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Journal articles on the topic 'Intellectual life'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Fatsis, Lambros. "Becoming public characters, not public intellectuals." European Journal of Social Theory 21, no. 3 (November 17, 2016): 267–87. http://dx.doi.org/10.1177/1368431016677977.

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Research into the sociology of intellectual life reveals numerous appeals to the public conscience of intellectuals. The way in which concepts such as ‘the public intellectual’ or ‘intellectual life’ are discussed, however, conceals a long history of biased thinking about thinking as an elite endeavour with prohibitive requirements for entry. This article argues that this tendency prioritizes the intellectual realm over the public sphere, and betrays any claims to public relevance unless a broader definition of what counts as intellectual life is introduced. By calling for a shift from the notion of public intellectuals to Jane Jacobs’ (1961) idea of the ‘public character’, a publicly situated and affect-laden conception of intellectual life is articulated with the aim of redefining intellectual life as an ordinary, collective pursuit, rather than the prerogative of a few extraordinary individuals, as well as restoring the role of the senses in theoretical discussions on the life of the mind. The theoretical scope of this article therefore is to cast the net wider in the search for meanings of what public intellectual life is, can or may be in a larger context than ‘intellectualist’ discussions currently allow.

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2

Plesu, Andrei. "Intellectual Life Under Dictatorship." Representations 49, no. 1 (January 1995): 61–71. http://dx.doi.org/10.1525/rep.1995.49.1.99p0263r.

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3

Miller, J. Hillis, Donald Hawes, and John R. Pfeiffer. "George Eliot's Intellectual Life." George Eliot - George Henry Lewes Studies 58-59, no. 1 (September 1, 2010): 118–28. http://dx.doi.org/10.2307/georelioghlstud.58-59-1.0118.

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4

Grant, Daniel L. "Intellectual Life of Alumni." Journal of Higher Education 70, no. 5 (September 1999): 533. http://dx.doi.org/10.2307/2649226.

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5

Plesu, Andrei. "Intellectual Life Under Dictatorship." Representations 49 (January 1, 1995): 61–71. http://dx.doi.org/10.2307/2928749.

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6

Young, Kathryn Godfrey. "Induction into Intellectual Life." Administrative Theory & Praxis 22, no. 1 (March 2000): 155–56. http://dx.doi.org/10.1080/10841806.2000.11643439.

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7

Doenecke, D., and Lewis Perry. "Intellectual Life in America." History Teacher 21, no. 1 (November 1987): 153. http://dx.doi.org/10.2307/492833.

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8

Grant, Daniel L. "Intellectual Life of Alumni." Journal of Higher Education 70, no. 5 (September 1999): 533–41. http://dx.doi.org/10.1080/00221546.1999.11780785.

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9

Kardum, Marijana. "Life Writing between Fact and Fiction: Croatian World War II Women Diarists." Radovi Zavoda za hrvatsku povijest Filozofskoga fakulteta Sveučilišta u Zagrebu 55, no. 1 (December 20, 2023): 319–32. http://dx.doi.org/10.17234/radovizhp.55.17.

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This article initiates the discussion of intellectual women’s experiences of the Second World War in Croatia/Yugoslavia with the introduction of the recently discovered war diaries of Jewish intellectual Ina Juhn Broda (1899–1983) and journalist Vinka Bulić (1884–1965), along with the war diary of the nurse Lujza Janović Wagner (1907–1945). These scattered examples of intellectual women’s life-writing and their role in women’s transition from one to another totalitarian regime lack a thorough analysis and theoretical interpretation. This article therefore analyses how World War II represented a major shift in women’s rethinking of war and peace, but also of the Yugoslav future as a socialist project. It also discusses the very nature of the genre and sees the act of writing (about) oneself as a substitution for abruptly discontinued intellectual activity and the public presence of these women intellectuals.

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10

Jaher, Frederic Cople, Michael O'Brien, and David Moltke-Hansen. "Intellectual Life in Antebellum Charleston." Journal of American History 73, no. 3 (December 1986): 749. http://dx.doi.org/10.2307/1903021.

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11

Rubinstein, Hilary L., and Leonie Star. "Julius Stone: An Intellectual Life." American Historical Review 100, no. 2 (April 1995): 492. http://dx.doi.org/10.2307/2169023.

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12

Jeffrey, Thomas E., Michael O'Brien, and David Moltke-Hansen. "Intellectual Life in Antebellum Charleston." Journal of the Early Republic 6, no. 4 (1986): 438. http://dx.doi.org/10.2307/3122653.

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13

Madigan, Arthur. "Faith and the Intellectual Life." International Philosophical Quarterly 44, no. 2 (2004): 266–68. http://dx.doi.org/10.5840/ipq200444210.

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14

Boney, F. N., Michael O'Brien, and David Moltke-Hansen. "Intellectual Life in Antebellum Charleston." American Historical Review 92, no. 3 (June 1987): 746. http://dx.doi.org/10.2307/1870063.

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15

Roberts, Peter. "Gramsci, freire, and intellectual life." Interchange 35, no. 3 (September 2004): 365–73. http://dx.doi.org/10.1007/bf02698884.

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16

Cashin, Joan E., Michael O'Brien, and David Moltke-Hansen. "Intellectual Life in Antebellum Charleston." Journal of Southern History 53, no. 2 (May 1987): 326. http://dx.doi.org/10.2307/2209116.

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17

Sasinthar, Karthikayini, Abhijit V. Boratne, Arun Sugumaran, and Raj Kumar Patil. "Measuring health-related quality of life of intellectually disabled children: a narrative review." International Journal Of Community Medicine And Public Health 8, no. 7 (June 25, 2021): 3652. http://dx.doi.org/10.18203/2394-6040.ijcmph20212628.

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To identify currently available measures of Health-related quality of life (HRQOL) for intellectually disabled children and to describe their content. A comprehensive retrieval of the English literature from 2001 to 2021 was done in the PubMed and Google Scholar. The terms ‘Intellectual disability’, ‘Differently abled’, ‘Special children’, ‘Differently challenged’, ‘Mental retardation’, ‘Health-related quality of life’, ‘Quality of life’, ‘Burden of intellectual disability’ and ‘India’ were used to identify measures of HRQOL for children’s with intellectual disability. Several tools were identified to measure HRQOL for children with intellectual disability. Many have parent proxy as well as self-report form with good validity and reliability. Though, they were often developed with minimal involvement from families, focus on functioning rather than wellbeing, and have items that sometimes may cause emotional upset. When children with different health problems are compared, the degree of their particular health condition should be measured. Furthermore, overlap of items seems not to be a problem when the HRQOL of children with intellectually disability is studied. Hence, HRQOL assessments are useful for collecting information beyond the clinical symptoms of a health problem thus improving quality of care.

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18

Kittelstrom, Amy. "Introduction: The Life of the Mind in the Early Republic." Journal of the Early Republic 43, no. 4 (December 2023): 593–605. http://dx.doi.org/10.1353/jer.2023.a915158.

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Abstract: This essay introduces the five articles of this issue’s special forum on American intellectual history in the early republic. Including other recent works in the field, the essay evaluates how current scholarship diverges from or corrects the conventional narrative that has centered elite Anglo-Protestant intellectuals from the beginning of the discipline until recently. Defining terms including “America” and “intellectual” is crucial to understanding the various contributions and how they collectively turn away from American exceptionalism, a progressive view of American history, the notion of a collective American mind, and the acceptance of intellectual authority or elite status as indicative of historical value. Indigenous, African American, Catholic, Mexican-American, and Californiana voices reveal American thinkers who were skeptical of Anglo-Protestant premises, had perspectives worth considering, and made contributions to the history of American thought even while historians ignored them. The current generation of scholarship in American intellectual history marks a major revision of the last great disciplinary revision of the field after the rise of the new social history. Yet despite this promise, the institutional deterioration of higher education in the United States imperils the field.

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19

Dewi, Putu Yulia Angga, and Kadek Hengki Primayana. "The Importance of The Spiritual Quotient in Society Life." Purwadita : Jurnal Agama dan Budaya 7, no. 1 (March 30, 2023): 93. http://dx.doi.org/10.55115/purwadita.v7i1.3148.

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Spiritual intelligence is closely related to intellectual intelligence and emotional intelligence. In line with what was conveyed by Zohar and Marshall, spiritual intelligence is the foundation needed to function intellectually and emotionally effectively. Intellectual intelligence is the ability of the human soul to carry out logical functions properly, or what we call rational. The importance of paying attention to spiritual intelligence in our life's journey is because spiritual intelligence has many benefits. The benefits of spiritual intelligence include being able to distinguish between right and wrong, growing the development of the human brain, and achieving self-development

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20

Lumby, Catharine. "Reshaping Public Intellectual Life: Frank Moorhouse and His Milieu." Media International Australia 156, no. 1 (August 2015): 133–41. http://dx.doi.org/10.1177/1329878x1515600115.

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This article uses Frank Moorhouse as a study of the formation of a public intellectual in the 1960s and 1970s. Moorhouse was a key figure in the Sydney Push, a loose Libertarian-anarchist network of artists, writers, intellectuals and party people who rejected the dominant moral values of the 1950s and 1960s. A journalist, Moorhouse later became a well-known fiction writer who was part of a similarly bohemian and activist milieu centred in Sydney's Balmain. Taking Frank Moorhouse as a case study, I will argue that there is something particular about the way public intellectuals have historically been formed and given voice in Australian life, which is characterised by a permeability between art and writing practices and between academic and activist milieux.

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21

Ravochkin, N. N. "Intellectual Life: Ideas Formation and Dynamics." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya 3 (19) (September 2018): 103–10. http://dx.doi.org/10.24151/2409-1073-2018-3-103-110.

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22

Strout, Cushing, and Lewis Perry. "Intellectual Life in America: A History." American Historical Review 92, no. 1 (February 1987): 197. http://dx.doi.org/10.2307/1862915.

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23

Albrecht, Thomas. "Avrom Fleishman, George Eliot’s Intellectual Life." Cahiers victoriens et édouardiens, no. 75 Printemps (June 13, 2012): 231–35. http://dx.doi.org/10.4000/cve.1677.

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24

Bose, Mishtooni. "Intellectual Life in Fifteenth-Century England." New Medieval Literatures 12 (January 2010): 333–70. http://dx.doi.org/10.1484/j.nml.1.102190.

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25

Saum, Lewis O., and Lewis Perry. "Intellectual Life in America: A History." Journal of American History 71, no. 4 (March 1985): 845. http://dx.doi.org/10.2307/1888511.

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26

Massad, Joseph. "THE INTELLECTUAL LIFE OF EDWARD SAID." Journal of Palestine Studies 33, no. 3 (2004): 7–22. http://dx.doi.org/10.1525/jps.2004.33.3.007.

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This essay examines Edward Said's philosophy of intellectual life and what an intellectual vocation entails. Said's major contribution, Orientalism, is discussed in light of his own concept of ““traveling theory”” and its impact on various disciplines, especially postcolonial studies. Said's views on Palestine and the Palestinians are also elaborated and contextualized in his own oeuvre. Finally, the essay discusses Said's interest in musical performance and attempts to read his work ““musically,”” showing how all his interests are part of a larger whole that constitutes his intellectual legacy.

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27

Orr, Marilyn. "Book Review: George Eliot's Intellectual Life." Christianity & Literature 62, no. 4 (September 2013): 602–5. http://dx.doi.org/10.1177/014833311306200412.

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28

Haskell, Thomas L., and Lewis Perry. "Intellectual Life in America: A History." Journal of Southern History 51, no. 2 (May 1985): 270. http://dx.doi.org/10.2307/2208828.

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29

Saeed Lateef, Riyadh. "Tartoushi: his life and intellectual views." Al-Anbar University Journal For Humanities 2018, no. 4 (December 1, 2018): 217–45. http://dx.doi.org/10.37653/juah.2018.172043.

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30

Orlov, M. I. "The Social Functions of Intellectual Elites." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 10, no. 4 (2010): 26–30. http://dx.doi.org/10.18500/1819-7671-2010-10-4-26-30.

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Intellectual elites (intellectuals) are essential element of the social life making certain social functions: function of innovation; function of critics and selection of cultural resources; function of saving of tradition. The reproduction of the existing samples of behavior is an important mechanism of social development, the multiplication of those gives the pledge of the viability of the society. The mechanism of circulation of the intellectual elites is a reproduction through the system of post-graduated school.

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31

Grantseva, Ekaterina. "Oases in the desert? Intellectual journals of the early years of Francoism." Latin-American Historical Almanac 35, no. 1 (September 24, 2022): 276–93. http://dx.doi.org/10.32608/2305-8773-2022-35-1-276-293.

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Many researchers, considering the situation that developed in the scientific and cultural life of Spain in the first post-war years, characterize it as a time of split and break in the intellectual tradition. Indeed, Spain split into winners and losers, a significant part of the intelligentsia left the country. The desire for an ideological monolith, censorship, control and repression were integral signs of the post-war period, but despite severe ideological pressure and official campaigns to uniformize culture, the components of the country's intellectual life retained some diversity, which is demonstrated by the very existence and content of Francoist intellectual journals. Of course, a significant part of the Francoist journals that touch on issues of ideology, culture, science and creativity can be called "conditionally intellectual." They, first of all, carried out a propaganda function, reflected and broadcast the dogmas of the Francoist ideology. However, some of them have become real "cultural oases", the first platforms for the exchange of views of intellectuals and a means of returning and rehabilitating the heritage of pre-war Spanish thought in the post-war intellectual environment.

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32

Βουγιούκας, Κωνσταντίνος, Μαρία Τζουριάδου, Γεώργιος Μενεξές, Μαρία Γκέκα, and Λητώ Ελένη Μιχαλοπούλου. "Intellectual disability and mothers' stressors: A Greek Paradigm." Psychology: the Journal of the Hellenic Psychological Society 21, no. 4 (October 15, 2020): 421. http://dx.doi.org/10.12681/psy_hps.23510.

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Ongoing research has demonstrated higher levels of stress for parents of children with intellectual disabilities than in parents of typically developed children. Three major source domains of parental stress include comorbid conditions, parental characteristics and parents’ life situations. The aim of this study was the investigation of Greek mothers’perceptions of the characteristics of their intellectually disabled children and their life situations as stressors. The research was carried out in Rhodes, Greece. The study sample consisted of fifty-nine mothers ofchildren diagnosed with moderate intellectual disabilities with and without comorbid conditions. Interviews were used to collect the data. Main findings were that stress varies among mothers of children with intellectual disabilities and that children comorbid conditions appear to be the most important maternal stress factor. Family support should be based on the partnership-empowerment model. Further research on family needs of children with intellectual disabilities is needed in Greece, so that children find partnership and support throughout their lives.

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33

Buljevac, Marko, Petra Liber, and Antonela Previšić. "KVALITETA ŽIVOTA ODRASLIH OSOBA S INTELEKTUALNIM TEŠKOĆAMA I NJIHOVIH RODITELJA: SPOZNAJE I SPECIFIČNOSTI." Annual of Social Work 29, no. 3 (May 2, 2023): 381–411. http://dx.doi.org/10.3935/ljsr.v29i3.481.

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Marko Buljevac Petra Liber Antonela Previšić QUALITY OF LIFE OF ADULTS WITH INTELLECTUAL DIFFICULTIES AND THEIR PARENTS: INSIGHTS AND SPECIFICITIES ABSTRACT The aim of this paper is to summarize and explore certain specificities of individual domains of the quality of life of adults with intellectual difficulties and their parents. The paper presents, describes and discusses insights into and specificities of personal development, self-determination, interpersonal relations, social inclusion, rights, emotional well-being, physical well-being and material well-being of adults with intellectual difficulties, as well as physical health, psychological health, social relations and environment of the parents of adults with intellectual difficulties. The aforementioned domains with related indicators show the quality of life of the families of persons with intellectual difficulties who are frequent users of the formal support system. The quality of life of adults with intellectual difficulties and their parents is determined through different subjective and objective indicators, and it is affected by variousfactors,such assupport,social networks, formalsupportsystem, but also by certain characteristics of individuals. Persons with intellectual difficulties influence the quality of life of their parents, and the parents affect the quality of life of their adult children with intellectual difficulties. The quality of life represents an important concept in work with families of persons with intellectual difficulties and it should be determined in order to gain an insight into the lives of adults with intellectual difficulties and their parents, but also as a feedback about the support provided within the formal support system. Keywords: quality of life; quality of life domains; quality of life of adults with intellectual difficulties; quality of life of the parents of adults with intellectual difficulties

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34

Clarke-Hazlett, Christopher, and Steven Conn. "Museums and American Intellectual Life, 1876-1926." Journal of American History 86, no. 3 (December 1999): 1364. http://dx.doi.org/10.2307/2568672.

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35

Reinhold, Meyer, and Elizabeth Rawson. "Intellectual Life in the Late Roman Republic." American Historical Review 91, no. 4 (October 1986): 892. http://dx.doi.org/10.2307/1873339.

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36

Bowersock, G. W., and Elizabeth Rawson. "Intellectual Life in the Late Roman Republic." Phoenix 42, no. 3 (1988): 272. http://dx.doi.org/10.2307/1088351.

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37

Parchomiuk, Monika. "Life stories of people with intellectual disabilities." Men Disability Society 50, no. 4 (December 31, 2020): 13–37. http://dx.doi.org/10.5604/01.3001.0014.5014.

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The article addresses the issue of life stories of people with intellectual disabilities, analysing their importance from an individual and group perspective. The potential of this method was highlighted referring to selected studies of people with intellectual disabilities. Functions designated by Elżbieta Dubas were used as the basis for the analysis. Competences relevant to the implementation of life stories have been considered, taking into account their possible limitations in people with disabilities. The focus was on the properties of cognitive processes, but personality competences were also recognized. Potential difficulties related to implementation in this group were noted and ways of overcoming them were suggested. The usefulness of life stories and life histories for the practice of care and rehabilitation of people with intellectual disabilities has been shown.

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38

MOUAS, Nora. "SAINT AUGUSTINE: HIS LIFE AND INTELLECTUAL SOURCES." RIMAK International Journal of Humanities and Social Sciences 03, no. 08 (November 1, 2021): 251–58. http://dx.doi.org/10.47832/2717-8293.8-3.19.

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In this article, we aim to introduce the most prominent thinkers who emerged from the medieval period - the Christian fathers - and he is St. Augustine (354-430 AD), the most important philosophers and thinkers representing moral thought and one of the most prominent who occupied the moral problem. St. Augustine is a central figure in Christianity and the history of thought. Western alike, his name has dominated Western thought, and has not lost its luster to this day. St. Augustine immortalized his name in world history thanks to his political, religious and intellectual ideas. He is a religious man. He has his position and is revered and appreciated throughout the Christian world, especially in the world of thought. Therefore, there is no doubt that the stations of his life, his intellectual sources, and his sayings have weight, value, and influence, and a sense from us of this. Weight and Impact We saw that we take up this great character. In this research, we want to shed light on the personality of St. Augustine, who represented the Christian thought in that era, trying to focus on his life's path, highlighting the most important major milestones in his life and his intellectual sources‎‎. Keywords: The Middle Ages, Augustine, Berber, His Life, Confessions

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39

Romer, F. E., and Elizabeth Rawson. "Intellectual Life in the Late Roman Republic." Classical World 80, no. 1 (1986): 60. http://dx.doi.org/10.2307/4349990.

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40

Seltzer, Marsha Mailick, Frank Floyd, Jan Greenberg, Julie Lounds, Mary Lindstrom, and Jinkuk Hong. "Life Course Impacts of Mild Intellectual Deficits." American Journal on Mental Retardation 110, no. 6 (2005): 451. http://dx.doi.org/10.1352/0895-8017(2005)110[451:lciomi]2.0.co;2.

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41

Zirpolo, Lilian H., and Francis Ames-Lewis. "The Intellectual Life of the Renaissance Artist." Sixteenth Century Journal 32, no. 3 (2001): 924. http://dx.doi.org/10.2307/2671608.

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42

Arbab, Farzam. "The Intellectual Life of the Bahá’í Community." Journal of Baha i Studies 26, no. 4 (January 2016): 9–21. http://dx.doi.org/10.31581/jbs-27.4.2(2016).

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43

Bannister, Robert C., and Steven Conn. "Museums and American Intellectual Life, 1876-1926." American Historical Review 105, no. 2 (April 2000): 553. http://dx.doi.org/10.2307/1571516.

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44

Portier, William L. "Book Review: Catholic Intellectual Life in America." Theological Studies 50, no. 3 (September 1989): 597–99. http://dx.doi.org/10.1177/004056398905000324.

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45

Runge, C. Ford. "Enclosure, Intellectual Property and Life-Sciences Research." Journal of World Intellectual Property 7, no. 6 (November 1, 2005): 807–27. http://dx.doi.org/10.1111/j.1747-1796.2004.tb00229.x.

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46

Posman, Sarah. "George Eliot’s Intellectual Life by Avrom Fleishman." Victorian Review 37, no. 2 (2011): 156–58. http://dx.doi.org/10.1353/vcr.2011.0037.

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47

Chemerinsky, Erwin, and Peggie J. Hollingsworth. "Unfettered Expression: Freedom in American Intellectual Life." Academe 87, no. 5 (2001): 89. http://dx.doi.org/10.2307/40252072.

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48

Schwartz, Murray M. "Psychoanalysis in My Life: An Intellectual Memoir." American Imago 75, no. 2 (2018): 125–52. http://dx.doi.org/10.1353/aim.2018.0008.

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49

Lucas-Carrasco, Ramona, and Luis Salvador-Carulla. "Life satisfaction in persons with Intellectual Disabilities." Research in Developmental Disabilities 33, no. 4 (July 2012): 1103–9. http://dx.doi.org/10.1016/j.ridd.2012.02.002.

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50

Rexine, John E., and Elizabeth Rawson. "Intellectual Life in the Late Roman Republic." American Journal of Philology 107, no. 3 (1986): 442. http://dx.doi.org/10.2307/294707.

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