Relevant bibliographies by topics / Multicultural philosophy

Academic literature on the topic 'Multicultural philosophy'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Multicultural philosophy"

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Auxter, Thomas. "Toward Multicultural Philosophy." Teaching Philosophy 14, no. 2 (1991): 187–97. http://dx.doi.org/10.5840/teachphil199114226.

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Baggini, Julian. "Taking Back Philosophy: A Multicultural Manifesto." Philosophers' Magazine, no. 81 (2018): 112–14. http://dx.doi.org/10.5840/tpm20188161.

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Richter, Duncan. "Taking Back Philosophy: A Multicultural Manifesto." European Legacy 25, no. 2 (April 16, 2019): 227–29. http://dx.doi.org/10.1080/10848770.2019.1598146.

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Zulfikar, Zulfikar, Alfaiz Alfaiz, Ahmad Zaini, Septya Suarja, Nofrita Nofrita, and Rici Kardo. "Counseling as a science or educational practice in multicultural philosophy dimension (A synthesize and counselor perception about counseling profession)." International Journal of Research in Counseling and Education 3, no. 1 (November 19, 2018): 1. http://dx.doi.org/10.24036/0049za0002.

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Counseling has been such a trend in 21 century, as a science that studied a human in psychology perspective. However, it appear with progressive touch, has affect in human mindset in every life that undertake. In 21 century development, many opinion and argumentation about counseling has an uniqueness in philosophy multicultural perspective that counseling has linkage with cultural and philosophy values in human it self, that make a new paradigm has been raise to the surface, such indigineous counseling and multicultural counseling perspective. Regardless with that paradigm, we can’t deny that basically all of science was from a human philosophy about their life with purpose to make understand and handle their life with solving a problems. But is there all of cultural and philosophy can be a such formulation to solve the problem? If cultural and philosophy values transform to such formulation as a science, is there a procedure and criteria to admitt that? Also if counseling only such philosophy or science, practical intervention, how to implemented in real life that has a multicultural and multivalues in philosophy of life? In this article, will describe such a synthesize about counseling as a science or practical science in education in multicultural philosophy paradigm and perception counselor about counseling profession.
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Ridley, Charles R., Danielle W. Mendoza, and Bettina E. Kanitz. "Multicultural Training." Counseling Psychologist 22, no. 2 (April 1994): 227–89. http://dx.doi.org/10.1177/0011000094222001.

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The Multicultural Program Development Pyramid is a five-tiered framework outlining stages of multicultural counseling training (MCT) program development. The pyramid is intended to serve as a guide to help program developers formulate their own unique MCT programs. The pyramid lays out a path of critical choice points in MCT development, beginning with the generation of an explicit philosophy of training and proceeding through the stages of identifying training objectives, selecting instructional strategies, choosing from among several proposed program designs, and evaluating the program. Use of the pyramid encourages the critical examination of a full range of choices at each stage. Implications of the pyramid for current MCT, the scientist-practitioner model, and the future of MCT research and development are discussed.
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Ridley, Charles R., Lisa C. Li, and Carrie L. Hill. "Multicultural Assessment:." Counseling Psychologist 26, no. 6 (November 1998): 827–910. http://dx.doi.org/10.1177/0011000098266001.

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Current suggestions for assessing clients across cultures fail to adequately aid the average practitioner This failure arises from unresolved issues and problems, interfering with the ability of most counselors and therapists to render sound clinical judgments. In response to these issues and problems, a procedure is described that sensitizes counselors to cultural data in assessment and case conceptualization. Grounded in a guiding philosophy of assessment, the Multicultural Assessment Procedure (MAP) was developed in consideration of a number of relevant critical issues. The procedure entails identifying cultural data through multiple methods of data collection, interpreting cultural data to formulate a working hypothesis, incorporating cultural data with other relevant clinical information to test the working hypothesis, and arriving at a sound (i.e., comprehensive and accurate) assessment decision. A case illustration demonstrates how to use the proposed procedure.
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Bahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective." Istawa : Jurnal Pendidikan Islam 5, no. 2 (October 26, 2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.

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Multicultural education, a very strategic approach, is developed in the life of Indonesian society which has a variety of patterns in religion, ethnicity, ethnicity, and customs, all of which aim to live together in equality, strengthen and unite in the unity of the Unitary State of the Republic of Indonesia. In the concept of Islam, it also teaches multicultural education, so on this basis, the researcher wants to examine in depth how the idea of multicultural education is in the view of the philosophy of Islamic knowledge. This research uses a type of literature study research, the data which is the centre of this study is collected through variable data that is based on the writings, thoughts and opinions of figures and experts who talk about multiculturalism and the philosophy of Islamic education. This research results in a multicultural view that refers to the level of Islamic education that respects, appreciates and embraces all forms of diversity, tolerance, deliberation, cooperation and sharing so that it can be expected that people grow inequality seeing all forms of diversity to avoid fellow conflict.Pendidikan multikultural sebuah pendekatan yang sangat strategis dikembangkan dalam kehidupan bermasyarakat Indonesia yang bercorak beragam dalam agama, etnis, suku, adat istiadat yang tujuan semuanya itu untuk hidup bersama-sama dalam kesetaraan, memperkokoh serta mempersatukan dalam kesatuan Negera Kesatuan Republik Indonesia. Dalam konsep Islam pun mengajarkan tentang pendidikan multikultural, maka atas dasar ini peneliti ingin mengkaji secara mendalam bagaimana konsep pendidikan multikultural dalam pandangan filsafat pendidikan Islam. Penelitian ini menggunakan jenis penelitian studi pustaka, data yang menjadi pusat studi ini dikumpulkan melalui data variabel yang bertumpu pada tulisan, pemikiran, dan pendapat para tokoh dan pakar yang berbicara tentang multikultural dan filsafat Pendidikan Islam. Penelitian ini menghasilkan dalam pandangan multikultural yang mengacu pada tataran pendidikan Islam yang saling menghormati, menghargai dan merangkul semua bentuk keanekaragaman, bertoleransi, bermusyawarah, gotong royong dan saling berbagi, sehingga dengan demikian dapat diharapkan bagi masyarakat tumbuh dalam kesetaraan melihat segala bentuk keberagaman agar terhindar dari konflik sesama.
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Tanjung, Romi Fajar, Neviyarni Neviyarni, and Firman Firman. "Increasing skills reading students through guidance and counseling classical using Contextual Teaching and Learning (CTL) approach." International Journal of Research in Counseling and Education 3, no. 1 (November 20, 2018): 8. http://dx.doi.org/10.24036/0037za0002.

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Counseling has been such a trend in 21 century, as a science that studied a human in psychology perspective. However, it appear with progressive touch, has affect in human mindset in every life that undertake. In 21 century development, many opinion and argumentation about counseling has an uniqueness in philosophy multicultural perspective that counseling has linkage with cultural and philosophy values in human it self, that make a new paradigm has been raise to the surface, such indigineous counseling and multicultural counseling perspective. Regardless with that paradigm, we can’t deny that basically all of science was from a human philosophy about their life with purpose to make understand and handle their life with solving a problems. But it is not all of cultural and philosophy values can be a such formulation to solve a problems, and if it can be transform to such formulation as a science, there are a procedure and criteria to be needed. Also if a counseling as a philosophy or science and also practical intervention, how to implemented in real life with a multicultural and multivalues in philosophy of life. In this article, will describe more further such a synthesize that counseling can be a science or practical science in educational multicultural philosophy paradigm and a result found that 27 (45%) counselor perception about counseling profession that as educational practice.
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Sudworth, Richard. "Leading a Multicultural Church." Practical Theology 10, no. 2 (April 3, 2017): 211–13. http://dx.doi.org/10.1080/1756073x.2017.1308668.

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Jaggar, Alison M. "Multicultural Democracy." Journal of Political Philosophy 6, no. 2 (September 1999): 308–29. http://dx.doi.org/10.1111/1467-9760.00079.

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Dissertations / Theses on the topic "Multicultural philosophy"

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Bennett, Fred. "Multicultural citizenship or citizenship in a multicultural polity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66122.pdf.

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Fletcher, Callum Dowie. "Individual autonomy in the multicultural debate." Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/1014.

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In this thesis, I claim that the Liberal Multiculturalist arguments for group rights, which would enable group autonomy, are problematic. Such claims are instrumentally justified by the value that groups have for their individual members. I claim that group autonomy and individual autonomy are incompatible. Concern for the freedom of individuals requires that there is a common Liberal legal framework covering all of the cultural groups that may exist within a state. I will argue for such a system, claiming that it must be substantive in scope, while also outlining how decisions on the common rules should be fairly deliberated before being resolved. Furthermore, I will defend my position from both Liberal Multiculturalist and Strong Multiculturalist objections.
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Kuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.

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Midden, Eva. "Feminism in multicultural societies : an analysis of Dutch multicultural and postsecular developments and their implications for feminist debates." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/1442/.

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It was long assumed that both multiculturalism and feminism are connected to progressive movements and hence have comparable and compatible goals. However, both in academia and in popular media the critique on multiculturalism has grown and is often accompanied with arguments related to gender equality and/or feminism. According to political scientist Susan Moller Okin for example there are fundamental conflicts between our commitment to gender equality and the desire to respect the customs of minority cultures or religions. If we agree that women should not be disadvantaged because of their sex, she argues, we should not accept group rights that permit oppressive practices. Okin’s claims led to a complex and highly important debate both in academia and in public debates. The main aim of this thesis is to explore in depth the different discourses about multiculturalism and feminism and develop a more inclusive and nuanced redefinition of the relationship between multiculturalism and feminism. The focus of the analysis will be on the Netherlands, where the debate has been intense and paradigmatic of similar debates in most countries. The first part of the thesis explores the literature on multiculturalism and feminism, and discusses the importance of for instance intersectionality, the politics of location and situated knowledges for a better understanding of the debates. The second part of the thesis is dedicated to fieldwork. A preliminary media analysis is undertaken to analyse the main aspects of the public debate as they appear in the feminist magazine Opzij. On the basis of this analysis, a series of focus groups with women belonging to organisations that are considered stakeholders in the debate (e.g. feminist, religious, cultural or sub-cultural) is organised. The thesis provides a comprehensive understanding of the complex relationship between the concepts of multiculturalism and feminism. It argues that gender equality is often misused in islamophobic and anti-migration discussions, which also harms the position of minority women. Furthermore, it demonstrates that a more nuanced and inclusive interpretation of multiculturalism and feminism acknowledges the multiple layers of this debate, starts from intersectionality and includes critical accounts of secularism and religion, colonial history and subjectivity.
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Metro-Roland, Dini. "Culture, dialogue, & multicultural education a philosophical hermeneutic approach /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324526.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3086. Advisers: Jesse Goodman; Luise McCarty.
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Muhamad, Mohd Mokhtar. "Understanding the spirituality of human relationships in Buber and Rumi| An application to multicultural education in Malaysia." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10148324.

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Most studies on relationships in education are not about human relationships in itself, but about what teachers or students perceived to be a good teacher-students relationship or the outcome of a good teacher-students relationship. This dissertation, however, attempts to unfold the complex and implicit elements of human relationships and investigate how it can be practiced in teacher-student relationships in current educational settings. For this purpose, this dissertation explores two figures who had significantly contributed to the knowledge of human relationships—Martin Buber and Jalaluddin Rumi. The aim of this study is to explore how an understanding of human relationships from a spiritual perspective can improve teacher-student relationships in educational settings and help students to learn to perceive any relationship with another person not only as multicultural relationships but also as relationships between human beings. There are three principles of spirituality in human relationships derived from the teachings of Buber and Rumi. First, the human reason cannot be the foundation of the relationships between human beings because of certain limitations. Second, there is a state of a unified-self where qualities including ones that are paradoxical to each other can be reconciled and hold together within the unified self. Third, the relationship between a human being and the world is a microcosm-macrocosm relationship. Spiritual relationship is a relationship of microcosm1-macrocosm-microcosm2 where two individuals are sharing the same macrocosm. In educational settings, teachers play an important role in establishing spiritual relationships with students. Spirituality is not something that the human reason can observe and assess. What teachers can do is to make sure that the spiritual barriers are removed and turn towards the students as a whole person. Such a relationship between teachers and students of different race and religion can possibly establish a harmonious multicultural society in Malaysia.

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Vogelgesang, Anna Ruye. "An Investigation of Philosophy and Practice: Inclusion of World Musics in General Music Classes." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1554376600823459.

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Mitchell, Shamika Ann. "The Multicultural Megalopolis: African-American Subjectivity and Identity in Contemporary Harlem Fiction." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/167490.

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English
Ph.D.
The central aim of this study is to explore what I term urban ethnic subjectivity, that is, the subjectivity of ethnic urbanites. Of all the ethnic groups in the United States, the majority of African Americans had their origins in the rural countryside, but they later migrated to cities. Although urban living had its advantages, it was soon realized that it did not resolve the matters of institutional racism, discrimination and poverty. As a result, the subjectivity of urban African Americans is uniquely influenced by their cosmopolitan identities. New York City's ethnic community of Harlem continues to function as the geographic center of African-American urban culture. This study examines how six post-World War II novels --Sapphire's PUSH, Julian Mayfield's The Hit, Brian Keith Jackson's The Queen of Harlem, Charles Wright's The Wig, Toni Morrison's Jazz and Louise Meriwether's Daddy Was a Number Runner-- address the issues of race, identity, individuality and community within Harlem and the megalopolis of New York City. Further, this study investigates concepts of urbanism, blackness, ethnicity and subjectivity as they relate to the characters' identities and self-perceptions. This study is original in its attempt to ascertain the connections between megalopolitan urbanism, ethnicity, subjectivity and African-American fiction.
Temple University--Theses
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Rossouw, Theresa Marie. "Identity, personhood and power : a critical analysis of the principle of respect for autonomy and the idea of informed consent, and their implementation in an androgynous and multicultural society." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19906.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Autonomy and informed consent are two interrelated concepts given much prominence in contemporary biomedical discourse. The word autonomy, from the Greek autos (self) and nomos (rule), originally referred to the self-governance of independent Hellenic states, but was extended to individuals during the time of the Enlightenment, most notably through the work of Immanuel Kant and John Stuart Mill. In healthcare, the autonomy model is grounded in the idea of the dignity of persons and the claim people have on each other to privacy, self-direction, the establishment of their own values and life plans based on information and reasoning, and the freedom to act on the results of their contemplation. Autonomy thus finds expression in the ethical and legal requirement of informed consent. Feminists and multiculturalists have however argued that since autonomy rests on the Enlightenment ideals of rationality, objectivity and independence, unconstrained by emotional and spiritual qualities, it serves to isolate the individual and thus fails to rectify the dehumanisation and depersonalisation of modern scientific medical practice. It only serves to exacerbate the problematic power-differential between doctor and patient. Medicine is a unique profession since it operates in a space where religion, morality, metaphysics, science and culture come together. It is a privileged space because health care providers assume responsibility for the care of their patients outside the usual moral space defined by equality and autonomy. Patients necessarily relinquish some of their autonomy and power to experts and autonomy thus cannot account for the moral calling that epitomizes and defines medicine. Recognition of the dependence of patients need not be viewed negatively as a lack of autonomy or incompetence, but could rather reinforce the understanding of our shared human vulnerability and that we are all ultimately patients. There is however no need to abandon the concept of autonomy altogether. A world without autonomy is unconceivable. When we recognise how the concept functions in the modern world as a social construct, we can harness its positive properties to create a new form of identity. We can utilise the possibility of self-stylization embedded in autonomy to fashion ourselves into responsible moral agents that are responsive not only to ourselves, but also to others, whether in our own species or in that of another. Responsible agency depends on mature deliberators that are mindful of the necessary diversity of the moral life and the complex nature of the moral subject. I thus argue that the development of modern individualism should not be rejected altogether, since we cannot return to some pre-modern sense of community, or transcend it altogether in some postmodern deconstruction of the self. We also do not need to search for a different word to supplant the concept of autonomy in moral life. What we rather need is a different attitude of being in the world; an attitude that strives for holism, not only of the self, but also of the moral community. We can only be whole if we acknowledge and embrace our interdependence as social and moral beings, as Homo moralis.
AFRIKAANSE OPSOMMING: Outonomie en ingeligte toestemming is twee nou verwante konsepte wat beide prominensie in moderne bioetiese diskoers verwerf het. Die woord outonomie, van die Grieks autos (self) en nomos (reël), het oorspronklik verwys na die selfbestuur van onafhanklike Griekse state, maar is in die tyd van die Verligting uitgebrei om ook na individue te verwys, grotendeels deur die werk van Immanuel Kant en John Stuart Mill. In medisyne is die outonomie model gegrond op die idee van die waardigheid van die persoon en die beroep wat mense op mekaar het tot privaatheid, selfbepaling, die daarstelling van hulle eie waardesisteem en lewensplan, gebasseer op inligting en redenasie, en die vryheid om op die uitkoms van sulke redenasie te reageer. Outonomie word dus vergestalt in die etiese en wetlike bepaling van ingeligte toestemming. Feministe en multikulturele denkers beweer egter dat, siende outonomie gebasseer is op die Verligting ideale van rasionaliteit, objektiwiteit en onafhanklikheid, sonder die nodige begrensing deur emosionele en spirituele kwaliteite, dit die individu noodsaaklik isoleer en dus nie die dehumanisering en depersonalisering van moderne wetenskaplike mediese praktyk teenwerk nie. As sulks, vererger dit dus die problematiese magsverskil tussen die dokter en pasiënt. Die beroep van medisyne is ‘n unieke professie aangesien dit werksaam is in die sfeer waar geloof, moraliteit, metafisika, wetenskap en kultuur bymekaar kom. Dit is ‘n bevoorregde spasie aangesien gesondheidswerkers verantwoordelikheid vir die sorg van hulle pasiënte aanvaar buite die gewone morele spasie wat deur gelykheid en outonomie gedefinieer word. Pasiënte moet noodgedwonge van hulle outonomie en mag aan deskundiges afstaan en outonomie kan dus nie genoegsaam die morele roeping wat medisyne saamvat en definieer, vasvang nie. Bewustheid van die afhanklikheid van pasiënte hoef egter nie in ‘n negatiewe lig, as gebrek aan outonomie of onbevoegtheid, beskou te word nie, maar moet eerder die begrip van ons gedeelde menslike kwesbaarheid en die wete dat ons almal uiteindelik pasiënte is, versterk. Dit is verder nie nodig om die konsep van outonomie heeltemal te verwerp nie. ‘n Wêreld sonder outonomie is ondenkbaar. Wanneer ons bewus word van hoe die konsep in die moderne wêreld as ‘n sosiale konstruk funksioneer, kan ons die positiewe aspekte daarvan inspan om ‘n nuwe identiteit te bewerkstellig. Ons kan die moontlikheid van self-stilering, ingesluit in outonomie, gebruik om onsself in verantwoordelike morele agente te omskep sodat ons nie slegs teenoor onsself verantwoordelik is nie, maar ook teenoor ander, hetsy in ons eie spesie of in ‘n ander. Verantwoordelike agentskap is afhanklik van volwasse denkers wat gedagtig is aan die noodsaaklike diversiteit van die morele lewe en die komplekse aard van die morele subjek. Ek voer dus aan dat die ontwikkeling van moderne individualisme nie volstrek verwerp moet word nie, siende dat ons nie na ‘n tipe premoderne vorm van gemeenskap kan terugkeer, of dit oortref deur ‘n postmoderne dekonstruksie van die self nie. Ons het verder ook nie ‘n nuwe woord nodig om die konsep van outonomie in die morele lewe mee te vervang nie. Ons het eerder ‘n ander instelling van ons menswees in die wêreld nodig; ‘n instelling wat streef na volkomendheid, nie net van onsself nie, maar ook van die morele gemeenskap. Ons kan slegs volkome wees wanneer ons ons interafhanklikheid as sosiale en morele entiteite, as Homo moralis, erken en aangryp.
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Anosike, Philemon O. Sr. "Praxialism: A Philosophical Foundation of Multicultural Education in a Democratic Society." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365124962.

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Books on the topic "Multicultural philosophy"

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E, Kessler Gary, ed. Voices of wisdom: A multicultural philosophy reader. 5th ed. Belmont, CA: Wadsworth, 2003.

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La constitución multicultural. Bogotá, D.C: Siglo del Hombre Editores, 2006.

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Bonevac, Daniel A. Introduction to world philosophy: A multicultural reader. Oxford: Oxford University Press, 2009.

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Multicultural education: Major themes in education. Milton Park, Abingdon, Oxon: Routledge, 2015.

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Contemporary philosophy of social science: A multicultural approach. Oxford, UK: Blackwell, 1996.

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Beuchot, Mauricio. Hermenéutica analógica y educación multicultural. México: Consejo Nacional de Ciencia y Tecnología, 2009.

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Yael, Tamir, ed. Democratic education in a multicultural state. Oxford, UK: Blackwell, 1995.

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Conde-Frazier, Elizabeth. Multicultural models for religious education. Atlanta, Ga: SCP/Third World Literature Pub. House, 2001.

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Grčić, Joseph. Facing reality: An applied interdisciplinary and multicultural approach to philosophy. Boston, MA: Pearson/Education, 2005.

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Grčić, Joseph. Facing reality: An applied interdisciplinary and multicultural approach to philosophy. Boston, MA: Pearson/Education, 2005.

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Book chapters on the topic "Multicultural philosophy"

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Dhillon, Pradeep A., and J. Mark Halstead. "Multicultural Education." In The Blackwell Guide to the Philosophy of Education, 146–61. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch9.

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Mookherjee, Monica. "Multicultural and Postcolonial Feminisms." In The Routledge Companion to Feminist Philosophy, 595–606. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge philosophy companions: Routledge, 2017. http://dx.doi.org/10.4324/9781315758152-48.

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Montgomery, Ami. "The multicultural classroom." In The Philosophy and Practice of Outstanding Early Years Provision, 63–79. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315206431-5.

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Bakar, Mukhlis Abu. "Teaching Islam to Children in Multicultural Singapore." In Encyclopedia of Educational Philosophy and Theory, 1–4. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_542-1.

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Bakar, Mukhlis Abu. "Teaching Islam to Children in Multicultural Singapore." In Encyclopedia of Educational Philosophy and Theory, 2238–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_542.

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Harding, Sandra. "Multicultural and Global Feminist Philosophies of Science: Resources and Challenges." In Feminism, Science, and the Philosophy of Science, 263–87. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1742-2_12.

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Matthews, Michael R. "Multicultural Science Education: The Contribution of History and Philosophy of Science." In Science, Mind and Art, 149–68. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0469-2_10.

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Caton, Lou Freitas. "Multicultural and Postcolonial Contexts: Philosophy’s Self and Other." In Reading American Novels and Multicultural Aesthetics, 61–78. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610286_4.

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"Racial and multicultural perspectives." In Social and Political Philosophy, 177. Routledge, 2002. http://dx.doi.org/10.4324/9780203462645-34.

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"1. A MANIFESTO FOR MULTICULTURAL PHILOSOPHY." In Taking Back Philosophy, 1–37. New York Chichester, West Sussex: Columbia University Press, 2017. http://dx.doi.org/10.7312/van-18436-003.

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Conference papers on the topic "Multicultural philosophy"

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Anatólio Loureiro, Renata, and Danyele da Silva Machado. "Multicultural character of Brazilian constitutionalism: self-determination of peoples in the 1988 Constitution and the legacy of José Bonifácio." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws104_01.

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Nikolaev, Ilya. "LINGUISTIC INFORMATION SYSTEM OF MULTICULTURAL RUSSIAN-FENNIC REGION OF INGERMANLAND." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.018.

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Choi, Seungeun. "RETHINKING THE OTHER FOR MULTICULTURAL EDUCATION – FOCUSED ON THE PHILOSOPHY OF BUBER AND LEVINAS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end110.

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The number of foreigners residing in Korea exceeded 2.5 million for the first time ever. As the ratio of foreigners to the total population approaches 5%, it is evaluated that Korea has actually entered a multicultural society. It is known that among the types of foreigners staying there are many young foreigners who visit Korea for the purpose of employment. The number of marriage immigrants was 16,025, an increase of 4.3% from the previous year. Of these, 82.6% were women. Entering a multicultural society in a situation where empathy for each other is insufficient can lead to social conflict. In particular, in the COVID-19 pandemic, hostility toward foreigners is more prevalent, and hatred for strangers is increasing. This study critically analyzes these social phenomena and seeks to raise the philosophical basis for multicultural education by establishing a concept with a new perspective on the other. This paper focuses on the philosophy of Buber and Levinas. By establishing 'I and You' as a meeting, Buber presented a new relationship with others. Meanwhile, Levinas emphasized human ethics and responsibility as the absolute and infinite being of the other. According to Buber, in the world there is a relationship between 'I-You' and 'I-It', and in order to live a true life, you must establish a relationship between 'I and you'. The relationship between 'I and it' is a temporary and mechanical relationship where objects can be replaced at any time by looking at the world from an instrumental point of view. However, the relationship between 'I and You' is a relationship that faces each other personally, and the only 'I' that cannot be changed with anything and the 'You' that cannot be replaced exist in deep trust. In phenomenology of otherness, Levinas intends to describe the encounter with the something outside the subject. The concepts of possession, distinctiveness and understanding are replaced by those of approaches, proximity, care and fecundity. In Korean society, a policy that seeks to use foreigners as human resources and, especially in the case of marriage immigrant women, as a solution to a society with low birthrates along with the labor force, shows how society treats others. Therefore, multicultural education must rethink the existence and dignity of human beings through the perspective of the other as asserted in the philosophy of Buber and Levinas.
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Grunina, Elena Vladimirovna. "The Relevance of Modern Students’ Multicultural and Multilingual Competence Formation." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.030.

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De Podestá, Nathan Tejada, and Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

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This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos & Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Canina, Marita. "Biodesign: Overcoming Disciplinary Barriers." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59458.

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A new discipline has been introduced into today’s multicultural scientific context — Biodesign. Behind the main philosophical concept of Biodesign is the human body; considered a psycho-biological unicum. Research activities aim at developing artificial devices which can be fully integrated into the human body, or rather into the prosthetic human being. During the last decade, the interest of design research and the study of solutions specifically focused on the human being gave rise to a number of disciplines characterized by the prefix “bio”, which comes from the Greek word for life. This prefix may refer to various thematic areas such as: engineering, medicine, architecture, physics and chemistry. These areas can be considered as already well-established disciplines. This means that these sectors have already reached certain solutions that led them to concentrate their efforts on an in-depth study of the human-being, in order to tackle what could be called the “bio” problem. Each discipline, therefore, performs research proposes new solutions, and discusses possible future scenarios in the light of its own particular philosophy. In design along with the other disciplines, a significant movement towards of renewal has been developing with human beings; with their bodies as the hub. The biodesigner, in an attempt to solve the medical-biological problems involved, makes use of industrial design methods, sharing their experience with interdisciplinary teams. Biodesign should not be considered merely design applied to medicine. It may indeed be more clearly defined as an entirely new discipline; whose use of an interdisciplinary approach and close cooperation with the medical-biological sciences are essential to its objective. Biodesign one of the most interesting fields of research currently under way, aimed at innovative application of biorobotic devices, that involves the design and use of new technology, such as MEMS and bioMEMS. This paper gives the research results that were developed in cooperation with two Faculties: Design and Engineering. The main research objective is to identify the intervention area and the role of industrial design in the micro (MEMS) and nanotechnology applications. In particular it’s fundamental in biorobotics to determine both the methodology and the right instruments needed. This paper is divided into two conceptual parts; the first is theoretical and the second is application driven. In the introductory analytical part, theoretical basis are put in order to show the importance of designer cooperation in the micro-technologies study and in their innovative applications. Designers can make cooperation amongst experts easier, co-ordinating design process’ among several research fields and skills. In the first part; problems, complexities, application fields and design methodologies connected to biorobotic devices are highlighted. The second part of the research is developed with the methodology defined by C. Fryling as “through (o by)”. This methodology is a research approach done throughout projects and lead by experience. One case history is used to demostrate such an approach.
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