Journal articles on the topic 'Epistemologia civica'
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1
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.
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Macedo, Suélem Viana, and Josiel Lopes Valadares. "Corruption: Epistemological Reflections and Contributions to the Public Sector." Organizações & Sociedade 28, no. 96 (March 2021): 164–86. http://dx.doi.org/10.1590/1984-92302021v28n9607en.
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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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Gultom, Andri Fransiskus. "KERAPUHAN EVIDENSI DALAM CIVIC LITERACY." Sophia Dharma: Jurnal Filsafat, Agama Hindu, dan Masyarakat 5, no. 1 (May 30, 2022): 1–18. http://dx.doi.org/10.53977/sd.v5i1.523.
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Perdebatan ihwal civic literacy dalam diskursus filsafat di Indonesia masih jarang ditemukan. Tulisan ini boleh jadi menginisiasi perdebatan tersebut dengan menjangkarkan kritik filosofis pada penelitian Armaidy Armawi dan Raharjo di Jurnal Filsafat Vol. 31, No. 1 tahun 2021 berjudul: “Evaluasi Program Sosialisasi Civic Literacy Dalam Pembentukan Etika Warganegara Muda”. Tujuan mendasar dari tulisan ini ada pada kekuatan untuk memberi kritik pada penelitian yang memiliki kerapuhan evidensi dalam pembahasan tentang civic literacy. Penelitian ini menggunakan metode kualitatif dengan verstehen, trouble mapping, interpretasi, dan eksperimen pikiran Myra Zarnowski. Temuan penelitian meliputi: pertama, kerapuhan evidensi terjadi pada kedua peneliti karena mengalami the epistemological break. Kedua, kerapuhan evidensi kedua peneliti ada pada konten civic literacy karena evaluasi kedua peneliti meleset dengan menghadirkan minus data sehingga capaian puncak pada civic literacy bukan terarah pada the well-inform citizens, tetapi berkutat pada bias ekplanasi yang ada pada etika. Rekomendasi penelitian ini terarah pada civic literacy yang memuat struktur tentang tema-tema bacaan dan nilai-nilai kewargaan yang bisa menjawab kebutuhan warga negara. Implikasinya, keterlibatan warga untuk peka mewujudkan keadilan sosial.
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Gultom, Andri Fransiskus. "KERAPUHAN EVIDENSI DALAM CIVIC LITERACY." Sophia Dharma: Jurnal Filsafat, Agama Hindu, dan Masyarakat 5, no. 1 (May 30, 2022): 1–18. http://dx.doi.org/10.53977/sd.v5i1.523.
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Perdebatan ihwal civic literacy dalam diskursus filsafat di Indonesia masih jarang ditemukan. Tulisan ini boleh jadi menginisiasi perdebatan tersebut dengan menjangkarkan kritik filosofis pada penelitian Armaidy Armawi dan Raharjo di Jurnal Filsafat Vol. 31, No. 1 tahun 2021 berjudul: “Evaluasi Program Sosialisasi Civic Literacy Dalam Pembentukan Etika Warganegara Muda”. Tujuan mendasar dari tulisan ini ada pada kekuatan untuk memberi kritik pada penelitian yang memiliki kerapuhan evidensi dalam pembahasan tentang civic literacy. Penelitian ini menggunakan metode kualitatif dengan verstehen, trouble mapping, interpretasi, dan eksperimen pikiran Myra Zarnowski. Temuan penelitian meliputi: pertama, kerapuhan evidensi terjadi pada kedua peneliti karena mengalami the epistemological break. Kedua, kerapuhan evidensi kedua peneliti ada pada konten civic literacy karena evaluasi kedua peneliti meleset dengan menghadirkan minus data sehingga capaian puncak pada civic literacy bukan terarah pada the well-inform citizens, tetapi berkutat pada bias ekplanasi yang ada pada etika. Rekomendasi penelitian ini terarah pada civic literacy yang memuat struktur tentang tema-tema bacaan dan nilai-nilai kewargaan yang bisa menjawab kebutuhan warga negara. Implikasinya, keterlibatan warga untuk peka mewujudkan keadilan sosial.
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Iles, Alastair. "Identifying environmental health risks in consumer products: non-governmental organizations and civic epistemologies." Public Understanding of Science 16, no. 4 (October 2007): 371–91. http://dx.doi.org/10.1177/0963662505059442.
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Miller, Clark A. "New Civic Epistemologies of Quantification: Making Sense of Indicators of Local and Global Sustainability." Science, Technology, & Human Values 30, no. 3 (July 2005): 403–32. http://dx.doi.org/10.1177/0162243904273448.
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Kozlova, Yulia V. "SOCIAL JUSTICE IN THE CONTEXT OF EPISTEMOLOGICAL URBANISM." Russian Studies in Culture and Society 6, no. 1 (April 30, 2022): 59–73. http://dx.doi.org/10.12731/2576-9782-2022-1-59-73.
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The purpose of this work is to substantiate the study of the modern city as a system, to determine the main directions of the study of the social processes of the city in the categorical and methodological scheme of epistemology. The rationale for the relevance of this approach is the increasing social differentiation in cities, the polarization of local communities. The city, as a key form of the social system in its subject and communicative space, creates objects and processes for citizens, but does not always give the opportunity to participate in this creation and express their attitude to it. Scientific production aimed at obtaining new reliable knowledge about the urban system, focused on the knowledge of social processes and phenomena, as well as the study of this knowledge itself, is the resource that would improve the quality of life of citizens and optimize their interaction with municipal structures, change their civic position.
Research methods used in the work: comparatively-historical, phenomenological, structural, functional, as well as systematic approach.
The results of the work are to determine those cognitive categories (problem, theory, fact, method) on which it is necessary to build a productive and reliable urban research, to identify the role of knowledge in the construction of urban phenomena, to characterize the “resistance of the studied object”. The results of the study can be used both in the development of individual phenomenological aspects of urban sociology and for urban design
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Forsyth, Tim. "Beyond Narratives: Civic Epistemologies and the Coproduction of Environmental Knowledge and Popular Environmentalism in Thailand." Annals of the American Association of Geographers 109, no. 2 (February 20, 2019): 593–612. http://dx.doi.org/10.1080/24694452.2018.1549470.
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Ruben, Ruerd. "Can Religion Contribute to Development? The Road from ‘Truth’ to ‘Trust’." Exchange 40, no. 3 (2011): 225–34. http://dx.doi.org/10.1163/157254311x579613.
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AbstractReligion has played a rather ambivalent role in the study of development. This can partly be attributed to the common emphasis on its role for providing insurance and risk reduction. Current challenges for enhancing poverty alleviation in settings of civic conflict increasingly ask attention for social mediation and new identity building. Religion can then become a key driver for supporting bridging and linking networks. This requires, however, that epistemological attention shifts from the study of ‘truth’ to the understanding of ‘trust’.
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Shykyrynska, Oleksandra, Vanda Vyshkivska, Vera Petliaieva, Olena Voichun, and Olena Malinka. "PECULIARITIES OF FORMATION OF CIVIL ENGAGEMENT OF UNIVERSITY STUDENTS IN QUARANTINE CONDITIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 595–610. http://dx.doi.org/10.17770/sie2021vol1.6377.
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The article defines the essence of the concept of “civic engagement of university students” and the process of formation of civic engagement of university students in quarantine conditions. The structure of civic engagement of university students is characterized. Criteria are substantiated and indicators of the formation of civic engagement of university students are defined: incentive criterion (sustainable social motives for achieving socially significant goals, the student’s achievement motive, value attitude to future professional activities); epistemological criterion (knowledge about public organizations and their activities, awareness of knowledge of civic responsibility, the presence of civic consciousness) behavioral (leadership ability, responsibility for own decisions, actions and team actions) creatively developing criterion (the presence of self-knowledge skills, the ability to introspection , self-esteem, self-criticism of the results of one's own socially useful activity). The substantive characteristic of such levels of formation of civic engagement of university students as: insufficient, initial, sufficient, high is given. The use of such digital tools is shown, which allows to form effectively the civic engagement of university students in quarantine conditions: a) the creation of an author's blog (to display information about: the national identity of the Ukrainian people (history, traditions, language, culture, etc.), planned for the future and already organized events by the student self-government were held, video and photo reports of the events) b) use of Google applications (Google meet - for conferences, meetings, online consultations; Google Drive, Google forms - for online questionnaires with the aim of : predicting the relevance of the event, it is planned, determining the effectiveness of the activities, identifying the psychological atmosphere in the team, identifying the socio-psychological characteristics of students, student awareness; Google photos; Google calendar; Google video). The results of an experimental study on the formation of civic engagement of university students, carried out during 2019 at V.O. Sukhomlynskyi Mykolaiv National University, are presented, which proves the practical importance of using such digital tools in quarantine conditions.
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Haaland, Torunn. "Le vie verso la ragione: i segni del nuovo realismo in Gomorra." Quaderni d'italianistica 37, no. 2 (January 27, 2018): 191–210. http://dx.doi.org/10.33137/q.i..v37i2.29235.
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Il saggio si concentra sui concetti di realtà e impegno etico e civile in Gomorra. Il romanzo-inchiesta di Roberto Saviano viene inserito nel contesto del ritorno al realismo e dell’emergere di “oggetti narrativi non-identificati” nella narrativa contemporanea, per poi essere associato al dibattito sul nuovo realismo sviluppatosi nell’ultimo decennio in campo filosofico. Costituiscono un punto di riferimento essenziale il Manifesto del nuovo realismo ed altri scritti di Maurizio Ferraris, così come La questione morale di Roberta de Monticelli. Il primo approfondisce la natura inemendabile della realtà ontologica, separandola nettamente dalla realtà epistemologica, mentre la seconda rivendica il valore della ragione pratica come base di conoscenza e giudizio. Entrambi i filosofi si oppongono allo scetticismo etico in favore di una rivalutazione della capacità della percezione d’accertare tutto ciò che non è socialmente costruito o che non è vero. Il fatto che ci sia una realtà esterna e indipendente dal sapere umano permette di formulare dei giudizi intesi a indirizzare l’agire umano. L’analisi di Gomorra mostra, precisamente, una tendenza a ricorrere ai sensi come prove dei fatti e alla ragione per acquisire una conoscenza approfondita dei fatti stessi. Le esperienze sensibili si trasmettono, inoltre, nella parola testimoniale e nella presenza fisica sul territorio dell’autore-testimone: due elementi chiave su cui si costruiscono le condanne delle realtà rivelate. I giudizi morali pronunciati suggeriscono che la libertà consiste nel dovere di portare a compimento i diritti civili e di rendere ragione e chiedere agli altri di rendere ragione del proprio agire. In fine, una tale concezione della scrittura e dell’impegno civile rivendica la capacità della parola scritta di documentare, come propone Ferraris, fatti e azioni, e la potenza della ragione quale fondamento per un dialogo critico con i lettori.
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Koskela, Lauri, Andrea Ferrantelli, Jarkko Niiranen, Ergo Pikas, and Bhargav Dave. "Epistemological Explanation of Lean Construction." Journal of Construction Engineering and Management 145, no. 2 (February 2019): 04018131. http://dx.doi.org/10.1061/(asce)co.1943-7862.0001597.
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Al-Kassimi, Khaled. "De-Historicizing (Mainstream) Ottoman Historiography on Tanzimat and Tahdith: Jus Gentium and Pax Britannica Violate Osmanli Sovereignty in Arabia." Histories 1, no. 4 (September 28, 2021): 218–55. http://dx.doi.org/10.3390/histories1040020.
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The (secular-humanist) philosophical theology governing (positivist) disciplines such as International Law and International Relations precludes a priori any communicative examination of how the exclusion of Arab-Ottoman jurisprudence is necessary for the ontological coherence of jurisprudent concepts such as society and sovereignty, together with teleological narratives constellating the “Age of Reason” such as modernity and civilization. The exercise of sovereignty by the British Crown—in 19th and 20th century Arabia—consisted of (positivist) legal doctrines comprising “scientific processes” denying Ottoman legal sovereignty, thereby proceeding to “order” societies situated in Dar al-Islam and “detach” Ottoman-Arab subjects from their Ummah. This “rational exercise” of power by the British Crown—mythologizing an unbridgeable epistemological gap between a Latin-European subject as civic and an objectified Ottoman-Arab as despotic—legalized (regulatory) measures referencing ethno/sect-centric paradigms which not only “deported” Ottoman-Arab ijtihad (Eng. legal reasoning and exegetic hermeneutics) from the realm of “international law”, but also rationalized geographic demarcations and demographic alterations across Ottoman-Arab vilayets. Both inter-related disciplines, therefore, affirm an “exclusionary self-image” when dealing with “foreign epistemologies” by transforming “cultural difference” into “legal difference”, thus suing that it is in the protection of jus gentium that “recognized sovereigns” exercise redeeming measures on “Turks”, “Moors”, or “Arabs”. It is precisely the knowledge lost ensuing from such irreflexive “positivist image” that this legal-historical research seeks to deconstruct by moving beyond a myopic analysis claiming Ottoman-Arab ‘Umran (Eng. civilization) as homme malade (i.e., sick man); or that the Caliphate attempted but failed to become reasonable during the 18th and 19th century because it adhered to Arab-Islamic philosophical theology. Therefore, this research commits to deconstructing “mainstream” Ottoman historiography claiming that tanzimat (Eng. reorganization) and tahdith (Eng. modernization) were simply “degenerative periods” affirming the temporal “backwardness” of Ottoman civilization and/or the innate incapacity of its epistemology in furnishing a (modern) civil society.
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Branstrator, Julia R., Christina T. Cavaliere, Jonathon Day, and Kelly S. Bricker. "Civic Reporting Indicators and Biocultural Conservation: Opportunities and Challenges for Sustainable Tourism." Sustainability 15, no. 3 (January 18, 2023): 1823. http://dx.doi.org/10.3390/su15031823.
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Citizen science (CS) within sustainable tourism is an underutilized tool for biocultural conservation. The aims of this research integrate conceptual and applied approaches to situate post-positivist and interpretive paradigms within CS and sustainable tourism. The aims are fulfilled by the creation of the new Civic Reporting Indicators (CRIs), developed through analysis of the 174 Global Sustainable Tourism Council Destination (GSTC-D) criteria and indicators. It was determined that 114 indicators are perceivable audibly and/or visibly by untrained citizens. The rearticulation of GSTC-D criteria into the CRIs utilizes embodied perceptions and observations reportable by untrained visitors and residents. The CRIs are framed within ethical principles of research, CS, and sustainable tourism. The inclusion of interpretive paradigms within CS provides epistemological innovation that validates lived experiences and embodied knowledge, fostering agency and empowerment within sustainability narratives. The CRIs may harness end-user observations by utilizing information communication technologies (ICTs) to amass longitudinal and real-time data for smart, sustainable destination management and biocultural conservation. Engaging citizens through the CRIs has the potential to contribute valid observations that amass democratic, longitudinal, and cost-effective data. Designing accessible ICT platforms for destination management may enact civic agency and critical social reflection to democratize sustainability engagement.
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Standbrink, Peter. "Epistocracy and Democratic Participation in a Post-Truth World." Democratic Theory 5, no. 1 (June 1, 2018): 1–17. http://dx.doi.org/10.3167/dt.2018.050102.
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This article investigates civic-political and cognitive participation as they play out in democratic theory. Its core purpose is to develop a conceptual-normative critique of the presupposition in liberal democratic theory that these logics are mutually reinforcing and complementary. This misunderstanding of a theoretical ambivalence contributes to inhibiting constructive assessment of epistocratic*technocratic frameworks of democratic interpretation and theory. I demonstrate that these logics circulate contrasting views of democratic power and legitimacy and should be disentangled to make sense of liberal democratic theoretical and political spaces. This critique is then fed into a political-epistemological interrogation of post-truth and alt-facts rhetorical registers in contemporary liberal democratic life, concluding that neither logic of participation can harbor this unanticipated and fundamentally nonaligned way of doing liberal democratic democracy.
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Korac, Srdjan. "REFLEXIVITY IN THE STUDY OF WARFARE: IS THERE ADDED VALUE FOR THE DISCIPLINE OF INTERNATIONAL RELATIONS?" Srpska politička misao 70, no. 4/2020 (February 2, 2021): 99–121. http://dx.doi.org/10.22182/spm.7042020.6.
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The article examines whether reflectivist approach to epistemology in the study of warfare can amend some weaknesses of the rationalist/positivist canon of mainstream International Relations (IR) theories. The author argues for the existence of a new epistemic situation for the IR researcher: an ontological transformation of the military profession in post-industrial societies that has created a sacralised civic duty to fight in war. The research of warfare is becoming more focused on the individual – who is either a reluctant combatant or a civilian victimised by military operations, but protected by international norms. The author hypothesises that the advantages of reflectivist epistemological viewpoint – embracing standpoint epistemology, situated knowledge, the concept of embodiment, Cynthia Enloe’s claim that “the international is the personal” – may provide a plausible alternative path in the quest for an answer to the question of how we learn about warfare as the central problem of international relations. The analysis shows how reflectivism encourages researchers to identify new, previously “hidden” or marginalised questions and thus expand the scope of inquiry of mainstream IR. The author concludes that, when it comes to the study of warfare in the early twenty-first century, the largest contribution of reflectivist approach to epistemology of IR is in overcoming the shortcomings of the traditionally rigid mainstream epistemological framework of the discipline, providing the grounds for future counter-hegemonic actions.
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Koenigs, Thomas. "A “Wild and Ambiguous Medium”: Democracy, Interiority, and the Early American Epistolary Novel." American Literary History 35, no. 1 (February 1, 2023): 8–22. http://dx.doi.org/10.1093/alh/ajac160.
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Abstract This essay argues that early American novelists’ sustained commitment to epistolary fiction reflects their recognition that the mediated access it offered to inner life made it a potent vehicle for highlighting the limits of our ability to decipher the concealed interiorities of other people. Faced with the question of how novels might best prepare readers for republican social and political life, novelists such as Charles Brockden Brown and Susanna Rowson turned to this increasingly outmoded form because it foregrounded the uncertainties inherent in reading inner life. Eschewing third-person fiction’s fantasy of direct access to another mind, these novels foster an epistemological humility regarding other interiorities that would be valuable in negotiating civic life in the early republic. While early American novels have long been regarded as encouraging sympathetic identification as a means of establishing political union, novels such as Brown’s Clara Howard and Rowson’s Sincerity instead harness the epistolary novel’s partial, uncertain revelations of interiority to highlight our inability to access fully someone else’s thoughts or feelings. These novels warn readers that successfully navigating the epistemological challenges of this new democratic social order requires resisting the fantasy that another person’s true feelings can ever be fully known.Rowson and Brown saw epistolary novels as a means of not just teaching Americans how to read inner life, but also of cautioning them that they could never do so with certainty.
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Fileborn, Bianca, and Verity Trott. "“It ain’t a compliment”: Feminist data visualisation and digital street harassment advocacy." Convergence: The International Journal of Research into New Media Technologies 28, no. 1 (September 29, 2021): 127–49. http://dx.doi.org/10.1177/13548565211045536.
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In an era of datafication, data visualisation is playing an increasing role in civic meaning-making processes. However, the conventions of data visualisation have been criticised for their reductiveness and rhetoric of neutrality and there have been recent efforts to develop feminist principles for designing data visualisations that are compatible with feminist epistemologies. In this article, we aim to examine how data visualisation is used in feminist activism and by feminist activists. Drawing on the example of digital street harassment activism, we analyse how street harassment is visualised in and through a selection of prominent activist social media accounts. We consider the platform affordances utilised by activists, and how these are harnessed in making street harassment ‘knowable'. Moreover, we critically interrogate which and whose experiences are ‘knowable’ via digital techniques, and what remains obscured and silenced. In analysing digital feminist activists’ practices, we argue that what constitutes ‘data visualisation’ itself must be situated within feminist epistemologies and praxis that centre lived experience as the starting point for knowledge production. Such an approach challenges and disrupts normative constructions of what constitutes data visualisation. Our findings demonstrate how feminist activists are adopting ‘traditional’ practices of speaking out and consciousness-raising to the digital sphere in the creation of a range of visualisations that represent the issue of street harassment. We consider the efficacy of these visualisations for achieving their intended purpose and how they might translate to policy and government responses, if this is indeed their goal. Further, we document a tension between feminist epistemologies and the prevailing logic of datafication or dataism and note how in an attempt to unite the two, some digital feminist activism has contributed to reproducing existing power structures, raising concerning implications at the policy level.
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Dedeoglu, Cagdas, and Cansu E. Dedeoglu. "Information Infrastructures and the Future of Ecological Citizenship in the Anthropocene." Social Sciences 9, no. 1 (January 5, 2020): 3. http://dx.doi.org/10.3390/socsci9010003.
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In the last two decades, the concept of ecological citizenship has become a recurrent theme in both popular and academic discussions. Discussions around the prospects of, and limitations to, ecological citizenship have mostly focused on the idea of political agency and the civic responsibility of individuals in relation to their environments, with an emphasis on environmental justice and sustainability. However, the current scholarship has yet to adequately characterize its conceptual bases and empirical applications from an information perspective. Therefore, this paper provides an overview of citizenship studies and infrastructure studies for developing more nuanced understanding(s) of epistemological models for ecological citizenship in our networked world. Drawing on the literature on information infrastructure, this paper then proposes a conceptual framework to understand ecological citizenship as constituted both discursively and techno-materially through neoliberal, anthropocentric informational infrastructures.
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Mirra, Nicole, and Debate Liberation League. "Without borders: youth debaters reimagining the nature and purpose of public dialogue." English Teaching: Practice & Critique 19, no. 3 (May 9, 2020): 253–67. http://dx.doi.org/10.1108/etpc-07-2019-0102.
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Purpose This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms. Design/methodology/approach Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond. Findings The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation. Originality/value This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy “rules,” demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere.
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Poyarkov, Sergei Yur'evich. "Political pedagogy and its role within humanistic knowledge: analysis of Western approaches." Психология и Психотехника, no. 3 (March 2020): 43–53. http://dx.doi.org/10.7256/2454-0722.2020.3.33781.
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The subject of this research is the conceptualization of political education in educational science. Political education functions as a privileged point of intersection of various political discourses. It is claimed that different versions of political education comply with different ontological and epistemological assumptions, normative approaches towards democracy, and concepts of correlation between education, humanistic knowledge, and politics. It is noted that in majority of historical and philosophical concepts of democracy, there is a tacit link between politics and education. Recommendations for educational practice contain the definition of pedagogy within the framework of the theory of political education, as well as specific pedagogical methodologies with consideration of humanistic knowledge. The author describes the versions of political education that emerged as a result of analysis of the material. The corresponding political discourse and its philosophical principles, educational consequences for politics and practice, as well as debates and criticism, are viewed for each version. Thus, the elitarian version of political education and political pedagogy is associated with the elitarian democratic discourse. The supporters of liberal political education need education for political, epistemological, and moral reasons. Political equality can be guaranteed only in the society of informed and rational citizens; therefore, democracy requires the universalization of education. Neoliberals, in turn, recommend substituting public education with practice of competitive market, while debating pedagogues understand the education of democratic civic consciousness as cultivation of skills and values for the public discussion.
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Panikkar, Bindu. "“Litigation Is Our Last Resort”." Nature and Culture 15, no. 2 (June 1, 2020): 173–98. http://dx.doi.org/10.3167/nc.2020.150204.
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The permitting of large-scale industrial mines is often controversial and litigious. This article examines three legal battles over the exploratory permitting of the Pebble mine in southwestern Alaska to examine the logics and rationalities used to legitimize the permitting, the alternate epistemic arguments made by the resistance movements to redraw state-constructed boundaries, and differing definitions of land-based resources, pollution, and bias. It asks how conflicting knowledge claims and epistemic injustice are debated and settled in court. All three legal cases observed demonstrate conditions of scientific uncertainty, undone science, and bias, failing to hold space for diverse representations within legal claims. Citizen science is partially successful in addressing epistemic injustice, but to effectively mediate justice, law must distinctively question both knowledge construction and phronetic risks, including values, intent, bias, privilege, and agency, and take into consideration the ontological multiplicities and civic epistemologies of the parties within legal claims.
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Forsyth, Tim, and Les Levidow. "An Ontological Politics of Comparative Environmental Analysis: The Green Economy and Local Diversity." Global Environmental Politics 15, no. 3 (August 2015): 140–51. http://dx.doi.org/10.1162/glep_a_00315.
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This article contributes to comparative environmental politics by integrating comparative analysis with debates about ontological politics as well as science and technology studies. Comparative environmental analysis makes two tacit assumptions: that the subject of comparison (e.g., an environmental policy framework) is mobile and can be detached from its contexts; and that studying this subject in more than one location can identify its diffusion and implementation anywhere. These assumptions are sites of ontological politics by predetermining (or restricting) environmental outcomes. Environmental analysis needs to consider how its own comparative acts might reify supposedly global frameworks rather than acknowledging how different localities appropriate and give meaning to them in diverse ways. The concept of civic epistemologies illustrates how domestic politics are organized around supposedly global concepts, rather than how global concepts diffuse around the world, as illustrated here by a comparative analysis of the United Nations’ Green Economy Initiative.
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Moore, Steven A., Sam Gelfand, and Dason Whitsett. "Epistemological conflict: modern and non-modern frameworks for sustainability." Building Research & Information 43, no. 6 (March 12, 2015): 659–74. http://dx.doi.org/10.1080/09613218.2015.1016379.
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Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.
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This research is interested in analyzing how universities as institutional actors came to think of defining, categorizing disability and the range of solutions they provided when they framed their disability policies. It also aims to analyze the accomplishments of the disability policy representation. This qualitative research guided by a comparative research design will compare university policies from the University of Cape town and University of Zimbabwe. The research will draw on Carol Bacchi’s “what’s the problem represented to be” framework and the notion of civic epistemologies by Sheila Jasanoff. These frameworks will be buttressed by Institutional logics as the theory to underpin the study. The analysis in this research seeks to elucidate implicit assumptions and underlying rationale used in the inclusion of students with disabilities in university policies. This research intends to highlight similarities and differences between them. Insights from the comparison will be used to explore how university policies position and govern students with disabilities with differential disadvantages and need.
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Panikkar, Bindu, and Jonathan Tollefson. "Land as material, knowledge and relationships: Resource extraction and subsistence imaginaries in Bristol Bay, Alaska." Social Studies of Science 48, no. 5 (October 2018): 715–39. http://dx.doi.org/10.1177/0306312718803453.
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This article examines the social, historical and political constitution of land and resource imaginaries in Bristol Bay, Alaska. We compare the dynamics of these different imaginaries in the region within the early permitting debates concerning the proposed Pebble Mine to understand the contemporary politics of defining and constructing ideologies of extractive resource use. We show that the civic epistemologies and ontologies embedded in different social, scientific and political practices help explain environmental actions and outcomes. We demonstrate that the contested fields of social imagination allow for resource exploitation – commodification, extraction and profit – that endangers nature, but also allow for building alternative imaginaries and constructions of land and value as key components of environmental justice and land sovereignty initiatives. Contestations can also highlight problematic and unjust resource practices that disenfranchise and destabilize subordinate industries, poor communities, indigenous lands and subsistence or renewable resource use. These divergent discourses, and the deliberative valuations of alternative futures that they contribute to, are not effectively considered in Alaska’s large mine permitting process.
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Francia, Catalina, and Marcelo Mazzeo. "Curricularising university extension at the National University of Córdoba during undergraduate studies: political mandate or student civic awareness?" Revista de la Facultad de Odontología 32, no. 3 (December 5, 2022): 26–31. http://dx.doi.org/10.25014/revfacodont271.2022.32.3.26.
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One of the issues linked to Extension that has caused the greatest tension and evolutionary leaps in the University over the decades, had to do with its different currents of thought, from the traditionalist model to the critical model. Extension seemed at times to be shrouded in an "epistemological haze" that prevented a clear conceptual understanding of its changing paradigms and its role as an essential pillar of the public university. However, thanks to these processes of change and the countless positions produced in relation to the dialogue of knowledge, the participation of teachers and their responsibility to society in the framework of the public university was strengthened. From this and from political management decisions, the concept of curricularising extensionist praxis from the Chairs arose, also taking students centre stage, with the aim of continuing to prioritise this process during their undergraduate training. This new phenomenon at the Faculty of Dentistry of the National University of Cordoba presents us with a challenge in which, in addition to continuing to develop the usual territorial practices, the theoretical conceptualizations that will provide academic support for the dialogical exchange of knowledge with society should be positioned.
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Kurkowska-Budzan, Marta. "Informator, świadek historii, narrator – kilka wątków epistemologicznych i etycznych oral history." Wrocławski Rocznik Historii Mówionej 1 (October 30, 2011): 9–34. http://dx.doi.org/10.26774/wrhm.5.
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The article presents main trends that have been present in oral history of Anglo-Saxon, German and Polish cultures since the 1960s till today.
The thesis of the article is comprised in the text’s structure: an account of the history and methodological variety of oral history in terms of definitions given – now or in the past – to a person being interviewed. According to the author, these definitions reflect epistemological horizons of researchers’ expectations, the ethical aspects of their research subject choices and ethical status of oral history in contemporary culture.“Informer” is a term taken from sociology. It is typical for the days when oral history tried to become part of the modernist paradigm dominant in the 1960s and 70s.
A crisis in epistemology in 1980s shifted the scientific interest to linguistic aspect of cognition, introducing the term “narrator” to oral history. The author discusses two trends in which this word appears along with a category of “experience”: a German biographical method which was popular also in Poland, and a method of research formulated under the influence of Alessandro Portelli, in which the main role is played by relations between a narrator/speaker and a historian.
On the other hand, the concept of “a witness to history”, predominant in Polish oral history, represents specific epistemological and ethical paradoxes which have their origins in circumstances, in which this domain of “civic historiography” was born.
Finally, the author focuses on ethical issues of conducting an interview, and a problem of transcribing and editing an oral narrative.
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Cary, Lisa, Marc Pruyn, and Jon Austin. "Australian citizenship in interesting times." Qualitative Research Journal 15, no. 2 (May 5, 2015): 228–40. http://dx.doi.org/10.1108/qrj-01-2015-0014.
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Purpose – The purpose of this paper is to understand, more deeply, what the field of citizenship education stands for, in both theory and practice, historically and currently, and especially, in relation to the new Australian Curriculum: Civics and Citizenship. The authors have drawn on the backgrounds in social studies/social education, multicultural education, democracy education and Indigenous studies, in order to more deeply and profoundly understand “civics and citizenship education” and what it represents today in Australia. Design/methodology/approach – Methodologically, the authors see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize vs negate/de-legitimize. The authors employ a meta-level analysis that historicizes the spaces made possible/impossible for those in deviant subject positions through a critique of the current literature juxtaposed with a presentation and analysis of “citizenship snapshots” of the authors. In this way, the authors attempt to move beyond conceptions of deviant citizenship based on curricular content and instructional method, and explore the realms of epistemology through the study of exclusion/inclusion. Findings – Reflecting the highly personal and individualized nature of the type of research required to be conducted in this aspect of national and personal identity, each of the authors draws here on personal experiences with aspects of citizenship that are not noticeably present in the current national curriculum. Specifically, the three “citizenship snapshots” at the heart of this paper’s discussion and analysis – snapshots constructed by academics who both understand and resist the racialised/classed privilege bestowed upon them by nation states – are: “The boomerang citizen”, “privileged and non-privileged citizen immigrants”, and “Indigenous citizenship, sovereignty & colonialism”. Originality/value – Drawing both on the current international scholarship on citizenship, power and social changes and the critical/post-structuralist qualitative methodology set forth by the authors, this work describes and problematizes the evolving “citizenship identities” in an attempt to critically assess the new civics and citizenship component of the Australian curriculum; understand the ongoing development of national, regional and global “trans/international” citizenship youth identities; and make connections between citizenship education, identity development and the global youth “occupy”/liberation movements.
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Gómez Carrasco, Cosme Jesús, and Raimundo A. Rodríguez Pérez. "La historia como materia formativa. Reflexiones epistemológicas e historiográficas." REVISTA DE HISTORIOGRAFÍA (RevHisto) 27 (November 27, 2017): 265. http://dx.doi.org/10.20318/revhisto.2017.3974.
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Resumen: La tradicional separación entre investigación histórica y enseñanza de la historia implica que los avances de ambas disciplinas no tengan verdadero calado. La historia como formadora de élites y creadora de identidades ha dado paso a una enseñanza cívica y democrática, que en España aún se encuentra en sus primeros estadios. El objetivo de este trabajo es analizar la evolución de la historiografía para encontrar puntos en común con su vertiente didáctica. Conseguir que los estudiantes y la sociedad vean la historia como ciencia, requiere superar el positivismo y la historia factual.Palabras clave: Historiografía, Epistemología, Pensamiento Histórico, Educación histórica.Abstract: The traditional separation between historical research and history teaching implies that the advances of both disciplines have no real meaning. History as an educator of elites and creator of identities has given way to a civic and democratic education, which in Spain is still in its early stages. This paper sets out to analyse the evolution of historiography to find points in common with its didactic aspect. Getting students and society to view history as science requires overcoming positivism and factual history.Key words: Historiography, Epistemology, Historical thinking, Historical education.
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Халтурин and A. Khalturin. "Ethno-Cultural Interaction: Regional Models of Legal Regulation." Socio-Humanitarian Research and Technology 5, no. 4 (November 19, 2016): 21–27. http://dx.doi.org/10.12737/22490.
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The article considers the problems of legal regulation of ethno-cultural interaction in the regional dimension. The philosophical basis of the work is the interpretation of the category of ethnic-cultural interaction in the ontological, epistemological and socio-philosophical discourses. The author sees in the ethniccultural interaction the important way of meeting the needs of ethnic entity. In the methodological plan the ethno-cultural interaction is studied in the integration of civilizational and formational approaches. The author considers the structure of a regulatory model on three levels — basic ethnographic, civilizational and formational. The Individuality of the regional models is determined by the uniqueness of the ethnic landscape, by the features of the historical, socio-economic and cultural development of peoples. In the national subjects the rules of state regulation are supplemented by the requirements of customary law recognized by the legal doctrine. The paper presents a brief description of the regional regulatory models on the strength of the fundamental problem of the formation of a civic nation and the implementation details of this task in the regional ethno-cultural and legal space.
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Pangrazio, Luci, and Julian Sefton-Green. "Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?" Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 15. http://dx.doi.org/10.7821/naer.2021.1.616.
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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.
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Sarpova, O. V., and N. I. Iogolevich. "TEACHING PHILOSOPHY: THE PROBLEM OF MATCHING THE DISCIPLINE SPECIFICS TO THE STATE STANDARD REQUIREMENTS." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 3 (September 25, 2020): 289–97. http://dx.doi.org/10.35634/2412-9550-2020-30-3-289-297.
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In this paper authors relies on the statement that the main and most important function of philosophy in society is the worldview function. However, the latest version of the state standard of higher education replaced the requirements for the formation of a worldview and civic position with the development of the ability to systematic and critical thinking. According to authors, this significantly reduces the potential of philosophy as an academic discipline, since thinking is an integral element of the established personality, and not vice versa. The paper shows that the target attitude in teaching philosophy, focused on the development of personal qualities of students, corresponds to the main problems of philosophical knowledge. At the same time, the anthropological aspect, supplemented by the onto-epistemological theme, contributes to the formation of the methodological culture of the future specialist. The authors note that such features of philosophical knowledge as rationalism, logical evidence based on empirical data of natural Sciences, and critical interaction between philosophical concepts in the space-time continuum will help to solve the problem of developing the student's thinking, which is not the primary goal of teaching philosophy in higher education, but a subordinate task.
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Boyle, M. "Civic Boosterism in the Politics of Local Economic Development—‘Institutional Positions’; and ‘Strategic Orientations’ in the Consumption of Hallmark Events." Environment and Planning A: Economy and Space 29, no. 11 (November 1997): 1975–97. http://dx.doi.org/10.1068/a291975.
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The author sets out to interrogate the manner in which cultural festivals have been theorised in the context of accounts of the role of civic boosterism—or what he terms ‘Urban Propaganda Projects' (UPPs)—in the politics of local economic development. Attention is focused primarily upon how authors account for the way in which ‘locals' respond to boosterism. Based upon the thesis advanced by the Ohio School, and a review of later work, the central argument pursued is that work to date has operated with remarkably impoverished conceptions of the antecedent material and cultural contexts within which hallmark events are being organised. In regard to their conception of the ‘audience’ for UPPs, authors have worked with the unacknowledged assumption that locals consume and relate to events largely in terms of the extent to which they buy into, resist (culturally or economically), or become disoriented, by the versions of local identity which are being promoted. Even when critical or Marxist in nature, this form of analysis limits enquiry to the terms of reference of the boosterist agenda itself. The author argues that more imaginative conceptual frameworks might orient analysts to look for other modes of consumption—modes which indeed might refuse to recognise the language of boosterism (for good or bad) and which might require a different entry point to analysis. Using a case study of Glasgow's role as European City of Culture 1990, the author develops the contours of one such framework, with the aid of key concepts of institutional positions and strategic orientations. Although amenable to appropriation within existing critical or Marxist accounts, these concepts are not the products of that framework and thus generate, at the very least, a problematic relationship with it. It is concluded that accounts of local reactions to cultural festivals in particular, and to civic boosterism in general, must escape the epistemological straightjacket that the Marxist/boosterist agenda presents.
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Ivkovic, Marjan. "Social critique and engagement between universalism, anti-authoritarianism and diagnosis of domination." Filozofija i drustvo 27, no. 2 (2016): 356–72. http://dx.doi.org/10.2298/fid1602356i.
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The paper discusses a particular ?isomorphy? between two forms of social criticism: the ?holistic? theoretical social critique represented by such authors as J?rgen Habermas and Axel Honneth and ?collective social engagement? represented by such civic movements as the ?We Won?t Let Belgrade D(r)own? initiative in contemporary Serbia, which the paper tries to distinguish from more conventional forms of popular protest. This ?isomorphy?, the paper argues, consists in a tension between three distinct imperatives of the justification of critique - those of normative universalism, epistemological anti-authoritarianism, and diagnosis of social domination - produced by the attempts of both the ?holistic? social critics and the collectively engaged actors to simultaneously respond to all three imperatives. After presenting the three types of theoretical critique that crystallize around each imperative, the paper discusses the internal tension that arises in the works of ?holistic? theoretical critics and then identifies the same kind of tension in the ?We Won?t Let Belgrade D(r)own? initiative. The tension in the movement?s critique is outlined through a brief analysis of the activists? discourse as articulated in the bulletin We Won?t Let Belgrade D(r)own issued in March 2015. Since the examples also suggest that collective engagement is better than theoretical critique at keeping this tension ?productive?, the paper finally offers some tentative thoughts on the possible reasons for this difference.
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Berebon, Charles B. "Leadership practices and the ethical values in Deuteronomy." International Journal of Humanities and Innovation (IJHI) 5, no. 4 (December 31, 2022): 167–72. http://dx.doi.org/10.33750/ijhi.v5i4.168.
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Task-oriented and relationship-oriented leadership styles can also be classified as autocratic or participative. Both types must be understood in terms of the decision-making process they employ. The autocratic style functions autonomously, whereas the participatory style incorporates all team members in decision-making. There are several perspectives on integrated systems in leadership, but a set of shared principles is at the heart of this interconnectedness. However, these common principles strive for people’s holistic development, so family, civic, military, and religious leadership practices coexist with seamless coordination based on integrated systems. This study's endeavor addresses ontological and epistemological problems concerning the reality, being, and function of leadership. Specifically, this work investigates a leadership philosophy with specific reference to the Book of Deuteronomy of the Judeo-Christian Bible. This work argues that what the book of Deuteronomy teaches about leadership techniques is critical and basic to all the learning that can be gleaned from old and new biblical books. This is because the Torah, or Law, serves as the foundation for all teachings in the Bible, and the Torah contains the Book of Deuteronomy. Furthermore, because Moses taught the succession of teachings in the book, the leadership concept coming from the Book of Deuteronomy can be applied to nation-building. The research uses narrative and social-scientific criticism to analyze the characters and content.
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Anderson, Michael, Susan Leigh Anderson, Alkis Gounaris, and George Kosteletos. "Towards Moral Machines: A Discussion with Michael Anderson and Susan Leigh Anderson." Conatus 6, no. 1 (September 19, 2021): 177. http://dx.doi.org/10.12681/cjp.26832.
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At the turn of the 21st century, Susan Leigh Anderson and Michael Anderson conceived and introduced the Machine Ethics research program, that aimed to highlight the requirements under which autonomous artificial intelligence (AI) systems could demonstrate ethical behavior guided by moral values, and at the same time to show that these values, as well as ethics in general, can be representable and computable. Today, the interaction between humans and AI entities is already part of our everyday lives; in the near future it is expected to play a key role in scientific research, medical practice, public administration, education and other fields of civic life. In view of this, the debate over the ethical behavior of machines is more crucial than ever and the search for answers, directions and regulations is imperative at an academic, institutional as well as at a technical level. Our discussion with the two inspirers and originators of Machine Ethics highlights the epistemological, metaphysical and ethical questions arising by this project, as well as the realistic and pragmatic demands that dominate artificial intelligence and robotics research programs. Most of all, however, it sheds light upon the contribution of Susan and Michael Anderson regarding the introduction and undertaking of a main objective related to the creation of ethical autonomous agents, that will not be based on the “imperfect” patterns of human behavior, or on preloaded hierarchical laws and human-centric values.
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Sgreccia, Elio. "Quando la fede si confronta con la legge nell’ambito delle biotecnologie umane." Medicina e Morale 51, no. 3 (June 30, 2002): 407–27. http://dx.doi.org/10.4081/mem.2002.691.
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L’articolo analizza il rapporto tra istanze religiose e la legge civile, tenendo presente i possibili interventi della legge nel campo della genetica e della procreazione.
Dopo aver argomentato che il dialogo tra fedi religiose e regimi democratici stia diventando sempre più urgente per evitare sia i fondamentalismi religiosi sia presunte neutralità morali delle democrazie liberali, l’autore afferma che il fatto religioso cristiano-cattolico ponga tre esigenze fondamentali per un corretto rapporto tra fede e legge: l’esigenza antropologica, cioè di una concezione dell’uomo esigitiva del rispetto della dignità di ogni persona umana; l’esigenza epistemologica, per cui la fede non deve opporsi alla ricerca scientifica e razionale, ma deve indicare il senso della ricerca stessa, nel quadro dei fini dell’uomo; il principio dell’accettazione del sistema democratico nel quale deve essere garantito per ogni uomo il diritto alla libertà-responsabilità in un clima di dialogo e persuasione.
Infine, l’articolo si sofferma sugli orientamenti di carattere normativogiuridico sulla genetica e sulla procreazione artificiale che una visione centrata sulla dignità della persona umana richiede: 1. la protezione di individuo umano, cioè la tutela del diritto alla vita di ogni essere umano innocente; 2. il Principio di non discriminazione; 3. il divieto di ogni intervento genetico non terapeutico alterativo; 4. il divieto di brevettazione del genoma umano; 5. la promozione della ricerca in tema di terapia genetica; 6. la protezione degli individui che operano e sperimentano nei laboratori di biotecnologie sul DNA.
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Robertson, Sean. "Practising an Anti-Colonial Citizenship Education Through a Blended Learning Course on Aboriginal Law." Windsor Yearbook of Access to Justice 37, no. 1 (May 16, 2022): 377–401. http://dx.doi.org/10.22329/wyaj.v37i1.7284.
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In the wake of the Truth and Reconciliation Commission, Indigenous peoples and non-Indigenous Canadians find themselves aspiring towards transitional justice. Yet they do so with a democracy in need of some repair. One prime site for fostering democratic renewal – the post-secondary sector – is under pressure from corporatization and political forces working to narrow freedom of expression and academic freedom. This sector, however, continues to offer some hope through liberal, anti-oppressive, anti-colonial, and Indigenous pedagogies that promote a public ethical responsibility beyond the self. Yet encouraging these pedagogies is not straightforward, including for those teaching courses such as Aboriginal law in a blended learning format. In the context of the spread of online education and the dearth of scholarship on anti-oppressive pedagogies therein, on the one hand, and the reluctance of legal educators to adopt anti-colonial pedagogies, on the other, there is an urgency to build knowledge about how to develop citizenship education. Anti-colonial citizenship education includes content about the establishment of settler society and the status of Indigenous nations. Furthermore, it is operationalized through active learning practices. Based on Indigenous and non-Indigenous pedagogical theories, these practices are argued to support a tripartite “intellectual framework” comprised of critical thinking, collaboration, and self-directed learning. Through a case study of an undergraduate course, the argument is made for the efficacy of a number of active learning practices to produce this intellectual framework. It is suggested that, in addition to better learning outcomes, an anti-colonial citizenship education is materialized insofar as the intellectual framework inspires a sensibility for complexity and independent thinking, “civic culture,” and autonomous inquiry and openness to alternative epistemologies.
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Sagar, Aparajita. "Homes and Postcoloniality." Diaspora: A Journal of Transnational Studies 6, no. 2 (September 1997): 237–51. http://dx.doi.org/10.3138/diaspora.6.2.237.
Full textAbstract:
To be at home is to have the sense of a terrain—spatial, epistemological, cultural—which one expects to navigate with smoothness and ease. But homes, like other civic institutions, are sites for producing and reproducing bodies, borders, subject positions, discourses and ideologies, mechanisms of surveillance and discipline. Because of the formidable emotive charge it carries, the idea of home tends to erupt without warning in non-domestic sites where it might be least expected: the supposedly public sphere of Empire and nation, for instance. On the other hand, as the work of variously located postcolonial feminists has shown, women, who have been aligned with home and domesticity across various cultures, have won entry into the public sphere often only after this sphere is recast as “home.” With home and the outside so readily exchanging positions, each site can potentially borrow from the disciplinary regimes of the other, its systems of coercion and blandishment, punishment and reward. Both home and the outside, then, are categories that are mutually constitutive and contingent, lacking a content that can be fixed or known in advance of their manipulation in a specific discourse. Whether the home is seen as a refuge or a prison, is it feasible any longer to project it as the site of unique pleasures, unique terrors, or unique subversive energies? If we think of postcoloniality and diaspora as formations characterized by displacements and dispersions, by the continual unpicking of seams and borders, homes and homelessness inevitably become of special interest. What are the passports to various homes, the initiation rites, the evidence that one belongs or will learn to belong; what are the mechanisms to keep out strangers, thieves, intruders, housebreakers? And given home’s discursive propensity to crop up everywhere, is “homelessness” ever a possibility?
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Manikovskaya, M. A. "Humanitarian foundation of human capital: theoretical insights and regional explication." POWER AND ADMINISTRATION IN THE EAST OF RUSSIA 100, no. 3 (2022): 160–70. http://dx.doi.org/10.22394/1818-4049-2022-100-3-160-170.
Full textAbstract:
Stable, growing development of the Far East is designed to ensure the national projects of the Russian Federation currently being implemented, one of which is «Culture». Its emphasis on strengthening civic identity on the basis of spiritual, moral and cultural values is fundamentally important. Since the key resource for achieving national goals and solving strategic tasks is human capital, it is no coincidence that this phenomenon is in the focus of the research attention of theorists and experts. The concept of «human capital», initiated by American scientists in the middle of the 20th century to solve the urgent economic problems, not only started a new direction in the world economic thought, but also provoked a controversy on the part of humanitarians regarding the correctness of using this phrase as a concept in an anthropological perspective. They saw in this phrase a loss of orientation towards the harmonic integrity of the universally self-fulfilling man. An analysis of the epistemological field formed by the problems of the phenomenon under study showed that the human capital theory developers did not claim to create a new anthropology based on economic knowledge and the competencies formed by it. At the same time, the critical position of the humanitarians is not groundless, as its supporters believed that the concept of «human capital» contains risks fraught with the human identity deformation due to the absolutization of economic determinism, emphasizing pragmatic prudence and not so much rationality. Humanitarians hated the assertion, driven by financial investments in the education, that the knowledge acquired in its process does not turn a person into a bearer of cultural values, but into a means of production, subject to depreciation and, therefore, replacement. We believe that it is possible to neutralize the noted risks by recognizing the humanities as the foundation of human capital. The humanitarian knowledge, philosophy, and art included in its content are aimed at the formation and strengthening of the completeness and harmonious integrity of human existence.