Academic literature on the topic 'Epistemologia civica'
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Journal articles on the topic "Epistemologia civica"
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Lee, Carol D. "The Role of Public Schooling in Preparing Youth for Civic Reasoning and Engagement." Good Society 29, no. 1-2 (April 2021): 90–99. http://dx.doi.org/10.5325/goodsociety.29.1-2.90.
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Abstract This article explores the role of public schooling in preparing youth to engage in civic reasoning and civic action. The current challenges in the public arena—a pandemic, economic depression, civil unrest over continued systemic racism—illustrate the complexity of sense-making required to address these conundrums. At the same time, these challenges highlight inequities that have persisted over the course of U.S. history. The article further explores the mix of challenges and opportunities that the structure of the U.S. government poses to citizens hoping to grapple with these complexities, arguing that the knowledge base required to meet these civic challenges and opportunities are not just cognitive but epistemological and ethical. The article concludes that the development of such a complex knowledge base must be distributed across the K–12 public education sector: not limited to civics classes, but distributed across all the disciplines taught in schools.
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Widodo, Bali, and Egi Nurholis. "REVITALISASI EPISTEMOLOGIS PENDIDIKAN KEWARGANEGARAAN: UPAYA MEMINIMALISIR BENCANA SOSIAL." Jurnal Artefak 6, no. 2 (September 7, 2019): 49. http://dx.doi.org/10.25157/ja.v6i2.2583.
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Tujuan tulisan ini untuk mengetahui bagaimana peranan Pendidikan Kewarganegaraan dalam meminimalisir terjadinya bencana sosial. Dalam perjalanan panjang sejarah bangsa Indonesia, diuraikan secara jelas bahwa negara Indonesia dibangun atas adanya perbedaan suku bangsa, budaya, adat istiadat dan agama. Keberagaman ini rentan untuk terjadinya bencana sosial. Ketegangan sosial dan konflik horisontal serta teror masih acapkali terjadi. Pendidikan Kewarganegaraan sebagai pendidikan nilai dan karakter Pancasila menyiapkan generasi muda menjadi warga negara Pancasilais yang cinta tanah air, mempunyai sikap untuk membela negara dan siap berkorban demi keutuhan bangsa dan negara. Metode penelitian yang digunakan adalah jenis penelitian kualitatif yang bersifat deskriptif terhadap realitas yang ada dengan tujuan untuk mendapatkan kebenaran ilmiah yang alamiah dengan melakukan penafsiran terhadap fenomena sosial dalam bentuk studi literatur. Dari hasil kajian literatur didapat bahwa revitalisasi epistemologis Pendidikan Kewarganegaraan dapat menguatkan karakter bangsa untuk meminimalisir terjadinya bencana sosial.This paper is intended to find out how is the role of Civic Education in minimizing the social disasters. In the history of Indonesia’s struggle, it is clearly explained that the state of Indonesia is built on the differences in ethnicity, culture, customs and religion. This diversity is vulnerable to social disasters. Terror, social tensions and horizontal conflicts among groups or communities still occur frequently. Civic Education as character education based on Pancasila values prepares young generation to become Pancasilais citizens who love the motherland, have attitudes to defend the country and are ready to sacrifice for the integrity of the nation and state of Indonesia. The research method used is a type of qualitative research that is descriptive towards the existing reality with the purpose of obtaining natural scientific truths by interpreting social phenomenon in the form of literature review. From the results of the literature study it was found that the epistemological revitalization of Civic Education can strengthen the nation's character in order to minimize the social disasters.
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Miller, Clark A. "Civic Epistemologies: Constituting Knowledge and Order in Political Communities." Sociology Compass 2, no. 6 (November 2008): 1896–919. http://dx.doi.org/10.1111/j.1751-9020.2008.00175.x.
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Haines, Monamie Bhadra. "(Nation) building civic epistemologies around nuclear energy in India." Journal of Responsible Innovation 7, sup1 (June 19, 2020): 34–52. http://dx.doi.org/10.1080/23299460.2020.1771145.
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Macedo, Suélem Viana, and Josiel Lopes Valadares. "Corrupção: Reflexões Epistemológicas e Contribuições para o Campo de Públicas." Organizações & Sociedade 28, no. 96 (March 2021): 164–86. http://dx.doi.org/10.1590/1984-92302021v28n9607pt.
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Abstract Corruption is a recurring phenomenon throughout history, so different conceptions seek to formulate a concept that defines it. This theoretical essay aims to introduce a perspective that broadens the understanding of corruption beyond the currents of thought that prevail in studies about Brazilian public administration. This study indicates that the epistemic reconstruction of the meaning of corruption should derive from the conception of public interest as a result of deliberative processes between citizens and the State. Such perspective contributes to the debate about the importance of participation of the civil society in controlling corruption and creating public interest itself. This study also highlights that more efficient control is not only restricted to legislation reforms but it also relies on the enhancement civic virtues.
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Hess. "Exploring the Epistemological Challenges Underlying Civic Engagement by Religious Communities." Good Society 26, no. 2-3 (2018): 305. http://dx.doi.org/10.5325/goodsociety.26.2-3.0305.
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Bekerman, Zvi, and Michalinos Zembylas. "Engaging with religious epistemologies in the classroom: Implications for civic education." Research in Comparative and International Education 12, no. 1 (March 2017): 127–39. http://dx.doi.org/10.1177/1745499917698311.
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Our point of departure in this paper is the observation that in many secular societies—which may be so in variable degrees, especially in the West—as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply political, because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations.
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Udin Saripudin Winataputra and Sumanah Saripudin. "DINAMIKA KONSEPTUALISASI PENDIDIKAN ILMU PENGETAHUAN SOSIAL (PIPS) DAN PENDIDIKAN KEWARGANEGARAAN (PKn) PADA PENDIDIKAN DASAR DAN MENENGAH (Suatu Telaah Collective Mindset dalam Ranah Historis-Epistemologis)." Jurnal Pendidikan 12, no. 1 (August 29, 2011): 1–20. http://dx.doi.org/10.33830/jp.v12i1.462.2011.
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Generally, the conceptual framework of social studies in United States and in Indonesia includes concept and praxis of education in democracy which are organised in a form of (1) civic/citizenship education as one of the dimensions of goals, content, and processes of social studies; and (2) social studies education. Basically, education in democracy can also be deemed as a subsystem of social studies education, and social studies education. However, as a subsystem of education in democracy civic educationt has shown its uniqueness i.e. it sinergically focussed on the development of individuals potentials to become smart and good citizens. Along the line of the development of the ideals, instrumenst, and praxis of democracy civic/citizenship education has become the academic endeavour, which then is generally called as civic education or citizenship education.
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Bäckstrand, Karin. "Civic Science for Sustainability: Reframing the Role of Experts, Policy-Makers and Citizens in Environmental Governance." Global Environmental Politics 3, no. 4 (November 1, 2003): 24–41. http://dx.doi.org/10.1162/152638003322757916.
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The essay reviews the notion of “civic science” in global environmental governance and how it is articulated in international relations, science studies, democratic theory and sustainability science. Civic science is used interchangeably with participatory, citizen, stakeholder and democratic science, which are all catch words that signify various attempts to increase public participation in the production and use of scientific knowledge. Three rationales for civic science are identified: restoring public trust in science, re-orienting science towards coping with the complexity of environmental problems and installing democratic governance of science. A central proposition is that the promotion of civic science needs to be coupled with a theoretical understanding of its institutional, normative and epistemological challenges. The science-politics interface needs to be reframed to include the triangular interaction between scientific experts, policy-makers and citizens.
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Milan, Stefania, and Lonneke van der Velden. "The Alternative Epistemologies of Data Activism." Digital Culture & Society 2, no. 2 (December 1, 2016): 57–74. http://dx.doi.org/10.14361/dcs-2016-0205.
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Abstract As datafication progressively invades all spheres of contemporary society, citizens grow increasingly aware of the critical role of information as the new fabric of social life. This awareness triggers new forms of civic engagement and political action that we term “data activism”. Data activism indicates the range of sociotechnical practices that interrogate the fundamental paradigm shift brought about by datafication. Combining Science and Technology Studies with Social Movement Studies, this theoretical article offers a foretaste of a research agenda on data activism. It foregrounds democratic agency vis-à-vis datafication, and unites under the same label ways of affirmative engagement with data (“proactive data activism”, e. g. databased advocacy) and tactics of resistance to massive data collection (“reactive data activism”, e. g. encryption practices), understood as a continuum along which activists position and reposition themselves and their tactics. The article argues that data activism supports the emergence of novel epistemic cultures within the realm of civil society, making sense of data as a way of knowing the world and turning it into a point of intervention and generation of data countercultures. It offers the notion of data activism as a heuristic tool for the study of new forms of political participation and civil engagement in the age of datafication, and explores data activism as an evolving theoretical construct susceptible to contestation and revision.
Dissertations / Theses on the topic "Epistemologia civica"
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MAIER, ROBERTO. "Epistemologia civica e sistema agroalimentare: un approccio antropologico." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/119452.
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La presente ricerca intende offrire il contributo dell’antropologia teologica all’elaborazione di un’epistemologia civica, con particolare riferimento all’ambito agroalimentare. Essa si propone come modello di transdisciplinarità, nel tentativo di mettere la teologia al servizio della chora contemporanea, senza rinunciare al rigore teologico. Modelli epistemologici emergenti, nel panorama scientifico, invocano l’allargamento delle peer community e l’elaborazione di un’epistemologia che sia in grado di accogliere e comprendere il sapere dei non-esperti, soprattutto a fronte dell’incertezza e della complessità dei processi di co-produzione che coinvolgono natura e cultura, scienza e società. L’antropologia suggerisce di valorizzare il concetto di “esperienza” in quanto capace di portare in luce il tratto comune dell’umano, aprendo le scatole nere dei processi di conoscenza e svelando il sapere dell’uomo comune; affinché questo avvenga, è necessario mettere in atto processi di ricerca partecipativa (citizen science), ma anche fare ricorso alla narrazione, considerando il compito che la letteratura può ancora svolgere nel dialogo transdisciplinare. All’interno del sistema agroalimentare, infine, la ricerca propone alcune caratteristiche dell’esperienza del contadino, che rendono possibile l’emersione del suo sapere specifico, soprattutto in virtù del legame di inerenza con la terra. Si propone, infine, l’analisi di un caso di studio di ricerca partecipativa.The research aims at offering the contribution of theological anthropology for the elaboration of a civic epistemology, particularly in the Agri-food system. It is proposed as a model of transdisciplinarity, trying to put theology at the service of the Khôra of knowledge, without renouncing its theological rigor. Emerging epistemological models (PNS, STS, etc.) invoke the enlargement of the peer communities and the development of a civic epistemology, which could embrace and understand the knowledge of non-experts, in front of a high level of uncertainty and the complexity of co-production processes, involving nature and culture, science and society. An anthropological approach suggests to introduce the concept of ‘experience’, as it is able to highlight the common trait of human beings, opening the black-box of knowledge and revealing the specific knowledge of the common man. For this to happen, together with paths of participatory research (citizen science), a narrative approach is fundamental, and literature has still a role to play, among other disciplines. In the Agri-food system, the research also proposes a study of the experience of the farmer and the disclosure of the knowledge provided by the inherence which binds man and land. A case study of citizen-science is, finally, critically analyzed.
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RIOS, Lilian Rodrigues. "Análise da aproximação entre professores das áreas de engenharia civil e do ensino de ciências na UFG." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/546.
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Previous issue date: 2009-12-09The present research motivated to study the approach of the teachers‟ trainers with different initial backgrounds into a teaching action to develop the High School students‟ interest for the technological and engineering areas based on the Science Teaching. The main purpose is to identify the Political, Pedagogical and Epistemological aspects which are an influence in this particular approach intending to contribute for the developing of the future actions. For that, seven Training Teachers, participants on the project, were interviewed. In the results, we identified that one of the difficulties is related to the lack of discussion about the environment problems in the University. We also observed that the engineering professionals had post graduation courses on technical research having become specialists in specific areas, distant from the pedagogical, showing the need to go beyond the technical issue in which these professionals have been gone through in College, proving the extremely importance of Science history and philosophy study by the training teachers. This research is being analyzed by the studies, reflections and discussions on the problems and topics involved in this project we realized that it is difficult to find professionals with initial training who are able to get over all the found difficulties, but this approach was significant for them so the participants could think about their pedagogical knowledge and these thoughts were based on this critical reflection.
O presente estudo objetivou estudar a aproximação entre Professores, com diferentes formações iniciais, numa ação pedagógica, para despertar vocações para áreas tecnológicas e para as engenharias em estudantes do Ensino Médio por meio do Ensino de Ciências. O propósito foi identificar aspectos políticos, pedagógicos e epistemológicos que influenciam nessa aproximação, para que essa análise contribua para o aperfeiçoamento de futuras ações conjuntas. Para isso, foram realizadas entrevistas semi-estruturadas com sete Professores Formadores participantes do projeto. Observamos que os profissionais de engenharia passaram por cursos de pós-graduação, em que se priorizou a pesquisa técnica, tornando-os especialistas em determinadas áreas e resultando num distanciamento em relação à formação didático-pedagógica o que nos remete à necessidade de se superar a racionalidade técnica na qual estes profissionais foram formados e de um aprofundamento em história e filosofia das ciências por parte dos Professores Formadores. A pesquisa conclui pelos estudos, reflexões e discussões realizadas a respeito dos temas e problemas envolvidos no projeto, que não existem pessoas com uma formação inicial que dê condições de superar todas as dificuldades encontradas, mas que esta aproximação possibilitou aos sujeitos participantes reconstruírem algumas de suas compreensões didático-pedagógicas e que estas reconstruções foram pautadas numa reflexão crítica.
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Antunes, Carlos Eduardo Prata. "A aposentadoria policial civil: configuração subjetiva, modo de vida e saúde. Estudos de casos com servidores da polícia civil do Distrito Federal." reponame:Repositório Institucional do UniCEUB, 2014. http://repositorio.uniceub.br/handle/235/6542.
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. Este trabalho surge na observação deste pesquisador quando no exercício de suas funções como psicólogo na Policlínica da Polícia Civil do Distrito Federal. Notou-se a precocidade das aposentadorias desses servidores e também alguns adoecimentos psíquicos “gerados” no exercício dessa atividade policial. Assim, esse estudo se propõe compreender os impactos da aposentadoria nos policiais civis da Polícia Civil do Distrito Federal. Para tanto, utiliza uma metodologia construtivo-interpretativo, com enfoque na perspectiva epistemológica qualitativa. O trabalho foi dividido em duas fases. Na primeira fizeram parte da pesquisa 37 (trinta e sete) policiais civis do Distrito Federal de diferentes cargos e sexos (Agente de Polícia, Agente Penitenciário, Escrivão de Polícia, Perito Médico Legista e Perito Criminal). Nesta fase, os participantes integraram grupos de discussão sobre a temática – aposentadoria. Na segunda fase foram selecionados 6 (seis) policiais civis (4 Agentes de Polícia, 1 Perita Papiloscopista e 1 Agente Penitenciário) sendo duas mulheres e quatro homens. Desses foram selecionados dois casos (um homem e uma mulher), devido à qualidade das informações compartilhadas. Os casos foram analisados como Estudos de Casos e serviram de base para a construção da informação sobre o impacto da aposentadoria nos policiais civis do Distrito Federal. Nesta fase foram utilizados três instrumentos de pesquisa: complemento de frases, questionário aberto e a apresentação de fotos. De modo geral, baseados nas construções interpretativas elaboradas na parte empírica, os casos estudados a partir da teoria da subjetividade revelam como a aposentadoria policial civil responde a configurações subjetivas muito distintas e que levam em consideração aspectos simbólico-emocionais. Nessa mesma perspectiva a configuração subjetiva da aposentadoria não é um fenômeno universal e que se expressa por características comuns entre os servidores da PCDF. Os modelos teóricos elaborados em cada caso para explicar a configuração subjetiva da aposentadoria policial trazem em seu bojo a subjetividade social dominante na instituição policial, bem como outros aspectos compartilhados socialmente que envolvem sentimentos de inutilidade e de perda de valores pessoais como: a investidura da autoridade como parte da identidade desses trabalhadores.
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Bardin, Andrea. "Mechanicism as science and ideology : Hobbe's epistemological revolution in civil science." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13800.
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In the seventeenth century a new science of motion emerged that later developed into what we call today classical mechanics. The epistemology of early modern mechanics was split between technical experimentation and mathematical formalisation. ‘Mechanicism’, Cartesianism in primis, was a philosophical project to both preserve the theoretical and technical efficacy of this science and integrate it into a new world picture. In this historical context mechanical philosophy therefore played a double role. On the one hand it was part of a revolutionary event opening new frontiers for materialist thought. On the other hand, as a world picture, it originated a new ideological framework for metaphysical dualism. This thesis uses this historical and philosophical background to radically reconsider the political theory of Thomas Hobbes. During the 1640s Hobbes’s scientia civilis progressively incorporated the dualistic epistemology of Descartes’s mechanicism into materialist philosophy by privileging one of the two structural features of modern science: the tendency towards ‘deduction’ rather than experimentation. This philosophical gesture, simultaneously epistemological and ideological, had considerable political consequences. For this reason Hobbes’s political theory will be read as an ideological response to the non-geometrical and non-mechanical functioning of ‘matter’, including ‘human matter’, evidenced by the threatening experimental practices carried on during the first half of the seventeenth century in both the Galilean science of nature and the English Civil War. My wider hypothesis is that this profoundly idealistic agenda still informs our understanding of nature and of the body politic. It reduces the open method of science to the outdated metaphysical picture of it provided by Descartes, and suffocates politics itself by neutralising the emergence of political conflict and experimentation, labelling them as not only inessential but also dangerous to the body politic. On the contrary, philosophical materialism invites us to understand the self-organising tendency of matter as an undeniable risk implicit in the functioning of all systems, the social system included.
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Stokamer, Stephanie Taylor. "Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/40.
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Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight epistemological domains embedded within four components of civic competence (knowledge, skills, attitudes, and actions) were analyzed utilizing item and factor analysis. The model was extremely robust (r = .917) for civic competence development and indicated strong effect size for multiple pedagogical elements of course design, teaching strategies, and integration of community service. Significantly, the greatest effect for developing civic competence is pedagogical incorporation of diversity and social justice issues. Thus, the Critical Pedagogy Model of Civic Competence offers faculty a heuristic taxonomy of teaching and learning strategies to utilize diversity of thought and interaction in community-based learning as a catalyst for transforming students into competent democratic participants.
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Wild, Rodolfo. "A epistemologia do princípio do livre convencimento: reminiscência de um paradigma autoritário de processo no âmbito do novo código de processo civil." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6099.
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O presente estudo tem, por objetivo, demonstrar o estágio atual da jurisprudência brasileira relativamente ao livre convencimento, especialmente em face aos sinais de sua manutenção, mesmo sob a vigência do Novo Código de Processo Civil de 2015. Com base nisso, pretende mostrar como o livre convencimento vem contribuindo para o exacerbamento da discricionariedade nas decisões judiciais, mediante seleção do material probatório com vistas a conferir uma capa de aparente racionalidade nas referidas decisões. Nesse contexto, também pretende demonstrar como tal concepção é fruto de um paradigma autoritário de processo, introduzido no Brasil a partir do Código de Processo Civil de 1939, com base nas influências da obra de Giuseppe Chiovenda. Ainda, como a manutenção desse paradigma foi facilitada, de um lado, pela permanência de determinadas concepções do positivismo jurídico, diferenciando, para tanto, o positivismo normativista inspirado na obra de Hans Kelsen daquele que lhe precedeu, qual seja, o legalista ou exegético. Por outro lado, também foi facilitada por uma equivocada compreensão do livre convencimento como um princípio processual. Assim, resgata o estudo, tanto do objeto do processo quanto do objeto do debate, focando suas diferentes correntes doutrinárias para demonstrar que, na teoria geral do processo, o livre convencimento não encontra lugar como parte específica em nenhum dos objetos estudados. Disso decorre a imprecisão – e mesmo ausência de rigor - doutrinária acerca da natureza jurídica do livre convencimento, o que está contribuindo para que esse continue a iludir, tanto no plano teórico quanto no prático, os problemas ligados à justificação das decisões judiciais. Todo esse complexo conjunto de fatores, enfim, vem contribuindo para que a jurisprudência continue a repetir, na atualidade, as lições de Chiovenda, inspiradas em um paradigma autoritário, relativamente ao livre convencimento.
The purpose of this study is to demonstrate the “status quo” of Brazilian judicial decision´ formation in regard to the “rational persuasion model” in the judicial decision-making process, especially in light of the signs of its maintenance, even under the New Civil Procedure Code of 2015. Based on this, the research intends to show how the use of the “rational persuasion model” in the judicial decision-making process has contributed to the exacerbation of judicial discretion on such decisions, through the selection of material evidence with a view to conferring a layer of apparent rationality in said decisions. In this context, it also intends to demonstrate how this conception or technique is the result of an authoritarian paradigm of process, introduced in Brazil with the 1939 Civil Procedure Code, based mainly on the influences of the work of scholars as Giuseppe Chiovenda. Furthermore, as the maintenance of this paradigm was facilitated, on one hand, by the continuity of certain conceptions of legal positivism, differentiating, for that, normativist positivism inspired by the work of Hans Kelsen of the one who preceded him, that is, legalistic or exegetical theory. On the other hand, it was also facilitated by a mistaken understanding of the rational persuasion model as a procedural principle to be applied in the judicial decision-making process. Thus, the study investigates both, the object of the process and the object of the debate, focusing in its different doctrinal approaches to demonstrate that, in the general theory of the judicial process, rational persuasion model does not find a place as a specific part in any of the studied objects. From this model or principle arises the imprecision - and even lack of doctrinal rigor - about the legal nature of “rational persuasion model”, which is helping to continue to elude both the theoretical and the practical problems related to the motivation of judicial decisions. All this complex set of factors, in short, has contributed to the fact that the judicial decision-making process and developing precedents continues to repeat, at the present time, the lessons of Chiovenda, inspired by an authoritarian paradigm, with respect to applying a rational persuasion model and enhancing judicial discretion in the decision-making process.
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Summerville, Jennifer A. "Governmentality, pedagogy and membership categorization : a case of enrolling the citizen in sustainable regional planning." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/20508/1/Jennifer_Summerville_Thesis.pdf.
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Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses.
Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal.
In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’.
The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles.
The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound.
Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.
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Summerville, Jennifer A. "Governmentality, pedagogy and membership categorization : a case of enrolling the citizen in sustainable regional planning." Queensland University of Technology, 2007. http://eprints.qut.edu.au/20508/.
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Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses.
Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal.
In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’.
The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles.
The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound.
Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.
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Stettler, René. "The politics of post-industrial cultural knowledge work." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/481.
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This dissertation conducts in-depth inquiries into the practices, nature and theory of post-industrial cultural work and the humanities- and arts-based civic dialogues which cultural work promotes. Given the broad neglect of utopian thinking in the mainstream of critical social science and in an attempt to sketch out a vision of an alternative future, the aim of this thesis is to outline an “epistemology” for post-industrial cultural work as well as to reflect upon the outlook for educational cultural work practices and their function as a catalyst for civic dialogue and cultural change. The main concerns are the signification, interests and aims embodied in cultural production touching on issues of cultural and scientific learning, alternative modes of democratic governance of science and technology (Felt, Wynne et al. 2007), industrial society’s logic of accumulation and market rationality, the primacy of contemporary instrumental and capitalist values, neoliberalism, globalization and cosmopolitanism. With a view to addressing elementary questions regarding the future of cultural work, which are explored and theorised alongside future perspectives of a new form of knowledge work for the humanities and the arts, the actual challenges of cultural work are considered from within the wider context of the risk society (Beck 1986) and the threats which affect everybody today. In relying on Beck’s (2009) conceptualization of the world risk society as a “non-knowledge society” characterised by the global existence of incalculable risks/threats and non-knowing, the thesis addresses the problem of non-knowledge and unrecognised contingencies as a challenge for cultural work to design processes of (un)learning in civic dialogues. In exploring the social, cultural and political relevance of three empirical case studies, the thesis ventures into the prospects of a new socio-epistemological perspective for cultural work and workspaces for knowledge. The studies investigate three different (techno-)socio-cultural spaces of knowledge: a public exhibition about the new Gotthard Base Tunnel currently under construction in the Swiss Alps, Jennifer Baichwal’s film Manufactured Landscapes (2006) about the Canadian photographer Edward Burtynsky and China’s industrial revolution, and the living intervention Fairytale at Documenta 12, 2007, which brought 1,001 Chinese citizens to Kassel, Germany. Actor-Network Theory (ANT) is employed as a tool for the analysis of the material-semiotic properties of differing knowledges, the heterogeneous relations of socio-economic networks, and the global and uncertain conditions of the post-industrial world in which cultural work is embedded. What is colloquially referred to as post-industrial cultural knowledge work in this thesis is elaborated in the context of a propositional socio-epistemological second-order framework (Von Foerster 1984; Pakman 2003) for cultural work and its entanglements with ethics, aesthetics, pragmatics, politics—and biopolitical production (Hardt and Negri 2000; 2009). In order to build “third spaces” of knowledge (Turnbull 2000) and to nurture uncertainty-oriented approaches and contingencies, the findings propose the development of more open, (self-)reflexive and anticipating forms of thinking and acting in cultural production fields with the aim to catalyse societal developments, to foster intrinsic values and to create cultural workplace identities with a moral-ecological-political awareness (cf. Banks 2006; 2007) invoking new interactions between viewers, audiences and the environment.
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Robson, Eleanor Dezateux. "Improvement and environmental conflict in the northern fens, 1560-1665." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290033.
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This thesis examines 'improvement' of wetland commons in early modern England as a contested process of rapid environmental change. As a flagship project of agrarian improvement, drainage sought to alchemise pastoral fen commons into arable enclosed terra firma and promised manifold benefits for crown, commoners, and commonwealth alike. In practice, however, improvement schemes generated friction between the political and fiscal agendas of governors and projectors and local communities' customary ways of knowing and using wetland commons, provoking the most sustained and violent agrarian unrest of the seventeenth century. This thesis situates the first state-led drainage project in England, in the northern fens of Hatfield Level, in the context of the local politics of custom, national legal and political developments, and international movements of capital, expertise, and refugees; all of which intersected to reshape perceptions and management of English wetlands. Drawing on the analytic perspectives of environmental history, this thesis explores divergent ideas and practices generating conflict over the making of private property, reorganisation of flow, and reconfiguration of lived environments. This thesis argues that different 'environing' practices - both mental and material - distinguished what was seen as an ordered or disordered landscape, determined when and how water was understood as a resource or risk, and demarcated different scales and forms of intervention. Rival visions of the fenscape, ways of knowing land and water, and concepts of value and justice were productive of, and produced by, different practices of management, ownership, and use. Drainage disputes therefore crossed different spheres of discourse and action, spanning parliament, courtroom, and commons to bring improvement into dialogue with fen custom and generate a contentious environmental politics. In seven substantive chapters, this thesis investigates how improvement was imagined, legitimised, and enacted; how fen communities experienced and navigated rapid environmental transformation; and how political, social, and spatial boundaries were reforged in the process. By grounding improvement in the early modern fenscape, this thesis reintegrates agency into accounts of inexorable socio-economic change, illuminates ideas at work in social contexts, and deepens understandings of environmental conflict.
Books on the topic "Epistemologia civica"
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Minazzi, Fabio. Contestare e creare: La lezione epistemologico-civile di Ludovico Geymonat. Napoli: La città del sole, 2004.
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Jasanoff, Sheila. Cosmopolitan Knowledge: Climate Science and Global Civic Epistemology. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199566600.003.0009.
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Sabetti, Filippo. Democracy and Civic Culture. Edited by Carles Boix and Susan C. Stokes. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199566020.003.0015.
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This article attempts to take stock of the state of research on democracy and culture by providing answers to several sets of questions. It seeks to improve the understanding of the relationship between culture and action, and between political culture and democratic outcomes. The article begins by exploring the way the literature has dealt with the possible meaning of culture and political culture and their relationship to action. It also suggests why there has been little contribution to democracy derived from political culture research, and identifies how the efforts to rethink how and why the subject matter is approached in certain ways led many analysts to break out of established epistemological demarcations. This eventually led to the reinvigorated tools of investigation and research on democracy and civic culture. The article concludes with a discussion on the implications of improved tools of investigation for future research.
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Epistemologies of African Conflicts. Palgrave MacMillan, 2012.
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Wai, Zubairu. Epistemologies of African Conflicts: Violence, Evolutionism, and the War in Sierra Leone. Palgrave Macmillan, 2012.
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Mowry, Melissa. Collective Understanding, Radicalism, and Literary History, 1645-1742. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844385.001.0001.
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Collective Understanding, Radicalism, and Literary History reaches back to the English civil wars (1642–1646, 1648) when a distinctive and anti-authoritarian hermeneutic emerged from the dissident community known as the Levellers. Active between 1645 and 1653, the Levellers argued that a more just political order required that knowledge, previously structured by the epistemology of singularity upon which sovereignty had built its authority, be reorganized around the interpretive principles and practices of affiliation and collectivity. Defined by the century’s central ideological conflict between sovereignty’s epistemology of singularity and the civil war era plebeian “hermeneutics of collectivity,” the book contends that late Stuart and eighteenth-century literature played a central role in marginalizing the non-elite methods of interpretation and knowledge production that had emerged in the 1640s.
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Stone-Mediatore, Shari. Storytelling/Narrative. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.27.
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This article traces debates within feminist theory since the 1980s over the critical and democratic potential of experience-based storytelling. Focusing on accounts of storytelling that have developed within feminist standpoint theory, transnational feminism, feminist democratic theory, and feminist epistemology, the article examines arguments that experience-based narratives are necessary for more rigorous and inclusive civic and scholarly discussions. The article also examines the challenges that have been posed to storytelling from within feminist theory, including analyses that highlight the power relations, exclusions, and cultural conventions that characterize storytelling itself. The article explores what we might learn about the politics of knowledge from such varied but persistent feminist engagements with storytelling.
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Finseth, Ian. Plotting Mortality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190848347.003.0005.
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In returning to the Civil War, postbellum American writers depended on the literary conventions and mythic structures of meaning by which a vast and violent history could be incorporated into fictional narrative. The result was a struggle between “romantic” and “realist” patterns of meaning that reflected the existential anxieties of American modernity: the sense of epistemological limitation and the dread of ontological purposeleᶊneᶊ. In the former, the war prompts the expreᶊion of nostalgia for a pre-capitalist, premodern, and pre-secular world. In the latter, the war is linked to the rise of complex networks of information, technology, and economics, and seems to embody the disenchanted condition of modernity. The Civil War dead are central to both modes of representation, and yet they resist the systems of mediation by which they are turned into moral exempla, symbolic commodities, and icons of national identity.
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Warren, Christopher N. Henry V, Anachronism, and the History of International Law. Edited by Lorna Hutson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199660889.013.41.
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Historians, literary scholars, and international lawyers interested in the early modern period have all grappled with the problem of anachronism, yet mostly independently of one another. This essay uses the question of war crime in Shakespeare’s Henry V to argue that early modernists interested in international law need not reject synchronic historicism for explicitly anachronistic or presentist approaches. Proposing as a new context for Shakespeare’s play a little-known humanist disputation by the civil lawyer Alberico Gentili, De amis Romanis (1599), it illuminates a juridical approach to the international past cultivated in the early modern period alongside the rise of international law—an approach closely linked with literary epistemologies.
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Blome-Tillmann, Michael. ‘More Likely Than Not’Knowledge First and the Role of Bare Statistical Evidence in Courts of Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198716310.003.0014.
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In this chapter, Michael Blome-Tillmann argues that embracing a knowledge-first approach can help to resolve important epistemological problems in legal philosophy. Blome-Tillmann takes, as a starting point, a puzzle arising from the evidential standard Preponderance of the Evidence and its application in civil procedure. The evidential standard captured by Preponderance of the Evidence is usually glossed as ‘greater than 0.5 given the admissible evidence’. But this characterization generates puzzles, where our intuitions about whether a defendant should be found liable diverge in case pairs where the evidential probability captured this way is the same. Blome-Tillmann argues that the tension generated by such puzzles can be resolved fairly straightforwardly within a knowledge-first framework.
Book chapters on the topic "Epistemologia civica"
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Westphal, Kenneth R. "Modern Moral Epistemology." In Hegel’s Civic Republicanism, 23–42. New York, NY : Taylor & Francis, 2019. | Series: Routledge studies in nineteenth-century philosophy; 20: Routledge, 2019. http://dx.doi.org/10.4324/9780429343483-3.
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Kidd, Ian James. "Institutional Cynicism and Civic Virtue." In The Epistemology of Democracy, 152–69. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003311003-11.
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Stanton, Emily E. "Phronesis as an epistemology of practice." In Theorising Civil Society Peacebuilding, 121–45. First Edition. | New York : Routledge, 2021. | Series: Routledge Studies in Peace and Conflict Resolution: Routledge, 2021. http://dx.doi.org/10.4324/9781003046974-5.
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Kunelius, Risto, and Dmitry Yagodin. "Mediated Civic Epistemologies? Journalism, Domestication and the IPCC AR5." In Media and Global Climate Knowledge, 81–108. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52321-1_4.
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Hill, Jason D. "Educational Multiculturalism and Epistemological Counterculturalism: Toward a Moral Deratification of Their Agenda (Part II)." In Civil Disobedience and the Politics of Identity, 149–75. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137350312_6.
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Brans, Marleen, Arco Timmermans, and Athanassios Gouglas. "A Theoretical Perspective on the Roles of Political Scientists in Policy Advisory Systems." In The Advisory Roles of Political Scientists in Europe, 15–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_2.
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AbstractThis chapter presents a theoretical perspective for studying the policy advisory roles of political scientists, drawing upon literature on knowledge utilization and policy advisory systems. It first proposes a locational model as a heuristic tool for mapping the advisory activities of academic political scientists in the academic, government and societal arenas, and the intersections between these. For comparative purposes, it considers policy advisory systems as on the one hand reflecting civic epistemologies and political-administrative social systems within countries, and on the other hand as being subject to such global trends towards the externalization and politicization of advice. Secondly, it defines what policy advice is, how its content may vary, and how, to whom, and at which levels of government it is communicated. Thirdly, in order to distinguish engagements and activities of individual academics engaging in advisory work, the chapter construct a typology of four advisory roles: the pure academic, the expert, the opinionating scholar, and the public intellectual.
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Kreiss, Daniel. "The Fragmenting of the Civil Sphere: How Partisan Identity Shapes the Moral Evaluation of Candidates and Epistemology." In Politics of Meaning/Meaning of Politics, 223–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95945-0_13.
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Blum, Sonja, and Jens Jungblut. "Driven by Academic Norms and Status of Employment: The Advisory Roles of Political Scientists in Germany." In The Advisory Roles of Political Scientists in Europe, 157–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_8.
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AbstractThe consensus-seeking nature of Germany’s civic epistemology and largely absent structural incentives for advisory work of academics may imply an overall comparatively lower engagement. Yet, German political science stands in the tradition of a ‘watchdog’ of democracy, and the past decades bear witness of continued involvement in societal and political debates. Not least, German political scientists have led a vivid internal debate on the ‘relevance of our discipline’ in recent years, reflected in a number of conferences and publications. Germany thus makes an interesting case regarding the advisory role of political scientists in a comparative perspective. This chapter studies how, to whom, and how often political scientists in Germany provide their expertise for policymaking. It is based on the German results of the ProSEPS survey, accompanied by a case illustration of advice and opinionating on the rise of populism. The analysis shows not only that German political scientists are less active in comparison to colleagues in many other countries but also that they are more active than could be expected—with academic norms and employment situation forming key explanatory factors for the level and forms of engagement.
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Miguel, Jean Carlos Hochsprung, Renzo Taddei, and Marko Monteiro. "Civic Epistemologies." In A Critical Assessment of the Intergovernmental Panel on Climate Change, 217–24. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009082099.029.
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"10. Civic Epistemology." In Designs on Nature, 247–71. Princeton: Princeton University Press, 2005. http://dx.doi.org/10.1515/9781400837311-014.
Full textConference papers on the topic "Epistemologia civica"
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Krause, Wanda. "CIVILITY IN ISLAMIC ACTIVISM: TOWARDS A BETTER UNDERSTANDING OF SHARED VALUES FOR CIVIL SOCIETY DEVELOPMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/yxvu5562.
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Fethullah Gülen’s works and movement have aimed to mend the tensions and fissures, spe- cifically along racial and ideological lines on both practical and theoretical levels that are emerging in this rapidly globalising world. Within a civil society theoretical framework, this paper addresses the knowledge developed on Islamically inspired forms of activism, before proceeding to an examination of key civil society actors with focus on the Gülen movement. Islam-based forms of organisation are conventionally presented as deficient in ‘civility’ or even antithetical to civil principles. The danger is that they are then simply excluded from normative definitions of civil society and their positive role in it diminished. In this respect, this paper argues for expanding the concepts through which we view and come to judge civil- ity and citizenship. The role of shared values in building civil society is facilitated by expand- ing the concepts through which we measure and exclude crucial components. Recognising the value systems behind Islamic forms of organisation helps develop better tools for deci- phering the shared values among various parts of civil society. Focusing on the Gülen movement, through an investigation of its beliefs, values and prac- tices, the paper illustrates not only its contribution in terms of expanding civil societies in- ternationally, but also how – according to the criteria used for measuring its effect – it is positioned as a leading example of dealing with contemporary challenges. It is hoped that this work will contribute to laying the epistemological groundwork for those struggling against Islamophobia and striving to expose the values shared among all actors in a healthy and vibrant civil society.
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Vicini, Fabio. "GÜLEN’S RETHINKING OF ISLAMIC PATTERN AND ITS SOCIO-POLITICAL EFFECTS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/gbfn9600.
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Over recent decades Islamic traditions have emerged in new forms in different parts of the Muslim world, interacting differently with secular and neo-liberal patterns of thought and action. In Turkey Fethullah Gülen’s community has been a powerful player in the national debate about the place of Islam in individual and collective life. Through emphasis on the im- portance of ‘secular education’ and a commitment to the defence of both democratic princi- ples and international human rights, Gülen has diffused a new and appealing version of how a ‘good Muslim’ should act in contemporary society. In particular he has defended the role of Islam in the formation of individuals as ethically-responsible moral subjects, a project that overlaps significantly with the ‘secular’ one of forming responsible citizens. Concomitantly, he has shifted the Sufi emphasis on self-discipline/self-denial towards an active, socially- oriented service of others – a form of religious effort that implies a strongly ‘secular’ faith in the human ability to make this world better. This paper looks at the lives of some members of the community to show how this pattern of conduct has affected them. They say that teaching and learning ‘secular’ scientific subjects, combined with total dedication to the project of the movement, constitute, for them, ways to accomplish Islamic deeds and come closer to God. This leads to a consideration of how such a rethinking of Islamic activism has influenced po- litical and sociological transition in Turkey, and a discussion of the potential contribution of the movement towards the development of a more human society in contemporary Europe. From the 1920s onwards, in the context offered by the decline and collapse of the Ottoman Empire, Islamic thinkers, associations and social movements have proliferated their efforts in order to suggest ways to live a good “Muslim life” under newly emerging conditions. Prior to this period, different generations of Muslim Reformers had already argued the compat- ibility of Islam with reason and “modernity”, claiming for the need to renew Islamic tradition recurring to ijtihad. Yet until the end of the XIX century, traditional educational systems, public forms of Islam and models of government had not been dismissed. Only with the dismantlement of the Empire and the constitution of national governments in its different regions, Islamic intellectuals had to face the problem of arranging new patterns of action for Muslim people. With the establishment of multiple nation-states in the so-called Middle East, Islamic intel- lectuals had to cope with secular conceptions about the subject and its place and space for action in society. They had to come to terms with the definitive affirmation of secularism and the consequent process of reconfiguration of local sensibilities, forms of social organisation, and modes of action. As a consequence of these processes, Islamic thinkers started to place emphasis over believers’ individual choice and responsibility both in maintaining an Islamic conduct daily and in realising the values of Islamic society. While under the Ottoman rule to be part of the Islamic ummah was considered an implicit consequence of being a subject of the empire. Not many scientific works have looked at contemporary forms of Islam from this perspective. Usually Islamic instances are considered the outcome of an enduring and unchanging tradition, which try to reproduce itself in opposition to outer-imposed secular practices. Rarely present-day forms of Islamic reasoning and practice have been considered as the result of a process of adjustment to new styles of governance under the modern state. Instead, I argue that new Islamic patterns of action depend on a history of practical and conceptual revision they undertake under different and locally specific versions of secularism. From this perspective I will deal with the specific case of Fethullah Gülen, the head of one of the most famous and influent “renewalist” Islamic movements of contemporary Turkey. From the 1980s this Islamic leader has been able to weave a powerful network of invisible social ties from which he gets both economic and cultural capital. Yet what interests me most in this paper, is that with his open-minded and moderate arguments, Gülen has inspired many people in Turkey to live Islam in a new way. Recurring to ijtihad and drawing from secular epistemology specific ideas about moral agency, he has proposed to a wide public a very at- tractive path for being “good Muslims” in their daily conduct. After an introductive explanation of the movement’s project and of the ideas on which it is based, my aim will be to focus on such a pattern of action. Particular attention will be dedi- cated to Gülen’s conception of a “good Muslim” as a morally-guided agent, because such a conception reveals underneath secular ideas on both responsibility and moral agency. These considerations will constitute the basis from which we can look at the transformation of Islam – and more generally of “the religion” – in the contemporary world. Then a part will be dedicated to defining the specificity of Gülen’s proposal, which will be compared with that of other Islamic revivalist movements in other contexts. Some common point between them will merge from this comparison. Both indeed use the concept of respon- sibility in order to push subjects to actively engage in reviving Islam. Yet, on the other hand, I will show how Gülen’s followers distinguish themselves by the fact their commitment pos- sesses a socially-oriented and reformist character. Finally I will consider the proximity of Gülen’s conceptualisation of moral agency with that the modern state has organised around the idea of “civic virtues”. I argue Gülen’s recall for taking responsibility of social moral decline is a way of charging his followers with a similar burden the modern state has charged its citizens. Thus I suggest the Islamic leader’s pro- posal can be seen as the tentative of supporting the modernity project by defining a new and specific space to Islam and religion into it. This proposal opens the possibility of new and interesting forms of interconnection between secular ideas of modernity and the so-called “Islamic” ones. At the same time I think it sheds a new light over contemporary “renewalist” movements, which can be considered a concrete proposal about how to realise, in a different background, modern forms of governance by reconsidering their moral basis.
Reports on the topic "Epistemologia civica"
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Stokamer, Stephanie. Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.40.
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