This study aims to explain the form of a traditional house made of bamboo in Makassar culture; the components of the traditional houses made of bamboo and their respective functions; and socio-cultural dimensions of the shape and structure traditional house constructed of bamboo in Makassar culture. To discuss these problems, we used the Saussure’s Structural Linguistics approach and Levi Strauss’ Structural Anthropology. Both are elaborated into cultural semiotics. The data collection methods used were field surveys accompanied by technical (...) documentation, interviews, and records. Data were analyzed qualitatively. Results of the research indicate that the traditional house form made of bamboo in Makassar culture is generally divided into three parts, either vertically or horizontally. Vertically, the upper part is called pammakkang ‘attic’; the middle part is called kale ballak ‘house body’; and the bottom is called siring ‘underneath.’ Horizontally, the front is called paddaserang ri dallekang ‘vestibule’; the middle section is called paddaserang ri tangnga ‘living room’; the backside is called paddaserang ri boko ‘back room.’ The components of the upper, middle, and lower houses show opposition to each other. However, these components are logically related and related to one another so as to form a meaningful social and cultural construction. The shape and structure of traditional houses in Makassar culture is influenced by socioeconomic and socio-cultural factors. (shrink)

Filling out long questionnaires can be frustrating, unpleasant, and discouraging for respondents to continue. This is why shorter forms of long instruments are preferred, especially when they have comparable reliability and validity. In present study, two short forms of the Cross-cultural Personality Assessment Inventory were developed and validated. The items of the short forms were all selected from the 28 personality scales of the CPAI-2 based on the norm sample. Based on some priori criteria, we obtained the (...) appropriate items and constructed the 56-item Chinese Personality Assessment Inventory and the 28-item CPAI. Then, we examined the factor structure of both short forms with Exploratory SEM and replicated the four-factor structure of the original CPAI-2, reflecting the four personality domains of Chinese people, namely, Social Potency, Dependability, Accommodation, and Interpersonal Relatedness. Further analyses with ESEM models demonstrate full measurement invariance across gender for both short forms. The results show that females score lower than males on Social Potency. In addition, these four factors of both short forms have adequate internal consistency, and the correlation patterns of the four factors, the big five personality traits, and several health-related variables are extremely similar across the two short forms, reflecting adequate and comparable criterion validity, convergent validity, and discriminant validity. Overall, the short versions of CPAI-2 are psychometrically acceptable and have practically implications for measuring Chinese personality and cross-cultural research. (shrink)

Bioethics and Global Bioethics are currently among the most visible programs in ethics in the global academic community. It was my good fortune to have met Dr. Van Rensselaer Potter in 1963, long before he coined the term “Bioethics” and emerged as America's first Bioethicist, maintaining “The Wisconsin Tradition” established by John Muir and Aldo Leopold. Van believed that all ethics are properly based on a pan-cultural scientific knowledge base. How it is that ethics are related to knowledge, and to (...) values and morals, is the subject of this discussion. (shrink)

Queer critics talk more and more about a normalization process whereby early lesbian and gay struggles against traditional values and institutions are being replaced by the pursuit of inclusion within mainstream society. The ‘assimilation’ of same-sex practices, critics contend, lowers the critical potential of homosexuals’ claims and marginalizes other less acceptable forms of sexualities. The present article contributes to this literature by tracing the roots and dynamics of normalization. It makes the claim that heteronormative categories infiltrated homosexual culture (...) well before the spread of neoconservative gay movements and produced inner distinctions intended to exclude those who did not fit intergroup classifications. It then maintains that this analysis casts some interesting light on the current quest for gay rights, and in particular for same-sex marriage. By doing so, this article aims to tackle the broader question of how to produce societal changes able to circumvent rearguard reactions from the dominant culture. (shrink)

The object of the study is the university quarter as a socio-cultural phenomenon. The subject of the study is the forms of cultural interaction between the university quarter and the city. The use of comparative and typological methods made it possible to identify and describe four forms of university presence in the city space, grouped around two basic directions. The first direction assumes the priority of the university in relation to the city, which gives rise to such a (...) form of their interaction as a "university city". In this case, university activity, in fact, fulfills the role of the economic basis of urban life. The second direction, which is characterized by the leading role of the city, is represented by the student quarter, campus, university quarter. And in this case, we can talk about the "growing" of the university into the urban space, which has both its positive and negative sides. Special attention is paid to the university quarter, the need for which is associated with the expansion of the university's interaction with the urban community. Combining the project nature, openness, flexible targeting, it demonstrates greater potential compared to traditional options. In turn, the university quarter project can be represented by various complementary options. The analysis of the Samara experience of its design revealed two promising forms of its implementation: building a citywide university space and updating the historical past on the basis of available university resources. (shrink)

Did Chinese mysticism vanish after its first appearance in ancient Taoist philosophy, to surface only after a thousand years had passed, when the Chinese had adapted Buddhism to their own culture? This first integrated survey of the mystical dimension of Taoism disputes the commonly accepted idea of such a hiatus. Covering the period from the Daode jing to the end of the Tang, Livia Kohn reveals an often misunderstood Chinese mystical tradition that continued through the ages. Influenced by but (...) ultimately independent of Buddhism, it took forms more various than the quietistic withdrawal of Laozi or the sudden enlightenment of the Chan Buddhists. On the basis of a new theoretical evaluation of mysticism, this study analyzes the relationship between philosophical and religious Taoism and between Buddhism and the native Chinese tradition. Kohn shows how the quietistic and socially oriented Daode jing was combined with the ecstatic and individualistic mysticism of the Zhuangzi, with immortality beliefs and practices, and with Buddhist insight meditation, mind analysis, and doctrines of karma and retribution. She goes on to demonstrate that Chinese mysticism, a complex synthesis by the late Six Dynasties, reached its zenith in the Tang, laying the foundations for later developments in the Song traditions of Inner Alchemy, Chan Buddhism, and Neo-Confucianism. (shrink)

The Continuous Parameter Estimation Model is applied to develop individual genomic-level heritabilities for the latent hierarchical structure and developmental dynamics of Life History (LH) strategy LH strategies relate to the allocations of bioenergetic resources into different domains of fitness. LH has moderate to high population-level heritability in humans, both at the level of the high-order Super-K Factor and the lower-order factors, the K-Factor, Covitality Factor, and General Factor of Personality (GFP). Several important questions remain unexplored. We developed measures of (...) genome-level heritabilities employing an American sample of 316 monozygotic (MZ) and 274 dizygotic (DZ) twin dyads and a Swedish sample of 863 MZ and 475 DZ twin dyads. This novel heritability index measures individual genetic transmissibility, therefore opening new avenues for analyzing complex interactions among heritable traits inaccessible to standard structural equations methods. For these samples: (1) moderate to high heritability of factor loadings of Super-K on its lower-order factors is demonstrated, evidencing biological preparedness, genetic accommodation, and the gene-culture coevolution of biased epigenetic rules of development; (2) moderate to high heritability of the magnitudes of the effect of the higher-order factors upon their loadings on their constituent factors, evidencing genetic constraints upon phenotypic plasticity; and (3) that heritability of the LH factors, of factor loadings, and of the magnitudes of the correlations among factors are weaker among those with slower LH speeds, demonstrating that inter-individual variation in transmissibility is a function of individual socioecological selection pressures. (shrink)

This study examined the impact of perceived ethical culture of the firm and selected demographic variables on auditors' ethical evaluation of, and intention to engage in, various time pressure-induced dysfunctional behaviours. Four audit cases and questionnaires were distributed to experienced pre-manager level auditors in Ireland and the U. S. The findings revealed that while perceived unethical pressure to engage in dysfunctional behaviours and unethical tone at the top were significant in forming an ethical evaluation, only perceived unethical pressure had (...) an impact on intention to engage in the behaviours. Country was also found to have a significant impact, with U. S. respondents reporting higher ethical evaluations and lower intentions to engage in unethical acts than Irish respondents. Implications of the findings and areas for future research are discussed. (shrink)

This paper explores how English language has gradually become a linguistic form of cultural capital in China’s zigzag journey to modernization. It situates English’s status in flux in historical context, with an analysis at both the international and intra-national level. It showcases the necessity to embed cultural capital within Bourdieu’s full framework, and evidences the arbitrary nature of this form of cultural capital for its intimate tie to power and politics. By revealing how English has been officially consecrated as a (...) global lingua franca and then socially recognized for material and symbolic benefits, this paper implicitly problematizes the officially validated cultural hierarchy, argues that the value of a cultural capital is context-dependent, politically and socially constructed, inseparable from the field where it is produced. The present-day English manifests its symbolic power in classification and social stratification, entrenching the already entrenched inequality within and without the national state. (shrink)

This study examined the impact of perceived ethical culture of the firm and selected demographic variables on auditors’ ethical evaluation of, and intention to engage in, various time pressure-induced dysfunctional behaviours. Four audit cases and questionnaires were distributed to experienced pre-manager level auditors in Ireland and the U.S. The findings revealed that while perceived unethical pressure to engage in dysfunctional behaviours and unethical tone at the top were significant in forming an ethical evaluation, only perceived unethical pressure had an (...) impact on intention to engage in the behaviours. Country was also found to have a significant impact, with U.S. respondents reporting higher ethical evaluations and lower intentions to engage in unethical acts than Irish respondents. Implications of the findings and areas for future research are discussed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction:Beyond Nature/Culture Dualism: Let's Try Co-Evolution Instead of "Control"Ronnie Hawkins (bio)In the original call for papers for this special issue, nature/culture dualism was characterized as a way of thinking that holds human culture and nonhuman nature to be radically different ontological spheres, hyperseparated and oppositional, or, as Val Plumwood maintains in her essay, an orientation that assumes "separate casts of characters in separate dramas." In the (...) human sphere, individuals are unique and their lives are precious (at least theoretically), with concerns understood "from the inside," in terms of experience, intention and agency. In the sphere of nature, on the other hand, nonhuman beings are seen "from the outside," at best as replaceable members of species or populations needed for ecosystem functioning and, at worst, as unagentive, thinglike objects open for unbridled human exploitation. With our vast information and communication systems now largely in place, however, our human "noösphere" is rapidly enlarging to place us firmly within the biosphere (which, of course, in the imagery of Venn diagrams, must make up the larger circle on the screen), illuminating "both casts in both dramas," or perhaps joining all actors on the stage in a many-act, multidimensional play, the denoument of which, whether or not the extant lifeforms on this [End Page 1] planet will continue to evolve, remains as yet unwritten. The five essays in this collection speak to these points, and together they develop an alternative vision to our present dualistic impasse, seeing multiple natural agencies engaged with humanity in ongoing co-evolution and, as Freya Mathews suggests, raising the hope for a synergistic restructuring of lifeways that may yet save us from anthropogenic catastrophe.In "The Culture of Nature As Seen Through Mississippian Geographies," Jeff Baldwin shows us the broad scope of interacting agents, human and nonhuman, biological and geological, in what he terms "the nature-culture of the Mississippi River," as highlighted by the recent devastation of human habitation along the Gulf Coast of the United States wrought by Hurricanes Katrina and Rita. By enacting a role in which we "believe [our]selves to rule over a mechanistic world," we humans have, over the last century or so, stemmed the natural flooding of the Mississippi, rerouting the sediments that maintained and extended the delta, funneling them into the sea and thereby bringing about the subsidence and erosion of hundreds of square miles of coastal land. Concomitantly, we have let agricultural runoff from the huge Mississippi drainage basin eject excess nutrients into the Gulf of Mexico, stimulating algal blooms and die-offs, depleting the water of oxygen so as to create a hypoxic "dead zone" that is now the size of Massachusetts, and (though Baldwin does not discuss this aspect of the problem) we have released enough petrochemical pollution in the area to have earned the lower reaches of the River the name "Cancer Alley" decades ago. A failure to grasp the import of these large anthropogenic effects is, sadly, evident in calls for rebuilding the New Orleans area according to the same mechanistic model that has already proven so inadequate. Baldwin observes that the earth changes wrought through human cultural innovation often occur so rapidly, or have their negative feedbacks technologically so displaced through time and space, that their eventual impacts on the larger system may initially go unappreciated. His vision of "the culture of nature," however, is ultimately an optimistic one, since his functional understanding of culture is that it ultimately works toward mutualism, promoting increasingly appropriate relationships among all interacting components, and he finds evidence of a growing effort to establish an "intentional co-evolution," a conscious alignment of human projects with the ongoing projects of a living nature that encompasses them. [End Page 2]If Baldwin's essay helps us see our human activities "from the outside"—not just "from within" prevailing human culture, where they seem taken-for-granted necessities given a certain form of social construction, but as they alternatively appear inside biospherical space, often as inappropriate, exploitative interferences and intrusions—Stacey Sowards' essay, "Identification Through Orangutans: Destabilizing the Nature/Culture Dualism," explores the potential for our connecting with nonhuman life "from the inside," relating... (shrink)

Ernst Cassirer's The Philosophy of Symbolic Forms fails to account properly for personalized experiences; it cannot provide a basis for understanding how some experiences become personal while others do not. Our account of personalized experience will remain lacking as long as we follow Cassirer in viewing personalized experience as a non-necessary feature of other symbolic forms such as myth, language, religion, or art; instead it must be understood that personalized experience is grounded in an independent symbolic activity as (...) basic to human cultural life as language, myth, or objectivating knowledge. This basic personalizing symbolic function is best understood as that same activity articulated in Gabriel Marcel's phenomenological descriptions of the act of "creative fidelity." Once this relationship has been grasped, it becomes possible to articulate a symbolic form of personalized experience by describing the unique way in which creative fidelity (as the personalizing symbolic function) spatializes, temporalizes, numeralizes (and as a result subjectifies/objectifies) its own distinct horizon of meaning (or: cultural world). The result will be a symbolic form, as Cassirer understands it, that is as far-reaching and fundamental to human cultural life as the three symbolic forms elaborated in The Philosophy of Symbolic Forms. By articulating this fourth symbolic form, we will have taken a significant step toward Cassirer's ultimate goal of a robust philosophical anthropology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Forms of Life and Cultural EndowmentsVictor Peterson IIYou know, honey, us colored folk is branches without roots and that makes things come round in queer ways.—Zora Neale Hurston (Their Eyes Were Watching God 15)what does it mean when we speak of a form of life? When speaking of a form of life, we consider one different from others by way of its mode of expression, that is, by (...) its means of construction. This interpretation lends itself to a functional analysis of the material put to use and whose operations jointly express the concept we are after. Modes of expression can be plotted between a rhetorical and semantic axis (Gates 48). As such, "[t]he level of connotation of the visual sign, of its contextual reference and positioning in different discursive fields of meaning and association, is the point where already coded signs intersect with the deep semantic codes of a culture and take on additional more active ideological dimensions" (Hall 56). Coordinates within this domain encode signifying practices, revitalizing the traditional concept of signification as a function of what's signified with respect to a signifier. The content of a syntagm in this coordinate system, a point in this plane, indexes its function with respect to others. As such, we will conceive of the content of modes of expression functionally.A function is defined by pairing an element from a domain and another from a sub/co-domain whereby that pair is an element of that function. In this way, we can treat functions as abstract objects. If we treat a domain as what determines the availability of an expression, and a sub/co-domain as representative of its range of application, then the function of applying some proposition maps a movement from a domain of selection to one of composition, that is, its use with respect to others. The function of an expression, then, represents an operation over the possible worlds of its appropriate application (Taylor 201–02, 269, 276). This becomes more interesting when considering assertions whereby one subject is known to be the case for another, a concept that's modeled when a proposition from one is appearing in the object position of another (Fara 65–73). Resultingly, a proposal for an [End Page 26] ontology constituted by modes of interaction rather than identity stipulations to physical entities arises. It follows that if a form of life is understood by way of its mode of expression, then its content is expressed as an ensemble of the functions of its operations. Let this ensemble of functions be called an endowment.There is a pervasive debate in cultural studies that obsesses over proprietary notions as well as the ability to locate an origin. With that in mind, let us consider a coordinate system where there are two perpendicular axes, and we define positions within the space provided at the intersection of lines drawn from each. Each axis is represented by an ordered series of markers. A line drawn from each axis indicates that the coordinates indexed at their intersection is a function of these two markers. This locates an individual at a point in that domain, indexing a relation between the axes framing that space. Therefore, that coordinate-wise space, here a domain of possible expression, is not "empty" as pessimists would claim, but is filled with functional-content, albeit functions yet applied and marked by a point in that plane.Although we are currently speaking of two-dimensional space, the same follows for as many dimensions as we want. A point's location is a function of three values in three dimensions, four in four dimensions, and so on. Forms of life, then, will be comprised of four dimensions. This allows for a space-time conception, wherein joint expressions bend space-time and that space dictates those individuals' possible movements. From this, we construct a geometrical model of space-time represented as a cube composed of two-dimensional slices with these slices extending in a particular direction like cards stacked one on top of the other to model time.We want our conception of a form of life to be spatial. After all, it... (shrink)

The present papers brings up Cassirer’s idea of philosophy through the few and scattered remarks that he makes about non-European traditions of thought. While Cassirer’s philosophy of culture theorizes symbolic functions through an examination of symbolic forms, he only implicitly talks about culture as such. However, since culture is the unity of symbolic forms and in and by itself a cultural form, culture is always related to other cultures. And hence, one culture is (...) not the sole possible and implies – to cite Wilhelm von Humboldt – a particular Weltansicht. So, firstly, how does Cassirer’s philosophy of culture relate to what is always present as its background, i.e. to European culture? And, secondly, how does his notion of philosophy relate to the cultural setting that it emerges from? To address these question, two paths seem possible: on the one hand, the top-down analysis from his philosophy of culture through to a determination of cultures based on different, but complementary modes of symbolization; and on the other hand, a bottom up analysis by beginning from Cassirer’s own comments and thoughts on non-European traditions. Since this path is rather unsystematic, it can serve as a counter narrative to Cassirer’s own systematic position. While both paths are pertinent and not mutually exclusive, in the present paper only the bottom-up analysis will be discussed. (shrink)

This study aims to determine the opinions of teachers of Religious Culture and Ethics Course (DKAB) about subject-based classroom application in-depth. The research has been carried from qualitative research methods with a case study design. In order to determine the working group of the study, criteria sampling was used in the first stage, and the maximum diversity sampling method was used in the next step. The sample of this research consists of 8 DKAB teachers working in Ankara province. A (...) semi-structured interview form has been used as a data collection tool in the study. The data of the qualitative of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used. When the research data were analyzed, four themes were formed: positive opinions about the application, negative opinions and problems related to the application, contribution of the practice to religious education and training, and recommendations about the application. DKAB teachers find the application more positive than the classroom system. It has been found that the practice of subject-based classrooms is a motivational tool for Primary School students, while it causes some problems for lower secondary school and upper secondary school students.Summary: Learning environments are among the key elements in the acquisition of 21st-century skills. Classrooms are also a part of the learning environment. Classes are the learning environment in which teachers and students spend most of their education and training process. In this context, subject-based classroom application is one of the preferred methods in the arrangement of classrooms.Subject-based classroom application means that the teachers have a special classroom related to their branches in the school building, and students attend the teacher's classroom according to the syllabus. In this practice, the teacher can decorate walls, floor, ceiling, column, and beam of the classroom with students’ study materials such as banner, poster, painting, cartoon to make the course more effective and efficient and to create a psychological atmosphere called classroom atmosphere-air.This application aims to activate the student by enriching the classroom and make learning effective and efficient. The classroom equipped with appropriate equipment and materials provides a favorable environment for the implementation of effective teaching strategies. The application can create “class/classroom culture” by using ordinary meanings and symbols related to the course. It provides students the opportunity to exhibit their products and contributes to students' self-regulation skills development. Besides, real-life practices or practices close to reality can be brought into the classroom. As a result, permanent learning can be realized with the possibility of creating a shared living space and the number of sensory organs participating in learning.This current study aims to address in-depth information about the opinions of Religious Culture and Moral Ethics (DKAB) teachers in primary, secondary, and high schools regarding the subject-based classroom application. When the studies in the literature are examined, it is seen that the studies related to the subject-based classroom application have increased since 2010. However, it is clear that this research is directed towards social studies, geography, science, and mathematics courses and is based on the opinions of students, teachers, and administrators at the secondary school level. In the context of DKAB course, there has been no research including the views of teachers, students, or school administrators regarding the application of subject-based classrooms. This study is carried out revealing perspectives of DKAB teachers by examining their opinions on the subject-based classroom application and contribute to the field. The research was conducted with a case study design from the qualitative research methods. The participants consist of 8 DKAB teachers working in Ankara province. A mixed purposive sampling method was used to determine the study group. In the first stage, the teachers implementing the DKAB classrooms application were taken as criteria. In the next step, the study group was determined within the framework of the maximum diversity sampling method by considering the variables such as school level, gender, age, education level, duration of teachers' work. The data were collected through a semi-structured interview form with expert opinion. In the form, there are nine main questions and probe questions, which include questions related to subject-based classrooms application, the contribution of the application to religious education and training, the contribution of teachers to professional and personal development, the effect of teachers' belonging to the school, the effectiveness, and improvement of the application. Permission has been obtained from the Ankara Provincial Directorate of National Education and participants via consent form for the interview. The interviews were recorded in audio, 169.58-minute audio recording transcripts, and 52-page interview data obtained. The qualitative data of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used.When the data of the research were analyzed, the opinions of DKAB teachers about the subject-based classrooms application categorized under four themes; positive and negative opinions/problems about the practice, the contribution of the practice to religious education and teaching and practical suggestions. Under the theme of positive opinions on the application, positive aspects for the teacher, student, parents, and comparison with the classroom system were formed. According to the participants, the practice of DKAB classroom is a “facilitation” element for the teacher because of the factors such as the teacher not moving around the classroom, not carrying material, having freedom to organize the classroom, and material regularity. In this application, since the teacher has a class of his own, the teacher adopts and owns the classroom and the sense of belonging to school increases. This sense of belonging is felt so strongly that there is even a participant who plans to retire if the application is abandoned. The positive aspects of the application for the students are that; a classroom is a motivating tool, the boards and walls can be used, and the student has the opportunity to exhibit their activities. When compared with the classroom system, it was stated that as a result of the branch classroom practice, the school equipment could be better protected, class order and cleaning easier, and the success of the students would be increased.The negative views of the participants on the application were grouped under the categories of students, teachers, and parents. Not having a fixed class of their own, continually relocating and losing time in recess, staying in the classroom door when the classroom is locked, not adopting the classroom and lack of lockers constitute the negative aspects of the application for the students. The overuse of classrooms, less use of teachers' rooms, lack of communication between colleagues are the negative aspects of the application for the teachers. It was stated by (75%) most of the participants that branch classroom application contributed to the continual learning of students in religious education and teaching. To make the application more functional, DKAB teachers have proposed arrangements such as improving physical infrastructure, enriching teaching materials, and arranging school syllabus and keeping classrooms open. As a result, teachers find the application more positive than the classroom system. While it is a motivation tool for primary school students, it causes some problems for secondary and high school students, such as carrying bags, staying at the door, and wasting time. In this sense, the application is recommended to be applied in primary schools that have a sufficient number of classrooms. Also, the system should be applied in secondary and high schools where the number of students is low, or the number of classrooms is sufficiently provided that the problems experienced by the students are eliminated. School administrations and teachers need to take necessary measures to make the application effective and efficient. (shrink)

Females' tendency to place a high value on protecting their own lives enhanced their reproductive success in the environment of evolutionary adaptation because infant survival depended more upon maternal than on paternal care and defence. The evolved mechanism by which the costs of aggression (and other forms of risk taking) are weighted more heavily for females may be a lower threshold for fear in situations which pose a direct threat of bodily injury. Females' concern with personal survival also (...) has implications for sex differences in dominance hierarchies because the risks associated with hierarchy formation in nonbonded exogamous females are not offset by increased reproductive success. Hence among females, disputes do not carry implications for status with them as they do among males, but are chiefly connected with the acquisition and defence of scarce resources. Consequently, female competition is more likely to take the form of indirect aggression or low-level direct combat than among males. Under patriarchy, men have held the power to propagate images and attributions which are favourable to the continuance of their control. Women's aggression has been viewed as a gender-incongruent aberration or dismissed as evidence of irrationality. These cultural interpretations have evolutionarily based sex differences by a process of imposition which stigmatises the expression of aggression by females and causes women to offer exculpatory (rather than justificatory) accounts of their own aggression. (shrink)

György Márkus’s Culture, Science, Society: The Constitution of Cultural Modernity is the most sophisticated attempt among contemporary philosophies to proffer a radical critical theory of culture based upon a Marxian philosophical anthropology and an emphatically post-metaphysical re-interpretation of the paradigm of production. In this paper, I aim to evince how the content of Márkus’s published writings is related to the cultural form of his philosophical practice that he describes as ‘orientation in thought’. First, I provide an overview of (...) several key features appertaining to Márkus’s heuristic conceptual framework. Second, I clarify the theoretical and practical horizons of his project through a schematic characterization of the three categories of studies that Márkus has not included in his theory of cultural modernity. In conclusion, I raise the question of the exclusion of religion from high culture and propose some counter-arguments. (shrink)

Cassirer's conception of culture & theory of symbolism anticipated much of later cultural theory. The essays in this volume explore aspects of his thinking & demonstrate the influence that it had on later scholarship.

It has become widely recognized that religiousness has a predictable pattern of small associations with Big Five personality dimensions, and has some intersections with cultural psychology. But just how large are those culture-religiosity intersections, and are there additional associations with personality when one extends beyond the restricted spectrum represented by Big Five traits? Moreover, do the answers to these questions depend on how religiousness is defined and measured? I argue that, both conceptually and empirically, religiousness itself meets the criteria (...) for a personality dimension (including stability, heritability, and other grounds), and is simultaneously for the most part a cultural phenomenon reflecting often widely shared sets of beliefs, values, worldviews, and norms. The patterns of modest associations with other personality dimensions, from the Big Five and beyond, are consistent with both arguments. A distributive model of culture, under which culture is aggregated personalities (and especially mindsets) helps make sense of these relations. Tradition-oriented religiousness tends to have a prominent position in enduring-order (as contrasted with evolving-order) cultures, which helps account for its occasional expressions in political religion. In contrast, mystical spirituality is more prone to manifest as a sub-cultural phenomenon peripheral to mainstream culture. But for either conception—religiousness or spirituality—the same personality-and-culture propositions appear to hold. Nonetheless, religiousness seems not totally reducible to a variable for personality or cultural psychology, and considerations are introduced regarding what that irreducible element is most likely to be. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...) elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five ‘democratic’ classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture. (shrink)

‘Itching is a petty form of suffering,’ wrote André Gide in 1931. Itching may be occasional or obsessive; it positions a person inside a body that exists in familial and social contexts; it can be evoked in debates about righteousness and justice. This article begins with discussion of the work of Didier Anzieu, psychoanalyst author of The Skin-ego: among the nine ‘functions’ of the skin-ego that Anzieu describes, the last is ‘toxicity’, the skin turned against itself in a gesture of (...) self-destruction. In my discussion of three other texts, I connect Gide’s diary entry to his sexuality; Lorette Nobécourt’s novel to the social world; the book of Job to the metaphysics of virtue; and to these I append two semi-comic moments from Jean-Paul Sartre and Sarah Winman, and discussions of ‘leprosy’ and psoriasis, two versions of feeling (in both senses) that one has a skin. (shrink)

An examination of the studies of the French historian of religion Jean Delumeau on the subject of ‘angst’ and awareness of guilt as a collective mode of being, characteristic of Europeans from the 13th to the 18th century, will not only provide the reader with a nuanced picture of the influence of the so-called Renaissance and Reform Movement on the liberation of the human person, but he or she will also find it difficult to resist the temptation to draw parallels (...) with current explanations for the present day increase in feelings of insecurity and ‘angst’.Both then and now the collective ‘angst’ resulting from epidemic, war, famine and natural disaster vented themselves against ‘outsiders’, those who were different; foreigners witches, gypsies, heretics, vagabonds, the insane and the crippled all became targets. Just as people today try to discern devilish plans afoot in a world stricken by AIDS, environmental and health dangers, by growing unemployment, fundamentalism and migration, and by plans intent on undermining Western civilisation as we know it, so also then people found it easy to identify demons in the ‘other’, disguised Antichrists and Satans whose sole purpose was to undermine Christian culture. In those days people tried to avert the danger by attempting to force Muslims by government decree and Cathars by the Inquisition to embrace the true faith of Christians. Today we try to do the same by submitting foreigners to an ever narrowing concept of integration.In pre-modern culture, just as today, subjective feelings of insecurity were disproportional to objective insecurity, and although the chances of falling victim to epidemic, war or criminal acts were much greater among the lower social classes, protests of insecurity from among the better situated classes, tended to set the tone, as they continue to do today.Two aspects of Delumeau’s evocation of the culture of ‘angst’ are particularly striking. Firstly, one becomes aware of the quasi evident moralising with which people tackled the most diverse social phenomena. Signs of God’s wrath were to be found everywhere as moral warnings. Difference and alterity was immediately understood in terms of godlessness, decline, guilt, sin, unworthiness, vice, wickedness or cunning. The Christian culture was in its very core a culture of meaning in which everything, as a matter of course, acquired a moral significance. In this regard, the advent of Protestantism did not essentially change matters: morality shifted towards individual responsibility, but its worldview did not become less moralising as a result. Actually, it became even more moralising. Secondly, one becomes aware of the sustained efforts of the Church to spread and intensify the culture of ‘angst’ and to view everything from the perspective of the contemptus mundi, vitae et homini. Every form of human joy, delight or pleasure was condemned as a manifestation of insufficiency in one’s fear of God. Although the world was never to become the ‘vale of tears’ of which the clerical authorities dreamed, ‘angst’ and fear were nevertheless an essential feature of the condition humaine of the time and the dominant religious cultural expressions of the day were solely directed towards the maintenance of such a culture of ‘angst’. (shrink)

In this study of space and power and knowledge in France from the 1830s through the 1930s, Rabinow uses the tools of anthropology, philosophy, and cultural criticism to examine how social environment was perceived and described. Ranging from epidemiology to the layout of colonial cities, he shows how modernity was revealed in urban planning, architecture, health and welfare administration, and social legislation.

How can liberal democracy best be realized in a world fraught with conflicting new forms of identity politics and intensifying conflicts over culture? This book brings unparalleled clarity to the contemporary debate over this question. Maintaining that cultures are themselves torn by conflicts about their own boundaries, Seyla Benhabib challenges the assumption shared by many theorists and activists that cultures are clearly defined wholes. She argues that much debate--including that of "strong" multiculturalism, which sees cultures as distinct pieces (...) of a mosaic--is dominated by this faulty belief, one with grave consequences for how we think injustices among groups should be redressed and human diversity achieved. Benhabib masterfully presents an alternative approach, developing an understanding of cultures as continually creating, re-creating, and renegotiating the imagined boundaries between "us" and "them." Drawing on contemporary cultural politics from Western Europe, Canada, and the United States, Benhabib develops a double-track model of deliberative democracy that permits maximum cultural contestation within the official public sphere as well as in and through social movements and the institutions of civil society. Agreeing with political liberals that constitutional and legal universalism should be preserved at the level of polity, she nonetheless contends that such a model is necessary to resolve multicultural conflicts. Analyzing in detail the transformation of citizenship practices in European Union countries, Benhabib concludes that flexible citizenship, certain kinds of legal pluralism and models of institutional powersharing are quite compatible with deliberative democracy, as long as they are in accord with egalitarian reciprocity, voluntary self-ascription, and freedom of exit and association. The Claims of Culture offers invaluable insight to all those, whether students or scholars, lawyers or policymakers, who strive to bridge the gap between the theory and practice of cultural politics in the twenty-first century. (shrink)

Tax compliance has been extensively researched. Yet, the classic question ‘why do people pay taxes?’ remains unanswered. In Jordan, tax evasion is widespread. The state and citizens have been trapped in a continuous hide-and-seek game, which has taken the form of a virtuous cycle. This paper investigates tax evasion along with the most noticeable features of the Jordanian tax system. It also highlights how the virtuous cycle of tax evasion has been established and what could possibly be a way out (...) of it. We argue that sociocultural values are the most prominent cause for tax evasion. That is, the procedures of state formation and functionality in Jordan have created mutual distrust between the state and its citizens. Having been raised in a community characterized by deep distrust, tax evasion is no longer considered immoral by substantial numbers of the Jordanian population. We argue that successive governments need to create a high-trust-based culture and formulate strategies that serve to acquire normative ethical values in order to enhance voluntary compliance. The way to accomplish this necessity is through enforcing the state’s transparency and accountability. The taxation system needs to concentrate on income tax rather than raise tax rates on essential commodities to collect substantial tax revenues. Thus, further reform of the taxation system along with a reduction in tax incentives need to be considered. Moreover, lowering the exceptionally high personal income tax threshold would bring Jordan in line with its peers, expand the base, and introduce more progressivity. There would also be a scope to introduce a minimum tax based on sales as a tool to address tax evasion. (shrink)

Traditionally, empathy is conceived of as a cognitive function that governs how people think during social interactions, and is considered as largely impervious to change. However, developments in psychology and neuroscience show that empathy is grounded in neural substrates of emotionally communicative behaviour and so is learned through imitation and other forms of cultural learning. This also means that abnormal patterns of empathic function can develop through adverse life experiences, or that empathy may fail to develop in young people (...) with neurodevelopmental disorders. Nevertheless, by focussing on empathy as a quality of social interaction and affective expression in the here and now, and by appreciating that it is as a special form of sensorimotor skill, pathways to training and fostering better development of empathy can be identified. (shrink)

Serious Play provides a rich, multilayered argument that engages and contributes to contemporary theory and cultural studies.--Victorian Studies.

In developing an "internal" sociology of science, the sociology of scientific knowledge drew on Wittgenstein’s later philosophy to reinterpret traditional epistemological topics in sociological terms. By construing scientific reasoning as rule following within a collective, sociologists David Bloor and Harry Collins effectively blocked outside criticism of a scientific field, whether scientific, philosophical, or political. Ethnomethodologist Michael Lynch developed an alternative, Wittgensteinian reading that similarly blocked philosophical or political critique, while also disallowing analytical appeals to historical or institutional contexts. I criticize (...) these Wittgensteinian sociologies and argue for the historical and contemporary significance of methodological criticisms of scientific practice that conjoin epistemological and political categories. I consider two such cases briefly: the Baconian criticism of Scholastic science in the early Royal Society and the criticism of AIDS drug testing protocols by activists. Key Words: Wittgenstein • sociology of scientific knowledge • ethnomethodology • scientific method • interpretive sociology. (shrink)

Democratic societies such as the United Kingdom have come to fail their young citizens, often sacrificing their interests in a political process that gives much greater weight to the preferences and interests of older citizens. Against this background of intergenerational injustice, this article presents the case for a shift in the political system in the direction of radical democratic inclusion of younger citizens, through reducing the voting age to 12. This change in the voting age can be justified directly, with (...) reference to the status, interests, and capacities of younger citizens, and it can also be justified as a remedy to existing forms of intergenerational injustice. This change in the voting age would require a parallel transformation in the role of secondary schools as part of the ‘critical infrastructure' of a democratic society, which would be part of a broader shift towards a more genuinely democratic political culture. The proposal is defended against less radical alternatives (such as votes at 16) and more radical alternatives (such as votes for younger children). The article concludes with some reflections on democracy and intergenerational justice in light of the Covid pandemic and the climate emergency. (shrink)

In this paper, I will explore the concept that healing activities shape the objects of therapy and seek to construct those objects through therapeutic activities. Objects of therapy are the persons, patients, human bodies, diseases, physiological processes and personal suffering—that which clinical medicine constructs through its distinctive formative processes, practices and knowledge. The rationale for choice of philosophical sources namely, Cassirer, Foucault, the anthropological perspective of Good and the sociological account of Frank will be discussed. The claim articulated by Good (...) will be examined and its relationship to culture, illness, medical knowledge, practice, truth, and science. I then focus on Frank's concepts of the patient and the body and how medical knowledge and practices affects it. The concept that the medicalization of the illness narrative silences the patient's voice requiring an ethic of listening will be emphasized, described and further supported by Charon's (2006, Narrative medicine: Honoring the stories of illness. New York, NY: Oxford University Press) and Cassell's (2015, The nature of suffering and the goals of medicine. New York, NY: Oxford University Press) thoughts on narrative of illness in clinical medicine. My position concludes that healing activities construct the objects of therapy: as the medical culture's way of seeking truth; as medicine's way of mediating and organizing forms of reality through culture and symbolic forms; and, as medicine's way of entering the body and constructing the disease. Lastly, I suggest that in spite of the remarkable progress in the control of disease, the failure to address the interpretation of illness meanings is a fundamental flaw in the work of “doctoring.” The experience and meanings of illness are at the centre of clinical practice and is a moral, political, ethical and professional obligation. The person is a cultural construct, a complex and culturally shaped way of experiencing self and other, and cultural “work” is required to constitute the person who is the object of medical attention and it also necessitates the ethic of listening. (shrink)

In an effort to clear away confusions regarding the role of cultural analysis in historical explanation, this paper proposes a new approach to the issue of cultural autonomy. The premise is that there are two forms of cultural autonomy, analytic and concrete. Analytic autonomy posits the independent structure of culture-its elements, processes, and reproduction. It is achieved through the theoretical and artificial separation of culture from other social structures, conditions, and action. Concrete autonomy establishes the interconnection of (...) culture with the rest of social life, and is achieved by fleshing out the historically specific formulation of particular cultural structures. In addition to theoretically specifying the two forms of cultural autonomy, I demonstrate analytic and concrete autonomy in practice by examining two works that incorporate culture into the analysis of the same historical event. The rewards of recognizing both analytic and concrete cultural autonomy are twofold. First, cultural reductionism can be countered by establishing that culture is structural. Second and more important, once the independent nature of a cultural form is established, its causal contribution to concrete historical situations can be assessed accurately and integrated into historical explanation. (shrink)

In fall 1844, a party of colonists led by William Keil arrived at what was to become their new home, a gentle slope rising from the bank of the North River in Shelby County, Missouri, about forty-five miles west of Hannibal. One year later the utopian Bethel Colony had been laid out, houses were being added as fast as they could be built, and construction of a steam-powered gristmill was under way.The Bethel colonists were Bible Communists who found the inspiration (...) for their communal life in the book of Acts, which records that in the Early Church "as many as were possessors of lands or houses sold them and brought the proceeds and laid them at the apostles' feet; and distribution was made to each as any had need"... (shrink)