvement in symbols, and understanding and

using the language in conversation. These

contents of six issues were not in derogation from

the Kindergarten Instruction Procedure and the

interpretation on that. This report emphasized

that the consistent education in elementary

schools was also based on the kindergarten's

“comprehensive teaching centered on the

independent play.”

A curriculum that made consideration of the

connection to elementary schools became the

assumption of early childhood education, and an

important policy issue, combined with the

resurfacing plan of school system reform. In 1998,

the Curriculum Council Report (same year),

which was prepared for the revision of the

Revision of the Kindergarten Instruction

Procedure required that the kindergarten

education should be responsible for “fostering the

foundation of life and learning after elementary

school”, and referred to the cooperation with the

elementary schools which paid attention for the

relation with living environment studies. In

December 1999, the Central Council for Education

Report states that: "Improvement of the

connection between primary and secondary

education and higher education” argued that it

was necessary to strengthen the cooperation

between each school level, because of the

acceleration of the children's development of

bodies and minds, the independent life, the delay

in self-directed career choice, and the change of

the industrial structure as the society matured.

This report required that, based on the

recommendations of the school system’s

development in the 1971 statement, the practical

researches of the way of the constancy of the early

childhood education and the lower grade of the

elementary school curriculum, further

establishment of systematics, and cooperation

and connection.

As mentioned above, the School System Reform

Approach appeared earlier than the First Grade

Problem Preventive Approach. In terms of what is

"the basis of learning" (education content) and

what kind of instruction (education method), the

School System Reform Approach connote the

tension that it should have maintained the

characteristics of kindergarten and elementary

school, and also find their harmony.

2. First Grade Problem Preventive Approach

(1) The argument of the First Grade Problem

and the practice of the connecting between

kindergarten and elementary school

Through the disputes that drove distrust in school

education, the First Grade Problems caused the

new contexts in which the curriculum policy of

Connecting Curriculum Between Preschool and

Elementary School worked, apart from the

backgrounds of the school system reform. First,

let's look back at the main arguments regarding

the First Grade Problem.

At first, the First Grade Problem was regarded as

a phenomenon in which the class disruption that

occurred in the upper grades reached the lower

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age. But the problem became to be emphasized in

connection with early childhood development and

education. Naoki Ogi considered that the class

disruption was the breakdown of the Class

Kingdom of the elementary schools, referred to

Non-interference Nursery as a factor that caused

the class disruptions of the first-grade children to

"all over the country." Similarly, the arguments of

claiming that reproduction of the First Grade

Problem thereafter causes the early childhood

education which focuses on the free activities and

the personalities of infants . Shinbo Makiko

argued that the First Grade Problem was "a

problem caused by children who were tied to their

early childhood," and “‘a state of an unformed

class that did not form a group, not a class

‘disruption.’" She listed the four points as the

background of the problem: 1. Changes in society

surrounding children, 2.Changes, and isolation of

parents in parenting, 3.Expansion of the gap

between the preschool education which in process

of change and the school education which

unchanged, and 4.Self-abortion preschool

education and school education without

collaboration.

Confronted with the doubts and the criticisms for

the early childhood education, the early childhood

educators pointed out that the “gap” expanded

between kindergarten and primary school

education systems, and the lack of collaboration

between teachers was matter. In kindergartens,

the children's play as self-motivated activities

regarded important, and the teachers prepare the

necessary environment based on their interests

and concerns. But, in elementary schools, the

children's learning and life are organized

uniformly by timetables, textbooks, and

teacher-led teaching. In the methods and contents

of education, the changes that accompany the

transition from early childhood education to

elementary school education, the learning

environment, and the codes of behavior were

considered to be "gap." There were many people,

including Takashi Muto who treated that the large

“gap” made children’s confused was a factor of the

First Grade Problem. Fukada Shozo showed that it

took from several months to a year for new pupils

to adapt to the life of the elementary schools, and

they got severe stress during that time.

Regarding the lack of collaboration between the

kindergarten and elementary school teachers,

Hiroko Sasaki and fellows saw as problems that

kindergarten teachers who were indifferent to the

elementary school education after the children

enter the school, and the elementary school

teachers who "ignored" children's educational

history, development, and individuality, and

forced them in "single frame". The First Grade

Problem was concluded that “the confusion and

the puzzle of children who fell in the gap” of the

broken relationship between kindergarten and

elementary school. The final report "The current

situation of class management problems and their

response" (March 2000) of the class management

study group, which was delegated by the Ministry

of Education, also dealt with “the cases of lack of

cooperation and cooperation with preschool

education” as one of "a situation where the class

does not work well". The Research Council for

study on for Future Kindergarten Education in

Response to Changing Times (1997) also referred

children’s anxiety accompanying the transition

from kindergarten to elementary school.

The opinion was that it was necessary to remove

anxiety and gave a sense of security, as both

children and parents felt uneasy about "studying"

and "friends" in elementary school. But at that

time, the anxiety in transition was just considered

to be a general trend. The report of Research

Council for study on for Future Kindergarten

Education in Response to Changing Times in 1997

showed the view that “the last half of kindergarten

older class to the first semester of first-grade

elementary school” was considered as a period of

transition. But the proposal for connection only

referred to the promotion of mutual

understanding between kindergarten and

elementary school.

Since the appearance of the First Grade Problem,

the interest in connection had been directed not

only to the consistency of the contents of

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The Trends and the Issues of the Connecting Curriculum between Kindergarten and Elementary School -The two approaches to education policy The Trends and the Issues of the Connecting Curriculum in Japan

education but also to the pragmatic exchange and

collaboration between kindergartens and

elementary schools in daily educational activities.

In February 2001, the Survey and Research

Co-workers Meeting on Promotion of Early

Childhood Education’s report: "Toward the

enhancement of early childhood education

-Toward the formulation of early childhood

education promotion program" pointed out that

there was a lack of opportunities and mutual

understanding for the cooperation and exchange

between kindergartens and elementary schools,

and it advocated "promoting exchanges between

teachers, children and parents" as the measure to

prevent the problems. The concrete matters

were:among teachers, “daily information

interchange and continuous exchange” through

regular meetings and joint in-school training,

rather than a one-day training, among children,

“joint events including athletic meet, school play,

and excursion”, “joint activities including open

space of each garden and joint lunch”, “mutual

participation in childcare and classes including

involvement of early childhood in the class of

living environment studies and integrated studies

period, among the parents", “joint parents'

association, lectures and symposia”, “joint

events”, and “PTA activities”. The report also

showed the reciprocity of collaboration, in which

these exchanges do not benefit just one, but

provide opportunities for both to learn and grow.

In the First Grade Problem Preventive Approach,

the obviousness and the urgency to practice

collaboration for the education sites became the

driving forces of the Connecting Curriculum

Between Preschool and Elementary School.

(2) Formation of start curriculum

Within the First Grade Problems, the curriculum

reform focusing on elementary school education

rather than kindergarten education. The report of

Central Council for Education “Improvement of

the course of study for kindergartens, elementary

schools, junior high schools, high schools and

special needs schools” in January 2008 pointed

out that the problem of children, including

"weakening of self-control and sense of norms and

inadequate establishment of lifestyles", as a factor

of the First Grade Problem. And the report argued

"adaptation" to elementary school life as an issue.

The main improvement matters of the educational

contents based on this report are as follows for

kindergarten and elementary school.

First of all, in early childhood education, it was a

matter of improvement to establish collaboration

between kindergarten and elementary school,

focusing on the exchange opportunities between

them. The new Kindergarten Instruction

Procedure showed the setting of opportunities for

“exchange of children between kindergarten and

elementary school” and “exchanging of views, and

joint research” with elementary school teachers.

And the new Kindergarten Education Guidelines

also referred to continuity and planning for

meaningful exchanges. But the term of "the First

Grade Problem" didn’t appear in the new

Kindergarten Instruction Procedure, and the

guideline just referred that as there was a

substantia change in their lives, "children may not

be able to adapt well to the changes in their lives".

It was the elementary schools that recognized the

problem of the first grade to adapt to elementary

school problem to the primary schools as a severe

problem of arranging a curriculum. The report

especially referred to living environment studies

and certain activities about the First Grade

Problem and difficulties in adjusting to school.

This report pointed out that "adaptation to school

life" was a matter in living environment studies

and "adaptation to a group" in special activities.

In addition, the report listed the following as

specific matters for curriculum improvement for

living environment studies: the composition of the

unit centered on the living environment studies at

the beginning of entering, the further

enhancement of the teaching which was jointed

and related to other subjects and living

environment studies, and kindergarten and school

children's joint learning activities, and the

exchange of teachers. The specific matters for

curriculum improvement for special exercises

were an effective adoption of activities to learn

social skills that build relationships. The term of

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the First Grade Problem which was not used in

the guidelines of the new Kindergarten Education

procedure, repeatedly appeared in the new

Courses of Study of living environment studies

and special activities (4 times for life course, nine

times for special excersises). That represented a

sense of urgency on the elementary school side.

The point to be noted in this revision is that the

improvement measures are proposed that regard

the curriculum at the beginning of the first-grade

year as a Start curriculum, to promote adaptation

to schools and prevent the First Grade Problem.

According to the part of living environment

studies of the Elementary School Course of Study

Guidelines, in the first unit of April, Start

Curriculum forms a large unit that is

comprehensively teaching the contents of the

Japanese language, music, and drawing work,

centering on the learning activities of living

environment studies to explore the school sites.

And the comprehensively teaching is organized to

be gradually divided into each subject. By creating

a large unit, it was considered that “it would be

possible for children to carry out activities for

realizing their thoughts and wishes in a relaxed

time.”

Start Curriculum actively incorporated the

method of learning that was comprehensive on

the extension of the early childhood education,

and flexible allocation of activity time not tied to

timetables, into the curriculum of the elementary

school education. In other words, it was an

attempt which partially reduce the “gap” between

kindergarten and elementary school education

systems. The Start Curriculum presented the

model of Connecting Curriculum Between

Preschool and Elementary School, but it brought

about the change in the meaning of the practice of

living environment studies at the same time.

According to Tadahiko Inagaki, history of

remodeling class established licing environment

studies and it was designed for practicing

replacing the traditional subject-centered classes,

through the selection of distinctive tasks by

teachers, the re-question of class goals, and the

development and understanding of children and

progressing of independent activities. However,

Start Curriculum expected living environment

studies to have a function of linking the jointed

class to the specialized classes, rather than of

reviewing. Also, Start Curriculum aimed at the

methods with a limited goal of adaptation to

school life rather than creative methods by

teachers and children. In later, the Start

Curriculum was criticized that “it has not yet free

from the long instruction of adaptation,” and did

not change the way of learning in the lower grade

of elementary school. These criticisms would

represent that the practice of living environment

studies had been temporarily replaced with

adaptation instruction with the introduction of

the Start Curriculum.

3. School System Reform Approach

(1) The characteristic as the national strategy

About the whole curriculum policy, the

government reviewed Yutori education (more

relaxed education policy) in the 2000s, and the

development of “certain academic ability” was

emphasized. With the background of the

argument of the decline in academic ability,

MEXT launched the enhancement of “mind

education” and the improvement of “certain

academic ability” in the Recommendation of

Learning in 2002. According to the report of

Central Council for Education "Measures to

enrich and improve the present curriculum and

instruction in primary and secondary education"

in October 2003, "certain academic ability"

included from "knowledge and skills" to "ability of

thinking, judging, and expressing", and

emphasized "willingness to learn". There was also

a view that "certain academic ability" was an

aspect of knowledge of Zest for living in the

report.

Therefore, the early childhood education, which

had emphasized significance in the formation of

the “basis of learning” that fosters Zest for living,

could no longer ignore "academic ability" and its

policies. Also, early childhood education was

forced to adapt to the trends of the international

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The Trends and the Issues of the Connecting Curriculum in Japan

models of academic ability. The revision of the

course of study in 2008 particularly emphasized

the importance of the education of Zest for living

in 'knowledge-based society' in the 21st century.

At the same time, Zest for a living was interpreted

directly to the “key competency” framework of

academic concept in the PISA survey of OECD.

Manabu Sato referred that educational reforms,

including academic policy in recent years, had

become internationally competitive due to

nationalism from globalization, and been

promoted as a national strategy. The report of

Central Council for Education "Creating

compulsory education in a new age" in October

2005 advocated that it was "the age of change,"

"the age of confusion," and "the age of

international competition." So the nation needed

to "strive to realize the world's highest level of

compulsory education as a national strategy.” A

system to improve the coordination and the

connection between schools at each stage focusing

on compulsory education, including the flexible

curriculum, is an essential issue to consider.

Following these movements, the School System

Reform Approach to Connecting Curriculum

Between Preschool and Elementary School began

to show its character as a national strategy. In

2003, Central Council for Education set up Early

Childhood Education Committee under the

Primary and Secondary Education Division, to

identify "the way of early childhood education as

what is connected to a compulsory education

system" in the process of discussion. Because of

this process, as Mioka Torii pointed out, the

problem of early childhood education was

positioned as a reform of the entire compulsory

education system, as a part of "realization the

world's highest level of compulsory education as a

national strategy." Furthermore, as the intention

of the MEXT secretariat, they chose not to

immediately start the development of a consistent

school system between kindergartens and

elementary schools, but to adopt a policy to

promote the development of early childhood

education centered on the Connecting Curriculum

Between Kindergarten and Elementary School.

Next, I would like to identify how the curriculum

reform of the connection between kindergarten

and elementary school had progressed based on

the report of Central Council for Education. The

report stated that "The way of early childhood

education based on the change in the

environment surrounding children-Thinking

about early childhood education for the best

benefit of children-" (January 2005, hereinafter

referred to as the Way of Early Childhood

Education report), which summarized the

discussion at that time.

(2)” The beginning of school education" and

reinforcement of promoting curricula

The Way of Early Childhood Education report

mentioned the direction of the reform of

Connecting Curriculum Between Preschool and

Elementary School. Firstly, relocating the early

childhood education as "the beginning of school

education" and ensure the connection with

compulsory education with revising the law.

Secondly, making the promotion of early

childhood connection curriculum pervade to the

education scenes. Thirdly, introducing the

concept of "collaborative learning" that links early

childhood and childhood education.

These three policies are all based on the idea of

“the continuity of development and learning.” In

the report, “the continuity of development and

learning” was the idea of linking the educational

functions of homes, communities, and

kindergarten facilities, and connecting the

education systems by passing on the results to

elementary schools. At the same time, as a

principle to promote the system development of

early childhood education for that purpose, it was

also mentioned as a principle that emphasizes the

connection of education of infants, early children,

and children. “The continuity of development and

learning” appeared in the report as the concept to

restructure the early childhood education and

promote the connection between kindergarten

and elementary school.

I will describe the specific contents of the three

policies below. The first policy of positioning early

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childhood education as the beginning of

schooling” aimed at further clarifying the

relationship the educational content of between

early childhood education and compulsory

education. Early childhood education is expected

as the function of fostering the foundation of Zest

for living, that consists of “certain academic

abilities” including “knowledge, skill, thinking,

judgment, and expression," “ rich humanity,” and

“health and physical strength ”for living healthily.

This report also proposed the review of Article 1 of

the School Education Law, which placed

kindergartens at the end of school types, to legally

clarify the connections in educational contents.

The fact that early childhood education is the

“beginning of school education”, meaning that is

linked to compulsory education in series. In line

with the proposal, Article 1 of the new School

Education Law (revised in 2007) was changed to

"In this law, schools means kindergartens,

elementary schools, junior high schools ..." In

Article 22, the new provision “Kindergartens

foster the basics of compulsory education and

subsequent education” was added to the purpose

of kindergartens. About the revision of the School

Education Act, some people worried that the goals

and content of compulsory education linked to

national norms and strategies. The worry became

not to overlook it in the curriculum for early

childhood education.

Next, the background of the second policy to

spread Connecting Curriculum Between Preschool

and Elementary School to the academic scenes

required the enhancement of collaboration in the

country, local public organizations, and

educational sites, with formulating the Action

Program for Promoting Early Childhood

Education. This program showed the following

matters to the country and the local public

organizations as an effective and efficient measure

that the report of “The way of early childhood

education” sought. The country needs to consider

revising the Kindergarten Instruction Procedure

that more enhances the teaching to cultivate the

basis of living and learning after elementary

school, in kindergarten. The local public

organizations need to support the development of

the model curricula so that the kindergartens can

create and implement the curricula and the

teaching plans that take into consideration the

transition to elementary school education. It has

been pointed out that the reason why the

collaboration of kindergarten and elementary

school did not spread and establish is that there

are differences in ideas among the areas and the

school boards, between kindergartens and nursery

schools, between public and private schools, and

that it is difficult for the whole elementary school

to work with. The Action Program for Promoting

Early Childhood Education attempted to improve

these situations and pushed forward with the

creation of the connecting curriculum in the

education site under the direction of the Board of

Education.

As part of that, the issue of “collaboration with

elementary schools regarding the formation of the

curriculum” was added to the survey on early

childhood education by MEXT since 2008.

Among the kindergartens who answered that

there was the exchange between the kindergartens

and the elementary schools (77.6% of the total),

the kindergartens that had organized curriculum

in cooperation with the elementary schools were

21.8% in 2008, 34.0% in 2010, 49.3% in 2012.

Although not clearly stated in this program, it can

be said that organizing a curriculum in

cooperation between kindergartens and elem-

entary schools are considered to be one of the

goals to be achieved in the educational scenes.

The Board of Education has also expanded the

movement toward formulating a model

curriculum for the connection between

kindergartens and elementary schools, and the

instruction of the exchange and the collaboration

between kindergartens and primary schools for

the educational scenes. Although curricula are

made based on the autonomy of teachers in

kindergartens and schools, on the other hand,

there was a tendency that the administration

imposed the curricula on the educational scenes

as an action goal.

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(3) Introduction of Collaborative Learning

The reason that the third policy asking for the

introduction of Collaborative Learning is, it was

advocated in need of particularly showing the

teaching to cultivate “the basis of learning” in

early childhood education. Mainly targeted at

5-year-old children before entering elementary

school, the Way of Early Childhood Education

report defined that "the activity that each child

sets a goal such as common destinations and

challenging issues, with teacher's help, and solves

them with cooperating and devising" was

collaborative learning. Furthermore, the report

called for consideration of "the flow of education"

from "activities in line with interests" to "learning

using interests" and "learning focusing on

subjects." As reference material for organizing

and implementing Connecting Curriculum

Between Preschool and Elementary School,

“Education from early childhood to childhood”

(February 2005) was published by the Curriculum

Research Center of the National Institute for

Educational Policy Research. In this book,

Collaborative Learning had the following three

features.

First, Collaborative Learning rationally explained

the relationship and continuity of the

kindergarten and elementary school educations,

as a basic concept to connect the two curricula.

The Collaborative Learning in early childhood was

considered to constitute “the basis of learning” of

the elementary school in the sense of “being taken

over by the elementary school and developing into

the class activities centered on classes.”

Furthermore, beyond the difference between

kindergarten and elementary school education,

the basis for the continuity of education was

clarified from the viewpoint that the experience of

sharing and collaborating goals should have

emphasized on both sides. There have been a

variety of early childhood experiences that

become “the basis of learning” in elementary

schools. Collaborative Learning integrates these

experiences and clearly shows the direction in

which early childhood education aims. Also in the

curriculum for early childhood education, not

only the exchange activities of kindergartens and

elementary schools which placed in one-time and

local space were given but also the intention to

consider the connection in the whole education

plan occurred.

Collaborative Learning went out of the realm of

living environment studies which mentioned the

commonality with early childhood education, and

suggested a change in the way of learning in

elementary school education. As in early

childhood, the emphasis on experiences and the

comprehensive activities had been limitedly

introduced mainly in the living environment

studies in primary schools. The book pointed out

that the introduction of living environment

studies and integrated studies would increase the

experiential learning, which children find and

search for their issues, and develop "the

independent learning method such as checking by

themselves or going about with consulting with

their friends”, that is not a one-way lesson of the

teacher even in the subject learning. In future

kindergartens and elementary schools, “finding

and working on their issues” and “developing

learning in cooperation with friends” will be the

ways of the learning that should be important as

well. The apparent difference between play and

subject learning was clear, but Collaborative

Learning gave a perspective on the continuity of

study, which was not bound by the framework of

subjects.

Second, Collaborative Learning restructured, with

the principle of cooperation and learning, the

curriculum of early childhood education

organized on the principle of spontaneity and

play, and resented the reorganization of early

childhood experiences. The book divided the flow

of development from early childhood to childhood

into three dominant periods and represented the

features of each period with nineteen practices.

The three periods of progress are described: the

case of three and four years old children in "the

period to meet various environments in the first

corrective life”, the case of four and five years in

“the period when their plays enriched and they

demonstrate themselves”, and the case of a

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five-year-old in "the period when their human

relationships deepen and they can learn together."

Through the variety of circumstances, the book

expressed the developmental aspects that the ego

emerges and starts to be aware of the others,

becomes able to adjust the behavior through the

exchange of conflict thought of friendship, the

process of giving interest and attention to an

object, and realizing the new aspects and

relationships, and broadening and deepening

understanding, and the process of earning that

creates new ways of involvement.

As mentioned above, Collaborative Learning

transferred the principles of the formation of early

childhood education curriculum, from

spontaneity and play to cooperation and learning.

However, the two principals were not in

opposition but mutual and co-existing

relationships. The self-motivation of early

childhood developed into cooperativity as "higher

quality." It was considered that “spontaneity rises

where cooperativity grew,” learning arises in play

and life, and study would further enhance play

and life. The principles of cooperativity and

learning in Collaborative Learning had the

potential to hand over the results to primary

education while maintaining the characteristics of

early childhood education.

Third, Collaborative Learning emphasized

"listening and communicating." The book showed

the process of which communication changes

from "body expression" to "verbal expression"

through trusting in others, acquiring words,

rebuilding and interacting with verbal

experiences, and listening to the other person's

opinions with focusing.

Speaking of early childhood education that

emphasizes verbal dialogue, there is

Communicating Childcare and the Reggio

approach. "Communicating" of Communicating

Childcare, argued around the Childcare Problem

Research Group in the 1960s, was a method of

proactively finding objective facts and aiming at

foster awareness. The dialogue of the Reggio

approach aims at a structure in which the children

find the meaning of the object in the way of

exploration integrated with the activities of

creative art. Collaborative Learning was proposed

on the assumption of the activities of the project

represented by the Reggio approach. However,

“listening and communicating” in “education from

early childhood to childhood” emphasizes the

skills in the formation of listening attitude and

communication, rather than the dialogue open to

the construction in the various meanings. It

differs from the Reggio approach in that respect.

Collaborative Learning was initially attracted

attention as the idea of connecting kindergartens

and elementary schools, but it became instability

as an idea of early childhood education soon. At

the Kindergarten Education Specialty Group of

Curriculum Group of Central Council for

Education, held in preparation for the revision of

the Kindergarten Instruction Procedure in 2008,

there were a series of opinions that the term

Collaborative Learning should have been avoided.

They pointed out the following problems: the

educational methods in which formal group

formation was carried out in attempting to

practice for Collaborative Learning, the education

content associating with area was difficult, and

the misunderstanding of treating “studying-like"

learning as "sharing and learning." As a result, the

new Kindergarten Instruction Procedure did not

hold the term of "Collaborative Learning", but

instead had the expression of "playing

cooperatively." And the matter about "playing

cooperatively" was described in "content

handling" in the area of "human relationships,"

and as a social experience rather than a cognitive

experience of learning. In the tense relationship

between the connection between kindergartens

and elementary schools, and the uniqueness of

early childhood education, Collaborative Learning

faces a conflict between child-centered and

teacher-centered, area and subject, play and

learning, and is receding at least as a curriculum

term.

4. The current situation of Connecting Curriculum

Between Preschool and Elementary School policy

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The policy of Connecting Curriculum Between

Preschool and Elementary School has been

promoted with backlogs, with the School System

Reform Approach in the mainstream, and the

First Grade Problem Preventive Approach. The

report "A smooth connection between early

childhood and elementary school education" of

MEXT in November 2010 designed a future

curriculum based on the examination and practice

in both approaches.

The report referred to the First Grade Problem

and also showed the notes of Start Curriculum.

But the core of the report was theorizing of a

curriculum to organize and explain kindergarten

and elementary school education continuity and

consistently. The report aimed to build a system

of Connecting Curriculum Between Preschool and

Elementary School, based on certain principles

and concepts. Then, what was presented is the

“three-tiered structure,” which is developed by

“the purpose and goal of education" →

"curriculum” → “educational activities.” In "the

purpose and goals of education", the contents on

purpose and the goals of kindergartens and

elementary schools in the Fundamental Law of

Education and the School Education Law were

cross-checked, and the concept of "fostering basic

skills for learning," which represents the common

goals to both parties was presented. As follows, I

would like to describe two points that I noticed.

The Curriculum clearly states the importantance

of cultivating “the three independence” in early

childhood and childhood, and “the three elements

of academic abilities” after childhood for

“fostering Basis of Learning.” “The three

independences” in early childhood were the just

same words in living environment studies

(“independence in learning.” “independence in

life,” “mental independence”) to express the

commonality between early childhood and lower

grades in elementary school. “The three elements

of academic abilities" are the "life-long learning

basis" defined in Article 30 of the School

Education Law: “basic knowledge and skills,”

“thinking, judgment, and expressive ability to

solve problems,” and “independent attitude to

engage in learning.” “The three independences” in

early childhood is thought that it would gradually

lead to “the three independence” and the “the

three elements of academic abilities” in childhood.

However, as far as I know there is no argument

that explains the connection from “the three

independence” to “the three elements of academic

abilities” in elementary school education. For

example, looking at the whole course of study and

its guideline on the relation to life course, the

contents of “independence of learning” has the

descriptions related to the methods of learning

and acquiring knowledge and skills of the subjects

in the Japanese language, society, and science. On

the other hand, the contents of "individual

independence in life" and "mind-independence"

are described as moral in living environment

studies. “The three independences" through

integrated learning in the living environment

studies are broken up in the transition to learning

in the subject. In particular, the relationship with

“independence in life” and “mind-independence”

is excluded from subject learning. An explanation

of how "the three independences" in early

childhood to lower grades is developed in the

subsequent education remains as a future issue.

In “educational activities,” direct and specific

relationships with subjects are considered in the

two areas, “relation with people” and “relation

with things.” "Relation with people" is a relation

with oneself, another person, or a group, and

"relation with things" is with nature and things

around them. The educational activities from “the

beginning of learning” (early childhood) to

“awareness learning” (childhood) develop into

learning during play and for each subject, taking

into consideration the relationship with the two

areas.

The main contents of the activities that

systematically address teaching in each area are as

follows. “Relation with people” deals with social

experiences that create cooperative relationships

with others. The exercises are that exchange and

adjust ideas and feel a sense of accomplishment

together at the end of early childhood, and aim to

"form group codes" in the elementary school

lower grades. “Relation with things” deals with

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cognitive experiences mediated through nature,

things, and tools. At the end of early childhood,

“relation with things” is an activity that children

solve problems with combining laws, words,

letters, and quantitative relations acquired in life

and experience, and use them according to the

situations. In the lower grades of elementary

school, “relation with things” is an activity to

foster essential skills and practical understanding

of Japanese language, quantity, and natural

events through the teaching of each subject,

“expressing and appreciating ability” through

sound, “creative and conceptual ability” through

natural objects and artifacts.

Although the term of Collaborative Learning was

not in usage, learning from early childhood to

childhood was again planed based on the

principle of collaboration. What differs from one

used to be is that, it focuses on the role of “words”

and “expressions” that support the direct and

specific relationship with objects. In other words,

the report focused on "words" and "expressions"

passing through relations with people and things

rather than the acquired knowledge and skills of

"words" and "expressions." And the exploratory

experience of "deep awareness and thinking"

through "words" and "expressions" was

positioned as a learning experience. Referring to

"relation with people" and "relation with things"

activities, for example, although the content of

group norms, abilities, and knowledge itself are

also essential, we should consider putting the way

to set up an experience of learning how to

understand others and objects in the process of

exploring matters, into the curriculum plan.

II. CONCLUSION 

In this paper, I have sorted out the characteristics

and the issues of the curriculum policies in recent

years, focusing on the two approaches, the School

System Reform Approach and the First Grade

Problem Preventive Approach that designs

Connecting Curriculum Between Preschool and

Elementary School. These have explored the

possibility of rethinking early childhood education

as regular education, but the process has had

some problems. In the School System Reform

Approach, the early childhood education which

had the conflict between asking connection and

securing of originality was pushed back by the

compulsory education reform as a national

strategy, and promoted the development of

Connecting Curriculum Between Preschool and

Elementary School based on the concept of“the

basis of learning.” As a result, we saw the problem

of the influence of the governmental control that

directly linked to the compulsory education, the

high demand for the educational scenes to

introduce the connecting curriculum and the

reorganization of the early childhood education by

"collaborative learning" and its commotion. In the

First Grade Problem Preventive Approach, the

practicing of the collaboration of kindergarten

and elementary school progressed, and Start

Curriculum was proposed for children’s

adaptation to elementary schools. But the practice

of living environment studies is trivializing. And

now, Japan aims at the construction of the system

of Connecting Curriculum Between Preschool and

Elementary School. While including the

misunderstanding and cooperative learning

started over, there are various proposes of the

concepts of the connection. Looking back on the

history of the early childhood education, since the

no kindergarten argument in Meiji period, the

Japanese kindergarten has the trauma that they

were criticized for the teaching knowledge

unilaterally like the elementary schools. And the

country found uniqueness in the spontaneity,

play, and life of early childhood education. Then it

leads the country here. The reform of Connecting

Curriculum Between Preschool and Elementary

School demands a review of the ideas, principles,

theories, and practices of early childhood

education. However, in the process of the policies

of the two approaches, the issue of how to

consider future school education through the

connection between kindergarten and elementary

school may not have been sufficiently discussed.

In early childhood education, it would need to

find and reflect the possibilities and opportunities

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for the early childhood education to the position

in the general education on the connection

between kindergarten and elementary school,

rather than asking whether it is played or

learning, child-centered or teacher-led, emotional

or knowledge. This paper is one of the essays

which has such a view, for the curriculum reform.

“The continuity of development and learning” in

the connection between kindergarten and

elementary school will continue to be emphasized

as the idea to integrate the unique and diverse

practices of early childhood education. However,

it is also necessary to pay attention so that the

advocacy of “the continuity of development and

learning” does not bring about the unnecessary

control of homes and persons who bring up

children.

Although not mentioned because of space

limitations, the issue of the connection between

kindergarten and elementary school is also deeply

related to the integration of kindergarten and

nursery school, the international interest in

investing in infants and early childhood with the

economic growth strategies, and the assurance

and the evaluation of the quality of education. The

policies and the discussions of the connection

between the kindergarten and the elementary

school also need to be organized and considered

from these p

oints of view.

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38. Motoko Ota, 'Talking to the Reggio Emilia

approach, looking back at Japanese early

childhood education in the 20th century',

"East-West north-south: Wako University

Culture Research Institute annual report,"

Wako University Culture Research Institute

annual report, 2014.

39. Carolyn Edwards, Lella Gandini, George

Forman, Manabu Sato, Osamu Morima, and

Miki Tsukada (translation), "The Hundred

Languages of Children: The Reggio Emilia

Experience in Transformation," Seori Shobo,

2001.

40. Central Council for Education Discussion,

Subgroup of Primary and Secondary

Education, Early Childhood Education

Committee, "The opinions at Early Childhood

Education Committee (1st to 6th)", (the

document at 8th), http://www.mext.go.jp/b

menu/shingi/chukyo/chukyo3/026/siryo/06

082915.htm, at June 1, 2014.

41. Research Council of Study for the way of the

smooth connection of early childhood

education and elementary school education

(report), Ministry of Education, Culture,

Sports, Science and Technology, November

11, 2010.

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ABSTRACT

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The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State,

South Sudan 

Jacob K. Lupai 

University of Juba 

This research is to assess the role of opinion leaders in extension work in relation to farming. The purpose

is to establish the extent opinion leaders encourage agricultural production for the achievement of food

security. This is because opinion leaders are seen as helpful in addressing challenges in the community.

There is satisfaction with opinion leaders that can assist extension workers to deliver and are seen as

important in the provision of extension services to farmers. The result of the research is that opinion

leaders play a role in extension work in Luri County and the main role is in linking extension workers to

farmers. In general, farmers are satisfied with the role of opinion leaders. It is recommended that there

should be more consultation between opinion leaders and extension workers with further research to be

carried out to establish the extent to which the role of opinion leaders in extension work is effective in

increasing yields for self-reliance in food production.

Keywords: opinion leaders, extension worker, farmers, community, food security, poverty.

Classification: For Code:

Language: English

360199

 © 2019. Jacob K. Lupai. This is a research/review paper, distributed under the terms of the Creative Commons Attribution-Noncommercial                                     4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercial use, distribution, and reproduction                     in any medium, provided the original work is properly cited. 

The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, 

South Sudan Jacob K. Lupai 

 

ABSTRACT This research is to assess the role of opinion

leaders in extension work in relation to farming.

The purpose is to establish the extent opinion

leaders encourage agricultural production for

the achievement of food security. This is because

opinion leaders are seen as helpful in addressing

challenges in the community. There is

satisfaction with opinion leaders that can assist

extension workers to deliver and are seen as

important in the provision of extension services

to farmers. The result of the research is that

opinion leaders play a role in extension work in

Luri County and the main role is in linking

extension workers to farmers. In general,

farmers are satisfied with the role of opinion

leaders. It is recommended that there should be

more consultation between opinion leaders and

extension workers with further research to be

carried out to establish the extent to which the

role of opinion leaders in extension work is

effective in increasing yields for self-reliance in

food production.

Keywords: opinion leaders, extension worker,

farmers, community, food security, poverty.

I. INTRODUCTION 

This research paper covers the role of opinion

leaders and extension work in Luri County in

Jubek State, South Sudan. It is on the extent of

how opinion leaders are linking farmers to

extension workers in order for farmers to adopt

innovations that increase production to achieve

food security.

Opinion leaders are members of the social system

in which they exert their influence and when

compared with their followers, opinion leaders are

more exposed to all forms of external

communication, are more cosmopolite, have to

some extent higher social status, and are more

innovative (Rogers, 10983). On the other hand,

extension work is seen as the public provision of

agricultural advice and support to farmers

(Howell, 1986, pp.213 – 218). Extension is to help

farmers acquire knowledge related to certain

solutions to problems and their consequences so

the farmers can act on possible alternatives (Van

den Ban and Hawkins, 1996). For extension

services, it is the role of the extension worker to

bring about change among farmers (Oakley and

Garforth, 1985). An extension worker seeks out

and encourages people to change their traditional

attitudes towards development and helps them

achieve a better living standard (MacDonald and

Hearle, 1984). However, the challenge is that in

Sub-Saharan Africa extension workers are all too

often sad figures abandoned with little or no

support, infrequently supervised, with no

messages worth passing on to farmers and with

few incentives to get on with the work (Wiggins,

1986, pp.99 – 106). Sub-Saharan Africa is perhaps

the only region of the world that has not

significantly increased productivity of food crops

among its population of small scale farmers and

the reasons given include poor infrastructures and

shortage of skilled personnel (Zaria and Amotayo,

1997, pp.123 – 138).

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17 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

____________________________________________

Author: Associate Professor at the University of Juba

and the Principal of Eboni University College and

Kuajok Community College for Human Resource

Development and Extra-mural Studies, South Sudan.

In any extension organization, there will be only a

small number of trained, professional extension

workers within any region, with responsibility for

thousand of farmers (Oakley and Garforth, 1985).

According to Oakley and Garforth, the solution is

for extension workers to seek out and enlist the

support of local people who have leadership

qualities or influence within the area because such

local people can assume responsibility for certain

activities in the worker’s absence by assisting

directly in the spread of new ideas and practices

by demonstrating them in their fields. This seems

to suggest that opinion leaders can be people with

qualities that will likely help in the spread of

extension messages in dissemination of improved

cultivation methods to farmers to increase

production in the area.

The hypothesis to examine is that opinion leaders

have no role in extension work in Luri County in

Jubek State, South Sudan and the purpose of the

research is to determine the extent of the role of

opinion leaders in extension work.

II. OBJECTIVES OF THE RESEARCH 

Some of the objectives of the research are as

follows:

1. To assess the extent opinion leaders are

involved in extension work in Luri County,

2. To establish what main role opinion leaders

play in extension work, and

3. To establish the level of satisfaction of farmers

with opinion leaders.

Research questions

The main research questions are:

1. Do opinion leaders have a role to play in

extension work in Luri County?

2. What do opinion leaders mainly do if they

have a role to play in extension work?

3. How are opinion leaders important in

extension work?

Justification of the research

This research is justified in order to increase

knowledge and understanding of the role opinion

leaders play in extension work. It is with the aim

of development of appropriate strategies in

encouraging opinion leaders to get involved in

extension work for the success of extension

programme. The results of the research and

discussion can serve as a step for further research

in what has not been seen as covered in this

research on the role of opinion leaders in

extension work. In addition, this research is likely

to be helpful in the assessment of the role played

by opinion leaders in development. Finally, this

research is to add knowledge to the existing

literature on opinion leaders with reference to

agricultural development for food security and

reduction of poverty.

III. RESEARCH METHODOLOGY 

Various research methods have been used to

collect and analyze data on the role of opinion

leaders in extension work. The selection of the

research area has been made and the criteria of

selection of the area established. The research

methodology includes orientation visits to the

area, semi-structured interviews with key

informants and a questionnaire survey of a

sample of farmers.

Luri County in Jubek State in South Sudan has

been selected as the research area to collect data

on the role of opinion leaders in extension work.

This is because the government is carrying out a

number of demonstration farms in the area and

the surrounding communities consist mainly of

farmers.

A visit was made to the Ministry of Agriculture,

Forestry, Fisheries and Animal Resources in

Jubek State. The purpose of the visit was to

present the research proposal and to get

permission in order to carry out the research in

Luri County. The research proposal was accepted

with an acknowledgement that it was relevant for

strategic planning of an extension programme.

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18 Volume 19 | Issue 4 | Compilation 1.0 © 2019 London Journals Press

The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, South Sudan

A preliminary visit was made to Luri County for

firsthand knowledge of the area. The county

authorities were positive and pledged

cooperation. The research started with interviews

of key informants in the area for primary data.

Thereafter, a questionnaire was administered to a

sample of 50 farmers for their opinions on the

role of opinion leaders in extension work in Luri

County.

Limitations in the research

There were challenges in the field during the

research in Luri County. Some of the challenges

include the following:

1. There was a problem of moving from house to

house and from farm to farm in search of

farmers for the questionnaire survey when

people were not found at the time,

2. Extreme hot days limited movement in the

area, and

3. Respondents wanted to be paid in order to

provide information because of the assumption

that the research was a project to benefit the

local community.

IV. RESULTS AND DISCUSSION 

Key informants in Luri County said opinion

leaders were important in extension work. They

concluded that opinion leaders linked extension

with farmers in improving production for

self-reliance. However, it was not clear to what

extent did opinion leaders play a role in extension

work. The results of the questionnaire survey of

the sample of farmers may shed light on the

extent opinion leaders play a role in extension

work among farmers in the area.

When dealing with a sample the interest is in

proportions because it is to estimate the

proportions in the total population (Rowntree,

1981). Numerical data often need to be condensed

into a more suitable form before they are of much

value in a statistical investigation (Bryars, 1983).

Nevertheless, actual figures are necessary for the

precise specification of the frequency of

occurrence of anything and such figures are

obtained from a selected sample (Langley, 1968).

In the questionnaire survey 68 per cent of the

sample is male and 32 per cent female. The result

of the survey shows that there are also female

farmers in Luri County. Like men, women in

Sub-Saharan Africa participate in various

cultivation tasks such as sowing, weeding, clearing

the fields and transporting produce from the

fields (Savane, 1986, pp. 124 – 132). Many women

are farmers in their own right, either because

there is no man living in the family throughout

the year or because women in some societies have

their own land and their own crops for which they

are responsible (Oakley and Garforth, 1985). This

research confirms that there are women who are

also farmers in Luri County which suggests that

their opinions on the role of opinion leaders in

extension work may also count.

The result of the survey by age group shows that

38 per cent are in the age group of 15 – 35 years

old, 44 in 36 – 65 and 18 per cent are over 65

years old. This suggests that the majority of

farmers, 82 per cent, is in the working age group

and seems physically fit in sustaining production

for household food security. Only 18 per cent of

the farmers who are over 65 years old may be too

old to work in the fields with the likely resultant

low productivity.

On marital status, the majority of farmers, 84 per

cent, are married and only 16 per cent are single.

This suggests that the majority of farmers may

have sufficient farm labor as family members are

likely to contribute labor for farm work to increase

production for self-reliance.

The survey on literacy shows that 56 per cent of

the farmers are literate while 44 per cent are

illiterate. This seems to show that by a narrow

margin the majority of farmers are literate.

However, on the national level the majority of

people, 73 per cent, are illiterate and only 23 per

cent are literate (Southern Sudan Centre for

Census, Statistics and Evaluation, 2010). This

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19 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, South Sudan

seems to suggest that the literacy rate in Luri

County is above the national average.

Asked whether opinion leaders have a role to play

in extension work, the answer is 100 per cent in

the affirmative. When asked again of what is the

most important role opinion leaders play in

extension work, the majority of respondents, 86

per cent, are of the opinion that the most

important role is that of linking extension workers

to farmers, 12 percent view the most important

role as that of advising extension workers on

farming problems and 2 percent view early

adoption of improved farming practices as the

most important role. The result of the survey

suggests that opinion leaders have a significant

role to play in extension work in the

dissemination of innovations to farmers to

increase production for food security.

The majority of those surveyed, 74 per cent, are of

the opinion that opinion leaders interact with

extension workers once or more per month, 2 per

cent think interaction between opinion leaders

and extension workers is once in 1 – 3 months and

8 per cent think once in 4 – 6 months. Only 16 per

cent of those surveyed do not see any interaction

between opinion leaders and extension workers.

According to the survey it can be concluded that

84 per cent of the respondents are of the opinion

that there is some sort of interaction between

opinion leaders and extension workers. This

seems to confirm the role played by opinion

leaders in extension work in Luri County.

On the capacity of opinion leaders the survey

shows that the majority of respondents, 74 per

cent, consider opinion leaders to have a good

capacity to provide advice, 6 consider capacity

satisfactory and 4 per cent of the respondents

consider that capacity of opinion leaders to be

excellent. However, 16 per cent of respondents

consider the capacity of opinion leaders to provide

advice as poor. In all, the majority of respondents

in the survey, 84 per cent, are positive about the

capacity of opinion leaders in providing advice to

farmers. According to Rogers (1983), opinion

leaders are individuals who lead in influencing

opinions of others about innovations.

Asked how they are satisfied with the role of

opinion leaders in extension work, the majority of

respondents, 82 per cent, simply say they are

satisfied, 4 per cent are very satisfied and 14 per

cent are not satisfied at all with the role of opinion

leaders in extension work. This research seems to

confirm that the majority of respondents, 86 per

cent, are satisfied with the role of opinion leaders

in extension work. This suggests a confirmation of

the significant role opinion leaders play in

extension work in the effort to improve farming in

Luri County.

The survey on the attention of extension workers

paid to opinion leaders shows that 38 per cent of

respondents consider that extension workers pay

a great deal of attention, 56 per cent pay only a

little and 6 per cent consider extension workers

hardly pay any attention to opinion leaders. It

seems the majority of respondents, 94 per cent,

consider that in one way or the other extension

workers pay attention to opinion leaders. This

again seems to confirm the significant role

opinion leaders play in extension work.

On the extent of consultation between extension

workers and opinion leaders, the result of the

survey shows that 20 per cent of the respondents

consider that extension workers always consult

with opinion leaders, 70 per cent consider that

sometimes there is consultation and 10 per cent

consider there is no consultation at all between

extension workers and opinion leaders. It shows

that 90 per cent of the respondents consider that

there is consultation between extension workers

and opinion leaders. This clearly suggests that

opinion leaders have a role in extension work in

the area.

In the survey the majority of respondents, 88 per

cent, agree that opinion leaders have a role to play

in extension work in the rural areas, 10 per cent

strongly agree and 2 per strongly disagree. Once

again the result seems to confirm that the

overwhelming majority of respondents, 98 per

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20 Volume 19 | Issue 4 | Compilation 1.0 © 2019 London Journals Press

The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, South Sudan

cent, agree that opinion leaders have a role in

extension work. This clearly seems to confirm the

significant role of opinion leaders in extension

work in increasing production for food security in

Luri County in Jubek State, South Sudan.

Finally, on the improvement of the role of opinion

leaders in extension work, 50 per cent of the

respondents suggest training and financial

support to opinion leaders, 30 per cent

motivational incentives and 20 per cent of the

respondents suggest assistance with the mobility

of opinion leaders. It seems that the role of

opinion leaders in extension work is being taken

seriously with the majority of respondents

suggesting training and financial support, and

support of some kind. This may be because

opinion leaders are the nearest and easiest source

of agricultural information to other farmers

(Shekara et al., 2016).

V. CONCLUSION

The hypothesis was that opinion leaders did not

have a role with reference to extension work in

Luri County in Jubek State, South Sudan. The

purpose of the research was therefore to

determine the extent of the role of opinion leaders

in extension work.

The result of the research seems to confirm that

opinion leaders play a significant role in extension

work in Luri County and the main role is in

linking extension workers to farmers. In addition,

the farmers are satisfied with the role of opinion

leaders in extension work in the area.

In conclusion, the most important role of opinion

leaders considered in extension work, is linking

extension workers to farmers in realizing

agricultural development, achievement of food

security and reduction of poverty.

5.1 Recommendation for further research 

Further research is recommended with a larger

sample and a wider area for possible increase in

reliability in confirming the extent opinion leaders

have a role to play in extension work in

dissemination of innovations to farmers to

increase production for self-reliance. Further

research is also recommended on problems that

may occur with the role of opinion leaders in

extension work. This is in order to increase the

understanding of problems of the role of opinion

leaders in agricultural development in raising

living standards and reducing poverty.

5.2 Conflict of interests 

It can be confirmed with confidence that there is

no conflict of interests in this research.

ACKNOWLEDGEMENTS 

I am greatly indebted to my former student at the

University of Juba, Mr. Samuel Akech Chanyok,

for having carried out the field surveys on the role

of opinion leaders in extension work where some

of the results have become part of this research

paper. Without the effort made by Mr. Samuel

Akech Chanyok, this research paper would not

have taken this present shape. I am very grateful

to Dr. Philip Wani Marcelo, the Executive

Director in the Office of the Vice Chancellor,

University of Juba for his advice on the use of data

already collected from the field by students.

Finally, I am very grateful to Ms Josephine Rafa

Kiliopa for printing of drafts of the research

paper.

REFERENCES 

1. A.W. van den Ban and H. S. Hawkins, 1996.

Agricultural Extension, Second Edition,

Blackwell Science Ltd., London, UK.

2. D. A. Bryars, 1983. Advanced Level Statistics,

University Tutorial Press Ltd., Slough, UK.

3. Derek Rowntree, 1981. Statistics without tears,

A Primer for Non-mathematicians, Penguin

Books Ltd., London, UK.

4. Everett M. Rogers, 1983. Diffusion of

Innovations, Third Edition, The Free Press,

New York, USA.

5. Ian MacDonald and David Hearle, 1984.

Communication Skills for Rural Development,

Evan Brothers Limited, London, UK.

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21 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, South Sudan

6. John Howell, 1986. “Accountability in

Extension Work”, in Gwyn E. Jones ed.

Investing in Rural Extension: Strategies and

Goals, Elsevier Applied Science Publishers,

London, UK, pp. 213 – 218.

7. M. B. Zaria and Akin Omotayo, 1997.

“Improving Every Farmer’s Access to

Extension Services in Sub-Saharan Africa:

Approaches and Challenges”, in R. K. Samanta

and S. K. Arora eds. Management of

Agricultural Extension in Global Perspectives,

B. R. Publishing Corporation, Delhi, India, pp.

123 – 138.

8. Marie Angelique Savane, 1986. “The Effects of

Social and Economic Change on the Role and

Status of Women in Sub-Saharan Africa”, in

Joyce Lewinger Moock ed. Understanding

Africa’s Rural Households and Farming

Systems, Westview Press, Inc., USA, pp. 124 –

132.

9. P. Chandra Shekara et al., 2016. Farmer’s

Handbook on Basic Agriculture, A holistic

perspective of scientific agriculture, A joint

initiative to impart farmers with technical

knowledge on basic agriculture, Desai Fruits &

Vegetables, Pvt. Ltd., India.

10. P. Oakley and C. Garforth, 1985. Guide to

extension training, FAO, Rome.

11. Russell Langley, 1968. Practical Statistic, For

Non-Mathematical People, The Principles and

Practice of Statistical Inference, Pan Books

Ltd., London, UK.

12. Southern Sudan Centre for Census, Statistics

and Evaluation, 2010. Statistical Yearbook for

Southern Sudan. Website: www.ssccse.org

13. Steve Wiggins, 1986. “Agricultural Policy and

Agricultural Extension: The African

Experience”, in Gwyn E. Jones ed. Investing in

Rural Extension: Strategies and Goals,

Elsevier Applied Science Publishers, London,

UK, pp. 99 – 106.

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The Role of Opinion Leaders with Reference to Extension work in Luri County, Jubek State, South Sudan

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LJP Copyright ID: 573333Print ISSN: 2515-5784Online ISSN: 2515-5792

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ABSTRACT

Scan to know paper details andauthor's profile

Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times 

Maria Francisca Pinheiro Coelho 

When we talk about the relationship between Hannah Arendt (1906-1975) and Walter Benjamin

(1892-1940) the friendship between the two authors is always remembered. The philosopher Hans Jonas -

Arendt's friend since they were classmates at the University in Marburg – in the tributes paid on the

occasion of her death, highlighted her vocation for friendship. According to him, what moved her was the

Eros of friendship (Eros der Freundschaft).

Among her closest friends, there was Walter Benjamin, with whom she was familiar during the exile in

Paris, in the years from 1936 to 1940. What I would like to show is that friendship as conceived and grown

in practice by the two thinkers would be in the center of their life as a moral trace. This paper aims to

broaden the relationship between Arendt and Benjamin in two areas here interrelated: friendship, built in

the situation of Jewish-German refugees philosophers in Paris, and the elective affinities in relation to the

vision of modernity and to the concept of history.

Classification: For Code: 370199

Language: English

 © 2019. Maria Francisca Pinheiro Coelho. This is a research/review paper, distributed under the terms of the Creative Commons                                     Attribution-Noncommercial 4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercial use,                 distribution, and reproduction in any medium, provided the original work is properly cited. 

Universidade de Brasíli 

Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times 

Maria Francisca Pinheiro Coelho 

____________________________________________

ABSTRACT 

When we talk about the relationship between 1

Hannah Arendt (1906-1975) and Walter

Benjamin (1892-1940) the friendship between the

two authors is always remembered. The

philosopher Hans Jonas - Arendt's friend since

they were classmates at the University in

Marburg – in the tributes paid on the occasion of

her death, highlighted her vocation for

friendship. According to him, what moved her

was the Eros of friendship (Eros der

Freundschaft).

Among her closest friends, there was Walter

Benjamin, with whom she was familiar during

the exile in Paris, in the years from 1936 to 1940.

What I would like to show is that friendship as

conceived and grown in practice by the two

thinkers would be in the center of their life as a

moral trace. This paper aims to broaden the

relationship between Arendt and Benjamin in

two areas here interrelated: friendship, built in

the situation of Jewish-German refugees

philosophers in Paris, and the elective affinities

in relation to the vision of modernity and to the

concept of history. 2

In suggesting to approach the interface between

the two authors through the concept of elective

affinities, the objective is to explore the dialogue

1Paper presented at the course: European Identity, 3-7

September 2018, in the Inter University Center (IUC), in

Dubrovnik, Croatia. 2

The subject of this work is part of my research as a Fellow of

the Coordenação de Aperfeiçoamento de Pessoal de Nível

Superior (CAPES), in the Senior Visiting Abroad Program,

from August/2018 to July/2019, at Freie Universität, Berlin,

Germany, at the Otto-Suhr-Institut für politische

Wissenschaft, under the supervision of Priv.-Doz. dr.

Wolfgang Heuer.

between their thought. Elective affinity is defined

as a particular type of relationship between

ideas, social or cultural configurations, not

reducible to causal determination directly or to

the influence in the traditional sense. 3

In all situations, whether in the interrelations

between subjects and works, or in the

convergence between social phenomena, the

concept of elective affinities corresponds to the

existence of attraction and reciprocities. It is a

convergence and mutual attraction between

certain situations and phenomena,

intersubjective and affective relationships. The

analytical limits of the research are

fundamentally delimited by the themes of

modernity and history, as a way of recovering

these themes in the contemporary times, in a

critical perspective.

Author: Universidade de Brasília – Brasil.

I. FRIENDSHIP AND ELECTIVE AFFINITIES IN DARK TIMES 

Days before attempting exile in the United States,

Walter Benjamin met with Arendt in Marseilles,

France. He delivered to Arendt, among other

manuscripts, his latest essay, On the Concept of

History, which in New York was to be given to

Theodor W. Adorno, as representative of the

Institute for Social Research, of which Benjamin

was a member. The manuscript originally had no

title and Hannah Arendt entitled it Theses on the

Philosophy of History, in the book Illuminations,

3 Cf. LÖWY, Michel. Redenção e utopia: o judaísmo libertário

na Europa Central: um estudo de afinidade eletiva. São

Paulo: Companhia das Letras, 1989.

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23 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

edited by her in 1968 with texts by Walter

Benjamin.

The name About the Concept of History was given

by Adorno, being adopted officially in the work of

Walter Benjamin. We chose to use the title 4

attributed by Arendt Theses on the Philosophy of

History for being closer to the posthumous

version left by Walter Benjamin entitled His-

torical-PhilosophicalReflections(Geschichtephilos

ophische Reflexionen). 5

According to Laura Adler, in her book Nos Passos

de Hannah Arendt (2007), a biography, the

frequent contact and friendship between Arendt

and Benjamin was an emotional security in those

times of prejudice and persecution. She describes

that always in the late afternoon Arendt was going

do meet Benjamin in the National Library, in

Paris. At night they read aloud and dissected texts

from Kafka: “He embodies for her the writer who

knows how to come out of nowhere and make any

idea of redemption definitely absurd. She is the

salvation for all his torments, the incarnation of

his resistance to the theology, his source of hope.

Each day he gives her the courage to live. Each

night, she helps him overcome his despair”. 6

The main idea of mine research is that the

friendship and elective affinities are part of

relationship between the two philosophers. The

Eros of friendship in the sense of cultivating

Hannah Arendt's affective relationship with her

friends would be close to Aristotle's

understanding of friendship in his book Ética a

Nicômacos: friendship as a moral excellence,

related to human coexistence and consequently of

the public sphere. Although Arendt referred to her

private world when she was speaking about her

friends, she had the dimension of this world in

4BENJAMIN, Walter. Über der begriff der Geschicte.

Suhrkamp – Herausgegeben von Gerard Rauled, 2008,

Werke. v. 19. 5Von Walter Benjamin Posthume Abschrift. In: BENJAMIN,

Walter – Über der begriff der Geschicte. Suhrkamp –

Herausgegeben von Gerard Rauled, 2008, Werke. v. 19. p.

93-106. 6ADLER, Laura. Nos passos de Hannah Arendt. Rio de

Janeiro: Record, 2007, p. 148 (Our translation).

which she felt secure about the outside world, in

which most of the time felt like a stranger.

The friendship for Hannah Arendt also involved

an understanding of friendship in Cicero in his

book Sobre a Amizade which is more concerned

with personal and affective relations. We

understand that the meaning of the cultivation of

friendship in Arendt involves both the

understanding of friendship, as a moral excellence

and a relation with the concept of world in

Aristotle, as well as the aspect pointed out by

Cicero of the personal relationships between

people who admire each other. Walter Benjamin

was her friend, but with him she also shared a

vision of the world outside.

In dark times, Berthold Brecht’ expression which

Hannah Arendt used as the title of her book Men

in Dark Times, published in 1970Arendt speaks

of the need to reconcile with the world. The sense

of belonging to the world was realized through the

private world of friends. Dark times are not new,

as they are not a rarity in history. She argues that

even in the darkest of times we have the right to

expect some illumination and that such

illumination may well come less from theories and

concepts, but from the history of men and great

works.

Walter Benjamin is unsuccessful in his attempt to

exile to the United States. In Port-Bou, a small

town on the border of France and Spain, he

decided to end his own life (ADORNO, 2012, p.

476). . In 1941, while waiting in Lisboa for the ship

to the United States, Hannah Arendt and Heinrich

Blücher, her second husband, read the Theses on

the Philosophy of History aloud to each other and

to the refugees who gathered around them. In

1942, Hannah Arendt registered her deep

friendship with Walter Benjamin in a poem,

entitled "W.B".

W. B

The twilight will come back someday.

The night will descend from the stars, We will rest

our arms outstretched Nearby, at distances. From

the darkness they sound softly Little archaic

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Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times

melodies. Listening, Let's detach ourselves, Let's

finally break the ranks. Distant voices, closer to

mourning. These are the voices and the dead

pre-sent as messengers in front, to take us to

sleep.

7

II. ON THE CONCEPT OF HISTORY AND VISION OF MODERNITY 

Storytelling has always been the art of retelling,

and it gets lost when the stories are no longer

preserved. She gets lost because no one else

wiggles or weaves as she hears the story. The

more the listener forgets himself, the more deeply

he records what is heard in him. When the rhythm

of work takes hold of him, he hears the stories in

such a way that he spontaneously acquires the gift

of telling them.

Walter Benjamin

The storyteller

The great deeds and works that mortals are

capable of, and which are the subject of historical

narrative, are not part of a totality or a

comprehensive process. The emphasis of

historical narrative always rests on unique

situations and isolated traits. These unique

situations, or events, interrupt the circular

movement of daily life. These interruptions are

the theme of history - the extraordinary, in other

words.

Hannah Arendt

The concept of ancient and modern history

The main references in this topic are the texts by

Hannah Arendt The Concept of history: Old and

Modern and the Tradition and Modern Age, both

from her book Between the Past and the Future;

and the last written by Walter Benjamin Theses on

7 W. B

Einmal dämmert Abend wieder, Nacht fällt nier von den

Sternen Liegen wir gestreckte Glieder In den Nägen, in den

Fernen Aus den Dunkelheiten tönen Sanfte kleine Melodeien.

Lauschen wir uns zu entwöhnen, Lockern endlich wir die

Reihen. Ferne Stimmen, naher Kummer - :Jene Stimmen

jener Toten Die wir vorgeschickt als Bote Uns zu leiten in den

Schlummer. Reproduced by Elisabeth Young-Bruehl,

Hannah Arendt, for love of the world. Yale University Press;

New Haven and London, 1982.

the Philosophy of History, that involve different

interpretations. The theses require a complex

reading and divided philosophical, Zionist and

Marxist views.

Schöttker and Wizisla argue that Hannah Arendt,

from whom in exile gained the trust of Walter

Benjamin, shaped the reception of his writings

like few others. Previously, Gershom Sholem and

Theodor W. Adorno, long time Benjamin's

friends, had emphasized philosophical and

theological perspectives. Arendt accused both of

repressing the materialistic positions of Walter

Benjamin: "This accusations became part of

controversy surrounding the editing and

interpretation of Benjamin's writings, which

continues to occupy the research until today". 8

According to Hannah Arendt in the essay Walter

Benjamin 1892-1940 in everything he wrote

proved to be a sui generis writer: "He had an

argute perception that all solutions were not only

objectively false and unsuitable to reality as

would lead him to a false salvation, which was

called Moscow or Jerusalem." The only position 9

for which he could be defined was of "a Homme

des lettres, whose unique perspectives neither the

Zionists nor the Marxists had or could have

conscience." 10

There are many transcriptions about these Theses.

As mentioned, the manuscript given by Walter

Benjamin to Hannah Arendt had no title, which

was published by Thedor W. Adorno as On the

Concept of History (Über der Begriff der

Geschicte). The Walter Benjamin’s Werke, volume

19, contains the different versions of the

manuscript, one of them Walter Benjamin's

Posthumous Transcript, entitled Historical

Philosophical Reflections. 11

8ARENDT und BENJAMIN. Herausgegeben von Detlev

Schöttker und Erdmut Wizisla. Germany. Suhrkamp, 2006,

p. 9 (Our translation). 9ARENDT, Hannah. Walter Benjamin: 1892-1940. In:

_____. Homens em tempos sombrios. São Paulo:

Companhia das Letras, 1987, p. 163 (Our translation). 10

Ibid., p. 156.

Geschichtesphilosophische Reflexionen. Von Walter

Benjamin Posthume Abschrift. In: Walter Benjamin – Über

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Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times

11

In 1968, Hannah Arendt edited in New York the

book Illuminations, with a collection of texts by

Benjamin, among them Theses on the Philosophy

of History, the title adopted here. As Introduction

to the book she wrote the essay Walter Benjamin:

1892-1940. In the Editor's Note, Arendt clarifies

that the translation of the texts was from the

edition published and introduced by Professor

Adorno, under the title Schriften, by the

Suhrkamp Verlag, in 1955: "In the only case in

which I was able to compare the original

manuscript with the printed text, Theses on the

Philosophy of History, which Benjamin gave me

shortly before his death, I found many important

variants" (ARENDT, 1969, p. 266). She also

mentioned that the manuscript for the Theses was

first published in New Rundschau, in 1950.

In the relations of friendship and intellectuals

between Hannah Arendt and Walter Benjamin, it

is as if the wind of Benjamin's thought was

blowing in Arendt's own thinking, and vice versa.

Although the works of the two thinkers do not

always talk to each other, there is a comparative

potential to be explored. In this sense, the

questions and reflections on the conception of

history and the critical view of modernity in a

perspective of progress are probably the greatest

mark of the dialogue between them.

The poetic thought that Arendt attributes to

Benjamin could also be extended to her, who has a

particular predilection for literature and the art of

storytelling. Walter Benjamin and Hannah Arendt

both criticize the concept of History as something

linear, continuous and universal. If in Benjamin

there is a critique of the concept of history based

on an idea of progress, a critique to the concept of

history that seeks absolute truths, a critique of the

concept of history that seeks an idea of causality

(by ignoring occasional events capable of

illuminating a period), there isin this

understanding an identity with the concept of

history in Hannah Arendt.

der begriff der Geschicte. Suhrkamp – Herausgegeben von

Gerard Rauled, 2008, Werke. v. 19. p. 93-106.

If, for Walter Benjamin, the time of history is the

time of "now", the theme of the story in Hannah

Arendt is the “extraordinary”. In both, the

particular informs the understanding of the

general. Referring to the ancient history that fixes

on the narrative of the facts, Arendt recalls:

"Causality and context were seen as a light

provided by the event itself, illuminating a specific

segment of human problems; were not regarded

as possessing an independent existence that the

event would be merely the more or less accidental

expression, however appropriate". 12

If we compare Theses on the philosophy of history

with the conception of history as the

extraordinary in Hannah Arendt, it is possible to

perceive that the two authors are in fact referring

to a critique of the modern conception of history

and to a critique of modernity itself as a

continuum. In relation to the understanding of

history, the elective affinities between the two

philosophers focus on the critique of modernity,

by a totalizing vision. For them, the notion of

experience and the meaning of particular events

are essential for understanding the history.

According to Arendt, “Benjamin was not very

interested in theories or 'ideas' that did not

immediately assume the most accurate external

form imaginable. For him, the Marxist relation

between superstructure and infrastructure

became, in a precise sense, a metaphorical

relation”. 13

For him, the metaphors are the means by which

the unity of the world is realized poetically.

Arendt emphasizes that Benjamin was therefore

motivated to regard the metaphor as the greatest

gift of language. The linguistic 'transference'

enables us to give material form to the invisible.

12ARENDT, Hannah. O Conceito de história – Antigo e

Moderno. In. ______. Entre o passado e o futuro. 2. ed. São

Paulo: Editora Perspectiva, 1988, p. 96 (Our translation). 13

ARENDT, Hannah. Walter Benjamin: 1892-1940. _____.

Homens em tempos sombrios. São Paulo: Companhia das

Letras, 1987, p. 143 (Our translation).

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Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times

The two thinkers use very similar concepts, such

as the understanding of the meaning of particular

experiences and the historical narratives. In their

thought there is a clear concern for the present

time and the meaning of particular events. Arendt

refers to a break in the thread of tradition, so that

the past no longer communicates with the

present. In the words of Benjamin, the angel of

history looks back and sees only a heap of ruins.

Walter Benjamin criticizes the understanding of

history as a positivist science, a vision that he

expresses in several passages in Theses on the

philosophy of history:

“The chronicler who narrates events, without

distinguishing between the major and the minor

ones does not take into account the truth that

nothing that has ever happened can be considered

lost in history. Undoubtedly, only redeemed

humanity can fully take hold of its past. This

means that only for redeemed humanity can the

past be quoted in each of its moments (Thesis 3). 14

“The true image of the past pervades swiftly. The

past can only be fixed, as an image that shines

irreversibly, at the moment it is recognized

(Thesis 5).” 15

Walter Benjamin criticizes the understanding of

history as a positivist science, a vision that he

expresses in several passages in Theses on the

philosophy of history:

“The chronicler who narrates events, without

distinguishing between the great and the small,

does not take into account the truth that nothing

that has ever happened can be considered lost in

history. Undoubtedly, only redeemed humanity

can fully take hold of its past. This means that

only for redeemed humanity can the past be

quoted in each of its moments (Thesis 3). 16

14BENJAMIN, Walter. Sobre o conceito de história.

In:______. Obras escolhidas. v/. 1. 3 ed. São Paulo: Editora

Brasiliense, 1987 (Our translation). 15

Ibid. 16

BENJAMIN, Walter. Sobre o conceito de história.

In :______. Obras escolhidas. v/. 1. 3 ed. São Paulo: Editora

Brasiliense, 1987 (Our translation).

“The true image of the past passes quickly. . The

past can only be fixed, as an image that a shines

irreversibly, at the moment it is recognized

(Thesis 5).” 17

“Articulating the past historically does not mean

knowing it 'as it was'. It means to appropriated a

reminiscence, just as it flashes in the moment of

danger (Thesis 6).” 18

According to Walter Benjamin the task of the

historian is “to write history against the grain”

(Thesis 7): 19

The idea of a progress of humanity in the history

is inseparable from the idea of its march inside an

empty and homogeneous time. The critique of the

idea of progress presupposes the critique of the

idea of this march (Thesis 13) . 20

The history is the object of a construction whose

place is not homogeneous and empty time, but a

time of 'now' (Thesis 14).

In the same sense, to Hannah Arendt the theme

of history is the understanding of particular

events capable of illuminating a time. The great

deeds and works that human beings are capable,

and which are the subject of historical narrative,

are not part of a totality or a comprehensive

process: "The emphasis always falls on unique

situations and isolated traits. These unique

situations or events interrupt the circular

movement of daily life. The theme of history are

these interruptions - the extraordinary, in other

words ". 21

According to Arendt, the history, as a narrative of

facts, must consider elements, such as: the

narrative of facts and events; story of action of the

winners and losers; the figure of the testimonies.

There would not be the concept of universal

history and of humanity as a whole, for every is

17 Ibid.

18 Ibid.

19 Ibid .

20 Ibid.

21ARENDT, Hannah. O Conceito de história – Antigo e

Moderno. Ibid., p. 72 (Our translation).

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Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times

conceived as itself, insofar as the particular

informs the understanding of the general:

“Causality and context were seen in a light

provided by the event itself, illuminating a specific

segment of human problems; were not regarded

as possessing an independent existence that the

event would be merely the more or less accidental

expression, however appropriate”. 22

Her critique of the modern concept of history

focused on the following elements: the idea of

progress; the relation between cause and effect;

the generalized explanation of facts, to the

detriment of looking at the particular; the

influence of the Hegelian view of history as the

uninterrupted development of the spirit.

According to Arendt, the absence of meaning of

the modern world is announced with the

identification between means and ends. The

breaking of the ties of tradition would be the

glorification of the work activity (understood as

fabrication) in detriment of politics activity as the

construction of agreements and of philosophy as

the activity of thought. The alienation of the

modern world would be characterized by the loss

of a common world only possible in the public

space: "The modern age, its growing alienation

from the world, has led to a situation in which

man, wherever he goes, finds only himself ". 23

III. FINAL CONSIDERATIONS 

It was suggested in this comparative paper

between the thought of Hannah Arendt and

Walter Benjamin, constructed in times of

totalitarianism and war, that the elective affinities

between the two thinkers reside in the following

aspects: in a particular relation about the critique

of modernity and the idea of progress; in the

critique of the concept of history that excludes the

focus on the capacity to illuminate of particular

events; in the notion of individual experience as

something non transferable; and in valuing the

collective experience as capable of breaking with

22 Ibid., p. 96.

23 Ibid., p. 125.

the continuum and creating revolutionary

situations.

However, the similarities to the aspects discussed

here do not erase the theoretical status and

trajectory of each work in particular. In Hannah

Arendt, the critique of modernity rests on a deep

questioning of Marxist theory and for his

glorification of the activity of work in the the

detriment of the activity of politics, as a

characteristic of action par excellence. In Walter

Benjamin, the critique of modernity results from

an appreciation of historical materialism as a

possibility of redemption.

The critique of the modern concept of history in

Hannah Arendt and of a linear and empty time in

Walter Benjamin are very similar and

demonstrate affinities of visions in relation to the

characteristics and problems of the modern era.

However, when discussing the elective affinities in

the thinking of the two philosophers this work

does not have a pretension of homogenization of

its approaches. Life stories and unique trajectories

can contribute to the knowledge of ideas that

illuminate the understanding of a time and its

characters without excluding each particular

experience.

BIBLIOGRAPHIC REFERENCE 

1. ADLER, Laure. Nos passos de Hannah Arendt.

Tradução de Tatiana Salem Levy e Marcelo

Jacques. Rio de Janeiro: Record, 2007. 643 p.

2. ADORNO, Theodor W. Características de

Walter Benjamin. In: COHN, Gabriel (Org.).

Tradução Flávio R. Kothe, Aldo Onesti, Amélia

Cohn. São Paulo: Editora Ática, 1986, p.

188-200.

3. ADORNO, Theodor W. Correspondência

1928-1940: Theodor W. Adorno, Walter

Benajmin. São Paulo: Editora Unesp, 2012.

476 p.

4. ARENDT, Hannah. A tradição e a época

moderna. In: ______. Entre o passado e o

future. 2 ed. São Paulo: Editora Perspectiva,

1988, p. 43-68.

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Hannah Arendt and Walter Benjamin: Eros of Friendship and Elective Affinities in Dark Times

5. ARENDT, Hannah. Between Past and Future.

New York. Penguin Books USA Inc., 1993.

6. ARENDT, Hannah. Men in Dark Times. New

York: Harcourt Brace & Company, 1983.

7. ARENDT, Hannah. O Conceito de história –

Antigo e Moderno. In: ______. Entre o

passado e o future. 2. ed. São Paulo: Editora

Perspectiva, 1988, p. 69-126.

8. ARENDT, Hannah. Walter Benjamin:

1892-1940. In:_____. Homens em tempos

sombrios. Tradução de Denise Botmann. São

Paulo: Companhia das Letras, 1987b, 133-176.

9. ARISTÓTELES. Ética a Nicômacos. Tradução

de Mário da Gama Kury. 2 ed. Brasília: Editora

Universidade de Brasília, 1992. 238 p.

10. BENJAMIN, Walter; SCHOLEM, Gershom.

Correspondência. São Paulo: Editora

Perspectiva, 1993. 367 p.

11. BENJAMIN, Walter. As afinidades eletivas em

Goethe. In: _____. Ensaios reunidos: escritos

sobre Goethe. Tradução de Monica Krausz

Bornebusch. São Paulo: Duas cidades: Editora

34, 2009, p. 11-121.

12. BENJAMIN, Walter. Reflections. New York.

Harcourt Brace Jowanovich, Inc. 2007.

13. BENJAMIN, Walter. Sobre o conceito de

História. In: ______. Obras Escolhidas.

Tradução de Sergio Paulo Rouanet. v. 1. 3 ed.

São Paulo: Editora Brasiliense, 1987, p.

222-232.

14. BENJAMIN, Walter. Theses on the philosophy

of history. In: _____. Illuminations. Edited

and with an Introduction by Hannah Arendt.

New York. Harcourt Brace Jowanovich, Inc.

1969.

15. BENJAMIN, Walter. Über der begriff der

Geschicte. Suhrkamp – Herausgegeben von

Gerard Rauled, 2008, Werke. v. 19.

16. CÍCERO, Marco Túlio. Sobre a amizade. São

Paulo: Editora Nova Alexandria, 2006. 119 p.

17. GAGNEBIN, Jeanne Marie. Walter Benjamin,

‘um estrangeiro de nacionalidade

indeterminada, mas de origem alemã’. In:

Seligmann-Sivla, Marcio. Leituras de Walter

Benjamin. São Paulo: FAPESP; Anablume,

1999, 201-208.

18. GOETHE, Johann Wolfgang von. As afinidades

eletivas. 1 ed. São Paulo: Penguin Classics

Companhia das Letras, 2014. 319 p.

19. LÖWY, Michel. Redenção e utopia: o judaísmo

libertário na Europa Central: um estudo de

afinidade eletiva. São Paulo: Companhia das

Letras, 1989. p.

20. SCHOLEM, Gershom. Walter Benjamin: a

história de uma amizade. São Paulo: Editora

Perspectiva, 1989. 230 p.

21. SCHÖTTKER, Detlev; WIZISLA, Erdmut.

Arendt und Benjamin. Germany: Suhrkamp

Verlag, 2006. 210 p.

22. WHITTE, Bernd. Walter Benjamin: uma

biografia. Tradução de Romério Freitas. Belo

Horizonte: Autêntica Editora, 2017. 159 p.

23. YOUNG-BRUEHL, Elisabeth. Hannah Arend,

for love of the world. Yale University Press;

New Haven and London, 1982.

24. YOUNG-BRUEHL, Elisabeth. Por amor ao

mundo: a vida e a obra de Hannah Arendt.

Tradução de Antônio Trânsito. Rio de Janeiro:

Relume Dumará, 1997. 492 p.

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LJP Copyright ID: 573334Print ISSN: 2515-5784Online ISSN: 2515-5792

London Journal of Research in Humanities and Social Sciences

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ABSTRACT

Scan to know paper details andauthor's profile

 

Political Activities of Sheikh Mujibur Rahman as a Charismatic Leader 

Manjurul Hossain Reza  

University of LUCT

Keywords: sheikh mujibur rahman; leadership; charismatic; independence; patriotism.

Classification: For Code: 160699

Language: English

Present independent Bangladesh is the result of Sheikh Mujibur Rahman’s patriotism, lifelong contribution

measurable courage unbreakable determination, charismatic, and sacrificing leadership. The people of

Bangladesh had dreamt of an independent nation and that dream was finally implemented in really on 16th

December 1971 under the leadership of a true Patriot Sheikh Mujibur Rahman. Sheikh Mujib has

extraordinary leadership abilities that recognized him as a leader of democracy for the people. His

leadership traits and sacrifice made him the father of the nation. Sheikh Mujib was stimulated people by

his charismatic leadership capability and huge political knowledge. He united the common people to

struggle about their fundamental rights and freedom as well as the independent country. His discourse of

7th March, today considered as the most influential and patriotic discourse whole over the world among all

leaders. Sheikh Mujib, charmingly called ‘Bangobondhu’ or friend of Bangladesh, shaped their hopes and

desires into a dream and betted his life in the lifelong battle to make it real. The purpose of this study is to

demonstrate the leadership qualities and the political activities of Sheikh Mujibur Rahman. This study was

carried out by descriptive analysis through the literature review of existing papers.

 © 2019. Manjurul Hossain Reza. This is a research/review paper, distributed under the terms of the Creative Commons                                   Attribution-Noncommercial 4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercial use,                 distribution, and reproduction in any medium, provided the original work is properly cited. 

Political Activities of Sheikh Mujibur Rahman as a Charismatic Leader 

Manjurul Hossain Reza ____________________________________________

ABSTRACT 

Present independent Bangladesh is the result of

Sheikh Mujibur Rahman’s patriotism, lifelong

contribution measurable courage unbreakable

determination, charismatic, and sacrificing

leadership. The people of Bangladesh had dreamt

of an independent nation and that dream was

finally implemented in really on 16th December

1971 under the leadership of a true Patriot Sheikh

Mujibur Rahman. Sheikh Mujib has

extraordinary leadership abilities that

recognized him as a leader of democracy for the

people. His leadership traits and sacrifice made

him the father of the nation. Sheikh Mujib was

stimulated people by his charismatic leadership

capability and huge political knowledge. He

united the common people to struggle about their

fundamental rights and freedom as well as the

independent country. His discourse of 7th March,

today considered as the most influential and

patriotic discourse whole over the world among

all leaders. Sheikh Mujib, charmingly called

‘Bangobondhu’ or friend of Bangladesh, shaped

their hopes and desires into a dream and betted

his life in the lifelong battle to make it real. The

purpose of this study is to demonstrate the

leadership qualities and the political activities of

Sheikh Mujibur Rahman. This study was carried

out by descriptive analysis through the literature

review of existing papers.

Keywords: sheikh mujibur rahman; leadership;

charismatic; independence; patriotism.

I. INTRODUCTION Freedom is the person’s most desirable basic need

and people always looking for freedom. But before

1971 in Bangladesh there is no independence for

people, they had been discriminately ruled by

Pakistani (west Pakistan) autocratic and

corrupted leaders. Many men had dreamt and

talked about independent Bangladesh through

signs and Gestures, the man Sheikh Mujib had

completed the task like an architect and founded

the sovereign Bangladesh (Mamun, n.d.). Right

from the beginning Sheikh Mujib’s had a

propensity for politics and he had a very strong

political talent and was an exceptional

speechmaker who could mesmerize all categories

of people with his glowing discourses. He raised

his strong voice against the oppression of

Pakistan. Every leader in the world has obviously

got minor support as a leader of a community but

Mujib had never a single opponent against him

(Trisha, Alom, Zaman, & Munna, 2017). The

advocacy of the liberation movement leading

towards the breakup of Pakistan and independent

Bangladesh, that really happened and Sheikh

Mujib was given credit for this. The resolution of

people’s problem in the year of 1971, it must have

been the visualization of the separate state for

Bangladeshi people (Kokab, n.d.).

He is a simple, dedicated, and trusted mass leader

and the symbol of freedom and defense of

peoples’ right. Sheikh Mujib was a leader with

massive charismatic power and able to highly

motivate and stimulus the individuals (Pandey,

2004). He was a committed leader, an

affectionate father, and a dedicated comrade

(Rahman et al., 2014). The core objective of this

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31 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

Author: Manjurul Hossain Reza, Center for 

Postgraduate Studies Limkokwing University of

Creative Technology 1/1, Innovasi, Jalan Teknokrat,

Cyberjaya, Malaysia.

article is to discover the charismatic leadership

characteristics of Sheikh Mujibur Rahman which

characteristics brought the independence of

Bangladesh.

II. CHARISMATIC LEADERSHIP TRAITS OF SHEIKH MUJIBUR RAHMAN 

Charismatic leadership has emphasized primarily

the personality and behavior of leaders and their

effects on followers, organizations, and society

(García-morales, Jiménez-barrionuevo, &

Gutiérrez-gutiérrez, 2012). Charismatic

leadership is focused on a number of defining

variables including charismatic leader behavior,

characteristics of the followers and charismatic

leader-follower relationship, contextual influences

and liabilities of leadership (Bass, 1999; Conger,

2015; T & Gardner, 2005). In below here depicted

some charismatic leadership traits of Sheikh

Mujibur Rahman which are as follows:

2.1 Visionary

Clear vision is the strong leadership traits of great

leader Sheikh Mujib. His vision was independent

Bangladesh and he knew that Bangladesh will

have independent, that is not a long way. From

the beginning of 1960, Sheikh Mujib had two

objectives, one of those was vision about

independent Bangladesh and another one was to

build up the Awami League, blowout the

organization throughout the country and establish

a civil society by going to power on Awami League

platform against the West Pakistani rulers

(Mamun, n.d.). When leaders Sheikh Mujibur

Rahman set clear vision and goals and become

determined, backing those goals with unshakable

self-confidence, they develop charisma (Ulllah,

2018). Official Manifesto of the historical six

points which was declared on the 7th June 1966

by Bangabandhu Sheikh Mujibur Rahman which

is the result of the visionary thinking of Sheikh

Mujib for the sovereignty of Bangladesh as well as

the East Pakistan (Chowdhury, n.d.). He was

seeing the independence of Bangladesh,

on December 5, 1969, Mujib declared at a public

meeting held to observe the death anniversary of

Suhrawardy that henceforth East Pakistan would

be called "Bangladesh (Bhatnagar, 1971). This is

the sign of his visionary leadership.

2.2 Influential Voice and Speeches 

Sheikh Mujib’s had a capability to attract people

with his voice and discourse in both Bengali and

English languages which often evoked with

enjoyment and melancholy (Solaiman &

Solaiman, 2013). According to British Journalist

Sir Mark Tully, he had a magnificent voice that

could mesmerize the crowd and his voice was

redolent of thunder. He motivated and inspired

people by his mesmerizing and enthusiastic

speeches. Sheikh Mujib’s historic speech with a

powerful voice at the Racecourse Ground in

Dhaka on March 7, 1971, was the declaration of

independence of Bangladesh. The voice of Sheikh

Mujib had a strong power that destroyed the

anarchy of Pakistan and today his voice

considered as the most powerful and influential

all over the world (Trisha et al., 2017). By his

flaming oratory convinced the poverty-stricken

people that they had been broken evil policy of

West Pakistan (Kokab, n.d.).

2.3 Rock-Solid Personality 

Sheikh Mujib was the man of rock-solid and

pleasing personality (Solaiman & Solaiman,

2013). About to say his personality Ved Marwah,

the former governor of Manipur and Jharkhand,

India stated that, I have met many charismatic

personalities during my service career, including

Jawaharlal Nehru, Indira Gandhi, Rajiv Gandhi,

and many world leaders, but I must say that

among them Sheikh Mujib was the most

charismatic personality I had ever met. Cuba's

supreme leader Fidel Castro expressed that, "I

have not seen the Himalayas. But I have seen

Sheikh Mujib. In personality and in courage, this

man is the Himalayas. I have thus had the

experience of witnessing the Himalayas." Many

renowned personalities spoke out words of praises

beyond limit about Sheikh Mujib, his charismatic

leadership, sky-high personality, indomitable

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Political Activities of Sheikh Mujibur Rahman as A Charismatic Leader

courage and unconditional respect and

commitment for the nation (Center, 2016).

2.4 Talented Organizer 

But Sheikh Mujib’s organizational capacity was

unique. He had the two qualities of tolerance and

flexibility, which were needed for making the

Awami League bigger (Mamun, n.d.). He was also

a brilliant coordinator. Through his unbreakable

mentality, uniting talent and pleasant behaviors,

he constructed up an exceptional political figure

as a charismatic leader. He has surprising talent

that he could remember the name of every

political worker or non-political person he met

(Shahnawaz, 2015; Solaiman & Solaiman, 2013).

We all know that to conjugate the common people

is very difficult for any leader. No leader can

conjugate the whole people except Sheikh Mujib

(Reza & Yasmin, 2019). In 1971 Mujib convinced

the whole population to fight against West

Pakistan (Trisha et al., 2017). Because of his

talented organizing capacity, the whole people of

this country reunited in 1971 against West

Pakistan for the liberation of Bangladesh.

2.5 Confidence and Courage  

He also had incredible self-confidence and

courage. The prospering of the party had also

raised his confidence in himself as well as the

people. That was why he could transform the

6-points into a 1-point. And this was his vision or

dream, an independent Bangladesh (Mamun,

n.d.). Another example of Sheikh Mujib’s courage

is On December 5, 1969, he declared at a public

meeting that East Pakistan would be called

"Bangladesh and his declaration heightened

tensions across the country, especially amongst

West Pakistani politicians and the military, who

began to see him as an openly separatist leader

(Bhatnagar, 1971; Foundation, n.d.). Sheikh Mujib

never gave up any of his mission to make the

country independent from an impossible

environment of torture, discrimination,

punishment, and detention by the Pakistani

government (Mahabub Alam, 2016).

2.6 Caring for Common People 

Sheikh Mujib adored everyone with his soul

especially the deprived, the needy, and the

helpless people . He aided everybody with the

whole thing even beyond his capability to relieve

the griefs of the common individuals (Mahabub

Alam, 2016). Sheikh Mujib has shaped his

political association along with his philosophy

directed to the mitigation of unhappiness of

commonplace human beings (Reza, 2019). He in

no way forgot that his starting place came from

rural regions and he constantly thrived to helped

rurally and deprived humans even when his very

own existence became at risks (Mahabub Alam,

2016; Solaiman & Solaiman, 2013). His power of

motivation is unique and his magical inspirational

motivating power inspired publics who have

forgone their millions valuable life dedicated

during the liberation movement and the battle of

freedom in 1971 (Mahabub Alam, 2016;

Shahnawaz, 2015).

III. YOUNG AGE LEADERSHIP ACTIVITIES OF SHEIKH MUJIBUR RAHMAN 

Sheikh Mujib showed the potential of leadership

since his school life. In 1940 he entered student

politics and joined the All India Muslim Students

Federation. Later in 1943 he joined the Muslim

League and became a close aid of Hussain

Shaheed Suhrawardy (Solaiman & Solaiman,

2013). Sheikh Mujib was elected General

Secretary of Islamia College Students Union in

1946. He obtained a Bachelor of Arts degree from

Islamia College under Calcutta University (1947).

In 1948 Sheikh Mujib was one of the first among

the student language movement captives on 11

March 1948 (Trisha et al., 2017). Huseyn Shaheed

Suhrawardy the populist leader of his time

originally recruited Mujib to counter his political

rivals and under Shaheed Suhrawardy, Sheikh

Mujib began his career as a muscleman student

leader and Mujib remained loyal to him until his

death in 1962 (Shahnawaz, 2015).

Sheikh Mujib’s political activities successfully

started out with the encouragement of Huseyn

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Political Activities of Sheikh Mujibur Rahman as A Charismatic Leader

Shaheed Suhrawardy and Sher-e-Bangka A K

Fazlul Huq and with the benison of those

distinguished leaders he steps by step have

become the ‘Political Hero’ of former East

Pakistan (Mahabub Alam, 2016). His mounting

attractiveness among the people became the most

important risk to the dominant Pakistani

administration and Pakistani armed forces

consequently made several hopeless efforts to

destroy his image (Chowdhury, n.d.; Khan, 1997;

Mahabub Alam, 2016). Sheikh Mujib was born in

a middle-class Bengali family in a backward

village of Gopalganj and he grew up under the

discriminative and storm-tossed politics of the

sub-continent and the Second World War.

He witnessed the devastation of war and the blunt

realities of the 1943 famine which occurred in

Bengal where about five million people lost their

lives. The miserable dilemma of the people under

the colonial rule turned him into a rebel politician

against discrimination (Shahnawaz, 2015). When

communal riots broke out in the wake of the

partition of India and the birth of Pakistan,

Bangobondhu played a pioneering role in

protecting Muslims and trying to contain the

violence (Bhatnagar, 1971). As a student political

leader, Sheikh Mujib rose in East Bengali politics

and within the ranks of the Awami League as a

charismatic and forceful speaker. As a promoter

of socialism, Mujib became popular for his

leadership against the ethnic, social and

institutional discrimination. (Rahman et al.,

2014).

IV. FULL FLEDGE LEADERSHIP ACTIVITIES OF SHEIKH MUJIBUR RAHMAN 

In 1950, when Prime Minister Liaquat Ali Khan of

Pakistan announced ‘Urdu’ will have the state

language of both Pakistans, the whole Bangladesh

was against it and Sheikh Mujib was at its front

position (Chowdhury, n.d.). He played a frontier

and significant role in the movement for ‘Bengali’

as the state language and he was at prison in 21st

February,1952 by arrested without charge under

the Public Service Act to protest Mujib’s indefinite

hunger strike movement in the perspective of

mother language (Center, n.d.; Foundation, n.d.).

On 9 July 1953 he was elected General Secretary

of the East Pakistan Awami Muslim League. In

1954 Sheikh Mujib won the election for the

Gopalganj constituency by defeating the powerful

Muslim League leader Wahiduzzaman and joined

A K Fazlul Huq’s United Front government as the

youngest minister for agriculture and forest in the

new provincial government. The central

government illogically dismissed the United Front

ministry on 29 May 1954 and Sheikh Mujib was

once again thrown into prison (Bhatnagar, 1971;

Chowdhury, n.d.; Foundation, n.d.).

In 1955, Sheikh Mujib was elected a member of

the Constituent Assembly of west Pakistan and

Awami Muslim League dropped the word

‘Muslim’ from its name in a council meeting to

make the party a truly patriotic and secular one.

Mujib was re-elected general secretary of the

newly formed party- Awami league (Center, n.d.;

Chowdhury, n.d.; Foundation, n.d.). In 1957

Mujib resigned from the cabinet for working

full-time to strengthen and organized newly

formed party the Awami League. In 1958 Sheikh

Mujib was arrested, jailed, and continuously

harassed in false cases for organized a movement

against the military government and he was

released after 14 months in prison (Chowdhury,

n.d.; Shahnawaz, 2015). In 1961 he set up an

underground organization called ‘Swadheen

Bangla Biplobi Parishad’ in English Revolutionary

Council for Independent Bengal, conceding

leading student leaders in order to work for the

independence of Bangladesh, in addition he

started to covert political activities against the

military dictator Ayub Khan (Center, n.d.;

Foundation, n.d.).

In 1962 Mujib joined other national leaders to

protest the unlawful measures introduced by

general Ayub Khan. He made a public rally at

Paltan Maidan and courageously and vigorously

criticized Ayub Khan in his influential speech

(Foundation, n.d.). In 1964 Mujib led a committee

to defuse riots and after the riots he launched a

forceful anti-Ayub movement on behalf of his

party (Bhatnagar, 1971). On behalf of Awami

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Political Activities of Sheikh Mujibur Rahman as A Charismatic Leader

league in 1966, Mujib presented his six-points

which is actually a demands of autonomy in the

perspective of East Pakistan as well as

Bangladesh. In this year Mujib was elected as the

president of the Awami League and he launched a

campaign, travelled around the country to obtain

support for the six-points (Chowdhury, n.d.;

Foundation, n.d.; Kokab, n.d.). Sheikh Mujib’s

move raised howls of protest all over East

Pakistan. The civil, military, bureaucrats, and

politicians spanning both government and

opposition circles were quick to dub the Six Points

as a departure plan to dissected Pakistan (Center,

n.d.; Mamun, n.d.).

In 1968, Sheikh Mujib charged with conspiracy to

break up Pakistan. Thirty-five Bangalees, headed

by Sheikh Mujib, accused of conspiracy to break

up Pakistan through declaring its eastern province

as an independent state. The case, which known

as the ‘Agartala Conspiracy Case’, which

withdrawn under the terrific movement of people

of Bangladesh on February 22, 1969. After that

day, millions of crowd roared its approval when

Tofail Ahmed, then a leading student leader,

proposed Sheikh Mujib as the title of

‘Bangobondhu’, friend of Bengal (Ahsan, 1969;

Chowdhury, n.d.; Paul, n.d.). On December

5, 1969, Sheikh Mujib declared at a public

meeting held to observe the death anniversary of

Suhrawardy that from today East Pakistan would

be called "Bangladesh” (Foundation, n.d.). In

1970 Mujib was re-elected president of the Awami

League and in the general election the Awami

League won the election with an absolute

majority, but in 1971, Yahiya Khan illegally

postponed the National Assembly. On 7 March

1971 in his historical speech Sheikh Mujib in a

sense he declared the independence and given the

direction (Chowdhury, n.d.; Foundation, n.d.).

At the deadliest night of 25th March, the Pakistani

army suddenly attacked and killed the innocent

unarmed Bangalees.Mujib declared independence

at 12:30 a.m. of 26th March and his declaration

was transmitted by wireless as a message

immediately throughout the country under special

arrangements in English and Bengali (Center,

n.d.; Chowdhury, n.d.; Foundation, n.d.). He

briefed all his followers a way to act in his absence

because he knew that he would possibly arrested

at any time and therefore not have an effect on the

momentum to steer and keep the war of

liberation. With his preprogrammed supervision

and declaration of independence trailed by the

followers subsequently accelerated the

independence and provided his inhabitants an

free state in his absence (Mahabub Alam, 2016;

Shahnawaz, 2015). Out of 24 years of Pakistani

regime before independence he consumed about

12 years in prison. In fact, he spent the best part

of his youth behind the prison bars and he turned

into almost hanged twice but he by no means gave

up his mission to redeem the inhabitants from the

domination (Center, n.d.; Chowdhury, n.d.;

Mahabub Alam, 2016).

V. EVER LIVING 7TH MARCH  

A speech can have changed the status of a nation

from dependent to independent, can inspired and

motivated the country’s whole people, can be

united for freedom, can a simple person

transformed into a rebel for motherland- the 7th

March speech of Sheikh Mujib is that such kind of

speech, the other name of this speech is the

declaration of independence for the motherland.

He delivered this speech in uprising tension

situation between East Pakistan and the powerful

political and military establishment of West

Pakistan. The Bengali people were inspired to

prepare for a potential war of independence,

where a piece of news widespread that West

Pakistan mobilization and gathered their arms

and ammunitions (Center, n.d.; Foundation, n.d.).

On that day over a million people assembled at

the Ramna Race Course Maidan, later renamed

Suhrawardy Uddyan, on that day to hear their

leader’s command for the battle for liberation and

turning the area into a human sea. Sheikh Mujib

spoke in a thundering and powerful voice but in a

talented well-calculated restrained language with

judiciousness and charisma. His historic

declaration in the meeting was: "Our struggle this

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Political Activities of Sheikh Mujibur Rahman as A Charismatic Leader

time is for freedom. Our struggle this time is for

independence (Chowdhury, n.d.; Foundation,

n.d.). The speech was spontaneous and there was

no written script. It is the open massage for the

masses from their leader Sheikh Mujib to declare

the independence of East Pakistan as well as

Bangladesh (Center, n.d.). This speech concluded

the long history of the struggle of Bangladeshi

people for democratic rights, economic justice and

cultural self-determination with constitutional

argument and direct them to prepare for a war of

independence.

VI. CONCLUSION 

History has always been written by the powers of

extraordinary and charismatic leadership, and the

great personality Sheikh Mujibur Rahman was a

leader who had created the history of Bangladesh

and transformed Bangladesh into an independent

country from the dependent country. It was not

that, Sheikh Mujibur Rahman became

‘Bangobondhu’ and ‘Father of the Nation’ in

overnight or in a quick way. It took him three

decades, 12 years in prison, torture of ruler, love

of millions, sacrifice all comforts, to become a

Father of the Nation. Only he is the leader in the

world who can conjugates seven crore people

united in a body psychologically and

physiologically. A lot of researchers has stated

that charismatic leadership is unique and it's

varied from leader to leader, which uniqueness

made him/her as a charismatic leader. Sheikh

Mujib’s charismatic leadership is the merging of

so many traits as the immensity of his heart,

humanity, patience, liberalism, discourse,

personality; all of these had confirmed his

purpose to uphold the eternal and emotional bond

with enormous inhabitants.

Sheikh Mujib is an idol for the youth society. His

discourse, commitment, honesty, patriotism,

leadership style, and empathy to poor people

should be followed by the youth of Bangladesh.

He dedicated his whole life for the independence

and welfare of Bangladesh. In Bangladesh, no

other leader achieved such huge support and

popularity by the common people as Sheikh

Mujib. In this paper here to depicted the

leadership of Sheikh Mujib which is not only

difficult but also impossible because he is not a

simple man, a great personality, an institution,

above all he is another name of independent

Bangladesh. In a further paper, the author will try

to analyze and discuss the Sheikh Mujibur

Rahman's political views and activities after

achieving independence.

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ABSTRACT

Scan to know paper details andauthor's profile

The Compadrito’s Discursive Ethos in the Argentinean Tango and the Myth of the Femme 

Fatale 

Ayanne Larissa Almeida de Souza  

Universidade Estadual da Paraíba 

The myth of the femme fatale is present in the social imaginary in a latent and devastating form. Passing

through ancient mythologies and landing on the current condition of the feminine, we can see that,

although the struggle for women's rights has reached a scale never before seen in societies, there is still a

very strong image of the feminine destructive, negative and fatal. The woman-sex, the woman-desire, the

woman-ruin has contributed and still contributes to the fact that this imaginary persists and subjugates the

female element to submission and even to hatred of man. Our main objective is to analyze the myth of the

femme fatale in the Argentine Tango narratives, perceiving how the Tango singer's ethos is constructed and

how the doubly paratopic female figure is constituted and felt by the main male figure of the Tango, the

compadrito.

Keywords: tango; myth; fatal woman; paratopia; speech analysis.

Classification: For Code: 160899

Language: English

 © 2019. Ayanne Larissa Almeida de Souza. This is a research/review paper, distributed under the terms of the Creative Commons                                       Attribution-Noncommercial 4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercial use,                 distribution, and reproduction in any medium, provided the original work is properly cited. 

The Compadrito’s Discursive Ethos in the Argentinean Tango and the Myth of the Femme 

Fatale 

Ayanne Larissa Almeida de Souza 

____________________________________________

ABSTRACT 

The myth of the femme fatale is present in the

social imaginary in a latent and devastating

form. Passing through ancient mythologies and

landing on the current condition of the feminine,

we can see that, although the struggle for

women's rights has reached a scale never before

seen in societies, there is still a very strong image

of the feminine destructive, negative and fatal.

The woman-sex, the woman-desire, the

woman-ruin has contributed and still contributes

to the fact that this imaginary persists and

subjugates the female element to submission and

even to hatred of man. Our main objective is to

analyze the myth of the femme fatale in the

Argentine Tango narratives, perceiving how the

Tango singer's ethos is constructed and how the

doubly paratopic female figure is constituted and

felt by the main male figure of the Tango, the

compadrito.

Keywords: tango; myth; fatal woman; paratopia;

speech analysis.

RESUMO 

O mito da mulher fatal encontra-se no imaginário

social de forma latente e devastadora.

Perpassando pelas antigas mitologias e

aterrissando na condição atual do feminino,

podemos perceber que, embora as lutas pelos

direitos da mulher tenham alcançado um escopo

jamais anteriormente visto nas sociedades, ainda

é muito forte a imagem desse feminino

destruidor, negativo, fatal. A mulher-sexo, a

mulher-desejo, a mulher-ruína fez e ainda faz com

que este imaginário persista e subjugue o

elemento feminino à submissão e mesmo ao ódio

do homem. Temos por finalidade analisar o mito

da mulher fatal nas narrativas do Tango

argentino, percebendo de que maneira o ethos do

cancioneiro do Tango é construído e de que forma

esta figura feminina, duplamente paratópica, é

constituída e sentida pela principal figura

masculina do Tango, o compadrito.

Palavras-chave: tango; mito; mulher fatal;

paratopia; análise do discurso.

RÉSUMÉ 

Le mythe de la femme fatale est présent dans

l'imaginaire social sous une forme latente et

dévastatrice. Passant par les mythologies antiques

et atterrissant sur la condition actuelle du

féminin, nous pouvons constater que, bien que la

lutte pour les droits des femmes ait atteint une

ampleur encore jamais vue auparavant dans les

sociétés, il existe encore une image très forte du

féminin destructeur, négatif et fatal. La

femme-sexe, la femme-désir, la femme-ruine a

contribué et contribue encore à ce que cet

imaginaire persiste et subjugue l’élément féminin

à la soumission et même à la haine de l’homme.

Nous avons comme objectif principal d’analyser le

mythe de la femme fatale dans les récits du Tango

argentin, percevant de quelle manière l’ethos du

chanteur du Tango est construit et de quelle forme

la figure féminine, doublement paratopique, est

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O Ethos Discursivo do Compadrito no Tango Argentino eo Mito da Mulher Fatal  

constituée et sentie par la figure masculine

principale du Tango, le compadrito.

Motsclés: tango; mythe; femme fatale;

paratopie; analyse du discours.

Author: Doutoranda em Literatura e Estudos Culturais

pelo Programa de Pós-Graduação em Literatura e

Interculturalidade da Universidade Estadual da

Paraíba (UEPB). Possui mestrado em Literatura e

Estudos Culturais. Graduada em História pela UEPB.

Graduação em Filosofia em andamento pela mesma

instituição.

I. INTRODUÇÃO 

Por questões históricas, as mulheres

permaneceram à sombra dos homens em muitos

aspectos, inclusive no que diz respeito ao mundo

artístico e cultural. Ainda assim, estiveram e

continuam presentes, agregando valor à literatura

e às demais manifestações da arte. Como muito

bem nos demonstra a máxima mais conhecida do

pensamento de Simone de Beauvoir, “ninguém

nasce mulher, torna-se mulher” (2016, p.11), a

filósofa mostra que a mulher está presa a um

papel e a um destino pré-determinado e definido

pelo homem e que há sérias e complexas

contrariedades quando a mulher tenta, por

qualquer meio, subverter este papel imposto pelo

dominante.

Muitas das dificuldades que as mulheres

enfrentam atualmente deve-se ao fato de que

estão começando a adentrar regiões para as quais

não há arquétipos, não há modelos mitológicos

que lhes sirvam de exemplo, uma vez que estas

regiões, estes âmbitos socioculturais sempre

estiveram reservados aos homens. Como salienta

Campbell (2015), as mulheres estão exercendo

papéis que, antes, eram biológicose

psicologicamente arquetípicos dos homense

deixando para trás esta vinculação, a

predeterminação existencial arquetípica que as

vinculavam apenas ao papel biológico.

A ambição feminina de emancipar-se social e

existencialmente, cuja independência financeira,

com os começos do trabalho feminino no século

XIX, deu talvez a mais importante base, embora

sem receber por seu trabalho os benefícios morais

e sociais que tem por direito, sempre é sublevada

e descaracterizada por um discurso cujo principal

e mais cruel defensor são outras mulheres.

Determinações físicas, sociais, psicológicas,

culturais, religiosas reprimem a mulher. A

máxima de Beauvoir traz consigo a afirmação de

que.

Nenhum destino biológico, psíquico, econômico

define a forma que a fêmea assume no seio da

sociedade; é o conjunto da civilização que elabora

esse produto intermediário entre o macho e o

castrado, que qualificam de feminino. Somente a

mediação de outrem pode constituir um indivíduo

como um Outro. (2016, p.11).

Em outras palavras, quando a mulher se sujeita a

ser as escolhas feitas por outros ao invés de

realizar suas próprias escolhas, ela opta por

não-ser. A violência ontológica sofrida pelas

mulheres em sua condição existencial, sujeitadas

existencialmente a serem seres em-si , com uma 1

finalidade pré-estabelecida, não advém de

instintos ou de uma natureza original que as

destinariam à passividade, à maternidade, ao

casamento, mas sim devido à intervenção de uma

educação que lhes impõe a sua vocação de

maneira imperiosa e autoritária. Ao homem é-lhe

ordenado libertar-se desde pequeno; às mulheres,

o dever de alienar-se de sua pessoa e

considerar-se como um objeto inerte.

De acordo com Beauvoir (2016), tudo concorre

para afirmar essa ordem aos olhos femininos. A

história, a literatura, a filosofia, a música, os mitos

são sempre exaltações do masculino:

São os homens que fizeram a Grécia, o Império

Romano, a França e todas as nações, que

descobriram a Terra e inventaram todos os

instrumentos que permitem explorá-la, que a

governaram, que a povoaram de estátuas, de

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

1Conceito da filosofia de Jean-Paul Sartre (2012), significa

objeto opaco, que não possui consciência de si mesmo e tem

finalidade pré-determinada antes mesmo de sua existência

factual. Os seres-em-si, segundo Sartre, são apenas os

objetos. Ex: uma cadeira, um lápis, uma faca. Para melhor

compreensão, ler O Ser e o Nada.

quadros e de livros. A literatura infantil, a

mitologia, contos, narrativas relatam os mitos

criados pelo orgulho e os desejos dos homens: é

através de olhos masculinos que a menina

explora o mundo e nele decifra seu destino. A

superioridade masculina é esmagadora:

Perseu, Hércules, Davi, Aquiles, Lancelot,

Duguesclin, Bayard, Napoleão, quantos

homens para uma Joana D’Arc; e, por trás

desta, perfila-se a grande figura masculina de

São Miguel Arcanjo! (BEAUVOIR, 2016, p.34)

Levando em consideração o exposto acima,

analisaremos a construção do mito da mulher

fatal dentro das narrativas do Tango argentino,

demonstrando como o ethos do cancioneiro do

Tango, esta voz masculina que fala, e não apenas

isso, possui um modo específico de falar e o diz

desde um lugar social, o arrabal, o marginal

social da cidade de Buenos Aires, constrói esta

mulher. Averiguaremos como este elemento

feminino fatal é concebido nas letras do Tango,

colapsando o sistema patriarcal e obrigando ao

elemento masculino reerguer-se, ainda que fosse

através do assassinato de sua contraparte.

II. O MITO – ALGUMAS CONSIDERAÇÕES 

O mito conta histórias. Embora durante muito

tempo tenha sido utilizado como sinônimo de

fábula, ficção ou invenção, atualmente ele é

entendido tanto no sentido de ilusão, de história

falsa, como também na acepção de tradição

sagrada ou modelo exemplar. Cabem aos mitos

fornecerem protótipos para a conduta humana,

conferindo um sentido à existência e legitimando

o agir humano. O mito fala apenas daquilo que

aconteceu e descrevem as eclosões do sagrado no

mundo. Sendo considerado uma história sagrada,

o mito ratifica a si mesmo porque refere-se

sempre às realidades que podem ser fisicamente

comprovadas.

O conceito de mito como uma história sagrada

que narra acontecimentos ocorridos nos tempos

primordiais, in illo tempore, relatando como uma

realidade que não existia passou a existir, seja esta

realidade o Cosmo, uma ilha, uma nação, uma

espécie animal ou vegetal, uma instituição, o

próprio ser humano, é difícil de se obter, haja

vista que uma definição nem sempre agradaria a

todos os âmbitos que tem por objeto de análise o

mito. Mircea Eliade (1963, p.12) define o mito

quando diz que o mesmo:

[...] conta uma história sagrada, relata um

acontecimento que teve lugar no tempo

primordial, o tempo fabuloso dos “começos”.

Noutros termos, o mito conta como, graças aos

feitos dos seres sobrenaturais, uma realidade

passou a existir, quer seja a realidade total, o

Cosmos, quer apenas um fragmento: uma ilha,

uma espécie vegetal, um comportamento

humano, uma instituição. É sempre, portanto,

a narração de uma criação: descreve-se como

uma coisa foi produzida, como começou a

existir. O mito só fala daquilo que realmente

aconteceu, daquilo que se manifestou

plenamente.

No presente trabalho pretendemos analisar a

construção do mito da mulher fatal nas narrativas

de Tango, percebendo como este elemento

feminino, fatal ao homem e ao sistema patriarcal,

acerca-se das perspectivas dionisíacas, levantadas

por Camille Paglia, assim como também da

construção do imaginário, no que diz respeito aos

Regimes Diurno e Noturno, de Gilbert Duran,

salientando o lugar paratópico desta mulher, em

uma visão de Maingueneau sobre o papel do

feminino fatal em contraposição ao masculino.

III. O ETHOS DO CANCIONEIRO DO TANGO 

Uma obra de arte expande o próprio universo

enquanto o constrói, demonstrando a necessidade

e a importância de se franquear caminhos para

esse progresso. Estabelece, pois o direito à

existência, uma vez que a narrativa literária é a

própria embriogênese de seu contexto.

Preservando o discurso enquanto gera uma

postura própria no mundo, a obra, como salienta

Jacques Rancière (2009), com suas figuras e

símbolos, encontra-se nas tessituras da relação

entre o pensar e o não-pensar, da presença do

pensamento na materialidade do sensível, do

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

inconsciente no consciente e do significante

dentro do irrisório; é o próprio pensamento,

enquanto ação, que impõe-se a uma matéria

passiva. Portanto, há que se aniquilar a ideia de

uma transcendência inumana e fabulosa que

estaria escondida na obra de arte, trazendo-a para

as vias da história, relacionando-a não mais a um

sentido oculto por trás do texto que devesse ser

trazido à tona pelo intérprete, mas, antes,

contrapondo à obra suas próprias condições de

produção.

Fiorin (2007) afirma que o discurso não gera a

consciência, mas esta é gerada, por sua vez,

através dos discursos que são interiorizados pelos

sujeitos nos trajetos de sua existência. O sujeito

assimila e resignifica o mundo através dos

discursos que absorve ao mesmo tempo em que

reproduz esses discursos em sua fala. Sem

pretender estabelecer uma correspondência

mecânica entre a estrutura interna do texto -

enquanto discurso do escritor - e o processo

hermenêutico - como discurso do leitor -

afirmamos, diante do exposto, que a compreensão

interpretativa está, para a leitura, tal que o

discurso está para a enunciação desse mesmo

discurso. Sem pensar nessa dialética da explicação

e da compreensão, tal como salienta Ricouer

(1976), é impossível identificar uma situação

dialógica, haja vista que há a tendência de

sobreposição e transição de uma para a outra. Ao

passo que durante a explicação desdobramos o

âmbito das proposições e significados, na

compreensão, por sua vez, apreendemos

plenamente a totalidade dos grilhões dos sentidos

em um único ato de síntese.

No que diz respeito a uma hermenêutica do

discurso tanguístico, a necessidade de se

interpretar os sistemas sígnicos nas letras dos

tangos emana da forma indireto de como estes

sistemas simbólicos transmitem as experiências

poéticas do que consideramos como sendo o

modo de sentir do ethos tanguero. Experiências

derivadas que são pontes indiretas, expressões

indiretas de vidas psíquicas estranhas. Por isto,

faz-se necessária a empatia, segundo Ricouer

(1976), a transferência de nós mesmos, enquanto

leitores, para a psique do outro; torna-se

importante, enquanto princípio para toda a

compreensão aplica-la às expressões escritas da

vida. A compreensão e o ato interpretativo é, em

um primeiro momento, uma conjectura, como

salienta Ricouer (1976); contudo, torna-se uma

possibilidade de autoconhecimento e conhe-

cimento de mundo proporcionado pelo desvelar

da obra, uma vez que o leitor intérprete

encontrar-se-á no próprio ato da interpretação

que sucede por meio da pós-compreensão: a

recontextualização da obra com o fim de

apropriar-se dela.

A constituição discursiva, segundo Maingueneau

(2006), é entendida a partir da constituição

enquanto uma ação que estabelece sua própria

retificação. O discurso implanta-se sob as próprias

regras emergenciais no interior do interdiscurso,

enquanto estrutura substancial que engendra um

universo discursivo. A enunciação estabelece-se

como dispositivo legitimador do próprio espaço,

promovendo a gênese de um discurso e sua

inscrição dentro de uma instância sócio-histórica.

Isso diz respeito às representações ideológicas de

uma determinada classe ou grupo social, pois a

ideologia, segundo Fiorin (2007), é a visão de

mundo que determinada instância social possui

da realidade e a mesma instância não existe fora

do âmbito da linguagem. Uma formação

ideológica corresponde a uma formação

discursiva cujas figuras e símbolos tornam

possível a concretização de uma específica visão

de mundo.

De acordo com esta perspectiva, a poética do

tango emerge enquanto conjunto discursivo no

interior de um espaço definido de uma

determinada sociedade, na qual a formação

discursiva se expressa como um grupo com suas

próprias especificidades, “sociologicamente

caracterizável” (MAINGUENEAU, 1997, p.54),

porém sem remeter a sua questão discursiva às

questões puramente de classe ou subclasse.

Busca-se, antes, observar que a instituição

discursiva que o engendrou diz respeito ao social

tanto quanto à linguagem ao mesmo tempo,

porque é através desta formação discursiva que o

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

indivíduo edifica seu próprio discurso e, do

mesmo modo que a ideologia impõe o

pensamento, a formação discursiva impõe o dizer.

Tanto o tango quanto os responsáveis por sua

produção e reprodução são construídos por um

complexo e práticas institucionais. Esta

instituição discursiva, essa ação de estabelecer,

esse “processo de construção legítima e a

instituição no sentido comum de organização de

práticas e aparelhos” (MAINGUENEAU, 2006,

p.53), compõe tanto a enunciação como também

as estruturas que são a condição da formação

discursiva, assim como seu resultado. Mediante o

movimento através do qual a prática discursiva se

institui, aporta um mundo em seu enunciado e

legitima a cena de enunciação e o lugar de fala que

possibilitaram esta prática discursiva.

O sexo faz parte da natureza e a civilização, a

cultura, funciona apenas como uma ferramenta

contra esta mesma natureza que ameaça,

constantemente, aniquilar os frágeis valores

morais sobre os quais construiu-se as sociedades.

Como aporta Freud, (2010, p.55), “[...] a natureza

se subleva contra nós, imponente, cruel e

implacável, colocando-nos outra vez diante dos

olhos a nossa fraqueza e o nosso desamparo, de

que pensávamos ter escapado graças ao trabalho

da cultura”. Os perigos que a natureza externa,

seja através dos fenômenos naturais, seja através

de espaços ou criaturas, entre outros, sempre

impôs aos humanos, fizeram com que este a

valorizasse, de forma positiva ou negativa. A

perspectiva de cultura socialmente enraizada faz

com que haja uma separação do humano com o

que muitos entendem como natureza a fim de

defendê-lo contra essa natureza da qual ele não se

vê como parte.

A sociedade seria, portanto, uma “frágil barreira

contra a natureza” (PAGLIA, 1992, p.15) e quando

as estruturas que sustentam as bases que servem

de alicerce a todo este racional edifício cultural

ameaçam por ruir, vemos que a natureza não

possui qualquer respeito por esta moral ou ética

forjadas tão somente pela própria subjetividade

humana. A natureza é niilista, não possui sentido

em si mesma e suas leis constantemente

demonstram que não possuem a ordem e a

logicidade que o humano busca, incansavelmente,

desvendar e compreender. A mulher sempre

esteve ligada às questões da natureza, seu ciclo

biológico corresponde com os ciclos naturais das

fases da lua, das estações do ano. Não é sem razão

que as deidades dedicadas à agricultura e à

fertilidade são, em sua maior parte, femininas:

Deméter, Perséfone, Freia, Isis, etc.

Sendo a mulher relacionada à natureza e esta ao

sexo, facilmente se construiria uma ponte entre

mulher e sexo, mulher-sexo, como sinônimos. O

fator sexual sempre intrínseco ao elemento

feminino concede à mulher o domínio de um

reino sombrio, no qual encontra-se o ponto de

contato entre o humano e a natureza da qual

aquele deseja fugir, na qual a moralidade cai por

terra diante dos mais primitivos instintos

biológicos. E se a natureza, por si mesma, é algo

intransponível, pertencente a um âmbito no qual

o humano jamais irá penetrar, o sexo torna-se este

imbrincado descontrole para o qual a civilização

tenta criar mecanismos de defesa a fim de

racionalizar esta força desgovernada da natureza.

Ligada ao sexo, a mulher torna-se, por isso, um

ser mal compreendido e misterioso para o

homem.

Camille Paglia (1992) noz diz que a sociedade

ocidental foi forjada por uma mente apolínia, mas

soçobra sobre forças dionisíacas, e aqui traz dois

conceitos nietzschianos para exemplificar estes

dicotômicos aspectos entre razão e instinto,

civilização e natureza, homem e mulher. Sendo

apolínia, a sociedade tenta, por meio do intelecto,

denominar, classificar e controlar a natureza,

insistindo na individuação dos objetos. Esse

conhecimento racional seria uma porta para

escaparmos ao medo do desconhecido.

Entretanto, o que nos parece belo na natureza “se

limita à fina película do globo sobre o qual nos

amontoamos” e para que possamos observar a

realidade, basta “só arranhar essa película, que

surgirá a feiura daimônica da natureza” (PAGLIA,

1992, p.17). Pois, o que a civilização ocidental

reprime é justamente o ctônico, o dionisíaco, que

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

fogem ao controle do apolínio, que são as forças

subterrâneas cegas e desgovernadas.

O mito da mulher fatal insere-se nesta luta

contínua do homem, representante da civilização

e, consequentemente, do sistema patriarcal, o

elemento apolínio, racional e urânico, contra a

mulher, representante da natureza e do

descostume, o elemento dionisíaco, irracional,

ctônico. A mulher é o conduto da irracionalidade e

suas ações estão sempre sob uma névoa ctônica,

sobrepujada pelas forças barbáricas. Como afirma

Paglia (1992, p.18), a mulher confere “crueldade

bruta [...] porque é ela o problema que o gênero

tenta corrigir”:

A evolução do culto da terra para o culto do céu

transfere a mulher para o reino inferior. [...] Os

homens, juntando-se, inventaram a cultura

como uma defesa contra a natureza feminina.

O culto do céu foi o passo mais sofisticado

nesse processo, pois essa transferência do locus

criativos, da terra para o céu é uma passagem

da magia do ventre para a magia da cabeça. E

dessa defensiva magia as cabeça veio a glória

espetacular da civilização masculina [...].

(PAGLIA, 1992, p.20)

No que diz respeito ao Tango, consideremos a

figura do compadrito , esse ethos marginal e 2

picaresco, que está inserido no universo da

narrativa do Tango. O compadrito é o cancioneiro

do Tango, mas também era a denominação

utilizada para aqueles homens que viviam nos

arrabales, de um modo geral, os pobres que não

3

tinham condição para morarem próximos do

centro, assim como também designava aos

homens inclinados ao ócio, predispostos à boemia

(bebida, jogo e mulheres) e que não levavam a

2 Nome derivado de Compadre, que corresponde ao gaucho

argentino que entrou em contato com a civilização urbana.

Na escala social do arrabal, o compadre encarna a honra,

defendendo os mais frágeis contra os desmandos do poder

social. O compadrito tenta imitá-lo, mas o faz mal, pois é

inferior em caráter, personalidade e projeção. O compadrito

é uma figura totalmente urbana, uma espécie de Flaneur, aos

moldes de Walter Benjamin, portenho. 3 Bairros marginais, periféricos, distantes do centro, nos

quais viviam os marginalizados da sociedade portenha, tais

como prostitutas, ladrões, trabalhadores fabris,

desempregados, viciados, boêmios.

vida à sério. Sua forma de trajar, sempre de preto

por sua proximidade com a morte, o modo de

colocar o chapéu (a aba sempre caída sobe o rosto,

seu olhar nunca era visível), seus gestos para

exprimir ideias, seus trejeitos, seu esgar afetado, a

forma como segurava o cigarro, como fumava,

inclusive a maneira como cuspia, entre os dentes,

fazia dele um perfeito malandro portenho, porém

sem a alegria que caracteriza o tipo carioca; o

“malandro” de Buenos Aires era sério,

melancólico e frio. Este senhor podia matar ou

morrer por pura diversão.

O ethos do compadrito legitima-se através do seu

caráter e da sua corporalidade. No Tango, esta

corporalidade também está associada à

diferenciação sexual, uma vez que a figura

feminina, a milonguita , é a contraparte do 4

compadrito, a embreagem paratópica do

cancioneiro. A figura da mulher fatal no Tango é

uma imagem que, com mais força, dominou as

narrativas do Tango. Como salienta Maingueneau

(2006), a mulher fatal do século XIX/XX é a

mulher da cidade, urbana, que bebe, que fuma,

que joga, que canta e dança. No Tango, está

representada pela prostituta que seduz o

cancioneiro e o faz sofrer, o abandona, o trai,

participando do que Maingueneau (2006, p.127)

denomina de mitologia estética. Observemos o

trecho seguinte:

Percanta que me amuraste

en lo mejor de mi vida,

dejándome el alma herida

y espinas en el corazón.

Sabiendo que te quería,

vos eras mi alegría

y mi ensueño abrasador.

Para mí ya no hay consuelo

y es por eso que me encurdelo,

para olvidarme de tu amor.

(Mi noche triste, 1916)

4 Nome derivado de milonga. Diz respeito aos lugares nos

quais se dançava Tango. Milonguita ou Milonguera , eram as

mulheres que frequentavam estes lugares e bailavam Tango.

Ao homem também pode-se denomina-lo de milonguero.

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Como podemos observar, o eu-lírico destina à

mulher uma mensagem pautada pela melancolia,

sentimento próprio de sociedades patriarcais,

acusando-a de ser a responsável pelo seu estado

de derrocada, de ruína, pois o abandonou sem

levar em consideração suas emoções, não

valorizando o sentimento que o sujeito

enunciador possuía e que, para o código

patriarcal, por si só deveria ser motivo suficiente

para que ela o apreciasse, como se a mulher

tivesse por obrigação dever homenagens aos

sentimentos do homem e, ao não fazê-lo, recairia

no mito da mulher fatal , responsável pela ruína,

pela tentação do homem. O eu-lírico entregou-se a

uma vida de dissipação, embriagando-se para

esquecer o amor da ingrata que não soube

valorizar seu sentimento. Vejamos outro trecho:

Yo la quise, muchachos,

y la quiero y jamás yo la podré olvidar;

yo me emborracho por ella

y ella quién sabe qué hará.

Eche, mozo, más champán,

que todo mi dolor,

bebiendo lo he de ahogar;

y si la ven,

muchachos, díganle

que ha sido por su amor

que mi vida ya se fue.

(La última copa, 1926)

Encontramos mais uma vez a dissipação

masculina através do álcool que, a seu modo,

também pode ser considerado um suicídio, pois

no Tango, não se matam apenas aqueles que se

matam, mas também aqueles que buscam uma

vida de dissolução física e moral. O eu-lírico,

tomado pela melancolia, pelo sentimento de luto

não superado, afirma categoricamente que se

embriaga por aquela mulher que jamais soube seu

amor apreciar. Em outras palavras, seu estado de

dor e de dilapidação deve-se exclusivamente à

ingratidão de uma femme fatale, responsável por

sua ruína, sua derrocada. O macho, pertencente

ao dia, ao sol, à luz, sucumbiu diante da noite, da

lua e das trevas e é na escuridão que permanece,

pois como não mata aquela que solapou seu

código social, não é capaz de reerguer-se, de

retornar à luz. Permanece no reino obscuro da

mulher-sexo, remoendo suas mágoas.

O mito da mulher fatal polemiza e dramatiza, em

um único ato, a própria gênese da guerra dos

sexos. É a própria imagem do feminino

destruidor, responsável pela queda do homem e

da humanidade, relativamente a Camille Paglia,

seria as forças dionisíacas ctônicas femininas da

natureza invadindo e dominando a instância

apolínia urânica civilizacional masculina. O

grande adversário de Apolo, o deus da luz, da

razão, do másculo, do celeste, era Dioniso, o deus

das trevas, do caos, do feminino, do ctônico;

enquanto Apolo era a lei moral, o falo, Dioniso era

a natureza líquida, o útero. Não por acaso

encontramos mulheres como as seguidoras de

Dioniso. A femme fatale é justamente este aspecto

daimônico da mulher e sua proximidade com a

natureza, pois o sexo é um domínio obscuro,

constituindo, assim, o que Paglia (1992, p.24)

chama de “extrapolação de realidades biológicas”

na mulher. O sexo seria considerado, portanto,

uma drenagem da energia do macho pela

plenitude do feminino. Analisemos outro tango:

Tomo y obligo, mándese un trago,

que hoy necesito el recuerdo matar.

Sin un amigo, lejos del pago,

quiero en su pecho mi pena volcar.

Beba conmigo, y si se empaña,

de vez en cuando, mi voz al cantar,

no es que llore porque me engaña;

Yo sé que un hombre no debe llorar.

(Tomo y obligo, 1931)

Percebemos a mesma repetição de uma

caracterização feminina trágica, porque

destruidora do elemento masculino e, portanto,

do patriarcal, que colapsa ao não conseguir se

conter, se controlar, racionalizar diante do

ctônico, do natural, da mulher-sexo-natureza.

Novamente temos a presença de um discurso

melancólico de um eu-lírico em luto, porém que

não supera a perda e isso caracterizaria o

sentimento de melancolia e atira contra seu

contrincante, a mulher, a mágoa de ter sido

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abandonado. E outra vez percebemos o arquétipo

da mulher fatal, destruidora, causadora da

tentação e da derrocada do homem. Em outro

trecho do mesmo tango, encontramos ainda:

Si los pastos conversaran, esta pampa le diría

de qué modo la quería, con qué fiebre la adoré.

Cuántas veces de rodillas, tembloroso, yo me he

hincado

bajo el árbol deshojado donde un día la besé.

Y hoy al verla envilecida y a otros brazos

entregada,

fue para mí una puñalada y de celos me cegué.

Y le juro, todavía no consigo convencerme

como pude contenerme y ahí nomás no la maté.

Observemos que o eu-lírico, a todo momento,

deseja vilipendiar o caráter da mulher, que o

traiu, atacando a ela através de si mesmo. Ao

sobrevalorizar suas próprias ações, “de qué modo

la quería, con que fiebre la adoré”, “cuántas veces

de rodilla yo me he hincado”, busca, por outro

lado, enfatizar a indiferença feminina, que

constitui a total falta de respeito que a natureza

tem pela moral humana, a desordem dionisíaca

atormentado a ordem apolínia, e, através disto,

pretende justificar o desejo de assassinar este

elemento, pois a cultura busca justamente, como

analisado mais acima, criar ferramentas para

proteger-se da natureza e, consequentemente, da

mulher. Para finalizar, ainda no mesmo tango,

terminamos com o que seria talvez uma máxima

falocrática de desprezo em relação às mulheres e a

tentativa de erguer novamente este elemento

masculino subjugado pela treva e levantá-lo à luz

sem a presença ainda do assassinato:

Tomo y obligo, mándese un trago;

de las mujeres mejor no hay que hablar.

Todas, amigo, dan muy mal pago

y hoy mi experiencia lo puede afirmar.

Siga un consejo, no se enamore

y si una vuelta le toca hocicar,

fuerza, canejo, sufra y no llore

que un hombre macho no debe llorar.

Percebemos que, mesmo a civilização querendo

fugir desta natureza que a envergonha, que a faz

rastejar, como inferimos do verbo hocicar, de

hocico, o nariz do cachorro, esta mesma

civilização racional sucumbe sempre ao irracional,

ao dionisíaco, quando o narrador diz, justamente,

“no se enamore, y si una vuelta le toca hocicar”,

mas que, mesmo então, não permita ser

controlado por esta natureza baixa, terrestre, vil,

destruidora, pois que um “hombre macho” nunca

deve chorar, jamais deve curvar-se para a terra,

olhar para baixo, não deve permitir o triunfo deste

feminino-natureza-sexo que o coloca diante de

sua própria natureza instintiva biológica que o

degrada. Essa permanência do mito da mulher

fatal nas sociedades diz respeito, como afirma

Paglia (1992), ao fardo do sexo, do erótico sob os

quais desandam ética, moral, religião. O sexo é o

calcanhar de Aquiles das civilizações e, por isso,

mesmo, recebeu tratamento de choque em todas

as sociedades e é através do sexo que a natureza

ctônica invade o âmbito da civilização racional.

Nas narrativas do Tango que apresentam esta

mulher fatal não somente contam uma história,

como também mostram e constituem sua própria

urgência. De acordo com Maingueneau (2006,

p.127), o mito da mulher fatal destaca

A semelhança do artista e da mulher por meio

de suas figuras paratópicas exemplares, o

boêmio e o saltimbanco. A do boêmio-boêmia

privilegia a questão da inserção social e do

modo de vida e a do saltimbanco acentua

primordialmente a dimensão da dissimulação,

do disfarce, do espetáculo. Tal como o artista, a

mulher pertence à sociedade sem lhe pertencer

de fato: tanto para ele como para ela, a inserção

só pode ter caráter paratópico. Eles ocupam

lugares, mas sempre vão além deles, sem no

entanto ser cidadãos de algum “outro lugar”.

[...] O artista, a mulher, o boêmio, o

saltimbanco ameaçam a estabilidade de um

mundo tópico; sua rejeição deve reforçar a

coesão da sociedade. Mas não deixa de haver

nisso certo sentimento ambivalente: os

boêmios, como vimos, são ao mesmo tempo

santos e malditos, portadores do Absoluto e de

dejetos.

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A mulher, no Tango, encontra-se em um espaço

paratópico por ser mulher e por ser prostituta,

esta sendo considerada o mais baixo nível da

escala social. A prostituição baixa, naturalizada,

realística será tema constante dos tangos,

preenchendo quase sua totalidade. O homem

boêmio abandonado emergirá nas narrativas com

a melancolia, a nostalgia e a tragicidade que lhe

serão inerentes. O mundo da prostituição está

ligado ao surgimento da miserabilidade

existencial, uma condição que, segundo Bataille

(1987), teria levado aos sujeitos humanos a

romperem os interditos morais e sociais

justamente por sua aproximação com a concepção

do dionisíaco.

A prostituta, degradada pelo pagamento, pela

objetificação de si, a coisificação de seu

ser-no-mundo em sua facticidade, é rebaixada ao

nível dos animais dentro da sociedade. De acordo

com Bataille (1987, p.88-89), ela suscita a mesma

repugnância que a civilização sentiria diante de

uma porca:

A extrema miséria isenta os homens dos

interditos que criam neles a humanidade: ela

não os isenta como o faz a transgressão: uma

espécie de rebaixamento, imperfeito, sem

dúvida, dá livre curso ao impulso animal. O

rebaixamento não é mais o retorno á

animalidade. O mundo da transgressão, que

englobou o conjunto dos homens, diferiu

essencialmente da animalidade: acontece o

mesmo com o mundo limitado do

rebaixamento. [...] As palavras grosseiras que

designam os órgãos, os produtos ou os atos

sexuais introduzem o mesmo rebaixamento.

Essas palavras são interditas, pois geralmente é

proibido nomear esses órgãos. Nomeá-los de

uma maneira desabrida faz passar da

transgressão à indiferença que põe num

mesmo plano o profano e o mais sagrado. A

prostitua de baixo nível está no último grau do

rebaixamento. Ela poderia não ser menos

indiferente aos interditos que o animal, mas,

impotente para chegar á perfeita indiferença,

ela sabe dos interditos que os outros observam:

e não só ela é decaída, mas também lhe é dada

a possibilidade de conhecer sua queda. Ela se

sabe humana. Mesmo sem ter vergonha, ela

pode ter consciência de viver como os porcos.

A mulher não pode emergir fora de sua relação

assassina com a figura masculina, pois este

representa a figura paterna, o patriarcado,

enquanto a mulher simboliza a quebra desta

estrutura ilusória de controle. A especificidade do

mito da mulher fatal, principalmente no quer diz

respeito ao Tango, é transformar este gesto

assassino em espetáculo, apresentando uma

cenografia patética da derrocada e do fracasso de

uma figura masculina. A narrativa procurará,

dessa forma, erguer a moral do masculino

decaído, colocando-o novamente de pé. Sendo

assim, como aporta Maingueneau (2006), o

narrador buscará superar esta crise provocada

pela figura da mulher e reparando os prejuízos

causados à figura patriarcal.

Ele não desfaz o feitiço, o encanto mágico da

mulher, por meio da obra, não opõe o antídoto

ao veneno, mas volta contra a mulher a arma

que assegurou a perda do homem comum. [...]

Claro que a mulher fatal desvia

irremediavelmente o homem, mas esse destino

inexorável se inscreve numa obra, num

rigoroso encadeamento de imagens, de

observações, de palavras. Por meio da repetição

obstinada da história do homem mortalmente

seduzido, o autor manifesta, paradoxalmente

sua inde- pendência com relação à mulher.

(MAINGUENEAU, 2006, p.128).

Após a mulher fazer colapsar o sistema patriarcal,

o elemento masculino, no Tango, não tem mais

condições de retornar à ordem anterior, por isso

realiza a obra narrativa a fim de exaltar a força do

feminino apenas para melhor submetê-lo e

sujeitá-lo às cruéis leis do código de mundo

masculino, neste caso, do compadrito.

Desempenhando o fracasso da relação

homem/mulher, o ethos constrói a cena que

legitimará suas ações em relação ao elemento

feminino. O Discurso do Tango é viril e duro,

cruel, patriarcal e violento, não mascara a

realidade na qual está inserida a mulher. O ethos

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não cinde o texto e a corporalidade, o mundo

representado e a enunciação que o deflagra. Neste

sentido, podemos observar também uma

similitude deste apolínio/dionisíaco de Camille

Paglia (1992) no que diz respeito à construção do

imaginário feito do Gilbert Durand (2002), no

qual ele acreditava haver dois regimes, o diurno e

o noturno, da imagem.

Gilbert Durand (2002) compreende as imagens

simbólicas como parte do imaginário que, por sua

vez, é tido como o “conjunto das imagens e

relações de imagens que constitui o capital

pensado do homo sapiens [...], o grande

denominador fundamental onde se vêm encontrar

todas as criações do pensamento humano”

(DURAND, 2002, p.18). Nessa perspectiva,

Durand confere aos mitos um grande e

importante papel na conjuntura do imaginário,

sendo este uma combinação de imagem e símbolo.

Sobre o mito, Durand (2002, p.62-63) nos diz

que:

Entenderemos por mito um sistema dinâmico

de símbolos, arquétipos e esquemas, sistema

dinâmico que, sob o impulso de um esquema,

tende a compor-se em narrativa. O mito é um

esboço de racionalização, dado que utiliza o fio

do discurso, no qual os símbolos se resolvem

em palavras e os arquétipos em idéias.

Durand (2002) aporta uma abordagem às

imagens do ponto de vista dos significados

intrínsecos às próprias imagens. Essas imagens

estão agrupadas em duas estruturas denominadas

de regimes diurno e noturno. Esses alicerces

simbólicos não são, entretanto, “agrupamentos

rígidos de formas imutáveis” (DURAND, 2002,

p.64), mesmo que o regime diurno queira excluir

o noturno, embora não consiga, como observamos

nos tangos analisados acima. Vale ressaltar que a

civilização ocidental, apolínia e racional, tendeu a

enfatizar o Regime Diurno. No Regime Diurno

encontram-se antíteses que objetivam predominar

sobre simbologias reconhecidamente noturnas. O

Regime Noturno, por sua vez, tolera os aspectos

do imaginário categorizados como diurnos.

Assim sendo, o Regime Diurno abriga tudo que é

solar, urânico, a ordem, a disciplina, a moral, a

espada, o falo. No Tango, isso diz respeito ao

próprio ethos do compadrito, uma voz masculina

que participa do código do sistema patriarcal. A

fala do Tango é falocrática, pois é um eu-lírico

masculino que diz, e não só isso, possui um modo

de dizê-lo. Entretanto, o compadrito encontra-se

em um lugar de fala paratópico, marginal, o

arrabal, ambiente sujo, miserável, obscuro,

malcheiroso, apinhado de cortiços nos quais se

debruavam marginais, prostitutas, boêmios,

ladrões, cafetões, viciados, toda a sociedade

excluída da sociedade cêntrica, atirada à periferia,

não querida nem digerida pela civilização

burguesa portenha.

O arrabal confere a quem pertence ao seu mundo

uma pesada e cruel carga social, pois diz respeito

ao que está fora, abaixo, às margens, excluído,

seria o Regime Noturno, as forças dionisíacas; ao

contrário do centro, que refere-se ao que

encontra-se dentro, acima, no meio, incluído, o

Regime Diurno, as forças apolínias. O arrabal

representaria, dentro do imaginário de Durand, o

Regime Noturno, da boemia, da desordem, do

caos, do obscuro, do dionisíaco, do ctônico e da

criação literária. O Regime Noturno é o reino do

feminino e, portanto, esta instância engloba o

mundo do Tango, falando-nos de um discurso

falocrático que, no entanto, está subjugado pelo

elemento feminino, a natureza sem regras e

instintiva aniquilando as finas pilastras de um

mundo racional ilusório e vulnerável. O Regime

diurno é a ascensão, o poder paterno, o

masculino; o Regime Noturno diz respeito às

trevas, o descenso, ao materno, ao feminino. E,

como afirmou Maingueneau (2006), este Regime

Diurno, dominando pelo patriarcal, colapsado

pelo Regime Noturno, reino do matriarcal, tenta

reabilitar o elemento masculino decaído na

escuridão, deseja levantá-lo em direção ao celeste

e, no Tango, isto é conseguido através do

assassinato da figura feminina, da negação

peremptória do feminino e da natureza.

Analisemos outro trecho no qual temos um

eu-lírico que começa por narrar sua história:

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amava a uma mulher, que por ela fez-se honrado e

bom marido e que, após casar-se, teve um

garotinho que veio coroar sua vida de ditas, de pai

de família honrado e trabalhador. Porém.

Pero una noche de Reyes,

cuando a mi hogar regresaba,

comprobé que me engañaba

con el amigo más fiel.

Y ofendido en mi amor propio

quise vengar el ultraje,

lleno de ira y coraje

¡sin compasión los maté!

(Noche de reyes, 1926)

Podemos verificar, através do próprio discurso do

sujeito enunciador, a tentativa de ascender esse

homem que sucumbiu ao abismo do irracional, a

mulher. Ao ver-se traído, aniquila o elemento

responsável por fazer ruir o sistema patriarcal e

podemos notar que a alusão à felicidade anteriore,

ao caráter feminino, serviram apenas para melhor

submetê-la ao duro código patriarcal, como

salientado por Maingueneau (2006). A mulher

fatal nos remete à Lilith que, sem consentir a se

submeter a Adão, desafia o homem e Deus e

simplesmente os abandona. O que é Lilith, senão,

como nos diz Martha Robles (2013, p.35) “uma

vontade poderosa que não se dobra diante da

pressão masculina e prefere a transgressão à

vassalagem”? Lilith passou ao imaginário como

esta femme fatale, esta sombra negra e cruel que

se pretendeu em pé de igualdade com o homem.

No mesmo tango temos, mais adiante, a reflexão

do eu-lírico, em um dos trechos mais

contundentes que poderia produzir o sistema

patriarcal:

Qué cuadro compañeros, no quiero recordarlo,

me llena de vergüenza, de odio y de rencor.

¡De qué vale ser bueno! Si aparte de vengarme

clavaron en mi pecho la flecha del dolor.

Por eso compañero, como hoy es día de Reyes,

los zapatitos el nene afuera los dejó.

Espera un regalito y no sabe que a la madre

por falsa y por canalla, ¡su padre la mató!

O eu-lírico sente-se envergonhado pela situação

na qual ele mesmo se pôs, pois recaiu no buraco

obscuro do útero materno, uma vez que a femme

fatale nada mais é do que uma hipóstase do

arquétipo da Grande Mãe, porém sua face

destruidora, mortífera, uma espécie de ventre que,

ao invés de dar à luz, o engole, o retorno aonde

tudo começa, o túmulo também é uma espécie de

útero para uma outra existência, se há. O ódio e o

rancor aos quais alude o narrador diz respeito aos

sentimentos do racional diante do caos, da frágil

proteção apolínia diante da devastadora força

dionisíaca. É justamente isto que suscita a

natureza para a civilização: ódio, temor, repulsa.

Segundo Freud (2010, p.57), a cultura consiste em

tentar humanizar a natureza (o sexo, a mulher)

em uma tentativa de torna-la palatável e,

portanto, passível de controle por parte do

homem:

Forças e destinos pessoais são inacessíveis,

permanecem eternamente estranhos. Porém,

se nos elementos agitam paixões tal como na

própria alma; se mesmo a norte não é algo

espontâneo, mas o ato de violência de uma

vontade maléfica; se, na natureza, o homem

está cercado em toda parte por entes iguais

àqueles que conhece em sua própria

sociedade, então ele respira aliviado, sente-se

em casa em meio a coisas inquietantes e pode

elaborar psiquicamente a sua angustia sem

sentido.

A femme fatale, esta degredada filha de Lilith, é a

pesada mão que Martha Robles (2013) observa

nas brigas matrimoniais, nos desejos femininos

insatisfeitos, nos divórcios, na tentativa de

emancipação feminina e na punição que esta sofre

quando tenta desafiar as normas impostas e

legitimadas por discursos religiosos, míticos,

sociais, culturais, psicológicos, filosóficos e

históricos, pois

Lilith se aloja em cada mulher que imagina ser

possível a verdadeira equidade, em cada mulher

que perturba os sonhos e devaneios dos homens,

naquela que menciona o inefável nome de Deus

não para acatar seus desígnios, mas para salientar

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

o alento transformador de sua própria

criatividade. Lilith é, por isso tudo, a paixão da

noite, a criatura mais temida e o anjo que vaga

com a esperança de restaurar a ordem

transtornada, apesar de toda dor e de todo

esquecimento. (ROBLES, 2013, p.38)

Como podemos perceber, a mulher, assim como

qualquer outra categoria social entrecortada pelas

representações de uma coletividade, pelo

imaginário coletivo, recebe um conjunto de

características socialmente estereotipadas.

Entretanto, como acentua Maingueneau (2007) é

importante que seja enfatizado que o estereótipo

mais frequentemente adotado para o elemento

feminino é o que denigre a sua imagem. As

declarações a este respeito proliferam em muitas

culturas, enquanto que a parte masculina

permanece praticamente incólume. Por esta

razão, provavelmente, não exista um mito do

homem fatal , que aborde os delitos masculinos e,

certamente, como ironicamente percebe

Maingueneau (2007), essa lacuna não se deve a

que os homens não causem infelicidade às

mulheres. Isso é um sintoma de desigualdade que

beneficia aos homens e é a dominação masculina

que coloca a mulher no extremo oposto das

especulações. Sobre esta questão, Maingueneau

(2007, p.38) aporta que:

Défini par des statuts et des frontières, l’homme

se trouve aux prises avec un féminin qui se joue

de toute catégorisation. Contre ce féminin dont

l’altérité semble échapper en quelque sorte à

elle-même, il circonscrit la féminité dont il a

besoin pour assurer une identité imaginaire. Il ne

s’agit pas pour autant de restituer le “vrai” visage

du féminin, as “vraie” nature, libérée des

stéréotypes masculins : l’impossible “nature” du

féminin déjoue précisément l’opposition entre la

“nature” et l’ ”artifice”, l’ ”être” et le “simulacre”,

la féminité que reconnaît l’homme se tisse de

stéréotypes dont le féminin se joue. La féminité

prend figure dans ces stéréotypes, mais le

féminin les arrache à toute adhérence. Etre

femme, c’est ainsi “savoir” d’une certaine façon

qu’on n’est pas véritablement de ce monde-là que

structurent les stéréotypes, sans être pour autant

d’un autre qui tracerait d’autres partages,

d’autres catégories. Si le féminin est en excès du

monde de l’homme, ce n’est pas par quelque

surabondance d’être qui déborderait de toutes

parts ses catégories réductrices, mais par une

altération qui empêche la femme de se réduire à

une féminité qui lui donne pourtant les visages -

jamais d’emprunt - par lesquels elle intervient

dans le monde de l’homme.

O que podemos analisar é uma certa urgência em

atribuir um lugar à mulher e essa categorização,

como vimos, diz respeito à visão de mundo

apolínia que percebe na denominação e no

conhecimento uma forma de poder e controle.

Portanto, categorizar a mulher atribuindo-lhe um

patamar, ainda que o mais baixo, é dominá-la, ter

poder sobre ela, domar esta instância dionisíaca

que constantemente o ameaça. Essa dicotomia

masculina, apolínio/dionisíaco, o apolínio como

sinônimo de bem e o dionisíaco como o mal, faz

com que o homem associe o mal fora de casa e,

portanto, essa assimilação da prostituta com a

mulher má. No Tango essa questão fica bastante

visível, uma vez que as mulheres do Tango não

eram moças de família, as faces de Eva, os

arquétipos de uma Penélope, como sublinha

Brandão (1989, p.39), “caseira, calada, discreta,

diligente, laboriosa, fiel, econômica, submissa...”,

mas mulheres da vida, putas, pois puta é toda

aquela mulher que ainda não foi devidamente

domesticada pelo sistema patriarcal.

O discurso pornográfico, criado pelo homem,

nada mais é do que externalizar o interno ctônico

feminino, como se pretendesse lançar uma luz

apolínia na escuridão dionisíaca. A mulher é

posta, assim, sobre um palco e, não importa o que

ela faça, ela sempre parecerá ao homem longe

demais, inacessível demais, um mistério que o

amedronta e essa fala extrema masculina

encontra sua expressão no próprio ethos que

enuncia. É criado um protótipo feminino que é

colocado dentro dos papéis pré-concebidos pela

sociedade patriarcal machista como sendo papéis

naturais da mulher: os cuidados com a beleza

estética, o casamento, a maternidade. Segundo

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The compadrito’s discursive ethos in the argentinean tango and the myth of Femme Fatale

Beauvoir (2016), desde pequena a mulher aprende

que, para agradar aos homens, sendo este o

primordial dever visto ser apenas um objeto sem

qualquer importância existencial, é preciso ser

bela, compassiva, compreensiva, obediente e

afetuosa e a mulher procura incansavelmente

parecer-se com a imagem que os homens

idealizam dela, com este mito do eterno feminino.

Fantasia e tenta comprara-se aos estereótipos que

o homem cria para que ela possa espelhar-se, haja

vista que estes modelos não foram criados pelas

mulheres. Desse modo, a passividade que deve

caracterizar a mulher é um traço desenvolvido ao

longo de sua educação para um ser-mulher.

IV. CONSIDERAÇÕES FINAIS 

Sexo e violência sempre estarão de mãos dadas

dentro do tango. Segundo Bataille (1987, p.48), o

desejo de matar pode parecer tão exigente, na

realidade, quanto o sexual. É notório que no

Tango sexo e morte estão unidos, a prostituição e

o crime passional. O que é o tango senão a história

de uma prostituta e de um homem que se

apaixona por ela? A relação extraconjugal sempre

foi permitida ao homem e o compadrito tem por

dever manter o modelo de masculinidade dentro

do mundo do Tango.

A femme fatale, no Tango, está representada pela

figura da prostituta, a mulher proibida pelo

discurso social e, ao mesmo tempo, necessária

para que os homens pudessem dar vazão ao que

não podiam fazer com as esposas, mulheres de

família. O tango não era dançado por estas

últimas, apenas pelas mulheres de vida airada.

Mulher alguma fora dos conventillos e dos bordéis

dançariam um ritmo tão pecaminoso e obsceno. O

erotismo fora transformado em pecado pelo

cristianismo, porém sobrevivia em um mundo que

não conhecia o pecado ou o julgava um mal

imprescindível para o sistema. Era a

sobrevivência do dionisíaco dentro do apolínio e a

impotência deste diante do poder caótico e

aniquilador da natureza. E se levarmos em

consideração o mundo imperativamente

masculino do Tango, o crime passional, a defesa

da honra, o absolutismo do homem eram

exigências morais e comportamentais e serviam

de justificativa para o feminicídio. De acordo com

Bataille (1987, p.48):

O desejo de matar está para o interdito do

homicídio como o desejo de uma atividade sexual

para o complexo de interditos que a limita. A

atividade sexual não é proibida senão em casos

determinados, o mesmo acontecendo com o

homicídio: se o interdito que se lhe opõe é

formulado de uma maneira mais geral e mais

grosseira que os interditos sexuais, ele se limita,

como estes últimos, a reduzir a possibilidade de

matar em certas situações. Ele é formulado de

uma maneira muito simples: “Não matarás”. E é

verdade que ele é universal, mas está

evidentemente subentendido: “Salvo em caso de

guerra, e em outras condições mais ou menos

previstas pelo corpo social”. De modo que ele é o

paralelo quase perfeito do interdito sexual que se

anuncia: “Só haverá intercurso carnal – no

casamento”, ao qual evidentemente, se

acrescenta: “ou em certos casos previstos pelo

costume”.

Como percebemos, o mito da mulher fatal denota

uma estereotipação do feminino como elemento

destruidor, uma hipóstase da Grande Mãe que

devora seus filhos, o ventre escuro para o qual

tudo há de retornar. Essa femme fatale está ligada

às forças dionisíacas da natureza, do ctônico,

como observamos em Camille Paglia (1992), em

contraposição à racionalidade apolínia da

civilização e da cultura construídas pelo elemento

masculino. Vimos também como a caracterização

do imaginário pensada por Gilbert Duran,

categorizada em duas instâncias, o Regime

Diurno, masculino, urânico, ativo e o Regime

Noturno, feminino, ctônico, passivo, dialoga com

as teorias das personas sexuais levantadas por

Paglia.

Analisamos, em seguida, como estes dois âmbitos

podem ser compreendidos levando-se em

consideração as letras dos tangos argentinos,

enfatizando o lugar paratópico do qual o ethos do

cancioneiro se dirige aos seus destinatários e a

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construção arquetípica deste feminino fatal,

causador da destruição masculina, responsável

pelo colapso do sistema patriarcal e que deve, por

isso mesmo, ser exaltado para melhor sofrer a

punição deste código de conduta falocrático. O

discurso do Tango edifica-se como uma fala

masculina que visa estabelecer um lugar ao

feminino, um lugar que, assim como o próprio

arrabal, está abaixo, fora, ainda que não excluído,

porém submetido ao centro apolínio e masculino.

Percebemos que, o poder da fêmea interpenetra a

sociedade e esta encontra-se subordinada às suas

forças. O feminino é tanto criador como

destruidor, seu caráter ambivalente de vida/morte

representa a lâmina da natureza, cortante e cruel.

Ainda que a sociedade, em seu aspecto apolínio,

dentro do Regime Diurno, tente transcender a

natureza, o elemento dionisíaco da mesma, o

Regime Noturno, sempre o engloba e o submete.

Daí Borges (1974) ter definido o Tango como a

comedie humaine de Buenos Aires, um aspecto

sarcástico de humor negro em meio às crueldades

da natureza, pois esta, como salienta Paglia

(1992), estará sempre puxando o tapete debaixo

de nossos mais ínfimos ideais de moral.

REFERÊNCIAS BIBLIOGRÁFICAS 

1. BATAILLE, George. O Erotismo. Tradução de

Antônio Carlos Viana. Porto Alegre: L & PM,

1987.

2. BEAUVOIR, Simone. O Segundo Sexo.

Tradução de Sérgio Milliet. 3. ed. Rio de

Janeiro: Nova Fronteira, 2016.

3. BORGES, Jorge Luis. Obras Completas.

Buenos Aires: Emecé Editores, 1974.

4. BRANDÃO, Junito de Souza. Helena – O

eterno feminino. Petrópolis, RJ: Vozes, 1989.

5. CARUSO, Juan Andrés. La última copa.

Buenos Aires, Odeon, 1926. 02’46’’. Disponível

em: http://www.todotango.com/ Acesso em:

22/05/2018.

6. CONTURSI, Pascual; CASTRIOTA, Samuel. Mi

noche triste. Buenos Aires, Odeon, 1916.

03’22’’. Disponível em: http:// www.todotango.

com/Acessoem:22/05/2018.

7. CURI, Jorge; MAFFIA, Pedro. Noche de Reyes.

Buenos Aires ,Odeon ,1926 .02’20’’ .Disponível

em: http://www.todotango.com/Acesso em:

22/05/2018.

8. DURAND, Gilbert. As estruturas antro-

pológicas do imaginário – Introdução à

arquetipologia geral. Tradução de Hélder

Godinho. 3. ed. São Paulo: Martins Fontes,

2002.

9. ELIADE, Mircea. Aspectos do Mito. Tradução

de Manuela Torres. Lisboa, Portugal:

Edições70, 1963.

10. FREUD, Sigmundo. O Futuro de uma Ilusão.

Tradução de Renato Zwick. Porto Alegre, RS:

L&PM, 2010.

11. GARDEL, Carlos; ROMERO, Manuel. Tomo y

Obligo. Buenos Aires, Odeon, 1931. 02’06’’.

Disponível em: http://www.todotango.com/

Acesso em: 22/05/2018.

12. MAINGUENEAU, Dominique. Discurso

Literário. Tradução de Adail Sobral. São Paulo:

Contexto, 2006.

13. Stéréotyper le Féminin: entre le Doxique et

l’Esthétique. Degrés, Bruxelles, n. 117, v. 32.

2004, b (1-25). In: Estudos da Língua(gem),

Vitória da Conquista, v. 5, n. 1, p.35-61. Jun.

2007.

14. PAGLIA, Camille. Personas Sexuais – Arte e

Decadência de Nefertiti a Emily Diockinson.

Tradução de Marcos Santarrita. 4. ed. São

Paulo: Companhia das Letras, 1992.

15. SARTRE, Jean-Paul. O Ser e o Nada. Tradução

de Paulo Perdigão. 21. ed. Petrópolis, RJ:

Vozes, 2012.

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382U

LJP Copyright ID: 573336Print ISSN: 2515-5784Online ISSN: 2515-5792

London Journal of Research in Humanities and Social Sciences

Volume 19 | Issue 4 | Compilation 1.0

ABSTRACT

Scan to know paper details andauthor's profile

Library user Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria

Nigeria 

Abbas Hamisu 

 

Keywords: academic library, college, library user education, nigeria, professional library staff.

Classification: For Code: 339999

Language: English

Library user education service is important. While this vital program of the academic library remains

significant, students use of the library have proven poor to some extent, for example, ineffective use of

library resources which is directly linked to vain library user education students receive. Therefore, the

objective of this study was to study the effectiveness of library user education services in increasing library

usage in FCE Kano and FCE Zaria, specifically, finding out if there exist variation in schemes of library user

education practice in the two institutions. The professional library staffs of the colleges were used as

sample of the study, wherein, a questionnaire was designed to collect data from them. Data collected were

analyzed in descriptive and inferential statistics of frequency/percentage and non-parametric test of Mann

Whitney. Findings of the study indicated that, a type of library user education service adopted by the

academic libraries of FCE Kano and FCE Zaria was a ‘traditional user education service’, embracing in

common ‘library orientation for first year students’, and ‘subject oriented instruction’. One of the

recommendations made included, inculcation of ‘Literature searching for final year student’ as a crucial

library user education scheme for both FCE Kano and FCE Zaria.

 © 2019. Abbas Hamisu. This is a research/review paper, distributed under the terms of the Creative Commons Attribution-Noncommercial                                   4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercial use, distribution, and reproduction                     in any medium, provided the original work is properly cited. 

Library user Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, 

Nigeria Abbas Hamisu

___________________________________________

ABSTRACT 

Library user education service is important.

While this vital program of the academic library

remains significant, students use of the library

have proven poor to some extent, for example,

ineffective use of library resources which is

directly linked to vain library user education

students receive. Therefore, the objective of this

study was to study the effectiveness of library

user education services in increasing library

usage in FCE Kano and FCE Zaria, specifically,

finding out if there exist variation in schemes of

library user education practice in the two

institutions. The professional library staffs of the

colleges were used as sample of the study,

wherein, a questionnaire was designed to collect

data from them. Data collected were analyzed in

descriptive and inferential statistics of

frequency/percentage and non-parametric test

of Mann Whitney. Findings of the study indicated

that, a type of library user education service

adopted by the academic libraries of FCE Kano

and FCE Zaria was a ‘traditional user education

service’, embracing in common ‘library

orientation for first year students’, and ‘subject

oriented instruction’. One of the

recommendations made included, inculcation of

‘Literature searching for final year student’ as a

crucial library user education scheme for both

FCE Kano and FCE Zaria.

Keywords: academic library, college, library user

education, nigeria, professional library staff.

Author: College Library, Federal College of Education   Zaria. [email protected], +2347061636169

I. INTRODUCTION

The usefulness of library user education in higher

institutions of learning cannot be over

emphasized, although some scholars were against

the user education program. For example, Bessler

(1990) believes ‘the libraries that concentrate

their resources on collections and services that

patrons want will be more successful than those

that focus their energy on instructing the patrons,

and that perhaps users do know what id for them

and that is service, not instruction’; Eadie (1990)

supported her assertion that ‘user education came

into being not because users asked for it but

because librarians thought it would be good for

them’. But this perception of the two authors is

not true to majority in the library profession. Aina

(2004) is one of those views that user education is

a literacy service which emphasis that users are to

acquire skills that will enable them search for

information independently on any aspect of

knowledge using traditional and electronic means.

Prytherch (2005) refers to user education as ‘a

program of information provided by libraries to

users, to enable them to make more efficient,

independent use of the library's stock and

services, and program of user education might

include tours, lectures, workshops and the

provision of support materials. All the same,

Ogunmodede and Emeahara (2010) viewed user

education as ‘a library provision service in order

to equip a user with enough knowledge on the use

of the library which enables the user to use the

library resources effectively and efficiently’. Credit

to these authors definitions, in other words, user

education is an instruction given by librarians

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53 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

Library User Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, Nigeria

[email protected]/ +2347061636169 

one-on-one or in group to users for the purpose of

self-dependent and excellent usage of library

resources and or services, especially provided by

academic libraries.

II. ACADEMIC LIBRARIES 

Aina (2004) explained academic libraries as

follows: ‘academic libraries are libraries that are

attached to post-secondary institutions’. There-

fore, the academic library is a library by type

established in institutions of higher learning, such

as colleges of education, polytechnics and

universities. Holton, Vaden, and Williams, J.

(2006) observed the academic library as an entity

in a post-secondary institution that provides all of

the following: an organized collection of printed

or other materials, or a combination thereof; a

staff trained to provide and interpret such

materials as required to meet the informational,

cultural, recreational, or educational needs of

clientele; an established schedule in which

services of the staff are available to clientele; and

the physical facilities necessary to support such a

collection, staff, and schedule. This later

definition encompasses broad general role of the

academic library. However, if the library

collections, staff, and schedules in academic

libraries are readily available and not used

effectively, academic libraries hence become

nothing but like the adage “a donkey with loaded

books”. In order to achieve its sole objectives,

academic libraries therefore found it very useful

to inculcate as part of its services to educate the

patrons on how to effectively use the library

through what they call library user education.

III. STATEMENT OF PROBLEM 

Library users’ needs with the academic library

differs, as some go to the library to read their

manuals, sit to relax, perform class assignments,

others utilize the library resources, etc. Since the

primary source for establishing academic libraries

is to facilitate the teaching and learning process of

students. For this reason, no student should

withhold self from using the library resources

unless if the students are ignorant of how to use

the library resources, which may eventually

happen as a result of lack of effective scheme in

library-user-education they receive.

To this juncture, the researchers agreed that

majority of the students in Federal College of

Education (FCE) Kano and FCE Zaria often

limited themselves using the library to read their

personal manuals, to relax, and to do their

home-away class exercises. This is not bad to say,

but their lack of usage of the library resources is

one problem that can be attached to ineffective

library user education program.

IV. OBJECTIVES OF THE STUDY 

The overall objective is to study the effectiveness

of library user education services in increasing

library usage in FCE Kano and FCE Zaria.

Therefore, the specific objectives are as follows:

1. To find out if there exist variation in schemes

of library user education practice by the

academic libraries of FCE Kano and FCE Zaria

4.1 Significance of the study 

Findings of the study will specifically provide the

institutions under study with the necessary

information on the current state of library user

education practices in their environs. And at

large, each of the studied libraries provides one

another with a picture of the other, so that they

may checkmate indoors activities on library user

education for improvement. Finally, the study

will also contribute to the existing literature on

library user education services provided by

academic libraries in Nigeria.

Previous studies conducted on library user

education services in and outside Nigeria

a. Rathore (1992) cited in Ahenkorah-Marfo, M.

and Teye, V. (2010) explained a scheduled

user education program in an academic

library setting. The scholar identified three

levels of user education, namely: (1) At the

beginning of every academic year or semester

(library instruction course) should be

applicable to all those who are using the

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54 Volume 19 | Issue 4 | Compilation 1.0 © 2019 London Journals Press

Library User Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, Nigeria

library for the first time, such as library

orientation and library tour, (2) Subject

oriented instruction for undergraduates at a

stage when they are admitted to a special

branch or subject of their choice or at the time

of project work, and (3) Literature search

training, provided at the beginning of student

research work’. It means that, in students’

year one program, first semester specifically,

libraries organize library orientation and or

excursion for students to visit the library in

order to know the importance of the library,

and to see what the library looks like.

Subsequently, class sessions are organized.

Then, literature search training on how to

write project is organized when the students

are in their final year of study.

b. Samadani (1998) investigated on some

selected school libraries in Pakistan, and

survey method was used for the purpose. The

study found that lack of proper grounding

from schools leads to deficiency at more

advanced levels which resulted in the

enormous majority of students lacking

significant information literacy skills, and

attributed this to lack of user education

program at all levels.

c. Mohammad (2003) surveyed the roles of

Egyptian public libraries in environmental

information literacy with the overall objective

of increasing the library users’ information

awareness. The study findings indicated that

the public libraries offered literacy services in

display films format to increase library use.

d. Azmi (2006) surveyed teaching information

literacy skills in Qatar University and

observed that the volume and complexity of

the available information are increasing

significantly, which requires the basic

knowledge and skills to deal effectively with

this information (whether in traditional or

electronic form, is very crucial). Therefore, the

author recommended the need for an

instruction course to be offered within

students’ first academic year in the university.

e. Esievo (2007) in a study examined measures

to curb library user delinquency in academic

libraries of Kaduna State in Nigeria, which

indicates poor usage of the libraries. The

author used survey method, alongside

interview, personal observation, and a

questionnaire for data collection. 15 out of 20

academic libraries that offer diploma and

degree courses in Kaduna state were randomly

taken as sample, including their head of

libraries (librarians) as subjects. Findings of

the study showed 100% of the libraries

conducting user orientation which is a very

useful method in controlling user delinquency

for especially new students into the library. In

another result, some of the libraries used an

informal user education procedure that is,

talking personally to users on how to handle

library materials. Perhaps libraries that do not

talk to users informally feel satisfied with

formal instructions.

f. John (2008) reported about the Ventura

College library, and observed a major portion

of 31% increase in student usage statistics was

as a result of the increase in library

orientations which promoted usage of the

library's resources and services. This

significantly shows the value of library

orientation in attracting library users to the

library.

g. Renditiso (2011) in a survey examined the

state of the art in the field of information

literacy services in Italian academic libraries.

An information literacy service is a used term

by the libraries to mean usual user education

services provided by libraries. So the study

reviewed 95 university websites and found

some that presented on their library pages

information about user education, tells how

far libraries have gone in online library

instruction services which must be seen as a

good and welcome development for libraries.

h. Ibrahim (2012) examined the relevance of

library user education and the best methods to

the use of academic libraries by students of

tertiary institutions in Niger state north-west

Nigeria. To achieve this, survey research

design was adopted in a population consisting

of students of two universities. 190 students

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Library User Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, Nigeria

were randomly selected. The result of the

study revealed that library user education has

really affected the usage of library tools and

resources. The user education methods

employed included library orientation among

others.

i. Okoye (2013) studied the trends and

developments of user education in south-east

Nigerian federal university libraries using

descriptive survey method. The main aim was

to investigate how user education is organized,

coordinated and implemented, among a

sample of 26 academic librarians and

coordinators. 26 questionnaires were

retrieved from the subjects. Results of the

study showed that all the university libraries

studied offered library user education as a

General Studies Program. Moreover, an

overall statement on the study as indicated by

the author points that, library usage by the

students remained mainly traditional.

j. Moyane, Dube and Hoskins (2015) using

survey design conducted a study on the

effectiveness of user education programs for

postgraduate students in the School of

Management, Information Technology and

Governance at the University of

KwaZulu-Natal (UKZN) South Africa. The

study employed the use of quantitative and

qualitative research methods from a sampled

population of 291 postgraduate students, 6

academic coordinators, and 3 subject

librarians. The use of questionnaire

instrument gained 70% response rate on

postgraduate students, and interview solicited

data from both the academic coordinators and

subject librarian of 83% and 100% response

rate accordingly. Findings in the study

revealed that, the postgraduate students at

UKZN were quite aware of user education

program offered by the university library via

UKZN library orientation week and UKZN

library website, though at a low rate.

k. Abdallah and Bilal (2015) assessed the nature

and effectiveness of library services and

information resources provided in four

university libraries in Lebanon from the users’

perspectives, where 1100 students were

surveyed. The authors found that across the

four universities, nearly 28% of the students

mentioned receiving one-on-one assistance

from library staff.

l. Michigan State University main library and its

satellite libraries is a famous academic library

in the United States of America. It provides an

online library tour that helps one in navigating

through its wide range of resources and in

locating major service points for additional

assistance. The institution’s online library tour

platform for example provides a visual scene

of the university library building. Therefore,

library tour does not necessarily mean

organizing students on a walk around the

library to see its holdings and or services.

V. METHODOLOGY 

Descriptive survey method was adopted, that is,

surveying and analyzing the existing state of

affairs concerning library user education services

in Federal colleges of Education Kano and Zaria.

The population of this study comprises of the

colleges library staff. Based on the three

categories of library staff (professional,

para-professional and non-professional staff),

purposive sampling was used in selecting all the

professional library staff, 13 staff from FCE Kano

and 18 staff from FCE Zaria, since they are the

only ones that participates in library user

education service in the libraries. According to

Patton (2002), purposive sampling is used to

describe the strategic and purposeful selection of

information rich users, with the goal of making

sure that the selected sample provides the

necessary depth’ (data required). A close ended

structured questionnaire was used for the purpose

of data collection, while frequency/percentage

and non-parametric test of Mann Whitney in

SPSS was convenient for data analysis.

VI. DESCRIPTIVE RESULT 

The findings of this study reveal the following

descriptive analysis:

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56 Volume 19 | Issue 4 | Compilation 1.0 © 2019 London Journals Press

Library User Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, Nigeria

6.1 Do you perform library user education             program in your library? 

This question seeks to testify library user

education was performed by the libraries of FCE

Kano and FCE Zaria. All the sampled respondents

in both colleges, represented by 100% scores each,

replied ‘yes’ that library user education was

practiced by their libraries.

6.2 What library user education service does             your library provide? 

This question tries to find out whether the

libraries under study provided traditional user

education service, online user education service,

or a combination thereof. Both respondents in

each of the colleges affirmed that their libraries

only provided traditional user education service.

6.3 Which of the following schemes in user               education is embraced by your library?  

Responses obtained indicated that, a total of 13 or

100% of the participants in FCE Kano confirmed

‘library orientation for first year students’ as one

of the schemes in library user education, just the

same way all the 18 or 100 % staffs in FCE Zaria

acknowledged too. Also, 13 or 100% staffs in FCE

Kano stated embracing ‘subject oriented

instruction for students’, as against 16 or 88.9%

from FCE Zaria that hold ‘subject oriented

instruction a scheme’ – the rest 2 or 11.1%

disagreed. The use of ‘literature searching for final

year students’ was not embraced by FCE Kano, as

against only 2 or 11.1% from FCE Zaria who

believe it was present in their library, but the rest

majority 16 or 88.9% disagreed and said this

scheme is not being embraced by their college

library.

VII. INFERENTIAL RESULT 

The Findings of this study reveals the following

inferential analysis:

Man Whitney nonparametric test difference

between FCE Kano and FCE Zaria respondents on

scheme of library user education adopted in the

academic libraries of FCE Kano and FCE Zaria.

Ranks College

library N Mean Rank Sum of Ranks P-value

Scheme of Library User

Education

FCE Kano 13 16.77 273.10 0.711

FCE Zaria 18 16.06 273.00

Total 30

Outcome of the non-parametric test of Man

Whitney in the table above showed that, there is

no significant difference between FCE Kano and

FCE Zaria library staff on the scheme of user

education adopted by the academic libraries in

FCE Kano and FCE Zaria. This was because the

calculated p value of 0.711 is higher than the

slated 0.05 alpha level of significance. The

computed Mean rank scores were 16.77 and 16.06

by FCE Kano and FCE Zaria. In the same vein

their computed Mean Sum of ranks are 273.10

and 273.00 by FCE Kano and FCE Zaria

accordingly. This shows that the type of user

education adopted by the academic libraries in

FCE Kano and FCE Zaria was not significantly

different.

VIII. CONCLUSION  

This study was a synthesis of library user

education services between FCE Kano and FCE

Zaria. And it was ideal a problem that students

inability to utilize library resources could possibly

be due to ineffective library user education

system. Thus, the objective of the study was to

study the effectiveness of the program (library

user education), particularly, schemes of library

user education practices among the academic

libraries of FCE Kano and FCE Zaria. However,

the study concluded on the note that, library user

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57 © 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

Library User Education Service: A Synthesis of Federal Colleges of Education Kano and Zaria, Nigeria

education adopted by the academic libraries in

FCE Kano and FCE Zaria included a traditional

user education service, embracing in common

‘library orientation for first year students’, and

‘subject oriented instruction’.

IX. RECOMMENDATION 

Based on the study findings, the following

recommendations are drawn:

1. Online user education services should be

implemented instead of only traditional user

education service as it affects the two libraries

under study.

2. Literature searching for final year student is a

pivotal library user education scheme which

needs to be introduced by both FCE Kano and

FCE Zaria. In fact, ‘literature searching for

final year students’ is important in addressing

research skills of students.

Is there anything new here?

Perhaps, nothing seems new in the area of studies

on library user education service in academic

libraries conducted across Nigeria. But to study

variations among groups of academic libraries

found in Nigeria higher institutions of learning, be

it universities, polytechnics, and or colleges of

education, no doubt there is paucity or vacuum

area of studies.

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17. PRYTHERCH, R. (2005). Harrod's librarians'

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libraries, published in different formats like Printed Hardcopy, Interactive PDFs, EPUBs, eBooks, indexable documents and the author managed dynamic live web page articles, LaTeX, PDFs etc.

libraries, published in different formats like Printed Hardcopy, Interactive PDFs, EPUBs, eBooks, indexable documents and the author managed dynamic live web page articles, LaTeX, PDFs etc.

libraries, published in different formats like Printed Hardcopy, Interactive PDFs, EPUBs, eBooks, indexable documents and the author managed dynamic live web page articles, LaTeX, PDFs etc.

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© 2019 London Journals Press Volume 19 | Issue 4 | Compilation 1.0

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PRINTED VERSION, INTERACTIVE PDFS, EPUBS, EBOOKS, INDEXABLE DOCUMENTS AND THE AUTHOR MANAGED DYNAMIC LIVE WEB PAGE ARTICLES, LATEX, PDFS, RESTRUCTURED TEXT, TEXTILE, HTML, DOCBOOK, MEDIAWIKI MARKUP, TWIKI MARKUP, OPML, EMACS ORG-MODE & OTHER

 © Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press© Copyright 2017 London Journals Press©Copyright2017LondonJournalsPress©Copyright2017LondonJournalsPress©Copyright2017LondonJournalsPress©Copyright2017LondonJournalsPress©Copyright2017LondonJournalsPress©Copyright2017LondonJournalsPress© Copyright 2017 London Journals Press© Copyright London Journals Press 2019 


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