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1
Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press, 1999.
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2
Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press, 2012.
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3
Revelation and concealment of Christ: A theological inquiry into the elusive language of the Fourth Gospel. Tübingen: Mohr Siebeck, 2000.
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4
McShane, Philip, writer of foreword, ed. Empowering Bernard Lonergan's legacy: Toward implementing an ethos for inquiry and a global ethics. Lanham, Maryland: University Press of America, 2013.
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5
Lehtipuu, Outi, and Michael Labahn, eds. Tolerance, Intolerance, and Recognition in Early Christianity and Early Judaism. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789462984462.
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This collection of essays investigates signs of toleration, recognition, respect and other positive forms of interaction between and within religious groups of late antiquity. At the same time, it acknowledges that examples of tolerance are significantly fewer in ancient sources than examples of intolerance and are often limited to insiders, while outsiders often met with contempt, or even outright violence. The essays take both perspectives seriously by analysing the complexity pertaining to these encounters. Religious concerns, ethnicity, gender and other social factors central to identity formation were often intertwined and they yielded different ways of drawing the limits of tolerance and intolerance. This book enhances our understanding of the formative centuries of Jewish and Christian religious traditions. It also brings the results of historical inquiry into dialogue with present-day questions of religious tolerance. The book contains contributions by Ismo Dunderberg, Carmen Palmer, Michael Labahn, Nina Nikki, Anna-Liisa Rafael, Sami Yli-Karjanmaa, Galit Hasan-Rokem & Israel Yuval, Paul Middleton, Outi Lehtipuu, Elizabeth Dowling, and Amy-Jill Levine.
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Casas, Arturo. Procesos da historiografía literaria galega Para un debate crítico. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-530-8.
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Galician literary historiography shows links and ruptures that refer to the cultural history of Galicia itself and to the sequence of historical events that have delineated the social, economic and political development of the country since the nineteenth century. These coordinates comprise a series of processes, including the elaboration and propagation of ideologies aimed at achieving a way out of political subalternity and oriented towards the horizon of national emancipation. Those events and these processes also marked the connection of Galicia with modernity and the dynamics of historical change. As a result of the above, this book analyses critically the institutionalization processes of the history of Galician literature – with special emphasis on historiographic models such as that of Said Armesto, Carvalho Calero, Méndez Ferrín and others – and indicates the need to undertake a productive methodological innovation of the discipline in heuristic, organic and discursive terms. It further argues that this update should pay attention to substantive theoretical debates, not exclusively of specific cultural coordinates, such as Galician ones or any others that could be considered. Among these, the cooperation between history and sociology, the intellection of literary facts as historical facts, the review of the link between literary history and nation, the public uses of literary history, and the inquiry of discursive choices that promote a less self-indulgent and predictable historiography. This essentially involved a challenge, that of permanent dialogue with some of the most powerful critical reinterpretations of the Galician historiographic tradition and with alternative models constituted from feminist thought, postcolonial theories, the sociology of the literary field or the systemic theories of culture, as well as with the contributions made from a post-national understanding of the literary phenomenon.
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Brown, John Seely, Gordon Wells, Christian Heath, and Roy Pea. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge University Press, 2005.
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8
Wells, Gordon. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge University Press, 1999.
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9
Norris, Joe, Richard D. Sawyer, and Darren Lund. Duoethnography: Dialogic Methods for Social, Health, and Educational Research. Taylor & Francis Group, 2016.
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10
Norris, Joe, Richard D. Sawyer, and Darren Lund. Duoethnography: Dialogic Methods for Social, Health, and Educational Research. Taylor & Francis Group, 2016.
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11
Rose, Leslie Stewart. Toward dialogic inquiry in a music classroom: The nature of dialogue in a community of musical inquiry. 2002.
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12
Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts. Charlotte, N.C: IAP, 2007.
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13
Mantero, Miguel. Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts. Information Age Publishing, Incorporated, 2006.
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14
Wells, Gordon. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2009.
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15
Mnatero, Miguel. Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (PB) (Contemporary Language and Education) (Contemporary Language Studies in Education). Information Age Publishing, 2006.
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16
Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (HC) (Contemporary Language and Education) (Contemporary ... (Contemporary Language Studies in Education). Information Age Publishing, 2006.
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17
Muguerza, Javier. Ethics and Perplexity: Toward a Critique of Dialogical Reason (Value Inquiry, 157) (Value Inquiry Book). Rodopi, 2004.
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18
Meretoja, Hanna. The Ethics of Storytelling. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.001.0001.
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Against the backdrop of the polarized debate on the ethical significance of storytelling, this book develops a nuanced framework for exploring the ethical complexity of the roles narratives play in human lives. Focusing on how narratives enlarge and diminish the spaces of possibilities in which people act, think, and reimagine the world, it proposes a theoretical-analytical framework for engaging with both the ethical potential and the risks of storytelling. It elaborates a narrative hermeneutics that treats narratives as culturally mediated interpretative practices that can be oppressive, empowering, or both, and argues that the relationship between narrative unconscious and narrative imagination shapes one’s sense of the possible. Its hermeneutic narrative ethics differentiates between six dimensions of narratives’ ethical potential: they can cultivate a sense of the possible; promote self-understanding; enable understanding other lives non-subsumptively in their singularity; transform narrative in-betweens; develop the capacity for perspective-taking; and function as forms of ethical inquiry. These aspects are analyzed in dialogue with literary and autobiographical narratives that deal with the legacy of the Second World War by problematizing the adequacy of the perpetrator–victim dichotomy—exploring how it is as dialogic storytellers, fundamentally vulnerable, interdependent, and implicated in violent histories, that individuals and communities become who they are. The book brings into dialogue narrative ethics, literary narrative studies, narrative psychology, narrative philosophy, and cultural memory studies. It develops narrative hermeneutics as a philosophically rigorous, historically sensitive, and analytically subtle approach to the ethical stakes of the debate on the narrative dimension of human existence.
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Webb, Daniel. Inquiry into the Beauties of Painting. Thoemmes Continuum, 1998. http://dx.doi.org/10.5040/9781350276307.
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Daniel Webb (1719?-98) was an Irish writer, critic and theorist, born in Limerick and studied at Oxford. He was the author of three seminal treatises on aesthetics: An Inquiry into the Beauties of Painting (1760), Remarks on the Beauties of Poetry (1762), and Observations on the Correspondence Between Poetry and Music(1769). Reflecting a trend in theoretical discourses of the period, An Inquiry into the Beauties of Painting (1760) is arranged as a dialogue, set out as case ‘A’ and ‘B’. Topics range from ‘Our Capacity to Judge of Painting’ and ‘The Antiquity and Usefulness of Painting’ to ‘Of Design’, ‘Of Colouring’, ‘Of the Clear Obscure’ and ‘Of Composition’. In the final Dialogue, Webb demonstrates his preference for Raphael and Leonardo da Vinci’s classicalism over the Baroque style of 17th century artists, such as Lanfranc and Pietro di Cortona. This work and many of his theories of art are considered to be informed by his trip to Rome, where he met his portrait painter and artist Anton Raffael Mengs (1728-79). Mengs granted Webb access to his unpublished manuscript Gedanken über die Schönheit (1762), or ‘Thoughts on Beauty’. German theorist Johann Joachim Winckelmann (1717-1768) later accused Webb of plagiarism, citing the similarities of An Inquiry into the Beauties of Painting in terms of its assessment of Raphael. Nevertheless, three editions translated into German were published in 1771.
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Rossini, Giovanni. Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic, and Dialogical Engagements. Taylor & Francis Group, 2022.
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21
Maharaj, Ayon. A Cross-Cultural Inquiry into Divine Infinitude. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190868239.003.0003.
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This chapter investigates the nature of divine infinitude from a cross-cultural perspective by bringing Sri Ramakrishna into conversation with classical Indian philosophers as well as Western philosophers and theologians. Maharaj identifies what is distinctive in Sri Ramakrishna’s conception of divine infinitude within the Indian philosophical context by comparing it with the Vedāntic views of the Advaitin Śaṅkara, the Viśiṣṭādvaitin Rāmānuja, and the Gauḍīya Vaiṣṇava Viśvanātha Cakravartin. The remainder of the chapter ventures into cross-cultural territory. First, Maharaj briefly identifies some striking affinities between Sri Ramakrishna and the medieval Christian theologian Nicholas of Cusa. He then brings Sri Ramakrishna into dialogue with the contemporary analytic theologian Benedikt Paul Göcke, who claims that God is infinite in the radical sense that God “is not subject to the law of contradiction.” Finally, Maharaj triangulates Sri Ramakrishna and Göcke with the Continental philosopher Jean-Luc Marion.
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Bernini, Marco. Beckett and the Cognitive Method. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190664350.001.0001.
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How can literature enhance, parallel or reassess the scientific study of the mind? Or is literature instead limited to the ancillary role of representing cognitive processes? Beckett and the Cognitive Method argues that Beckett’s narrative work, rather than just expressing or rendering cognition and mental states, inaugurates an exploratory use of narrative as an introspective modeling technology (defined as “introspection by simulation”). Through a detailed analysis of Beckett’s entire corpus and published volumes of letters, the book argues that Beckett pioneered a new method of writing to construct (in a mode analogous to scientific inquiry) “models” for the exploration of core laws, processes, and dynamics in the human mind. Marco Bernini integrates models, problems, and interpretive frameworks from contemporary narrative theory, cognitive sciences, phenomenology, and philosophy of mind to make a case for Beckett’s modeling practice of a vast array of processes including: the (narrative) illusion of a sense of self, the hallucinatory quality of inner speech, the dialogic interaction with memories and felt presences, the synesthetic nature of inner experience and mental imagery, the developmental cooperation of language and locomotion, the role of moods and emotions as cognitive drives, the layered complexity of the mind, and the emergent quality of consciousness. Beckett and the Cognitive Method also reflects on how Beckett’s “fictional cognitive models” are transformed into reading, auditory, or spectatorial experiences generating through narrative devices insights on which the sciences can only discursively or descriptively report. As such, the study advocates for their relevance to the contemporary scientific debate toward an interdisciplinary co-modeling of cognition.
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Rossini, Giovanni. Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic and the Dialogical Presence of Thomas Merton. Taylor & Francis Group, 2020.
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24
Rossini, Giovanni. Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic and the Dialogical Presence of Thomas Merton. Taylor & Francis Group, 2020.
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25
Rossini, Giovanni. Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic and the Dialogical Presence of Thomas Merton. Taylor & Francis Group, 2020.
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26
Rossini, Giovanni. Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic and the Dialogical Presence of Thomas Merton. Taylor & Francis Group, 2020.
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27
Baraldsnes, Dziuginta, Fredrik Stenhjem Hagen, Selma Dzemidzic Kristiansen, Maroua Talbi, Kathrine Moen, Hilde Hjertager Lund, Megumi Nishida, et al. Inquiry as a Bridge in Teaching and Teacher Education. Edited by Kari Smith. Fagbokforlaget, 2022. http://dx.doi.org/10.55669/oa1204.
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Denne femte og siste NAFOL-boken er nok et viktig bidrag til kunnskapsfeltet om og for lærerutdanningene, barnehage, grunnskole og videregående skole. Boken er den siste av en antologiserie med bidrag fra NAFOL-stipendiater, alumni, førstelektorkandidater og internasjonale stipendiater. Alle bidragene er grundig vurdert gjennom blind fagfellevurdering – først abstraktene og så artiklene. Som tidligere NAFOL-bøker, inneholder boken en samling forsknings artikler om lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner, og ikke minst utdanningsnivå, fra barnehage til videregående og lærerutdanningene. Bidragene reflekterer utfordringer utdanningene møter i dagens samfunn, og viser hvordan forskning kan bygge broer av forståelser innenfor det komplekse domenet utdanningen er. Boken gir et godt innblikk i dagens lærerutdanningsforskning. Også i denne boken har vi valgt å beholde originalspråket artiklene er skrevet på, og det er med glede vi ser at flere norske forskere melder seg inn i det internasjonale forskningsmiljøet ved å skrive på engelsk. Samtidig er det viktig å ivareta det norske språket i forskningsformidlingen, og boken søker å finne en balanse mellom internasjonal og nasjonal formidling. Det er stort mangfold både i forskningstematikk og forskningsmetoder, noe som preger forskningsfeltet. NAFOLs arbeid og bidrag til lærerutdanningsforskning er kjent langt utover Norge, og denne boken symboliserer den internasjonale dialogen om lærerutdanningsforskning som NAFOL deltar i. Boken er en unik kilde for forskere som ønsker å holde seg oppdatert om lærerutdanningsforskning som reflekterer dagens samfunn.
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Ran, Hirschl. 4 From Comparative Constitutional Law to Comparative Constitutional Studies. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780198714514.003.0005.
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The chapter argues for an interdisciplinary approach to comparative constitutional inquiry that is methodologically and substantively preferable to doctrinal accounts. It suggests that for historical, analytical, and methodological reasons, maintaining the disciplinary divide between comparative constitutional law and other closely related disciplines that study various aspects of the same constitutional phenomena, artificially and unnecessarily limits our horizons and restricts the questions asked as well as the answers provided. Traditional disciplinary boundaries, both substantive and methodological, between comparative (public) law and the social sciences continue to impede the development of comparative constitutional studies as an ambitious, coherent, and theoretically advanced area of inquiry. By engaging in a dialogue with the social sciences, and political science in particular, comparative constitutional inquiries would go beyond the traditional realms of judicial review to consider extrajudicial factors such as judicial behaviour, the origins of constitutional change, constitutional design, and the real-life effects of constitutional jurisprudence.
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Raymaker, John. Empowering Bernard Lonergan's Legacy: Toward Implementing an Ethos for Inquiry and a Global Ethics. University Press of America, Incorporated, 2012.
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30
Meretoja, Hanna. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.003.0008.
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Drawing together the main lines of argumentation developed in the book, the concluding chapter synthesizes the hermeneutic ethics of storytelling as a framework that provides analytical resources for studying both oppressive and empowering narrative practices and the (ab)uses of narratives in specific cultural contexts. It summarizes narrative hermeneutics as an approach that is attentive to how practices of storytelling expand and diminish a sense of the possible, and it explores narrative fiction as an inquiry into the ethics of being implicated in histories of violence, silence, and dialogue. The chapter sums up how the narratives examined in the book reveal the limits of storytelling from a range of perspectives and how they attest to the ethical potential of storytelling in the six senses articulated in the book, in ways that nuance the theoretical framework. It articulates a fierce commitment to non-subsumptive narrative practices animated by an ethos of dialogue.
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Dillon, Michele. Contrite Modernity, Contrite Catholicism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190693008.003.0001.
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This chapter explains the book’s objective in probing how contemporary Catholicism grapples with the challenge of maintaining relevance amid increased secularization. It discusses the theoretical and empirical context for the book’s inquiry and its anchoring in American Catholicism and society. The chapter explains why Jurgen Habermas’s construct of contrite modernity opens up new lines of dialogue and action for the Church in light of contemporary societal problems of economic inequality and related ills, and it outlines what is entailed in postsecular expectations of reflexive dialogue between moderate religious and secular actors. It also discusses the book’s working assumption that the postsecular expectations Habermas outlines for religious–secular engagement, including issues of language and authority, are the same expectations required of Catholicism as it negotiates both its public societal role and the array of doctrinal issues of particular relevance to Catholics. The chapter also briefly introduces the data and subsequent chapters.
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Maharaj, Ayon. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190868239.003.0001.
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The introduction articulates the two main aims of the book. The book’s exegetical aim is to provide accurate and charitable reconstructions of Sri Ramakrishna’s philosophical views on the basis of his recorded oral teachings. Throughout the book, the task of philosophical exegesis goes hand in hand with a broader cross-cultural project: bringing Sri Ramakrishna into creative dialogue with recent Western philosophers, thereby shedding new light on central problems in cross-cultural philosophy of religion. As a contribution to this nascent field, the book participates in the recent movement away from comparative philosophy and toward more creative and flexible paradigms for engaging in philosophical inquiry across cultures.
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Stanghellini, Giovanni. Philosophical Resources for the Psychiatric Interview. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0023.
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This chapter: (1) reviews the basic tenets of mainstream psychiatric interviewing techniques; (2) analyzes the different ways of conceptualizing symptoms in the biomedical, psychodynamic, and phenomenological-hermeneutical paradigms; (3) describes the family of dispositives in use during the interview, that is the first- (subjective), second- (dialogical), and third-person (objective) mode of interviewing; (4) introduces three levels of the psychopathological inquiry: descriptive psychopathology, systematically studying conscious experiences, ordering and classifying them, and creating valid and reliable terminology; clinical psychopathology, pragmatically bridging relevant symptoms to diagnostic categories; structural psychopathology, assuming that the manifold of phenomena of a given mental disorder are a meaningful whole; and (5) provides a phenomenologically- and hermeneutically-informed flowchart for the psychiatric interview.
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Gallope, Michael. Is Improvisation Present? Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.29.
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During the summer of 1997, Ornette Coleman, pianist Joachim Kühn, and philosopher Jacques Derrida performed together at theLa Villettefestival outside Paris. This chapter revisits this now famous event—one the philosopher reported to be a collaborative failure—and repurposes it into a philosophical inquiry by developing a question Derrida’s thinking poses to Ornette Coleman’s music: Is improvisation present? In search for an answer, the chapter places Derrida’s observations about improvisation in dialogue with a theory of improvisation forwarded by moral philosopher and amateur pianist, Vladimir Jankélévitch. It concludes by proposing a theory of improvisation centered on the playful exposure to the necessity of inscription, the instability and uncertainty of idiom, and a form of fidelity to the vanishing now.
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Cutter, Mary Ann G. Extended Musings. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190637033.003.0008.
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This inquiry shows that breast cancer is not an object simply to be discovered. It is a family of diseases. It is an evolving notion that provides structure and significance to patient narratives and clinical reality within social contexts. In the end, philosophy teaches us a number of lessons about how to understand and treat breast cancer and how to navigate the uncertainty of breast cancer diagnosis, prognosis, and treatment. Alternatively, breast cancer teaches us a number of philosophical lessons about our understanding of nature, knowledge, and what and how we value. The hope is that a fruitful dialogue between philosophy and medicine continues. This is not just an academic wish; it is a personal one for anyone who has been diagnosed with breast cancer.
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Lehtipuu, Outi, and Michael Labahn, eds. Tolerance, Intolerance, and Recognition in Early Christianity and Early Judaism. Amsterdam University Press, 2021. http://dx.doi.org/10.1017/9789048535125.
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This collection of essays investigates signs of toleration, recognition, respect and other positive forms of interaction between and within religious groups of late antiquity. At the same time, it acknowledges that examples of tolerance are significantly fewer in ancient sources than examples of intolerance and are often limited to insiders, while outsiders often met with contempt, or even outright violence. The essays take both perspectives seriously by analysing the complexity pertaining to these encounters. Religious concerns, ethnicity, gender and other social factors central to identity formation were often intertwined and they yielded different ways of drawing the limits of tolerance and intolerance. This book enhances our understanding of the formative centuries of Jewish and Christian religious traditions. It also brings the results of historical inquiry into dialogue with present-day questions of religious tolerance.
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Benjaminy, Shelly, and Anthony Traboulsee. At the crossroads of civic engagement and evidence-based medicine: Lessons learned from the chronic cerebrospinal venous insufficiency experience. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198786832.003.0014.
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The field of neuroethics aims to align neurotechnologies with societal values. To achieve this goal, the field must be responsive to the priorities of diverse publics. Researchers have developed many initiatives aimed at fostering reciprocal and inclusive dialogue between neuroscientists and publics that bring the voices of end-users to the forefront of innovation in the brain sciences. This chapter explores the opportunities and challenges of community engagement in the neurosciences. It draws on the contentious case study of the chronic cerebrospinal venous insufficiency (CCSVI) research trajectory that generated both hope and skepticism, galvanized substantial international attention, and was heavily criticized for privileging scientific inquiry driven more by public pressure than by evidence. It concludes with lessons learned from the cautionary CCSVI tale, and discusses opportunities for reciprocal and impactful engagement that the field of neuroethics may foster as novel neurotechnologies are developed.
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Hogan, Erin K. The Two cines con niño. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474436113.001.0001.
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The Two cines con niño is the first genre study of Spanish-language child-starred cinemas. It illuminates continuities in the political use of the child protagonist in over fifty years of cinema from Spain and how the child-starred genres use the concept of childhood to define the nation’s past, present, and future. From Francoist popular to oppositional auteur films, and including Latin American cinema, this monograph examines dialogism in aesthetics, narratives, and genre functions. It demonstrates the impact of these narratives within Spanish film history and Francoist biopolitics, as well as providing a broader transatlantic perspective on the genre in select productions from Chile and Argentina. In-depth inquiry within its pages examines films by Pedro Almodóvar, Antonio del Amo, Montxo Armendáriz, Benjamín Ávila, Juan Antonio Bayona, José Luis Cuerda, Guillermo del Toro, Víctor Erice, Manuel Gutiérrez Aragón, Arantxa Lazkano, Luis Lucía, Paula Markovtich, Javier Ruiz Caldera, Carlos Saura, Imanol Uribe, Ladislao Vajda, Agustí Villaronga, and Andrés Wood.
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Fassin, Didier. The Will to Punish. Edited by Christopher Kutz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190888589.001.0001.
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Over the past few decades, most societies have become more repressive, their laws more relentless, their magistrates more inflexible, independently of the evolution of crime. In this book, using an approach both genealogical and ethnographic, distinguished anthropologist Didier Fassin addresses the major issues raised by this punitive moment through an inquiry into the very foundations of punishment. What is punishment? Why punish? Who is punished? With these three questions he initiates a critical dialogue with moral philosophy and legal theory on the definition, justification, and distribution of punishment. Going against the triumphing penal populism, this investigation, based on ten years of empirical research on police, justice, and prison systems, proposes a salutary revision of the presuppositions that nourish the passion for punishing and invites readers to rethink the place of punishment in the contemporary world. The theses developed in the volume are discussed by the criminologist David Garland, the historian Rebecca McLennan, and the sociologist Bruce Western, to whom Fassin responds in a short essay, asking, What is a critique of punishment?
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Goetze, Catherine, and Dejan Guzina. Statebuilding and Nationbuilding. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.302.
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Since the early 1990s, the number of statebuilding projects has multiplied, often ending several years or even decades of violent conflict. The objectives of these missions have been formulated ad hoc, driven by the geopolitical contexts in which the mandates of statebuilding missions were established. However, after initial success in establishing a sense of physical security, the empirical evidence shows that most statebuilding efforts have failed, or achieved only moderate success. In some countries, violence has resumed after the initial end of hostilities. In others, the best results were authoritarian regimes based on fragile stalemates between warring parties. A review of the literature on statebuilding indicates a vast number of theories and approaches that often collide with each other, claim the exact opposite, and mount (contradictory) evidence in support of their mutually exclusive claims. Still they are united by their inquiry into the general structural and policy-making conditions that nurture or impede statebuilding processes. A problematic characteristic of the statebuilding literature is a lack of dialogue across the various disciplines. Many of the claims in the international relations literature on external statebuilding are a mirror image of the previous ones made on democratization. Another problem is the propensity to repeat the same mistakes of the previous generations.
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Lichterman, Paul. How Civic Action Works. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691177519.001.0001.
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This book renews the tradition of inquiry into collective, social problem-solving. The book follows grassroots activists, nonprofit organization staff, and community service volunteers in three coalitions and twelve organizations in Los Angeles as they campaign for affordable housing, develop new housing, or address homelessness. The book shows that to understand how social advocates build their campaigns, craft claims, and choose goals, we need to move beyond well-established thinking about what is strategic. The book presents a pragmatist-inspired sociological framework that illuminates core tasks of social problem-solving by grassroots and professional advocates alike. It reveals that advocates' distinct styles of collective action produce different understandings of what is strategic, and generate different dilemmas for advocates because each style accommodates varying social and institutional pressures. We see, too, how patterns of interaction create a cultural filter that welcomes some claims about housing problems while subordinating or delegitimating others. These cultural patterns help solve conceptual and practical puzzles, such as why coalitions fragment when members agree on many things, and what makes advocacy campaigns separate housing from homelessness or affordability from environmental sustainability. The book concludes by turning this action-centered framework toward improving dialogue between social advocates and researchers.
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Longo, Shawna, and Zachary Gates. Integrating STEM with Music. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.001.0001.
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This book explores how science, technology, engineering, and mathematics (or STEM) initiatives are becoming more common in our educational system while depicting what it means to teach not only the students of today, but the citizens of tomorrow. This resource will provide 15 fully-developed and classroom-vetted instructional plans with assessments that are aligned to articulate learning from kindergarten through grade 12. With these instructional lessons and adaptations for K-12 music and STEM classes, pre-service educators, in-service educators, and administrators can better understand and immediately use tools for planning, assessing, and the practical integrating of STEM with Music. The arts, which includes music, visual art, dance, theater, and digital/media arts, bring creativity and innovation to the forefront in STEM learning. STEM learning can move teachers of the arts in a positive direction, but there are mixed messages about what that means and looks like. Many natural connections can be made between science, technology, engineering, math, and music. Twenty-first century learning skills and career-ready practices are framed so that the creativity and innovation necessary to succeed in STEM content areas and careers can be directly addressed by the educational community. The connection that is made between STEM content areas and music stimulates inquiry, dialogue, and critical thinking.
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Fonseca, Susan Campos, and Julianne Graper. Noise, Sonic Experimentation, and Interior Coloniality in Costa Rica. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190842741.003.0009.
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This chapter explores how conceptual disputes over genre boundaries, noise, and music open a window into a society that debates and constructs its own contemporaneity, in dialogue with conceptions about what is meant by indigeneity, music, musical composition, musicality, and experimentalism in the twenty-first century. The chapter inquires into how discourses about experimentation and innovation coming from the realm of Noise are constructed under specific technological assumptions; it also explores how these discourses might play out within the Costa Rican artistic scene. On an aesthetic level, this chapter problematizes how the “noise community” (formed by sound artists) imagines itself in the face of a “community of musicians,” separated by the principles of “academic training,” and how Noise, without the noise community, conceives itself as an anomalous zone in Costa Rican society, evidencing processes of “interior coloniality” that function on a micropolitical level.
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Leung, Angela K. y., Letty Kwan, and Shyhnan Liou, eds. Handbook of Culture and Creativity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455675.001.0001.
Full textAbstract:
This edited volume presents 12 chapters to enrich the cultural perspective of creativity. Contributed by esteemed scholars in the field, this book is a joint effort to provide an in-depth and systematic inquiry into the cultural processes of creativity and innovation, as well as the creative processes of cultural transformation. On the one hand, creativity emerges from dialogical interaction with cultural imperatives, norms, and artifacts; on the other hand, culture is evolved and transformed through a generative process fueled by creativity. To illuminate nuanced insights on the complex culture–creativity nexus, this volume is organized in four broad sections. It starts with two chapters that provide a comprehensive account on the reciprocal nature of culture and creativity. Four chapters then provide an innovative take of contextualizing creativity from a multitude of perspectives, including situating the study of creativity across time, communities, professions, nations, and so on. This is followed by four chapters that identify the creative advantages of multicultural or diversifying experiences among individuals and teams. The volume concludes with two outstanding chapters that inform us about the policy implications and applications of studying the cultural perspective of creativity with case studies from Taiwan and Hong Kong. This cogent volume presents cutting-edge evidence and lays the groundwork for pursuing a new science for integrating the study of culture and creativity.
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Dillon, Michele. Postsecular Catholicism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190693008.001.0001.
Full textAbstract:
Amid increased secularization, there is new appreciation for the relevance of moderate religion, such as Catholicism, in redirecting the ethical commitments of contemporary society. The postsecular affirmation of the mutual significance of religious and secular resources provides the Church with a renewed opportunity for engagement with public societal issues and for institutional revitalization among Catholics. It requires, however, a dialogue between doctrinal ideas and the increasingly secularized experiences and expectations of Catholics, as well as others. This book examines how the Church negotiates this task. Anchored in the context of American Catholicism, it aims to help the reader understand why Catholicism continues to have relevance, notwithstanding its multiple tensions. Critical here is recognition of the fact that the Church is not a monolithic entity but, instead, is characterized by, and allows, a dynamic interpretive diversity among laity, bishops, and the Vatican. The book presents case analyses and survey data showing how the crosscutting pull of religious and secular currents plays out across a number of contentious societal and intra-Church issues. Among the topics examined are economic inequality, climate change, gay sexuality, divorce and remarriage, women’s ordination, and religious freedom. This inquiry demonstrates the strategies and processes by which tradition and change, authority and autonomy, and doctrinal ideas and secular realities are held together in Catholicism.
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Bray, Karen, and Stephen D. Moore, eds. Religion, Emotion, Sensation. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823285679.001.0001.
Full textAbstract:
Religion, Emotion, Sensation asks what the blooming field of critical inquiry known as affect theory has to say about God or gods, religion or religions, scriptures, theologies, or liturgies. Contributors explore the crossings and crisscrossings between affect theory and theology and the study of religion more broadly. At once transpersonal and prepersonal, affect transcends and subtends the human. As such, it has affinity with divinity, but a divinity that is indissociable from materiality. Bringing together affect theorists, theologians, biblical scholars, and scholars of religion, this volume enacts creative transdisciplinary interventions in the study of affect and religion through exploring such topics as biblical narratives, Christology, animism, Rastafarianism, the Egyptian mosque movement, the unending Korean War, the Sewol ferry disaster, trans and gender queer identities, YA fiction, historiography, the prison industrial complex, debt and neoliberalism, and death and poetry, all in dialogue with such fields as postcolonial and decolonial theories, critical animality studies, secular theology, feminist science studies, new materialism, and indigenous futurism. Not only does the volume map affect theory and add breadth and depth to the study of affect and religion, but it demonstrates the political and social import of such study. Those desiring an introduction to affect theory, together with those eager to delve into its wide-ranging applications within religious studies, will find this volume to be essential reading.
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Shew, Melissa, and Kimberly Garchar, eds. Philosophy for Girls. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190072919.001.0001.
Full textAbstract:
Written by twenty expert women in philosophy and representing a diverse and pluralistic approach to philosophy as a discipline, this book engages girls and women ages sixteen to twenty-four, as well as university and high school educators and students who want a change from standard anthologies that include few or no women. The book is divided into four sections that correspond to major fields in philosophy—metaphysics, epistemology, social and political philosophy, and ethics—but the chapters within those sections provide fresh ways of understanding those fields.Every chapter begins with a lively anecdote about a girl or woman in literature, myth, history, science, or art. Chapters are dominated by women’s voices, with nearly all primary and secondary sources used coming from women in the history of philosophy and a diverse set of contemporary women philosophers. All chapters offer the authors’ distinct philosophical perspectives written in their own voices and styles, representing diverse training, backgrounds, and interests. The introduction and prologue explicitly invite the book’s readers to engage in philosophical conversation and reflection, thus setting the stage for continued contemplation and dialogue beyond the book itself. The result is a rigorous yet accessible entry point into serious philosophical contemplation designed to embolden and strengthen its readers’ own senses of philosophical inquiry and competence. The book’s readers will feel confident in knowing that expert women affirm an equitable and just intellectual landscape for all and thus have lovingly collaborated to write this book.
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Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.
Full textAbstract:
Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.
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Rodrigues-Moura, Enrique, ed. Letras na América Portuguesa : autores – textos – leitores. University of Bamberg Press, 2021. http://dx.doi.org/10.20378/irb-50063.
Full textAbstract:
Os textos produzidos na denominada América Portuguesa (1500-1822) abrangem os mais variados campos das letras ocidentais – lírica, épica, dramaturgia, historiografia, epistolografia, parenética, lexicografia, etc. – e seguem um modelo retórico-poético e teológico-político comum, próprio das Letras do Ancien Régime. Manuscritos e impressos escritos em várias línguas (português, principalmente, mas também em latim, castelhano, francês, italiano, tupi-guarani, língua geral, etc.), por um número de autores considerável (Pero Vaz de Caminha, José de Anchieta, Antônio Vieira, Francisco Manuel de Melo, Gregório de Matos, Manoel Botelho de Oliveira, Sebastião da Rocha Pita, Basílio da Gama, Antônio da Costa Peixoto, Francisco Alves de Sousa, etc.), corriam com avidez entre os leitores. São justamente esses textos, esses autores e esses leitores os que conformam o sistema cultural das Letras na América Portuguesa. A historiografia brasileira, portuguesa e inclusive internacional tem se debruçado há já vários decênios no estudo dos Estados do Brasil e do Maranhão e Grão-Pará, tanto de um ponto de vista micro-histórico como macro-histórico, salientando-se nos últimos tempos a sua relação com o resto do mundo, no âmbito próprio da global history. Nos últimos decênios, ao mesmo tempo, a literatura vem perdendo, paulatinamente, o seu poder de conhecimento legitimador das elites culturais de uma nação. Esse esquecido «Parnaso Brasileiro» mantinha, no entanto, um fluido diálogo cultural com Lisboa assim como com outras cidades europeias, diálogo esse que os processos de formação das literaturas exclusivamente nacionais, brasileira e/ou portuguesa, vieram apagar ou até mesmo ignorar. No espaço hermenêutico próprio dos Atlantic Studies, recuperam-se, neste livro, as Letras escritas e lidas na América Portuguesa, estudam-se seus autores, interpretam-se textos escolhidos e indaga-se tanto sobre seus primeiros leitores, como sobre seus leitores de ontem e de hoje. Um conjunto de docentes do Brasil, de Portugal, da Alemanha e da Espanha discute textos de Vaz de Caminha, Ambrósio Fernandes Brandão, Antônio Vieira, Botelho de Oliveira, Basílio da Gama, Antônio da Costa Peixoto e Santa Rita Durão, entre outros. Die in der sogenannten »América Portuguesa« (1500-1822) entstandenen Texte gehören zu verschiedensten Diskursformen der westlichen Literatur und Kultur: Lyrik, Epik, Dramaturgie, Historiographie, Epistolographie, Homiletik, Lexikographie usw. Sie folgen einem gemeinsamen rhetorisch-poetischen und theologisch-politischen Modell, das charakteristisch für die Texte des Ancien Régime war. Manuskripte und Drucke in verschiedenen Sprachen (hauptsächlich Portugiesisch, aber auch Latein, Spanisch, Französisch, Italienisch, Tupi-Guarani, Língua Geral etc.) von einer beachtlichen Anzahl von Autoren (Pero Vaz de Caminha, José de Anchieta, Antônio Vieira, Francisco Manuel de Melo, Gregório de Matos, Manoel Botelho de Oliveira, Sebastião da Rocha Pita, Basílio da Gama, Antônio da Costa Peixoto, Francisco Alves de Sousa usw.) fanden eine umfassende Leserschaft. All diese Elemente - Texte, Autoren und Leserschaft – bilden das System der »Letras« in der »América Portuguesa«. Die brasilianische, portugiesische und sogar die internationale Geschichtsschreibung konzentriert sich seit mehreren Jahrzehnten auf das Studium der Kolonialstaaten Brasil und Maranhão e Grão-Pará sowohl aus mikro- als auch aus makrohistorischer Sicht. Gleichzeitig verliert die Literatur in den letzten Jahrzehnten allmählich die Funktion, das Wissen der kulturellen Eliten einer Nation zu legitimieren. Der aktuell wenig beachtete »Parnaso Brasileiro« unterhielt einen intensiven kulturellen Dialog mit Lissabon wie auch mit anderen europäischen Städten, einen Dialog, der der Ausbildung ausschließlich nationaler Literaturen, brasilianischer und/oder portugiesischer, wenig Stellenwert einräumte oder sie sogar ignorierte. Im hermeneutischen Raum, den die Atlantic Studies eröffnen, erschließt dieses Buch die in der »América Portuguesa« geschriebenen und gelesenen Texte, beschäftigt sich mit ihren Autoren, interpretiert ausgewählte Texte und fragt nach ihren ersten Lesern sowie nach ihren Leserinnen und Lesern gestern und heute. Eine Gruppe von Wissenschaftlerinnen und Wissenschaftlern aus Brasilien, Portugal, Deutschland und Spanien diskutiert Texte u.a. von Vaz de Caminha, Ambrósio Fernandes Brandão, Antônio Vieira, Botelho de Oliveira, Basílio da Gama, Antônio da Costa Peixoto und Santa Rita Durão. The texts produced in the so-called “América Portuguesa” (1500-1822) cover the most varied fields of Western Literature and Culture – lyric, epic, dramaturgy, historiography, epistolography, homiletics, lexicography, etc. – and follow a common rhetorical-poetic and theological-political model, typical for the Ancien Régime. Manuscripts and prints were written in various languages (Portuguese, mainly, but also Latin, Spanish, French, Italian, Tupi-Guarani, Língua Geral, etc.), by a considerable number of authors (Pero Vaz de Caminha, José de Anchieta, Antônio Vieira, Francisco Manuel de Melo, Gregório de Matos, Manoel Botelho de Oliveira, Sebastião da Rocha Pita, Basílio da Gama, Antônio da Costa Peixoto, Francisco Alves de Sousa, etc.) found a broad reception by readers. Precisely, these texts, these authors and these readers constituted the literary system in the “América Portuguesa”. Brazilian, Portuguese, and even international historiography has focused for several decades on the study of the colonial states Brasil and Maranhão e Grão-Pará, both from a micro-historical and macro-historical point of view, emphasizing recently their relationship with the rest of the world in the context of global history. Currently, literature is gradually losing its power of legitimising knowledge of the cultural elites of a nation. This forgotten “Parnaso Brasileiro” maintained, however, a fluid cultural dialogue with Lisbon as well as with other European cities, a dialogue that the formation of exclusively national literatures, Brazilian and/or Portuguese, came to neglect or even ignore. In the hermeneutic space opened up by the Atlantic Studies, this book deals with texts written and read in the “América Portuguesa”, studies its authors, interprets selected works and inquires both about its first readers and about its readers yesterday and today. A group of scholars from Brazil, Portugal, Germany and Spain discusses texts by Vaz de Caminha, Ambrósio Fernandes Brandão, Antônio Vieira, Botelho de Oliveira, Basílio da Gama, Antônio da Costa Peixoto and Santa Rita Durão, among others.