This article describes the autobiographical recollection and reconsidering, attempts to review self-background of growing and specialized accomplishment and describes the story of my life in more detail for the acquired scientific education and application of experience. This article takes self-story as center besides faithful recording for own life. According to the theory of education and literature, I will interpret my own life story and explore my career and effort of scientific education in past 30 years. 1. Reviews the relationship between my life and scientific education Reviewing my all life either in childhood, studied in elementary school and high school, all had a correlation with the scientific. When at teacher¡¦s university, I nurtured the specialized intelligence. After graduated, the period I taught in Mingli elementary school, Wunzih elementary school and Kaohsiung municipal Shin Yi primary school. Everything had relationship with scientific education. Keeping telling myself, I must always enrich and pursue further education for individual knowledge. Trying hard for scientific education so I had been studying in PingTung University of Education¡BKaohsiung Normal University and Institute of Education in Sun Yat-sen University. 2. Reviews my life to carry out the scientific education Nine years consistent educational system, from a novice teacher to senior teacher of scientific education¡Bcountryside elementary school to metropolis large-scale school¡Bsimplex power educational system to open educational revolution, experienced different curriculum and teaching scenes, everyone must understand individual value and expect in scientific education and think how to promotes the scientific education more efficiently. In my career of professional development, I often obtained experiences by teaching and learning promotes and enhances each other. Gathering these experiences to sublimate into intelligence, and these intelligence can produce the best learning type for students. Every type of scientific education that I advanced is based on scientific exhibition. Scientific exhibition is a succession of process for discovering and solving problems. Creative thinking stems from solving problems and problems arise from a chain creative reaction. I usually use divergent thinking to create new, diversified and many possible solutions and convergent thinking provides appropriate thinking type for solving problems. In school, I promote scientific education within the model of scientific exhibitions, such as scientific camps, scientific exhibitions, scientific garden parties, inventive exhibitions, ecology illustrations and etc. These works all are the results which studying for the purpose of application and teaching and learning promote and enhance each other. Reviewing my life story, I am just an ordinary person and just keep a strong ambition for continues challenges, surefooted and earnest working and endless further education and have some achievements finally. It is said ¡upersisting brings success¡vencouraging us that success essential condition certainly is not intelligent, but is the will. I expect to educators are interested in scientific education that just keeping a heart and you will look for your private universe.

No description available.

This thesis is concerned with an exploration into the reconsideration of meaning of the embodied subject whose figuration is defined as abnormal relative to the prevailing hierarchical structures of western Cartesian dualism. Evidence of the degree of subordinate representation and treatment of the marginalized body is so far-reaching and the variety of classification so extensive that it becomes necessary to frame my research within a lens whose focus isolates more specific parameters for the purposes of an interrogative and pointed analysis. This narrowing of my viewpoint of the process of absention allows more specific areas of interest to be highlighted—since this reductive convention is, ironically, both sweepingly consuming yet tends toward the categorical in its often taxonomic classification. Hence, for the purposes of this analysis, I concentrate on the representations of the body marked as animal, criminal and disabled relative to their normalised ‘other’—interrogating the overt construction of their difference and their consequent, emergent, points of similarity. This exercise not only points to their architecture but simultaneously implies the erosion of their distinctiveness as separate representations of abnormality—as well as emphasizing the contrived act of pairing them with their presupposed ‘normal’ binary counterparts. I argue that the visualization seemingly inhering in the bodies of those absented from dominant ideological structures is necessarily limited, its fixity emerging from stultification; an othering that maintains the subject via carceral structures that are socially and politically informed. The confines of this paradigm are prescribed through a consensual ascription to a governing norm that stipulates the superiority of the artificially normalised body—thereby constructing a dualism of constraint that polices the acceptance and rejection of individual physicality—within a wider public sphere of normalisation. This is evident in the representation of the body on a cultural and political level and undeniably intersects its conceptual interpretation and lived experience in both public and private spaces. The thesis introduces a body of theory that operates on a number of levels and performs a variety of functions—none of which can be easily, or even successfully, separated from the content and role of the significant presence of performance work that comprises the final script. The latter is presented in the form of photographic documentation that links its own process of visualization to the thesis whilst maintaining an active locus of critique—produced as response to the multifaceted problematic of political and personal othering emerging from culturally inscribed figurations of animality, disability and criminality. The theoretical analysis and performance practice exist in a symbiotic relationship—creating a mutual dialectical analysis that aims to avoid the fixities inhering in the extremes of either approach. Instead, one is invited to consider the contrasts, comparisons and complements emerging from the intricacies of their relationship—thereby avoiding the redundancies accompanying their binarist opposition and by extension, the dualisms of visual figuring I have isolated for examination. Utilizing my performative practice as a point of entry into this analysis, I have focused on the problematization of these reified representations of the body within western modalities of seeing, with a view to introducing a different space of articulation so as to encourage alternative inscriptions of meaning. This approach exemplifies my search to undermine the overriding cultural motif that maintains and perpetuates the oppression of the body marked as ‘other’. The spectacle of incarceration that western society continues to tolerate is thereby tirelessly interrogated, with the aim of exposing the secrets whose shame, if allowed to remain hidden, will never allow for release of the abnormal body from the society that birthed its difference.