The link below is to a book review of ‘Conscience,’ by Andy Naselli & J. D. Crowley.
For more visit:
https://www.9marks.org/review/book-review-conscience-by-andy-naselli-j-d-crowley/
The link below is to a book review of ‘Conscience,’ by Andy Naselli & J. D. Crowley.
For more visit:
https://www.9marks.org/review/book-review-conscience-by-andy-naselli-j-d-crowley/

Frank Bongiorno, Australian National University
Steve Irwin and Donald Horne died a year apart, during the twilight of the Howard era. The government offered Irwin’s family a state funeral in 2006. It had not done the same for Horne, although he was famous for his 1964 book The Lucky Country and had been one of the country’s leading journalists, editors and intellectuals for half a century.
That may well tell us something about the value we attach to people who wrestle with ideas rather than crocodiles. It might also say something about a conservative government’s attitude to a renegade, or about the indifference or hostility of the wider political class to independent public intellectuals.
I read The Lucky Country for the first time as an undergraduate in 1990 and didn’t find it all that exciting. I can see now that the failing was that of my 21-year-old self rather than Horne’s. I re-read the book about four years ago and was struck that time by the raw power of Horne’s vision of Australia as a lucky country whose people were “adaptable” but whose elites were mainly “second-rate”.

Horne’s message was that while Australia had been lucky, he was doubtful whether it deserved its luck and was worried that, unless it lifted its game, its good run would not last. But the purpose of Horne’s use of the phrase “the lucky country” is usually forgotten. It is commonly misunderstood as laudatory.
A new collection of Horne’s selected writings, edited by his son Nick, includes selections from The Lucky Country’s beginning and end. Their force, intelligence and insight had quite an impact on me yet again and, when seen in the context of a larger body of his writings, show how Horne refined his views over the years.
The selection begins with an essay by a former student, University of Melbourne Vice-Chancellor Glyn Davis, who reminds us that Horne was very much a man of the right early in his career, making his name as a staunchly anti-communist servant of Frank Packer’s media empire.
Horne edited two significant quality publications of that era: The Observer, in the late 1950s, and then the conservative, racist and decrepit Sydney Bulletin after Packer acquired it in 1960. The new collection contains an account, written late in his life, of Horne’s attemp to reform The Bulletin. To the objection that he should not remove the banner that it had carried “from time immemorial” – “Australia for the white man” – Horne replied that it not always been the magazine’s slogan. Previously, it was “Australia for the white man and China for the chow”.
Although he never held public office, Horne was great at clearing away political rubbish of this kind, turning The Bulletin into one of the country’s liveliest and most influential publications. He was increasingly in tune with the modernising impulse in Australian life of the 1960s and ’70s. Modernising, but not revolutionary or romantic, Horne’s progressive views included anti-censorship, anti-White Australia and engagement with Asia.
The Lucky Country was Horne’s first book and, although he would write many fine and wise things in the years ahead, he never again managed that kind of magic. His fiction was not a great success, his history and biography competent and even lively without achieving for him a place in the front rank. But his writings on culture and society, and his more introspective (but not solipsistic) late and posthumous work, remain provocative.
Probably the biggest surprise of The Lucky Country was Horne’s support for the distinctly unfashionable republican movement, a cause to which he devoted much energy and thought in the second half of his life. The dismissal of Gough Whitlam as prime minister in 1975 angered Horne greatly. This was not so much because he was an admirer of Whitlam and all his works – he was not – but because the dismissal suggested that the democratic effort to change Australia had been defeated. The dismissal sparked Horne’s Death of the Lucky Country.
That attitude lost Horne some of his old friends on the right, but he was already making new ones who shared many of his catholic interests and passions. This new edition of selected writings allows us to gain a sense of the range of those concerns, which extended across politics, business and the economy to history, psychology, museums, tourism, everyday life, literature, the arts and much else. In the absence of a biography of Horne – surely something that will happen in due course – this collection traces the main contours of his life through his own writings, including chapters from his much-admired autobiography.
In many ways, Horne was an Australian pioneer in the field that eventually came to be called cultural studies. As an academic, he found a home in political science, but he was never the captive of any discipline. The role of roving commentator continued to appeal. Horne did not much like scholarly paraphernalia such as footnotes, bemoaning:
the “universitisation” of intellectual life … an arid division of labour increasingly related to the administrative manipulation of universities into specialist disciplines with career paths measured in citations.
But there were surely greater dangers to the public intellectual looming in the shadows, dangers hinted at in the reaction to Horne’s republicanism. The public culture that had allowed Horne to exercise such influence was already in decay by the time of his death in 2005.
It is not that there are no opportunities today for the kind of discussion Horne valued; there are probably more than ever, in part thanks to social media. It is rather that these occasions are mainly for preaching to the converted.
In Horne’s prime as a writer, that last decade of the post-war golden era between the mid-1960s to the mid-1970s, a renaissance in the local media and publishing industries gave intellectuals with something to say, and the ability to say it well, brief access to a mass market. A central role of the public intellectual, as Horne conceived it, was to change the minds of this audience. Twitter and Facebook, however, are not places where people are likely to be persuaded to alter their thinking but rather to gain confirmation for what one already believes.
Australia has its public intellectuals, but it is hard to think of any who quite manage Horne’s range, insight or authority. There may in fact be good reasons for the more uncertain place of the public intellectual in Australia today, beside the trend towards specialisation and the impact of a more fragmented public culture.
Being white, Anglo and male, Horne would probably not be threatened with rape, or trolled out of the country – as appears to have happened to Yassmin Abdel-Magied. Ours is now hardly the kind of public sphere to encourage the adventurous expression of new ideas. The purpose of intimidation is to warn anyone who imagines that they might have something new and bold to contribute that they can run, but they can’t hide. Even an intellectual terrier such as Horne would have found the going hard.
Donald Horne: Selected Writings (ed. Nick Horne) is published by La Trobe University Press in conjunction with Black Inc.
Frank Bongiorno, Professor of History, ANU College of Arts and Social Sciences, Australian National University
This article was originally published on The Conversation. Read the original article.

Erin Farrow, Victoria University
The inevitable and universal nature of death has made it a popular topic of children’s literature. While death has appeared in these stories for centuries, death in young adult novels has become much darker and more complex.
The recent controversy over Netflix’s adaptation of the novel Thirteen Reasons Why, which depicts the aftermath of teen suicide, shows that dealing with death in kids’ fiction can be fraught. While some defended the show’s graphic depiction of suicide, others argued it was gratuitous and dangerous.
This raises the question of whether children’s literature and young adult fiction is still a safe place to discuss death. At the recent Emerging Writer’s Festival panel, Sex, Death and YA, young adult literature was celebrated for exploring such complex themes. While there may be a trend toward darker themes in literature written for a young adult audience, there is still room for hope.

When early works of children’s literature broached the topic of death, it was usually to show how the protagonist copes in the aftermath of the death of a family member or friend. In many of these early works, depictions of death were softened for the reader, occurring outside the text. For instance, Mary’s parents in The Secret Garden (1911) die “off page”, which acts as a plot device to facilitate Mary’s arrival at Mistlethwaite Manor, where she discovers the secret garden. Charlotte’s Web (1952) softens the blow by making the characters non-human – in this case a spider.
Modern young adult novels are different. These texts not only depict young adult protagonists dealing with the aftermath of a loved one’s death, but also the trauma of witnessing it. Such as in the case of The Outsiders (1967), when the 14-year-old protagonist Ponyboy is present when his best friend Johnny dies in hospital and when Dally, a member of Ponyboy’s gang, is killed by the police.
In recent years, young adult novels have featured their protagonists doing the killing. The characters in books such as Harry Potter (1997), The Hunger Games (2008) and Tomorrow When the War Began (1993), struggle not only with the inevitability of death and the pain of losing loved ones, but also with the guilt and ethical dilemma of having to kill to survive.

There has recently been an influx of novels that present death from the perspective of the protagonist. These novels show characters who are terminally ill, presenting a rarely explored viewpoint in young adult novels – the perspective of dying. In books such as Sonya Hartnett’s Surrender (2005), Jenny Downham’s Before I Die (2007) and John Green’s The Fault in Our Stars (2012) the protagonist portrays the fear and pain of dying, the challenge of accepting one’s own mortality and the guilt of leaving their loved ones to cope after their death.
Other recent novels come from the perspective of someone who is already dead. They speak to the reader, and sometimes even their own friends and family, from beyond the grave, such as in Lauren Oliver’s Before I Fall (2010) and, although technically not a young adult novel, in Alice Sebold’s The Lovely Bones, which has been widely read by young people.
In the beginning of Jay Asher’s 2007 novel Thirteen Reasons Why it is made clear that the protagonist, Hannah Baker, has taken her own life. As the novel continues, Hannah’s story and the reasons for her actions are disclosed through a series of tapes, 13 in total, all recorded before her death.
The Netflix series also demonstrates the shift of how death is portrayed to an adolescent audience. While Asher’s novel leaves the method of Hannah’s suicide largely undisclosed, the series, released ten years after the book, portrays the suicide in excruciating detail.
There are many children’s picture books, such as The Heart and the Bottle by Oliver Jeffers, and Harry & Hopper written by Margaret Wild and illustrated by Freya Blackwood, that talk about death to help parents discuss the concept with young children, possibly for the first time. When talking to kids about loss and grief the Victorian government’s Better Health Channel recommends the use of “storybooks” to explain death, stating that, “It is important to recognise children’s feelings and speak with them honestly and directly about death and grief”.

Why is the honest and direct depiction of death in young adult novels often so controversial? Perhaps it comes from a desire to shelter young readers from topics such as war, terrorism, and human mortality – topics that young adult readers not only read about in the news and on social media, but experience. Or perhaps it is because depicting death is seen to be void of hope. But possibly the idea of hope has also shifted, away from a fairytale notion of happily ever after and towards a reality that acknowledges the existence of darkness and light.
There is little research on the possible benefits of discussing death with young people. For those who are yet to be affected by the death of a loved one, reading about it from the perspective of another young adult can offer a way of building resilience. For those readers who have experienced the death of a family member or friend, being able to read about the experiences of others can offer consolation. Death is an indisputable part of adolescent lives, and books can provide a place for them to reflect on its influence on life.
Erin Farrow, PhD Candidate and Academic Sessional, Victoria University
This article was originally published on The Conversation. Read the original article.

Louise Phillips, The University of Queensland and Pauline Harris, University of South Australia
How can parents best help their children with their schooling without actually doing it for them? This article is part of our series on Parents’ Role in Education, focusing on how best to support learning from early childhood to Year 12.
Literacy involves meaning-making with materials that humans use to communicate – be they visual, written, spoken, sung, and/or drawn. Definitions vary according to culture, personal values and theories.
We look to a broad definition of literacy as guided by UNESCO to be inclusive for all families. Children learn to be literate in a variety of ways in their homes, communities and places of formal education.
New research in three-to-five-year-old children’s homes and communities in Fiji, has revealed that children’s regular engagement in literacy across many different media has supported good literacy outcomes.
There were ten main ways of engaging in literacy-building activities. These included print and information, communication and entertainment technologies, arts and crafts, making marks on paper, screens and other surfaces like sand and concrete, reading and creating images, and talking, telling and acting out stories that were real or imagined.
Children also engaged with reading, recording and talking about the environment, reading signs in the environment, engaging in music, dance, song and, lastly, with texts and icons of religions and cultures.
These activities were enjoyed and valued by children and their families as part of their everyday lives, and were further bolstered by creating books with children in their home languages and English.

This research can be used to add to our discussions on how parents can help develop their children’s early literacy.
The Melbourne Institute of Applied Economic and Social Research found daily reading to young children improves schooling outcomes, regardless of family background and home environment.
The OECD Program for International Student Assessment (PISA) results also indicate a strong correlation between parents reading and storytelling with children in the early years and reading achievement at age 15, with those students performing one to two years above their peers.
However, it is not just being read to that matters. The adult-child interactions are also very important.
These interactions need to be lively and engage children with the text-in-hand. Alphabet toys and phonics programs alone offer little to develop literacy, as they focus on a code without contextual meaning. Words, and their letters and sounds, are best understood when seen and applied in everyday experiences, driven by children’s motivations.
There are several practical things parents can do to encourage broad literacy and learning in early childhood years.
Don’t wait. Read what you are reading aloud to your newborn. Children become attuned to the sound of your voice and the tones of the language you speak as their hearing develops.
Share stories at mealtime. Provide prompts like: “Tell us what your teddy did today”. Alternatively, randomly select from ideas for characters, problems, and settings, for example: “Tell us about an inquisitive mouse lost in a library”. Oral storytelling provides a bridge to written stories.
Record on your phone or write down your child’s stories. Turn them into a book, animation, or slide show (with an app). Children will see the transformation of their spoken words into written words. These stories can be revisited to reinforce learning of words, story structure and grammar.
Talk about their experiences. For example, prompt them to describe something they have done, seen, read or heard about. Research shows children’s oral language supports their literacy development, and vice-versa.
Guide literacy in your children’s play, following their lead. For example, help them follow instructions for making something, or use texts in pretend play, such as menus in play about a pizza place. Children will engage with various texts and the purposes they have in their lives.
Books, books, books. For babies and toddlers, start with durable board books of faces, animals and everyday things with few words that invite interactivity (e.g., “Where is baby?”). Progress to more complex picture books with rhyming language. Talk about personal links with the stories and ask questions (such as “I wonder what will happen next or where they went to”) as these will support comprehension. Look to the Children’s Book Council for awarded quality children’s literature.
Talk about words children notice. Be sure the words make sense to children. Talk about what words look like, what patterns, letters and sounds they make. This builds children’s word recognition and attack skills, and understanding of what words in context mean.
Involve your children in activities where you use literacy. For example, if you make shopping lists or send e-cards, your children could help create these with you. Explain what you are doing and invite children’s participation (e.g., “I’m looking at a map to see how to get to your friend’s house”). Children can meaningfully engage with and create texts and see the place these texts have in their lives.
Use community and state libraries. Most offer interactive family literacy programs. Early Years Counts and The Australian Literacy Educators Association has a range of resources for families.
Above all, be sure the experience is enjoyable, playful, and encourages children’s active involvement. Literacy should be engaging for your children, not a chore.
Louise Phillips, Lecturer, School of Education, The University of Queensland and Pauline Harris, Research Chair in Early Childhood, University of South Australia
This article was originally published on The Conversation. Read the original article.
The link below is to a book review of ‘The Autobiography of Benjamin Franklin.’
For more visit:
https://www.theguardian.com/books/2017/jul/10/autobiography-benjamin-franklin-100-best-nonfiction-books
The link below is to a book review of ‘How Does Sanctification Work?’ by David Powlison.
For more visit:
https://www.9marks.org/review/book-review-how-does-sanctification-work-by-david-powlison/
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