Academic literature on the topic 'Degree Discipline: Cultural Anthropology'
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Journal articles on the topic "Degree Discipline: Cultural Anthropology"
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D’Oro, Guiseppina. "Understanding Others: Cultural Anthropology with Collingwood and Quine." Journal of the Philosophy of History 7, no. 3 (2013): 326–45. http://dx.doi.org/10.1163/18722636-12341256.
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Abstract On one meaning of the term “historicism” to be a historicist is to be committed to the claim that the human sciences have a methodology of their own that is distinct in kind and not only in degree from that of the natural sciences. In this sense of the term Collingwood certainly was a historicist, for he defended the view that history is an autonomous discipline with a distinctive method and subject matter against the claim for methodological unity in the sciences. On another interpretation historicism is a relativist way of thinking which denies the possibility of universal and fundamental interpretations of historical or cultural phenomena. In the following I argue that at least in this second sense of “historicism” Collingwood was everything but a historicist. Quine, on the contrary, was nothing but a historicist. The goal of the comparison, however, is not to establish just who, on this definition, was or was not a historicist, but to draw a few conclusions about what a commitment to or rejection of historicism in this sense, tells us about the nature of understanding.
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Soderstrom, Mark. "Family Trees and Timber Rights: Albert E. Jenks, Americanization, and the Rise of Anthropology at the University of Minnesota." Journal of the Gilded Age and Progressive Era 3, no. 2 (April 2004): 176–204. http://dx.doi.org/10.1017/s1537781400003339.
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Hindsight allows present-day scholars to view the development of academic disciplines in a light that contemporaries would never have seen. Hence, from our perspective, Mary Furner's assertion that anthropology developed as a profession reacting against biology and the physical sciences makes sense, for we tend to celebrate the triumph of cultural anthropology as the coming of age of the discipline. However, this trajectory of professional development was not a necessary or predestined development. Rather, the eventual (if occasionally still embattled) predominance of culture over the categories of race, nation, and biology was only one of many possible outcomes. This paper investigates a different trajectory, one that most current scholars would hope has been relegated to the dustbin of history. It is still a cautionary tale, though, in that while the racial anthropology followed in this narrative did not survive World War II, its practitioners did enjoy a degree of prominence and influence that was much greater and longer than has been generally acknowledged by current accounts.
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Ingram, Mark. "An Anthropology of the Contemporary in France." French Politics, Culture & Society 37, no. 3 (December 1, 2019): 108–22. http://dx.doi.org/10.3167/fpcs.2019.370306.
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Cultural anthropology in France continues to bear the influence of a colonial-era distinction between “modern” societies with a high degree of social differentiation (and marked by rapid social change) and ostensibly socially homogeneous and change-resistant “traditional” ones. The history of key institutions (museums and research institutes) bears witness to this, as does recent scholarship centered on “the contemporary” that reworks earlier models and concepts and applies them to a world increasingly marked by transnational circulation and globalization. Anthropology at the Crossroads describes the evolution of a national tradition of scholarship, changes to its institutional status, and the models, concepts, and critical perspectives of anthropologists currently revisiting and reworking the foundations of the discipline in France.
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Hauter, Wenonah. "The Role of Anthropology in Grassroots Organizing: A Campaign in Nebraska." Practicing Anthropology 19, no. 2 (April 1, 1997): 22–25. http://dx.doi.org/10.17730/praa.19.2.3478gx8051g22873.
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The anthropological perspective, defined in the broadest sense, provides both a theoretical basis for understanding human society and affords insights into the human condition. These are useful to any number of professions. As a public interest advocate with almost two decades of experience organizing around social justice and environmental issues, I am interested in the discipline not as a researcher, applied or otherwise, but as a tool for understanding and promoting progressive social change through grassroots organizing. My pursuit of a master's degree in applied anthropology, rather than the more conventional degree in public policy chosen by many advocates, was spurred by a desire to understand better how human culture is organized and reproduced. I wanted to glean a deeper understanding of the cultural preconditions for progressive movements that ultimately cause social change. To this end, over the past two years, I have integrated my professional work experiences with the anthropological perspective garnered from my graduate studies. The best example of this convergence is a statewide legislative campaign that I spearheaded in Nebraska. By wearing my "anthropological lenses" I have been able to view organizing from a new vantage point and to design more effectively a majority strategy for mobilizing citizens around environmental issues. The Nebraska campaign that I will discuss in this article is a compelling example of why anthropology should be viewed as a discipline that can provide an intellectual bedrock for other professions. By redefining and expanding the role for anthropology outside academia, the discipline is strengthened and its relevancy assured. This essay is a reflection on how anthropology has enriched and changed my work as an organizer and is a testimonial to its relevancy in our modern world.
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Steele, James, Peter Jordan, and Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (December 12, 2010): 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.
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Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a ‘grand synthesis’ is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely ‘cultural’ fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted.
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Pavlova, Olena. "Visual Anthropology: Formation Stages and Basic Elements of Analysis." NaUKMA Research Papers. History and Theory of Culture 5 (September 6, 2022): 47–53. http://dx.doi.org/10.18523/2617-8907.2022.5.47-53.
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The article contributes to the history systematization of the visual anthropology area. The author considers and conceptualizes the stages of this discipline formation not only in accordance with the logic of self-understanding of its representatives, but also taking into account the genesis of optical media. The parameters of video production prove not only the instrumental role of visual anthropology in relation to the field of cultural anthropology, but also allow the latter to be a science in the strict sense of the term; that is, to have not only theoretical generalizations but also a rich empirical base. The inability of textual forms of recording anthropological material to adequately capture the cultural practices of traditional communities has also revealed the preserving and even salvage potential of the video production. However, the dominant of writing as a basic practice of science and its definition as a transparent carrier of scientific discourse did not allow to understand, at the initial stages. the innovative potential of visual anthropology, the specifics of its optics and methodology. The article pays attention both to the specifics of the practice of fixing video products (painting, photography, cinema, and the Internet) and to the forms of the representatives reflection of anthropological thought about their influence on the anthropology subject field. In this article, particular attention is paid to the degree of differentiation of cultural anthropology subject fields and visual anthropology against the background of basic transformations of cultural research. The influence of basic theoretical guidelines, in particular the principle of historical rationalism, participation in the formation of visual anthropology area itself, is also defined. In addition to theoretical principles and procedures of description, as well as comprehension of visual products and guidelines of research communities, the methodological significance of other parameters, formed as basic units of visual anthropology, are analyzed: technical parameters of optical media, the order of signifiers of visual representations, communication between video production and the audience. The author presents the disciplinary and historical context of the genesis of visual anthropology, as well as analyzes the conceptual logic of collective work edited by Paul Hockings “Principles of Visual Anthropology,” which is considered a fundamental work for self-awareness of this research area.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Oganezov, Aleksandr E. "Interdisciplinarity and Collaborative Filmmaking in Anthropological Cinema." Observatory of Culture 15, no. 6 (December 28, 2018): 682–92. http://dx.doi.org/10.25281/2072-3156-2018-15-6-682-692.
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Anthropological cinema is the most representative form of visual anthropological research, due to which it can be considered a kind of calling card of visual anthropology. It is confirmed by facts from the history of the scientific discipline and by constant, continuous interest in anthropological films both from researchers and from the audience. This is caused by variety of different factors, though the key ones are the “visual turn” in the 20th century culture, the development of cinema and television, mostly in the second half of the 20th century, and the media-oriented socio-cultural direction in the period of postmodernism.We can see that the 20th century, despite a lot of negative events, was a fertile ground for the foundation and further development of visual anthropology. However, nowadays we can still observe new different trends in the development of this scientific direction. The increase in the number of interdisciplinary researches, the high degree of involvement in collaborative work of researchers from various scientific spheres, the advancing level of audiovisual media democratization and popularization, and the continuous development of filmmaking technologies — all these, clearly, are modern factors that determine the further direction and specificity of the development of visual anthropology and, in particular, anthropological cinema.This article considers and analyzes the above-mentioned characteristic features of the anthropological cinema of the postmodern period. Special attention is paid to the development of interdisciplinary contacts between visual anthropology and related scientific disciplines, the democratization of video production and the sphere of audiovisual media, and the direction of collaborative anthropological filmmaking.Study and analysis of these features of the anthropological cinema of the postmodern period can help to identify further ways for development of academic and applied visual anthropology in the socio-humanitarian sphere, to understand the nature of media relations within the framework of visual anthropological research, and to determine the role of author-researcher in contemporary visual anthropological discourse.
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Berdnikova, N. E., G. A. Vorobieva, I. M. Berdnikov, A. A. Shchetnikov, I. A. Filinov, E. A. Lipnina, and D. P. Zolotarev. "Geoarchaeology within the system of archaeological research in the territory of Baikal Siberia." VESTNIK ARHEOLOGII, ANTROPOLOGII I ETNOGRAFII, no. 3(54) (August 27, 2021): 133–46. http://dx.doi.org/10.20874/2071-0437-2021-54-3-11.
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The value of geoarchaeology in archaeological research is discussed with an example of Baikal Siberia. Geoarchaeology is considered as an interface between archaeology and Earth sciences comprising a specific set of approaches, methods, and procedures. Nowadays, geoarchaeology constitutes a full-fledged research branch within the world archaeological practice. However, there are some problems in the determination of the essence and the role of geoarchaeology in archaeological studies, especially in Russia. In particular, the question whether geoarchaeology represents an independent discipline or an interdisciplinary approach has not been resolved yet. Moreover, archaeologists often focus on increasing the number of analytical methods to the detriment of their conceptual basis. In the Russian archaeological practice, the uncertain role of geoarchaeology is manifested by its perception as an auxiliary discipline with limited capabilities for the archaeological interpretations. As a result of many years of research on archaeological sites of Baikal Siberia, we have developed our own concept of geoarchaeology as a source study with a transdisciplinary character. It is based on four principles. Firstly, in our opinion, geoarchaeology constitutes a source study discipline with its own research methods. Geoarchaeological assessment represents one of the most important verification methods aimed at the determination of the degree of correspondence between the results of archaeological and natural science data. Secondly, the main object of research is a geoarchaeological object, which is a composite integral system with a mixture of traces of natural and anthropogenic events encrypted in it. We define the layer with cultural remains, where the natural component predominates, as ‘culture-bearing’. The layer with the predominantly anthropogenic component can be called ‘cultural’. Thirdly, geoarchaeology should be a transdisciplinary branch, the nature of which is determined by the complex origins of the geoarchaeological site. Such an amalgamation allows overcoming disciplinary differences and contradictions which leads to the formation of new knowledge levels. At fourth, geoarchaeological research should be based principally on the methods of actualism and stratigraphy in conjunction with overcoming misidentification of objects and phenomena, as well as on the pedolithological and event-driven approaches.
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Padilla Fernández, Juan Jesús, Eva Alarcón García, Alejandra García García, Luis Arboledas Martínez, Auxilio Moreno Onorato, Francisco Contreras Cortés, and Linda Chapon. "Between the Hearth and the Store." Documenta Praehistorica 47 (December 2, 2020): 312–29. http://dx.doi.org/10.4312/dp.47.17.
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Research into the Bronze Age on the south-eastern Iberian Peninsula has always occupied a pre-eminent position in the archaeological discipline. Although we can state that there is a certain degree of scientific unity regarding the main cultural features of that period, few studies have focused on the social and technological process involved in the manufacture of pottery vessels. This paper aims to remedy that situation. To do this, we provide the results obtained from the technical analysis of the pottery vessels used in two activities essential to human survival – food storage and processing – in the Bronze Age settlement of Peñalosa (2086–1450 cal BC). At the same time, the macroscopic identification of the technological patterns developed in the tasks of manufacturing earthenware jars and pots allows us to reflect on the significance of the concept of specialization in the Argar Culture.
Dissertations / Theses on the topic "Degree Discipline: Cultural Anthropology"
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Greer, Aaron Andrew. "Imagined Futures: Interpretation, Imagination, and Discipline in Hindu Trinidad." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11995.
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xi, 249 p. : ill. (some col.)Globalization has inaugurated many rapid changes in local communities throughout the world. The globalization of media, both electronic and print, has introduced new pressures for local communities to confront while also opening up new imaginative possibilities. As many observers have noted, transnational media transform local public cultures, or shared imaginative spaces, but never in predictable, totally hegemonic ways. This dissertation focuses on the efforts of a small Hindu community called the Hindu Prachar Kendra located in Trinidad, West Indies, as they develop critical strategies that help their children read, negotiate, and in some cases contribute to local and global public cultures. I argue that though many Hindu parents and teachers of the Kendra share anxieties about the effects of local and global popular cultures on their children, they also use many features, ideas, and texts emerging from imaginative media in creative ways. Furthermore, their concerns about media shape their interpretation and instruction of Hindu practice.
Committee in charge: Philip Scher, Chair; Lynn Stephen, Member; Lamia Karim, Member; Deborah Green, Outside Member
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McLean, Liam Christopher. "The Terror Experts: Discourse, discipline, and the production of terrorist subjects at a university research center." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1526340126257945.
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Farrelly, Trisia Angela. "Business va'avanua: cultural hybridisation and indigenous entrepreneurship in the Bouma National Heritage Park, Fiji : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Anthropology, Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1166.
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This thesis explores the ways community-based ecotourism development in the Bouma National Heritage Park was negotiated at the nexus of Western entrepreneurship and the vanua, an indigenous epistemology. In 1990, the Bouma tribe of Taveuni, Fiji established the Bouma National Heritage Park. A growing dependence on the market economy and a desire to find an economic alternative to commercial logging on their communally-tenured land, led to their decision to approach the New Zealand government for assistance to establish the Park. The four villages involved have since developed their own community-based ecotourism enterprises. Despite receiving first place in a British Airways Tourism for Tomorrow Award category in 2002, there was a growing sense of social dysfunction in Bouma during the research period. According to my participants, this was partly due to the community-based ecotourism development process which had paid little attention to the vanua. Largely through talanoa as discussion, the people of Bouma have become increasingly conscious of references to the vanua values in their own evaluation and management of the projects. This thesis draws on Tim Ingold’s (2000) ‘taskscapes’ as, like the vanua, they relationally link humans with other elements of the environment within their landscape. This contrasts with a common Western epistemological approach of treating humans as independent of other cosmological and physical elements and as positioned against the landscape. Largely due to its communal nature, it may be argued that the vanua is incompatible with values associated with Bouma’s Western, capitalist-based ecotourism models. However, in this thesis I argue that despite numerous obstacles, the Bouma National Heritage Park is one example of a tribe’s endeavours to culturally hybridise the vanua with entrepreneurship to create a locally meaningful form of indigenous entrepreneurship for the wellbeing of its people. The Bouma people call this hybrid ‘business va’avanua’. Informal talanoa is presented in this thesis as a potential tool for political agency in negotiating issues surrounding community-based ecotourism and business va’avanua.
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Kulbickas, Thomas Allen. "Voter Worldview and Presidential Candidate Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3352.
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Research has shown a relationship between having a strict father upbringing, defined by rules reinforcement and self-discipline beliefs, and the presence of high levels of social dominance orientation (SDO) and right-wing authoritarianism (RWA). The relationship between these variables and issue choice has been established, but no study has explored the connection between parental upbringing and moral foundations. Furthermore, the connection to political candidate choice has not been shown. This study investigated the relationship between people's parental upbringing beliefs, their adult morality, and their rating of ideal presidential candidate characteristics. Based on the moral foundation theory, a mixed methods study was conducted to examine the relationship among upbringing, moral foundations, RWA, SDO, socioeconomic status (SES), and candidate selection by surveying 221 adult participants recruited online and in the community. Linear regression analysis was conducted to examine how levels of SDO, RWA, and the strict father variables predict the 5 five moral foundations. Qualitative analysis, through the use of open-ended questions, explored presidential candidate choice by rating people's preference of the 5 moral foundations, the strict father nurturing parent worldviews, SDO, RWA, and subjective SES, as expressed in their ideal president. Results indicated that upbringing is related to RWA for conservatives and inversely related to SDO for liberals. Also, participants exhibited a rules reinforcement versus self-discipline left-right political dichotomy. Participants favored a tough-minded president on foreign affairs. This study's results will enable voters to understand how their political attitudes may be formed and how they could be scrutinized and manipulated by those with an interest in doing so.
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Andrews, Robyn. "Being Anglo-Indian : practices and stories from Calcutta : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University." Massey University, 2005. http://hdl.handle.net/10179/959.
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This thesis is an ethnography of Anglo-Indians in Calcutta. All ethnographies are accounts arising out of the experience of a particular kind of encounter between the people being written about and the person doing the writing. This thesis, amongst other things, reflects my changing views of how that experience should be recounted. I begin by outlining briefly who Anglo-Indians are, a topic which in itself alerts one to complexities of trying to get an ethnographic grip on a shifting subject. I then look at some crucial elements that are necessary for an “understanding” of Anglo-Indians in Calcutta: the work that has already been done in relation to Anglo-Indians, the urban context of the lives of my research participants and I discuss the methodological issues that I had to deal with in constructing this account. In the second part of my thesis I explore some crucial elements of the lives of Anglo-Indians in Calcutta: the place of Christianity in their lives, education not just as an aspect of socialisation but as part of their very being and, finally, the public rituals that now give them another way of giving expression to new forms of Anglo-Indian becoming. In all of my work I was driven by a desire to keep close to the experience of the people themselves and I have tried to write a “peopled” ethnography. This ambition is most fully realised in the final part of my thesis where I recount the lives of three key participants.
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Warren, Jessica L. "Growing Together Separately: An Analysis of the Influence of Individualism in an Alternative Educational Setting." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/498.
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Alternative educational settings that attempt to challenge Individualism are pervaded by Individualizing influences from the larger school system. This thesis examines the influences of Individualism in a school garden program at a Southern California continuation high school. Program members included high school students, college student interns, and two co-directors. Research was conducted during the spring semester of 2014. By providing an analysis of the Individualizing and non-Individualizing influences present in the program and the ways in which these influences interacted to inform the program structure and program members’ experiences and understandings, my thesis sheds new light on the complex ways alternative educational settings incorporate some aspects of Individualism, even as they challenge it.
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McCool, Michael John. "Achieving a place: a communography of disabled postgraduates : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Albany campus, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1164.
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This study is social anthropological insider research of disabled postgraduates, students and staff in tertiary educational institutions. This is also a study of enabling conditions for inclusion; and ways the participants build relationships between themselves and the wider community. I consider my participants as kin. This was a joint venture - we were related not by blood, but by the very fact that we share in communities of disabled people. We are connected even if not always interacting with each other; we seldom moved in the same circles on a day-to-day basis. These are stories of adversity, where the participants have developed successful coping strategies and made achievements, not despite their being ?othered?, but by living with and acknowledging their differences. These are reflections on our society where we compete in complex emotional relationships within employment and all other social institutions. The university seemed to be a psychologically safer setting probably because it is a place for higher learning and therefore all the people had a more highly developed consciousness. Even though in some cases there were some wider macro barriers, on the whole, the participants‘ experience was positive. We found what we as joint participants shared in that feeling of disability was just the same as the feeling of communitas as students. Thinking about communitas (Turner, 1967), the Latin for community, convinced me that community was the central theme of this whole thesis. There are communities of practice in all organisations and institutions in society and they are used by the participants in this study not only in developing strategies for inclusion, but also for learning. Because the university is a series of communities of practice a major theorist for this study is Vygotsky and his concept of a culture of learning. We are also indebted to the social anthropologist Lave and her colleagues for bringing his ideas to Western academia.
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Pane, Debra Mayes. "The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.
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Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.
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Hayes, Dorothy Maora. "Wāhine kaihautū, wāhine whai mana navigating the tides of change : Whakatōhea women and tribal socio-politics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Māori Studies at Massey University." Massey University, 2003. http://hdl.handle.net/10179/1111.
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This thesis explored the socio-political experiences and views of seven Maori women from the tribe of Whakatahea. The project adopted a Maori-centred theoretical and research approach that included the researcher as a member of the researched group. It aimed to draw out the common themes, from the women's recollections of their experiences and views of the socio-political decision-making affairs within whanau, hapu, and iwi. The women identified barriers to participation and strategies to overcome these barriers. Qualifications reflected traditional Maori values and practices. Rights according to whakapapa, and the principle "he kanohi kitea", being seen, were the obvious criterion. Poor information channels, minimal consultation, gender bias, age and time constraints were some of the issues identified as barriers to participation. It was found that whanau governance committees more closely reflected traditional values and customs that saw women and men as sharing power, more so than hapu and iwi organisations. The gender imbalance was viewed, by the women participants, as problematic. They concluded that better gender balance at all levels of the socio-political affairs of Whakatohea would ensure greater informed decision-making for the social, educational, economic, and spiritual well-being of the tribe today and for future generations.
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Chhim, Putsalun. "Students' Assets and Strategies via the Erasmus Mundus Scholarship Program : A Case of Cambodia's Master Degree Students." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-392075.
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This study analyzes, the structure of the Erasmus Mundus scholarship program by utilizing mixed methods, and is being analyzed within the contextualized framework of the Cambodia’s Higher Education system as well as its relationship with the Erasmus Mundus scholarship program. Mixed approach has been employed for this study, combining both quantitative data to construct the social space, which acts as a backbone for interpretation, and qualitative data from interviewing the scholarship program coordinator and scholarship holders in order to investigate the recruitment process and the students’ perception respectively, presenting the macro-micro relationship that makes up the entirety of the scholarship program. Collectively inspected, the findings reveal a new contextualized result that contributes not only to the development of the Cambodia’s Higher Education, but also to its position and its students within the space of the scholarship program of Erasmus Mundus. Through the close inspection using interview method, the underlying complexity of the recruitment process of the scholarship program is illustrated, indicating a multi-layer hierarchy and multiple decision-making processes. There are also implications of oppositions between the properties of the students, signaling the diversified student body in the scholarship program. Prominent theme of the opposition in the space appears to be related to the colonial past of the Cambodia’s system as well as the differences between local and international experiences that the students possess. Students interviewed in the study, furthermore, reveal how they prepared themselves to apply for the scholarship program and to be successful candidate, which depicts their assets and strategies that can be derived from the constructed space. Unanimously the students show strong confidence and great insight of information which can be understood as the compatibilities between the recruiter of the scholarship program and the students’ assets. Finally, overall findings give a new perspective of the profile of the scholarship program within the Erasmus Mundus mobility scheme. It shows that while students are required to possess certain objectively set requirements, there are also exception cases that students who possessed lower amount of capitals can also be successful, provided that the conditions like the credentials of their degree from Cambodia, as well as minimum requirements to pass the university admission have been met, and their “motivation letter” is exceptionally well-written which shows the subjective side of the recruitment process.
Books on the topic "Degree Discipline: Cultural Anthropology"
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1968-, Pierce Steven, and Rao Anupama, eds. Discipline and the other body: Correction, corporeality, colonialism. Durham: Duke University Press, 2006.
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Halstead, Mark. Education, justice, and cultural diversity: An examination of the Honeyford affair, 1984-85. London: Falmer Press, 1988.
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Pollock, W. J. Slow strain rate testing of high strength low-alloy steels: A technique for assessing the degree of hydrogen embrittlement produced by plating processes, paint strippers and other aircraft maintenance chemicals. Melbourne, Victoria: Dept. of Defence, Aeronautical Research Laboratories, 1985.
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The origins of human society. Malden (Mass.): Blackwell Publishers, 1999.
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The origins of human society. Oxford: Blackwell Publishers, 2000.
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Orehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.
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The textbook is an innovative presentation of the discipline program "History and current state of youth policy abroad". The authors consider the process of formation and development of youth policy of the leading world powers in a broad socio-cultural context, relying on numerous authentic sources and relevant documents of international organizations devoted to social policy and sociology.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students of higher educational institutions studying under bachelor's degree programs in the field of training 39.03.03 "Organization of work with youth", and will also be of interest to specialists in the field of state youth policy and work with youth, teachers of humanities, researchers.
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Ready, Jonathan L. Orality, Textuality, and the Homeric Epics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835066.001.0001.
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This book queries from three different angles what it means to speak of Homeric poetry together with the word “text.” Scholarship from outside the discipline of classical studies on the relationship between orality and textuality motivates and undergirds the project. Part I uses work in linguistic anthropology on oral texts and oral intertextuality to illuminate both the verbal and oratorical landscapes our Homeric poets fashion in their epics and what the poets were striving to do when they performed. Looking to folkloristics, Part II examines modern instances of the textualization of an oral traditional work in order to reconstruct the creation of written versions of the Homeric poems through a process that began with a poet dictating to a scribe. Combining research into scribal activity in other cultures, especially in the fields of religious studies and medieval studies, with research into performance in the field of linguistic anthropology, Part III investigates some of the earliest extant texts of the Homeric epics, the so-called wild papyri. Written texts of the Iliad and the Odyssey achieved an unprecedented degree of standardization after 150 BCE. By looking at oral texts, dictated texts, and wild texts, this book traces the intricate history of Homeric texts from the Archaic to the Hellenistic period, long before the emergence of standardized written texts. Researchers in a number of disciplines will benefit from this comparative and interdisciplinary study.
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Silverman, Sydel, Andre Gingrich, Fredrik Barth, and Robert Parkin. One Discipline, Four Ways: British, German, French, and American Anthropology. University of Chicago Press, 2013.
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One Discipline, Four Ways: British, German, French, and American Anthropology (Halle Lectures). University Of Chicago Press, 2005.
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Women's bodies: Discipline and transgression. London: Cassell, 1999.
Find full textBook chapters on the topic "Degree Discipline: Cultural Anthropology"
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Tomforde, Maren, and Eyal Ben-Ari. "Anthropology of the Military." In Handbook of Military Sciences, 1–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-02866-4_82-1.
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AbstractThe anthropology of militaries in industrial countries is a relatively young discipline, which has seen significant growth since the end of the Cold War and the advent of the “new wars.” The chapter focuses on the anthropological analysis of social and cultural concerns related to (and derived from) the armed forces, war, and the provision for national security. It charts the main clusters of issues anthropologists are engaged with and explains the unique contribution of this discipline through the following themes: militarization, fieldwork, military organization and units, gender, military families, veterans, and medical anthropology. This chapter concludes with a discussion of anthropology’s contribution to military education.
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Mollica, Marcello, and Giovanna Costanzo. "The Good Teacher in the Good School." In Case Study Methodology in Higher Education, 280–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch013.
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The two authors of this chapter work at the Department of Ancient and Modern Civilization of the University of Messina and both have been appointed by their Department to teach two modules (Fundamentals of Cultural Anthropology and Philosophical Anthropology) of 6 CFUs (European credit transfer system credits) each for the FIT program. Both gave their lectures in the second semester of 2018 to approximately 850 future teachers. Their modules are part of phase one of the three we have mentioned above, that is, preparation for the degree that allows access to teaching. This involves the collection of 24 CFUs which are to be collected in the anthropological and psycho-pedagogic disciplines. Based on fieldwork and participant observation, which lasted three months and until December 2018, this chapter suggests a view to understanding the new Italian educational system through what we have first seen from within our own classrooms, and later through what we will see following the teachers in their own classrooms in September (classrooms and teachers which we have already identified).
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Kleinman, Arthur. "Social and cultural anthropology: salience for psychiatry." In New Oxford Textbook of Psychiatry, 275–79. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0036.
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Anthropology's chief contribution to psychiatry is to emphasize the importance of the social world in diagnosis, prognosis, and treatment, and to provide concepts and methods that psychiatrists can apply (the appropriate cross-disciplinary translation first being made, however). But that is not the only contribution that anthropology offers. Ethnographers are aware that knowledge is positioned, facts and values are inseparable, and experience is simply too complex and robust to be easily boxed into tight analytical categories. Hence a sense of the fallibility of understanding, the limitation of practice, and irony and paradox in human conditions is the consequence of ethnography as a method of knowledge production. Anthropology also complements the idea of psychosomatic relationships with evidence and theorizing about sociosomatic relationships. Here moral processes—namely what is at stake in local worlds—are shown to be closely linked with emotional processes, which are frequently about experiences of loss, fear, vexation, and betrayal of what is collectively and individually at stake in interpersonal relationships. Change in the former can change the latter, and this can at times work in reverse as well. Examples include the way symptoms intensify or even arise in response to fear and vexation concerning threats perceived as serious dangers to what is most at stake. The relationship of poverty to morbidity and mortality is a different example of sociosomatic processes. Poverty correlates with increased morbidity and mortality. Psychiatrists have often had trouble getting the point that public health and infectious disease experts have long understood. But it is not just diarrhoeal disease, tuberculosis, AIDS, heart disease, and cancer that demonstrate this powerful social epidemiological correlation—so do psychiatric conditions. Depression, substance abuse, violence, and their traumatic consequences not only occur at higher rates in the poorest local worlds, but also cluster together (much as do infectious diseases), and those vicious clusters define a local place, usually a disintegrating inner-city community. Hence the findings of the National Co-Morbidity Study in the United States of America that most psychiatric conditions occur as comorbidity is a step toward this ethnographic knowledge—that in the most vulnerable, dangerous, and broken local worlds, psychiatric diseases are not encountered as separate problems but as part of these sociosomatic clusters. Finally, anthropology is also salient for policy and programme development in psychiatry. Against an overly narrow neurobiological framing of psychiatric conditions as brain disorders, anthropology in psychiatry draws on cross-national, cross-ethnic, and disintegrating community data to emphasize the relationship of increasing rates of mental health problems, especially among underserved, impoverished populations worldwide, and increasing problems in the organization and delivery of mental health services to fundamental transformations in political economy, institutions, and culture that are remaking our epoch. In so doing, anthropology projects a vision of psychiatry as a discipline central to social welfare and health policy. It argues as well against the profession's ethnocentrism and for the field as a larger component of international health. Anthropology (together with economics, sociology, and political science) also provides the tools for psychiatry to develop policies and programmes that address the close ties between social conditions and mental health conditions, and social policies and mental health policies. In this sense, anthropology urges psychiatry in a global direction, one in which psychiatric knowledge and practice, once altered to fit in more culturally salient ways in local worlds around the globe, have a more important place at the policy table.
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Abuso, Gretchen. "Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies." In Diversity, Inclusion, and Decolonization, edited by Abby Day, Lois Lee, Dave S. P. Thomas, and James Spickard, 220–35. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529216646.003.0015.
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This chapter takes the Philippines as a case study of a postcolonial nation whose education system remains dominated by elitist and colonial perspectives. Focusing on the International Studies curricula in the country, this chapter provides practical methods and relevant materials that educators can use to emphasize local ethnic and cultural diversity in degree courses traditionally dominated by Global North models. The discipline of International Studies in any country, especially in the postcolonial Global South, needs to be grounded in the recognition, appreciation, and promotion of indigenous peoples and cultural diversity.
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Herzfeld, Michael. "Anthropology and Nostalgia: Between Hegemonic and Emancipatory Projections of the Past." In Intimations of Nostalgia, 129–50. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529214765.003.0007.
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Anthropological interest in nostalgia encapsulates numerous versions and a wide variety of (sometimes unexpected) contexts. Anthropologists themselves engage in a nostalgia, which sometimes takes the form of ‘salvage anthropology’. The political roots of this exoticising nostalgia are acutely embarrassing to a discipline determined to rid itself of the taint of its colonial and nationalistic origins. Awareness of such historical entailments, however, has also equipped the discipline with a critical and comparative perspective that is further enhanced by a distinctive insistence on experience-near, minutely observed, and contextually anchored ethnographic detail that is usually described in first-person narrative. The resulting focus, while empirically small-scale, permits wide-ranging cultural comparison. It especially enables a richly empirical apprehension of the role of agency and performativity in the genesis, production, and social and political impact of genuinely nostalgic discourses. These discourses should be carefully distinguished from the officially inspired, monumental representations of collective heritage intended to inspire the present. It is against such official practices that nostalgia – regret for lost cultural intimacy and the pained expression of present-day social failure – often arises.
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Andrews-Swann, Jenna. "Cultivating Global Citizens." In Multicultural Instructional Design, 492–506. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch023.
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This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.
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Rosenzweig, Cynthia, and Daniel Hillel. "Analysis of El Niño Effects: Methods and Models." In Climate Variability and the Global Harvest. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195137637.003.0010.
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Knowledge of climate impacts is necessarily embedded in multifaceted, multiscaled contexts. The many facets include physical, ecological, and biological factors—as well as social, political, and economic ones—interacting on a spectrum of scales ranging from the individual to the household, the community, the region, the nation, and the world. Such complexities encompass natural as well as cultural aspects. Therefore, assessing the role of climate requires a comprehensive, integrated approach. Various methods and models have been proposed or developed to aid understanding of the relationships between agriculture and climate variability (and more specifically, ENSO) in regions around the world. Relevant methods include socioeconomic research techniques such as interviews and surveys; statistical analyses of climate and agronomic data; spatial analysis of remote-sensing observations; climate-scenario development with global and regional climate models and weather generators; and cropmodel simulations. Here we describe conceptual models that guide regional analysis, a framework of methods for regional studies, and examples of research in several agricultural regions that experience varying degrees of ENSO effects. Conceptual models are important because they can guide research and application projects and help physical, biological, and social scientists work together effectively within a common context. Equally important is the role of conceptual models in promoting effective interactions between researchers and agricultural practitioners. An early conceptual model for enhancing the usefulness of seasonal climate forecasts has been called the “end-to-end” approach (figure 5.1a). This model consists of a linear unidirectional trajectory in which El Niño events precipitate climate phenomena that, in turn, induce agronomic responses, with ensuing economic consequences. In disciplinary terms, the end-to-end trajectory begins with the physical sciences, proceeds to agronomy, and then to social science—primarily economics. The end-to-end model quickly evolved into an “end-to-multiple-ends” approach (figure 5.1b) because social science consists of many disciplines besides economics. Outcomes and insights regarding the use of seasonal climate forecasts differ, depending on whether the disciplines of economics, anthropology, political science, or sociology are involved. However, a weakness of these conceptual models is the absence of agricultural practitioners (e.g., farmers, planners, input providers, and insurers) in the research process.
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McKercher, Bob, and Bruce Prideaux. "Epilogue." In Tourism Theories, Concepts and Models. Goodfellow Publishers, 2020. http://dx.doi.org/10.23912/9781911635352-4724.
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This book explored a range of theories, concepts, models and ideas that shape how we think about tourism, the way we do. In doing so, it revealed that tourism is a true multi-discipline. It is informed by such core disciplines as geography, anthropology, sociology, psychology, economics, leisure and demography, as well as by a multitude of other disciplines and fields of study as identified in Chapter 2. Historically, though, tourism studies has been beset by a high degree of silofication – a varied field of study examined strictly within the confines of individual disciplinary silos. Even when attempts have been made to be multi- disciplinary, the results have often been less than satisfactory, for usually one school of thought dominates, while others are placed in subservient roles. Add to this the force field of tourism, and it is not surprising that tourism studies have been labelled as fragmented and disjointed, typified by multiple communities of discourse with historically little cross-fertilization between communities.
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Oleshko, V. F., and E. V. Oleshko. "Communicative-Cultural Memory: Mass Media Identification Resources." In Mass media as a mediator of communicative and cultural memory, 13–84. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3074-4.1.
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The first part of the monograph “Mass Media as a Mediator of Communicative-Cultural Memory” considers key methodological and theoretical-practical issues that determine the novelty of the study results, as well as the specifics of the research. Communicative-cultural memory is identified as an object of interdisciplinary study and presented as a special symbolic form of communicating subjects, actualization and translation of cultural meanings, memorial signs of various kinds, extending beyond the experience of individuals or groups. Communicative-cultural memory is identified as an object of interdisciplinary study and presented as a special symbolic form of communicating subjects, actualization and translation of cultural meanings, memorial signs of various kinds, extending beyond the experience of individuals or groups. The accent is made on how new information technologies can be used both as a necessary element of the self-organization of civil society and as a tool to implement the manipulative intentions of actors. The measure and degree of social responsibility of the diversity of subjects of information activity, as well as the information culture of individuals, are the dominant features. It is considered in the monograph in the scientific discourse and is defined by the authors as an actualized social practice of “space”, which includes various meanings, cultural codes, methods and the latest technologies of their production and reproduction, transmission and storage, as well as texts and other forms of materialization of information, usually directly related to the mass media. A systematic analysis of recent practice has allowed the authors to implement an approach that identifies the culture of mass media production in general and the specifics of the professional culture of journalists of the digital age in particular as the most important resources contributing to the effective identification of moral and philosophical values of Russian society. As it is proved, as system-forming factors of optimization of media processes management, they should include such components as the professional and educational level of employees, creativity, technological and performing discipline, system use of possibilities of all variety of sources and information resources, orientation on dialogue character of created texts and some others. Professional culture as a concept with a creative meaning implies a search for the dominant features characterizing its level of development, which requires identification of certain criteria and indicators. The normative, professional-communication and social-personal characteristics of a digital-era journalist can serve as sufficiently clear “markers”, as substantiated, which can be defined also as a more or less successful model of human realization in the profession.
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Elhaik, Tarek. "Introduction." In The Incurable-Image. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474403351.003.0001.
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This book examines post-Mexican film and media arts and proposes a conception of curation as both repair and counter-actualization. It does so by introducing the concept of the incurable-image. Building on a participant-observation of curatorial platforms and experimental media arts in Mexico City, the book animates a trans-media assemblage that grew out of a convergence of three interconnected themes: the role played by the discipline of anthropology in shaping the contours of Mexican modernity and its avant-garde media arts and visual culture; the lessons learned from the tradition of experimental ethnography and the important ‘Writing Culture’ debates in academic anthropology in the United States during the 1980s; and the so-called ‘anthropological turn’ in visual studies and contemporary art since the 1990s. The book turns its attention away from cross-cultural geographies towards a geophilosophy of departures and arrivals modulated by Mexico City's chaotic intellectual life.
Conference papers on the topic "Degree Discipline: Cultural Anthropology"
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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David, Kenneth, and John R. Lloyd. "Engineering Across Borders: Educational Practices for Improving the Effectiveness of Globally Distributed Engineering Design Teams." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23280.
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Abstract Globalization of engineering design teams occurs both in industry and also in the engineering classroom. Strategic needs for operating multi-site operations and inter-organizational alliances call for more effective boundary-spanning partnerships: inter-divisional, inter-organizational, and often, multi-country partnerships. This paper reports a multi-discipline research study — involving engineering, anthropology and telecommunications elements — on global engineering design teams. US engineering students from mechanical, chemical, and electrical engineering worked together with counterparts from China and the Netherlands. The students learned advanced telecommunication media and transcultural communication skills needed to carry out the tri-continental design project. They used an active learning process called transcultural incident reporting that focuses on cultural and power issues that must be managed in order to accomplish high quality design. The engineers’ reports show a gain in understanding of the cultural and power issues that affect boundary-spanning project performance.
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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Dolghi, Adrian. "Ethnology of Soviet childhood as a research direction in the Republic of Moldova." In Ethnology Symposium "Ethnic traditions and processes", Edition II. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975333788.13.
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The article states the topicality of the research of Soviet childhood in the Republic of Moldova, the degree of its research, the sources and the main issues proposed for elucidation. It is emphasized that the research of the Soviet childhood is part of the interference of the ethnology of Sovietness and childhood ethnology. The works of researchers Margaret Mead and Philip Aries serve as an important theoretical and reference support in the research of topics related to childhood in general. Despite the fact that there are many sources for research on Soviet childhood, this was not the subject of a separate study. The research of Soviet childhood will allow the presentation of children in the context of political and socio-economic realities of the Moldovan SSR. It will also contribute to a better understanding of the ethnic processes carried out in the Moldovan SSR in which new social and ethno-cultural identities were formed. The research of the proposed topic will contribute to the approach to social history, as well as to the development of the anthropology of the Soviet society, the ethnology of the Sovietness – a direction in development both in the post-Soviet space and in the Western one.
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Roquette, Juan, Fernando Alonso, and Pilar Salazar. "Human-Centered Design since the Degree Kickoff: from Alumni Experience to Designer and User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001377.
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This article seeks to investigate the new paradigms of digital form and their application to the design process as a way to integrate service design from the very beginning of the process. It addresses a review of the generation of design in the key of "activity of conformation of open strategies". The aim is to open a deep reflection that allows an evolution of the understanding of the discipline of design linked to the outdated definition of "task of formalization of finished objects", which is widespread and still widely assumed. It is undeniable that engineering, urban planning, architecture, graphic design, product design, experience design and fashion design all share a common objective: all of them, in the end, can be considered as "service design".Indeed, each of the modalities of contemporary design and creation involves providing conceptual and oper-ational responses to needs (functional, aesthetic, symbolic, structural, social, individual). In short, creative activity consists of interpreting requirements and constraints in the most creative and efficient way possible. Design is not so much concerned with the need to produce "finished" objects, whether tangible or intangible. Contemporary design aims to create "formal laws", flexible and open, that can be applied according to the changing scenarios posed by today's users. To design digitally today is to create logical structures of data, algorithms and open results. This article rais-es the possibility of designing -from the genesis of the design- by integrating data referring to users and their algo-rithms as the basis of the formal, diagrammatic or structural law of the design solution. From clear mathematical rules and their parameterization, we propose the generation of the base structure of the "digital contemporary design"; from the exposition of data to the generation of “empty form”. In order to that, a preliminary reflection on the Technical drawing / CAD / BIM is proposed as well as describing the languages of the contemporary Design project (data and algorithms necessary for the construction of the form by topological transformations on simple forms). This is a con-temporary way of understanding the generation of the “empty form”. A "prepared" and "structured" format for the subsequent acquisition of successive layers of information (user data) that would trigger the "virtual twin" of the de-sign. Designing by means of topological transformations is an essential exercise in the foundations of digital culture: working with this type of algorithm is the main work of CAD programs. The conception of contemporary design must increasingly take into account the digital era, which constitutes the paradigm of our culture. The ideation and formalization of the actions that define design, architecture, urbanism and the physical environment, go through the management of formal operations within information systems that com-bine identity, visuality, materiality, measurement, financing, parameterization, industrialization, construction mainte-nance and, of course, interaction with users and systems. This phenomenon once again highlights the importance of geometry and drawing as fundamental disciplines that sustain the solid foundations of design education in the Univer-sity.Finally, the article addresses the urgency of defining new methodologies for the design process to ensure that design does not remain a mere "cultural response" to the technical advances produced by science, nor is it a purely intuitive process that proposes images but dispenses with the technical language of its time. We defend the activity of design as a purely contemporary task, which must be generated with the languages and methodologies of our current (and future) time, and for which it must have the possibility of integrating data and adapting to them with flexibility. In this way, any kind of design can be considered "service design" because it will "serve" effectively, avoiding the unnecessary iterations pursued by the LEAN system, which make human actions on reality inefficient and unsustaina-ble. Such a design would prevent the industry from having to generate an overabundance of designs and then discard the inadequate ones (by natural selection, through trial and error, dictated by the market and by user needs).Keywords: Design Training · Design Methodologies · Human-centered Design · Alumni experience · Designer experience ·User Experience · Service Design · Form · Contemporary Design process
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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.
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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.