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Journal articles on the topic 'Theories of class strategies and revolution'
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1
Abadi, Dinda Putri, M. Ramli, and Fitri Wahyuni. "Analysis of Behaviorism Theory: Classical Conditioning and Operant Conditioning in Changing Students' Truancy Behavior." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 5, no. 2 (February 14, 2025): 8. https://doi.org/10.17977/um065.v5.i2.2025.8.
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This article examines the application of Classical Conditioning and Operant Conditioning theories in behaviorism to modify students' truancy behavior at school. In the era of industrial revolution 4.0, students' active participation is essential to achieve optimal educational goals. Consistent student attendance will help them receive knowledge and form a strong character, while truant behavior will hinder academic and personal development. This research is a literature review that analyzes and summarizes relevant research and theories to gain an in-depth understanding of the topic. Classical Conditioning creates a positive relationship between class attendance and a pleasant experience. Operant Conditioning uses both positive and negative reinforcement, such as providing rewards for consistent attendance and consequences for non-attendance. The implementation of these two approaches in schools shows positive results, increasing attendance and reducing truancy. Thus, this theory provides practical solutions for educators to create an environment that supports positive behavior. This article is expected to provide insight into effective strategies in modifying student behavior.
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Tikhonov, Vladimir. "‘The Soviet Problem’ in Post-Soviet Russian Marxism, or the Afterlife of the USSR." Historical Materialism 29, no. 4 (June 25, 2021): 153–87. http://dx.doi.org/10.1163/1569206x-12341986.
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Abstract The present article deals with different Marxist theories on the Soviet experience, which emerged in post-Soviet Russophone Marxist or neo-Marxist scholarship (concurrently with some reference to Marxist traditions in other former Eastern Bloc countries). The article demonstrates that these theories – if we leave the remaining ‘Marxist-Leninists’ of the classical Soviet type aside and focus on critical, post-Soviet Marxism – may be classified as either ‘fundamentally rejectionist’ or ‘Thermidorian’. The former, in line with the seminal criticisms of K. Kautsky and other early opponents of Lenin, reject the socialist nature of the October 1917 Revolution outright. The latter mostly define the Revolution as at least socialist-oriented, but further bifurcate into different varieties of the ‘state capitalism’ thesis with a number of theorists defining Stalinist societies as special varieties of post-revolutionary industrialism essentially different from orthodox capitalism. Most critical post-Soviet Marxists agree, however, that the main vector of Soviet-type regimes’ evolution indeed pointed towards increased class stratification. However, it should be remembered that Soviet-type bureaucracy was a class-in-the-making rather than a class-in-itself or a class-for-itself, and this point is further elaborated in the works of those theorists who prioritise the differences rather than similarities between Soviet-type industrialism and orthodox capitalism.
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Sun, Peidong. "The Collar Revolution: Everyday Clothing in Guangdong as Resistance in the Cultural Revolution." China Quarterly 227 (June 13, 2016): 773–95. http://dx.doi.org/10.1017/s0305741016000692.
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AbstractScholars have paid little attention to Maoist forces and legacies, and especially to the influences of Maoism on people's everyday dress habits during the Cultural Revolution. This article proposes that people's everyday clothing during that time – a period that has often been regarded as the climax of homogenization and asceticism – became a means of resistance and expression. This article shows how during the Cultural Revolution people dressed to express resistance, whether intentionally or unintentionally, and to reflect their motivations, social class, gender and region. Drawing on oral histories collected from 65 people who experienced the Cultural Revolution and a large number of photographs taken during that period, the author aims to trace the historical source of fashion from the end of the 1970s to the 1980s in Guangdong province. In so doing, the author responds to theories of socialist state discipline, everyday cultural resistance, individualism and the nature of resistance under Mao's regime.
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Hawes, Gary. "Theories of Peasant Revolution: A Critique and Contribution from the Philippines." World Politics 42, no. 2 (January 1990): 261–98. http://dx.doi.org/10.2307/2010466.
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This article examines three models—moral economy, rational choice, and class structure—that have been applied to rebellions and revolutionary movements in Southeast Asia. All three are found lacking in various ways and unable to provide convincing explanations for the growth and continuing strength of the contemporary revolutionary movement in the Philippines. The Aquino government is challenged by a movement that has a mass base of roughly ten million and fields a fighting force of twenty thousand to twenty-five thousand men and women. It is active in virtually every province and city of the nation. Based on the present case study, suggestions are made both for ways in which the insights of extant theories can be synthesized and ways in which these theories must be revised if they are to be made more generally applicable to today's revolutions.
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Janah, Roikhatul, and Dhiya Ayu Tsamrotul Ihtiari. "PENINGKATAN COUNSELOR COMPETENCE BAGI CALON GURU KELAS DI MI DAN SD DI ERA INDUSTRI 4.0." ELEMENTARY: Islamic Teacher Journal 8, no. 1 (May 20, 2020): 159. http://dx.doi.org/10.21043/elementary.v8i1.6926.
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<p><em>Counselor competence is the ability (knowledge, skills and attitudes) that must be possessed by someone to help others who have problems, so that the problems faced are resolved. It becomes very important if a prospective class teacher in MI / SD must be able to have this competency. This research focuses on the study of increasing counselor competence for prospective class teachers in MI and Elementary Schools in the era of the industrial revolution era 4.0 which is carried out by universities that carry out basic education programs. This study uses a literature-based research method, which is conducted by studying and exploring various theories and practices through literature ranging from scientific journals, books, as well as various data and facts. The results of this study indicate that the Directorate of Islamic Education at the Ministry of Religion has presented all competencies that must be achieved by prospective class teachers. Managerial competence and general skills that must be possessed by prospective teachers in MI / SD classes are in accordance with the needs of a teacher in the era of the industrial revolution era 4.0, namely counselor competence, so that prospective teachers of MI / SD classes from Islamic tertiary institutions can be said to be able to become suitable class teachers with the industrial revolution era 4.0.</em></p>
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KOKOVIKHIN, A. YU. "DIGITAL SKILLS DEVELOPMENT STRATEGY OF TRADITIONAL INDUSTRIAL REGION." Scientific Works of the Free Economic Society of Russia 237, no. 5 (December 22, 2022): 222–32. http://dx.doi.org/10.38197/2072-2060-2022-237-5-222-232.
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This article presents some changes in regional skills strategies as a result of The Fourth Industrial Revolution. Theories of competences management and industrial development were used. Semi-structural interviews of Sverdlovsk Entrepreneurs and Industrialists Union members was done. Core competencies development in innovations and digitalization are the strategic aims for traditional industrial regions. Skills strategies needs in development of the basic digital knowledge, the communications and cooperation, the digital content production, the information security and digital development.
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Li, Jian, and Ming Shun Yang. "Network Environmental Based Ecological English Class Study." Advanced Materials Research 271-273 (July 2011): 1733–36. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1733.
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In this paper English class is studied by introducing new ecological education concept. Starting from basic ecological theories, optimized ecological strategies and methods of classroom teaching have been studied. Through the analysis of the existing problems of the English class room teaching, new strategies have been brought forward. With a large amount of practices and deep study, a new model of Ecological English classroom teaching is built which has significant meaning in the further development of English teaching.
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Blanc, Eric. "Taking the Right Lessons from Lenin and the Russian Revolution." Yeiyá 5, no. 1 (September 9, 2024): 9–19. http://dx.doi.org/10.33182/y.v5i1.3415.
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Eric Blanc's article, “Taking the Right Lessons from Lenin and the Russian Revolution,” critically examines the enduring influence of Lenin and the Bolshevik Revolution on socialist movements, highlighting the challenges of applying revolutionary strategies in parliamentary contexts. Blanc argues that while Leninist parties have played significant roles in advancing working-class interests, their revolutionary approach has been less effective in advanced capitalist democracies. He emphasizes that the Russian Revolution demonstrated the potential to overthrow capitalism but warns against overgeneralizing its strategies. Blanc critiques the myth of Bolshevik exceptionalism and the rigid organizational discipline often associated with Leninism, proposing instead a more flexible and inclusive approach to building socialist movements. By analyzing the experiences of socialist parties across the Russian Empire, particularly in Finland and Latvia, Blanc illustrates the effectiveness of uniting radical and moderate socialists within broader workers' parties. He argues that a strategy rooted in democratic socialism, adaptable to varying political contexts, offers a more viable path to socialist transformation than the insurrectionary models promoted by early Leninists. Blanc concludes that the key to advancing socialism lies in scaling up working-class and socialist organization through transformative reforms and democratic engagement, rather than adhering to prescriptive revolutionary strategies.
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Asante, Molefi Kete. "Haiti: Three Analytical Narratives of Crisis and Recovery." Journal of Black Studies 42, no. 2 (March 2011): 276–87. http://dx.doi.org/10.1177/0021934710395589.
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Perhaps no other revolution in modern times, whether American, French, Russian, or Algerian, has stirred such different emotions and raised so many theories of the act itself as the Haitian Revolution. This essay is framed around the given and received interpretations of Haiti’s long history in order to demonstrate that there is neither curse nor punishment in Haiti’s history; there is only intrigue, interest, and interference. The natural disasters whether earthquakes or hurricanes do not occur because of some rational targeting of the country but are the results of the arbitrariness of nature. Of course, how Haiti has dealt with these natural disasters can be interpreted from positions of class narrative, religious narrative, and cultural narrative.
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Biryukov, V. V. "System Paradigm and Development of Alternative Strategies in Constructing Institutional Economic Theories." AlterEconomics 20, no. 3 (2023): 505–26. http://dx.doi.org/10.31063/altereconomics/2023.20-3.2.
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This article addresses the key aspects of constructing contemporary theories in institutional economics. The goal is to uncover the paradigmatic framework guiding different strategies in institutional theories and their potential for change. Using interdisciplinary constructivist methods from social sciences, the study highlights the intersubjective nature of economics and contrasts the principles that serve as the foundation for the development of institutional economic theories. The study’s historical review shows that shared research strategies have emerged from a paradigm rooted in the marginalist revolution. In this approach, collective phenomena explain the behavior of agents pursuing utilitarian motives. The unorthodox strategy involves constructing macro-, micro-, and historical-economic theories based on the distinction of two main levels of research: value-normative and institutional-instrumental. Meanwhile, the mainstream strategy concentrates only on institutions and tools. Relying on the established paradigm results in the creation of structuralist and eclectic theories that lead to a fragmented view of the economy. The paper advocates a transition to a poststructuralist paradigm via constructivist logic. This shift entails examining the relationship between agents and institutions from the perspective of economic culture, values, and ideas, rather than psychology. This approach enables a multi-level assessment of the economy as a system of institutions forged through value compromise. It also allows us to show internal changes, considering the impact of path determinacy linked to new values and ideas (ideational path determinacy).
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Ford, Derek R. "Art, education and the actuality of revolution: Althusser’s aesthetic materialism." International Journal of Education Through Art 19, no. 2 (June 1, 2023): 261–73. http://dx.doi.org/10.1386/eta_00130_1.
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This article contributes to research on materialism, art and education by introducing the aesthetic, political and pedagogical theories of Louis Althusser. It begins by situating the argument within the contemporary conjuncture of the global class struggle, particularly in the West, which is defined by an ideological break with the Marxist tradition in which the actuality of revolution is denied. Such a conjuncture demands not only scientific critique and persuasion but also, more importantly, an aesthetic experience in the possibility of a revolutionary transformation of society. Analysing Althusser’s writings on aesthetics and politics and applying this analysis to Althusser’s own writing, it develops a theory of an aesthetic pedagogical encounter through which we can experience the actuality of revolution and the materiality of thought itself.
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Hasegawa, Tsuyoshi. "Crime, Police, and Samosudy in Petrograd in the Russian Revolution and Sociological Theories of Anomie." Journal of Modern Russian History and Historiography 9, no. 1 (October 17, 2016): 275–96. http://dx.doi.org/10.1163/22102388-00900014.
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This article attempts to assess the importance of social breakdown in the Russian Revolution. It argues that Petrograd experienced an unprecedented rise in violent crime from March to October, which reduced the society to a state of anomie. The article introduces the sociological concepts of anomie developed by Emile Durkheim and Robert Merton. Introducing Durkheim’s theory that anomie results from the breakdown of “organic solidarity” that assures cohesion in an advanced society, and Merton’s theory that anomie arises when the cultural structures and the social structures break down, the article attempts to examine how these theories can be applicable to the reality of Petrograd during the revolution. Durkheim argues that when “organic solidarity” fails, “mechanical solidarity,” characterized by collective conscious, emotion, and violence, takes over. In this article this theory is applied to explain the violence in samosudy. The article further attempts to identify those who committed crime, who participated in samosudy, and where crime and samosudy took place. It argues that crime and samosudy took place in the central and southern districts of Petrograd with a mixed population of predominantly urban poor and the lower rung of the middle class, rather than in the working-class neighborhoods. It argues that samosudy were reflections of the frustrations of the urban poor, who achieved momentary empowerment by exerting violence against petty criminals. Popular violence committed by criminal acts and by samosudy provided an important background for the Bolshevik assumption of power.
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Louie, Vivian. "Parents' Aspirations and Investment: The Role of Social Class in the Educational Experiences of 1.5- and Second-Generation Chinese Americans." Harvard Educational Review 71, no. 3 (September 1, 2001): 438–75. http://dx.doi.org/10.17763/haer.71.3.lv51475vjk600h38.
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In this article, Vivian Louie examines how social class influences Chinese immigrant parents' expectations, strategies, and investment in their children's education. Her findings suggest that, across social class, Chinese immigrant parents have high expectations for their children, reflecting both immigrant optimism and immigrant pessimism about their children's outcomes. However, Louie finds significant differences in the resources and educational strategies pursued by working-class parents and their middle-class counterparts. Louie concludes that the role of the immigrant family is more multifaceted than suggested by previous theories on Asian American educational performance. (pp. 438–474)
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Lichbach, Mark. "Charles Tilly's Problem Situations: From Class and Revolution to Mechanisms and Contentious Politics." Perspectives on Politics 8, no. 2 (June 2010): 543–49. http://dx.doi.org/10.1017/s1537592710001246.
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During his long and distinguished career, Charles Tilly addressed the problem situation he inherited from his teacher Barrington Moore, the situation that emerged in the middle of his studies, and the problems that arose later in his life. Moore's core themes were revolutionary classes, revolutionary violence, and the outcomes of revolution. As the 1960s and the 1970s gave way to the 1980s and 1990s, Tilly faced a different world-historical situation. So-called national liberation moments—violent and radical, communist and anti-U.S.—did not always win. And when they did succeed, radical politics was not particularly appealing. Tilly's final challenge involved rational-choice theory's drive for hegemony in explaining all outcomes—political, economic, and social—of macrohistorical change. For example, could a systematic alternative to the major approach to contention and conflict—a bargaining theory of war—be developed? To address these changing problem situations, Tilly fashioned his own unique theories, methods, and domains of inquiry. A truly seminal thinker, he pioneered now standard social-scientific approaches to mechanisms, contentious politics, and state construction. To understand Charles Tilly is therefore to understand the last fifty years of historical and comparative social science.
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Kang, Myungji. "A Study on Instructional-Design of Design Education: Focused on the Instructional-design Theories of Reigeluth." Korean Society of Culture and Convergence 45, no. 12 (December 31, 2023): 273–81. http://dx.doi.org/10.33645/cnc.2023.12.45.12.273.
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This research suggests education theories and application methods on instructional-design of design education in universities through applying instructional design theories and methods from the field of education research. Focused on the instructional-design theories of Reigeluth, his models of relationships among instructional variables and instructional strategies on the types of learning were applied to instructional-design of design education in university. As a starting example of instructional-design, the lesson blueprint of the design class, ‘user-centered design’ of university A in Korea was developed based on his instructional strategies leading concept learning. It illustrates instructional-design methods and procedures making concept learning of the ‘conceptual model’ more effective, efficient and appealing to learners according to Reigeluth’s instructional-design strategies.
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Demetradze, Marine R. "Determining Factors of Socio-Cultural Strategy in Modernization Theories." Observatory of Culture 19, no. 4 (September 5, 2022): 340–49. http://dx.doi.org/10.25281/2072-3156-2022-19-4-340-349.
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There are numerous works of both Russian and foreign authors concerning the issue of modernization, yet interest toward it is far from exhausted. While complexity of globalization processes grows, modernization constantly presents us with new challenges, thus demanding new approaches in research. This article represents our attempt to rethink existing concepts in order to prove the preference of deploying research in a socio-cultural direction, which may ensure priority of the human factor, social partnership and social equality in the global arena, as, without these, modernization also loses its socio-cultural perspective and content. Most certainly, this new idea requires a sociocultural model of modernization to be created, as well as a corresponding methodology. However, we are forced to narrow the postulate of the topic, as the justification of the need for such a model raises certain questions, namely: why exactly it is needed, and what factors hindering its development are present in existing modernization theories. Therefore, the following tasks have been prioritized: highlighting the positive aspects of the three stages of modernization theory, changing the paradigms of research approaches, creating the principles of interdisciplinarity by the American school of social scientists, determining the role of science in the institutionalization of these processes. The article highlights as determining factors of the socio-cultural modernization strategy the political motives for creating the modernization theory, leading to an increase in the status of strong states over weak ones, to an imbalance in the development of different societies, subordination of the weak to the powerful. Unlike many researchers who associate the leap in human progress with the Industrial Revolution and the Great French Revolution, the author believes that the true origins of the phenomenon should be found in the Scientific Revolution of the Western countries of the 16th—17th centuries. After all, the basis and driving force of modernization consist of intellectual capital and the middle class. The article also provides examples of practical application of scientific discoveries, its destructive and positive influence on Western societies in the era of rapid changes, giving examples to all humanity. In conclusion, the article defines the socio-cultural model of modernization.
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Rutler, Tracy L. "An Alternative Revolution: Isabelle de Charrière’s Politics of Care." Eighteenth-Century Fiction 36, no. 1 (January 1, 2024): 91–110. http://dx.doi.org/10.3138/ecf.36.1.91.
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How does patriotism shape societies? What might it look like if patriotism were aligned with care rather than violence? In this article, I analyze Dutch-Swiss author Isabelle de Charrière’s novel Trois femmes (1797) through the lens of care ethics, particularly Sarah Clark Miller’s notion of a “duty to care.” Charrière’s novel examines the limits of Enlightenment theories of moralism (especially Kantian morality and duty) by putting theory into practice with a group of three women: a former French aristocrat, a wealthy mixed-race Creole woman, and an Alsatian servant. The three women live together as immigrants in Germany after fleeing France in the aftermath of the French Revolution, and they are bound together by a shared love of country. I propose that Charrière blends patriotism and care in radical ways that break down hierarchies of gender, race, and class and that belie the fiction of equality promised by the French Revolution.
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Iqlima, Putri Amifalahiya, Rissa Sofia, Risa Triassanti, and Christina Innocenti Tumiar Panggabean. "EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban." English Education:Journal of English Teaching and Research 8, no. 2 (October 30, 2023): 211–19. http://dx.doi.org/10.29407/jetar.v8i2.20968.
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The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.
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Thapa, Dharma Bahadur. "Class, Culture and Principles: Evaluating the Chinese Cultural Revolution on the Basis of its Aims and Strategies." BMC Journal of Scientific Research 4, no. 1 (December 31, 2021): 1–11. http://dx.doi.org/10.3126/bmcjsr.v4i1.42242.
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Culture in any society is inherited from the past as a form of tradition. It is an automatic and unconscious process. It is usually taken as supra-class unifying category which binds a community. China during Mao proclaimed that old culture serves the interests of the exploiting class and therefore the proletariat as an emerging class should struggle against it and impose its own culture. On this premise ‘the Great Proletarian Cultural Revolution’ was launched. Its aim was to ‘prevent the restoration of capitalism’ by revolutionizing people’s thinking to realize the communist goal of classless society. It lasted from 1966 to 1976, however, debates still continue regarding its aims, principles and practices and achievements or the damages it caused. This article attempts to explore what it actually wanted to accomplish and what strategies and measures were employed to materialize these aims. For this purpose it uses the documents published by the Communist Party of China during that period as the primary sources and judges them on the basis of Marxist socialist principles. The paper reaches to the conclusion that the Cultural Revolution adopted principles, policies and methods which accord with Marxism.
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Gilbert, Alan. "Democracy and Individuality." Social Philosophy and Policy 3, no. 2 (1986): 19–58. http://dx.doi.org/10.1017/s0265052500000297.
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For many contemporary liberals, Anglo-American democracy seems unimpeachably the best political form. In contrast, adherence to democratic values seems an area in which most Marxian regimes, and perhaps Marx himself, are strikingly deficient. Further, Marxian theory insists on the existence of oppressive ruling classes in all capitalist societies and on the need for class struggle and violent revolution to achieve a more cooperative regime – theses which liberal social theories tend to dismiss peremptorily. From the perspective of modern liberal democratic theory, Marxian arguments seem prima facie outlandish and even morally objectionable.
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Notermans, Catrien, Judith Samson, and Willy Jansen. ""The Gender Agenda": New Strategies in Catholic Fundamentalist Framing of Non-Heterosexuality in Europe." Journal of Religion in Europe 4, no. 2 (2011): 273–99. http://dx.doi.org/10.1163/187489211x574391.
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AbstractCatholic fundamentalists attempt to mobilize a social movement against the EU's antidiscrimination policies by engaging with feminist and other scientific theories. The framing strategies they employ will be studied through narrative analysis of different Catholic fundamentalist texts. A particular focus will be placed on the public statements of Pope Benedict XVI on homosexuality and on the anti-EU narrative "The Gender Revolution" by the German writer Gabriele Kuby. It is argued that in their discourses they use a specific framing strategy, namely to present themselves and (fundamentalist) Christianity as gender experts and preservers of European democracy.
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Eichar, Douglas M., and Michael D. Grimes. "Class in Twentieth-Century American Sociology: An Analysis of Theories and Measurement Strategies." Social Forces 71, no. 3 (March 1993): 820. http://dx.doi.org/10.2307/2579900.
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Macy, Michael W., and Michael D. Grimes. "Class in Twentieth-Century American Sociology: An Analysis of Theories and Measurement Strategies." Contemporary Sociology 21, no. 3 (May 1992): 333. http://dx.doi.org/10.2307/2076258.
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Shaffer, Lynda Norene, and S. Bernard Thomas. "Labor and the Chinese Revolution. Class Strategies and Contradictions of Chinese Communism, 1928-48." Pacific Affairs 58, no. 1 (1985): 120. http://dx.doi.org/10.2307/2758019.
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Wylie, Raymond F., and S. Bernard Thomas. "Labor and the Chinese Revolution: Class Strategies and Contradictions of Chinese Communism, 1928-48." American Historical Review 90, no. 3 (June 1985): 747. http://dx.doi.org/10.2307/1861091.
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Allinson, Jamie. "Counter-revolution as international phenomenon: the case of Egypt." Review of International Studies 45, no. 2 (January 25, 2019): 320–44. http://dx.doi.org/10.1017/s0260210518000529.
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AbstractThis article argues that the case of the Egyptian 2011 revolution forces us to rethink accounts of counter-revolution in International Relations. The debate over whether the events of 2011–13 in Egypt should be considered a ‘revolution’ or merely a ‘revolt’ or ‘uprising’ reflects an understanding of revolutions as closed and discrete events, and therefore of international counter-revolution as significant only after revolutionary movements have seized sovereign power. Against this account, which maintains the idea of sovereignty as the boundary between domestic/social and international/ geopolitical phenomena, I argue that counter-revolutions can operate across boundaries during revolutionary situations before and to prevent revolutionary transformation and therefore affect whether a revolutionary sovereign power is established at all. Such counter-revolutions draw upon both the ideological inheritance of historical strategies of international ‘catch-up’, and the cross-border class relations that these different strategies bring into being. In the Egyptian case, the counter-revolution thus relied upon two factors deriving from this strategy: the ideological inheritance of Nasserism as a response to international hierarchy, and the integration of the post-Nasser Egyptian ruling elite with Gulf financial, and US security, networks.
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Abdul, Malek. "Quō Vādis theoretical physics and cosmology? from Newton’s Metaphysics to Einstein’s Theology." Annals of Mathematics and Physics 6, no. 1 (June 2, 2023): 065–70. http://dx.doi.org/10.17352/amp.000081.
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The crisis in modern theoretical physics and cosmology has its root in its use, along with theology as a ruling-class tool, since medieval Europe. The Copernican revolution overthrowing the geocentric cosmology of theology led to unprecedented social and scientific developments in history. But Isaac Newton’s mathematical idealism-based and on-sided theory of universal gravitational attraction, in essence, restored the idealist geocentric cosmology; undermining the Copernican revolution. Albert Einstein’s theories of relativity proposed since the turn of the 20th century reinforced Newtonian mathematical idealism in modern theoretical physics and cosmology, exacerbating the crisis and hampering further progress. Moreover, the recognition of the quantum world - a fundamentally unintuitive new realm of objective reality, which is in conflict with the prevailing causality-based epistemology, requires a rethink of the philosophical foundation of theoretical physics and cosmology in particular and of natural science in general.
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Walker, Kristin. "Activity Systems and Conflict Resolution in an Online Professional Communication Course." Business Communication Quarterly 67, no. 2 (June 2004): 182–97. http://dx.doi.org/10.1177/1080569904265422.
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Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory are useful for studying this process of conflict resolution and online communication. Several strategies can be used to facilitate conflict resolution in online courses, based on these theories: complimenting, generalizing, and agreeing. These normalizing strategies can improve conflict resolution in online professional communication courses as well as in various online communication contexts.
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Buys, Pieter. "Integrated Management Cybernetics as a Foundation for Organizational Resilience." Studia Universitatis Babeș-Bolyai Philosophia 66, no. 3 (December 5, 2021): 219–29. http://dx.doi.org/10.24193/subbphil.2021.3.10.
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The 4th Industrial Revolution introduced a highly automated and connected business environment. Nevertheless, many organizations are reeling in the wake of the speed and severity of the COVID-19 pandemic's impact, catching many unawares, and placing their sustainability in question. Given the connectedness promulgated by the 4th Industrial Revolution, one might expect organizational resilience to be a given - only time will tell whether this was the case. This article considers the concept of cybernetics as contributing to systems-thinking, which may enable resilience strategies to come to fruition. Cybernetics is a goal-driven approach in which constant feedback is analyzed and applied in correcting the current course. We reflect on the roots and principles of the cybernetic concept, developing it into a management cybernetics concept. We take a non-technological approach in acknowledging organizations as systems. Management theories such as stakeholder and stewardship theories are systems components that can play a crucial role in effectively communicating management information within the cybernetic loop. We conclude that an integrative and cooperative relationship with legitimate stakeholders can play an essential role in an organization's preparedness. Key terms: Business performance; management cybernetics; organizational sustainability; organizational resilience, turbulent events
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Hamidah, Qotrunnada Ratri, Agung Tri Pambudi Sejati, and Ana Zulfatu Mujahidah. "The Development of Small and Medium Businesses (MSMEs) Based on Tecnology to Deal with The Industrial Revolution 4.0." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 345. http://dx.doi.org/10.20961/shes.v2i1.38431.
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This article aims to find out the procedures for the development of technology-based Micro, Small and Medium Enterprises (MSMEs) to face the era of the industrial revolution 4.0. The research method used is the study of literature. Data collection is carried out by conducting a study of the review of books, literature, notes, and reports that have to do with the problem being solved. The sources of literature in this study were obtained from books, journals, and research results (papers, theses, and theses) so in this article include general processes which include: systematically identifying theories, finding literature, and analyzing documents that contains information related to the research topic. The results of this study are expected to find ways to develop production results in technology-based Micro Small and Medium Enterprises (MSMEs) to be able to compete in the international class to support Indonesia towards the industrial revolution era 4.0.
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Jusoh,, Rosnani, Mohd Hazwan Mohd Puad, Rahimah Jamaluddin, and Normala Ismail. "The Role of Technical and Vocational Education towards Fourth Industrial Revolution in Preparing Workforce in Malaysia." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 1185–93. http://dx.doi.org/10.47772/ijriss.2024.807098.
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Technical and Vocational Education (TVET) is an engine of social and economic development of the country in meeting the needs of fourth (4.0) industrial revolution. Therefore, TVET field is perceived to play a role in providing an adequate competencies workforce for the industrial revolution 4.0. This is because the industrial revolution 4.0 has become more valuable in today’s world due to the economic and social benefits provided especially in the field of production. The objective of this paper is to investigate the role of technical and vocational education towards industrial revolution 4.0 in preparing workforce in Malaysia through literature review and previous study related to the topic. These inquiries provide a comprehensive understanding, establishing a robust theoretical foundation for this paper. This study used a comprehensive review of existing literature and empirical evidence. We will examine the various ways in which Technical and Vocational Education (TVET)fosters the knowledge and skills to prepare the nation workforce in industrial revolution 4.0. The literature review plays a pivotal role in this study, involving the meticulous identification and synthesis of pertinent research findings. To ensure comprehensive coverage, the researchers employed various search strategies, including leveraging search engines such as Google Scholar and accessing online journals. Key search terms such as Technical and Vocational Education, Industrial Revolution 4.0 in providing workforce in Malaysia were utilized to retrieve relevant articles and studies. A thorough analysis and comparison of established theories and models on Educational Readiness Model for Industrial Revolution 4.0 were conducted, with particular emphasis on their intersection with theories related to providing workforce. This integrative approach provided valuable insights, perspectives, and recommendations pertaining to the practical implementation and advancement of development TVET within educational institutions worldwide. In the 21st century, the success of an organization does not only depend on the products and services offered, but also on the workforce provided. This study concludes Industry 4.0 or also known as ‘smart manufacturing’ or ‘internet industrialization’. The manufacturing industry has been transformed into a fourth revolution that is expected to affect the entire industry by changing the way goods are designed, produced, delivered, paid for and used. Therefore, education needs to pay attention, especially PTV.
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Lane, David. "From state socialism to capitalism: The role of class and the world system." Communist and Post-Communist Studies 39, no. 2 (June 1, 2006): 135–52. http://dx.doi.org/10.1016/j.postcomstud.2006.03.003.
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While theories of global capitalism have added a new dimension to our understanding of the dynamics of the modern world, a ‘globalisation’ approach to the transformation of the state socialist societies is relatively underdeveloped. This paper studies the role of international and global factors under state socialism and the world system in the pre-1989 period. The paper considers traditional Marxist approaches to the transition to capitalism and criticises the model of state capitalism as well as the world system approach. In contrast, social actors (the ‘acquisition’ and ‘administrative’ social strata and the global political elite)are identified as playing a major role in the fall of state socialism, and were a nascent capitalist class. The transformation of state socialism, it is contended, had the character of a revolution rather than a shift between different types of capitalism.
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Petterson, Christina. "Apostles of Revolution? Marxism and Biblical Studies." Brill Research Perspectives in Biblical Interpretation 4, no. 1 (April 8, 2020): 1–80. http://dx.doi.org/10.1163/24057657-12340015.
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Abstract Marxist analysis of the bible is spreading, but clarity about what constitutes Marxist readings and Marxist categories of analysis is lacking. This lack of clarity is compounded by the different strands and factions within Marxist politics, which have subtle resonances in biblical scholarship. These issues are canvassed in the first part of the article. The major focus of the article, however, is the collaboration between biblical studies and liberal ideology, which is examined in two ways. First, by presenting and discussing some of the central Marxist categories of analysis, namely history, ideology and class, and how these categories have been co-opted into biblical studies and in the process lost their radical edge. Second, by discussing the emergence of the discipline of biblical studies during the Enlightenment, and to what extent the containment strategies of biblical studies overlap with those of liberalism and capitalism.
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Spangler, Ryan. "Cholo u hombre: Representation and Revolution in the Senderista Theater of Víctor Zavala Cataño." Journal of Latino/Latin American Studies 10, no. 2 (July 1, 2020): 66–77. http://dx.doi.org/10.18085/1549-9502.10.2.66.
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Abstract The development of campesino theater by the Peruvian playwright Víctor Zavala Cataño played a pivotal role in underscoring the intellectual and economic divide separating the upper class and the agrarian workers of the high Andean plateau regions of Peru. His theater, which sought to empower the previously dehumanized indigenous laborers from the regions surrounding Ayacucho, simultaneously incorporated the oppressed workers into his theatrical milieu and indoctrinate them into the incipient revolutionary Maoist uprising known as Sendero Luminoso. This essay highlights Zavala Cataño’s implementation and adaptation of Antonio Gramsci’s theories of cultural hegemony and Bertolt Brecht’s dialectal study of socialism and capitalism in his theater. Furthermore, it emphasizes the author’s endeavors to expand the theatrical mise-en-scène to include all of Peru and prepare the Andean campesino for a future role in Sendero’s struggle to overthrow Peruvian democracy.
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Fahriany, Fahriany. "SCHEMA THEORY IN READING CLASS." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 17–28. http://dx.doi.org/10.15408/ijee.v1i1.1192.
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Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.
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Hira, Anil. "From Industrial Strength to World Class." California History 92, no. 4 (2015): 48–72. http://dx.doi.org/10.1525/ch.2015.92.4.48.
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California's wine industry is now considered world class. While the industry has deep roots going back to the nineteenth century, the revolution in quality can be traced back to the period after World War II. The movement occurred in two waves. The first was a shift in the industry towards scientific methods of winemaking. The second was a major improvement in creating consistent and subtle wines that imitated and eventually competed successfully with European wines. The movement can be examined through the lives of two key entrepreneurs, Ernest Gallo and Robert Mondavi, through a combination of primary and secondary sources including biographies, oral histories, interviews, and statistics. At first glance, these two pioneers of the California wine industry could not be more different. Gallo operated in secrecy and focused on consistent mass produced wine such as Thunderbird. Mondavi sought to reach the lofty heights of French premium wine. An examination, though, of the strategies, biographies and personalities of these two captains of industry shows remarkable parallels.
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Tomic, Vesna. "The creative class: Truth or urban myth." Facta universitatis - series: Architecture and Civil Engineering 11, no. 2 (2013): 179–87. http://dx.doi.org/10.2298/fuace1302179t.
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In the last decade, theories attempting to link culture, creativity and urban development are gaining more and more attention from the expert community and from urban policies decision makers. Strategies leaning on culture and creativity are expected to create the possibility to achieve a high level of competitiveness and compatibility with principles of sustainable development. The theoretician who has probably drawn most interest, positive and negative, is Richard Florida, a professor at the University in Toronto. This paper will analyze the concept and value implications of Florida's theory of the "creative class", with the goal to point out the positive, and that which should not be contemplated linearly as a model, but as an inspirational idea.
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Xie, Caiqing. "Analysis of Chanel Marketing Strategies in the World Luxury Fashion Market." Advances in Economics, Management and Political Sciences 17, no. 1 (September 13, 2023): 254–60. http://dx.doi.org/10.54254/2754-1169/17/20231106.
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The luxury market is a unique fashion market that provides more than necessary products to satisfy people in the wealthiest class. Chanel is a French luxury fashion brand that was founded in 1910 in Paris by Coco Chanel. This paper uses 4Ps marketing theories to analyze the reasons for Chanel's outstanding marketing performance worldwide, especially in China. The conclusion shows that Chanel keeps its unique personality to attract more demands from young people and also insists on the consumer base of wealthy people.
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Butko, Matej. "Anthropological Critique and Framing of Suburban Enclaves: Case of Neighbourhood X." Ethnologia Actualis 16, no. 1 (June 1, 2016): 41–67. http://dx.doi.org/10.1515/eas-2016-0003.
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Abstract The main point of this article is conceptualization of newcomers within specific suburb in perimeter of Bratislava. The analysis with fruitful and extensive base of evidence provides a connection between the western suburban community theories and local actual and discursive strategies in various topics. The content of this article consists of analysis of bonding, residential and motivational strategies of newcomers, and a wide conceptualization of them, including a class concept and a bounding character of socialization. Additional analytical and evidential asset of this article is the perceptiveness that provides us the ‘other-than-actual’ evaluative perspective. This perception is provided by other inhabitants outside of the researched Neighbourhood X. This evidence, which is connected to the theory of leisure class consumption, is therefore the perceptive side of the core definition of enclaves in residentially excluded neighbourhood. This article offers conclusions of a specific field experience and broadens not only the existing suburban community theories, but also the works that try to conceptualise significant traits of suburban enclaves.
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Calarco, Jessica McCrory. "“I Need Help!” Social Class and Children’s Help-Seeking in Elementary School." American Sociological Review 76, no. 6 (November 4, 2011): 862–82. http://dx.doi.org/10.1177/0003122411427177.
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What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children’s social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.
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Ordu, Stanley. "Symbolic characters and class struggles in Ngugi’s wa Thiongo’s Petals of Blood." Journal of Social, Humanity, and Education 2, no. 2 (February 23, 2022): 129–39. http://dx.doi.org/10.35912/jshe.v2i2.831.
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Abstract Purpose: Every piece of art must, without a doubt, make a statement about itself. This is due to the fact that the more attractive something is, the more symbolic it becomes. Almost all works of art have multiple interpretations. Every great work of literature contains symbols, which add depth, meaning, strength, and dexterity to the work. Research methodology: Two theoretical frameworks, postcolonial and Marxist literary theories, guided the analysis. And this is a qualitative study. Results: The results of this investigation demonstrate that colonial injustice and unmodified colonial institutions and policies are the most enduring issue of Ngugi Wa Thiong’o’s literary exploitation. Limitations: The study is limited to one novel and which is Petals of Blood of Ngugi Wa Thiong’o, written after the post-independence of Kenya. Contribution: Finally, the study found that people are aware of their rulers' actions and are plotting a revolt to break free from the elite's grasp. And it proposes viable answers to their political and socioeconomic problems, such as revolution, not just in Kenya but throughout Africa.
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Matyukhin, A., and S. Mezencev. "The "World Revolution" in Russian Anarchism." Journal of Political Research 7, no. 3 (October 17, 2023): 45–57. http://dx.doi.org/10.12737/2587-6295-2023-7-3-45-57.
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The purpose of this article is to identify the specifics of the theory of the "world revolution" in the ideological and political heritage of Russian anarchism. Historical, comparative, hermeneutic methods of scientific research were actively used to write the article. The ideologists of Russian anarchism in their interpretation of the "world revolution" competed with Marxist doctrine, with its popular dialectical theory of socio-economic formations and class struggle, where the final stage of historical progress was to be the achievement of global communism. Rejecting the Marxist concept of "dictatorship of the proletariat", the Russian anarchists proceeded from an alternative methodology that emphasizes the primacy of natural, biological factors of social processes. According to anarchists, the basic factor of progress is the natural inclination of people to solidarity and mutual assistance. Hence the Russian anarchists opposed the natural nature of the evolution of mankind to any "forced" forms of social organization. This applied, first of all, to the institution of the state, regardless of its external form – communist, liberal-democratic, despotic. The basic parameters of the social ideal in the theory of Russian anarchism were the principles of anarchy and freedom, the building of social existence on the basis of self-organization, self-government and a global decentralized confederation structured "from the bottom up". The former territorial and political borders were abolished, nations were abolished. The anarchists saw the achievement of this ideal as an exclusively revolutionary way, gradually embracing all new countries, regions, continents. The article emphasizes the constant appeal of Russian anarchists to the arguments of universal morality - "freedom", "justice", "brotherhood", "justice", "equality" in justifying the need for a world anarchist revolution, which in practice turned into political abstractions with destructive consequences for societies. At the same time, the "secondary" ideology of Russian anarchism as an intellectual product is noted in relation to Marxism and natural science theories of the XVIII-XIX centuries, as well as the tendency of anarchists to utopian thinking, to speculative building of their global social ideal.
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Zhang, Wei. "The Development of Marxist Shakespearean Criticism in China." Multicultural Shakespeare: Translation, Appropriation and Performance 20, no. 35 (December 30, 2019): 99–113. http://dx.doi.org/10.18778/2083-8530.20.08.
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Chinese Shakespearean criticism from Marxist perspectives is highly original in Chinese Shakespeare studies. Scholars such as Mao Dun, Yang Hui, Zhao Li, Fang Ping, Yang Zhouhan, Bian Zhilin, Meng Xianqiang, Sun Jiaxiu, Zhang Siyang and Wang Yuanhua adopt the basic principles and methods of Marxism to elaborate on Shakespeare’s works and have made great achievements. With ideas changed in different political climates, they have engaged in Shakespeare studies for over eight decades since the 1930s. At the beginning of the revolutionary age, they advocated revolutionary literature, followed Russian Shakespearean criticism from the Marxist perspective, and established the mode of class analysis and highlighted realism. Before and after the Cultural Revolution, they were concerned about class, reality and people. They also showed the “left-wing” inclination, taking literature as a tool to serve politics. Since the 1980s, they have been free from politics and entered the pure academic realm, analysing Shakespearean dramas with Marxist aesthetic theories and transforming from sociological criticism to literary criticism.
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Webber, Jeffery. "Rebellion to Reform in Bolivia. Part II: Revolutionary Epoch, Combined Liberation and the December 2005 Elections." Historical Materialism 16, no. 3 (2008): 55–76. http://dx.doi.org/10.1163/156920608x315239.
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AbstractThis article presents a broad analysis of the political economy and dynamics of social change during the first year (January 2006–January 2007) of the Evo Morales government in Bolivia. It situates this analysis in the wider historical context of left-indigenous insurrection between 2000 and 2005, the changing character of contemporary capitalist imperialism, and the resurgence of anti-neoliberalism and anti-imperialism elsewhere in Latin America. It considers at a general level the overarching dilemmas of revolution and reform. Part II of this three-part essay addresses four major themes. First, it reviews the literature on revolution in contemporary Bolivia. Second, it explains why the 2000 to 2005 period is best conceived as a revolutionary epoch in which left-indigenous social forces were engaged in a combined liberation struggle against racial oppression and class exploitation. However, it argues that this revolutionary epoch has not led to social revolution. Third it examines in detail the electoral rise of Evo Morales and his Movimiento al Socialismo (Movement Towards Socialism, MAS) party in the December 2005 elections. Fourth, it explores the historical trajectory of the MAS in terms of its changing class composition, ideology, and political strategies since the party's inception in the late 1990s.
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Boldrini, Maura, Giovanni P. A. Placidi, and Donatella Marazziti. "Applications of Chaos Theories to Psychiatry: A Review and Future Perspectives." CNS Spectrums 3, no. 1 (January 1998): 22–29. http://dx.doi.org/10.1017/s1092852900005356.
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AbstractThe great revolution that took place in physics at the beginning of this century, which led to a total reshaping of the science and a different approach to natural phenomena, could serve as a model for future developments in other disciplines such as neuroscience. When investigated by traditional methods, the complexity of brain mechanisms remains quite elusive; the use of new strategies should, therefore, be a high priority.Although holistic interpretations of brain functions and dysfunctions still seem futuristic, the application of chaos theories may be one way of making these interpretations more understandable. In fact, chaos mathematics can be applied to brain activity, such as that recorded, by electroencephalogram (EEG), and to the interpretation of psychopathology. Similarly, clinical phenomena could be explained in terms of nonlinear dynamics. Moreover, the application of chaos theories to psychiatry might permit the study of the relationships between genetic and environmental factors in determining syndromes and symptoms. This could encourage the development of a nonlinear dynamic psychiatry which, in turn, would allow a better understanding of research findings and, perhaps, open new horizons to psychiatric intervention.
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Ayeni, Dorcas A., and Victory O. Omeiza. "Investigating Design Strategies for Regenerative Development." European Journal of Engineering and Technology Research 6, no. 1 (January 16, 2021): 87–94. http://dx.doi.org/10.24018/ejers.2021.6.1.1987.
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The menace of environmental dilapidation has been an issue of great concern in the built environment since the wake of the industrial revolution. Buildings have been said to be instruments that cut short the natural cycles of resources in both the human and natural ecosystem due to man’s anthropocentric mind-set and activities. Various theories, framework, and models have been proposed to facilitate re-generatively sustainable developments. This paper aims at highlighting strategies that are currently practiced in regenerative development with a view of presenting ideas for the practical application of regenerative sustainability in all its facets and phases. Relevant literature that described the processes of creating a regenerative development and the aspects in which regenerative sustainability principles are implemented were reviewed. The design strategies employed in the studied cases were described as they related to the phases and then grouped into the four facets of regenerative development. The paper, therefore, gives an idea of the various integrative element and practical strategies for the implementation of regenerative design in all its phases and facets. Clarity on the subject of regenerative development is also anticipated as examples of regenerative design element implemented in the cases under study were detailed out. These strategies, when applied with attention to place patterns and potentials in all aspects of the built environment, will help in creating a truly regenerative development in any area.
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Ayeni, Dorcas A., and Victory O. Omeiza. "Investigating Design Strategies for Regenerative Development." European Journal of Engineering and Technology Research 6, no. 1 (January 16, 2021): 87–94. http://dx.doi.org/10.24018/ejeng.2021.6.1.1987.
Full textAbstract:
The menace of environmental dilapidation has been an issue of great concern in the built environment since the wake of the industrial revolution. Buildings have been said to be instruments that cut short the natural cycles of resources in both the human and natural ecosystem due to man’s anthropocentric mind-set and activities. Various theories, framework, and models have been proposed to facilitate re-generatively sustainable developments. This paper aims at highlighting strategies that are currently practiced in regenerative development with a view of presenting ideas for the practical application of regenerative sustainability in all its facets and phases. Relevant literature that described the processes of creating a regenerative development and the aspects in which regenerative sustainability principles are implemented were reviewed. The design strategies employed in the studied cases were described as they related to the phases and then grouped into the four facets of regenerative development. The paper, therefore, gives an idea of the various integrative element and practical strategies for the implementation of regenerative design in all its phases and facets. Clarity on the subject of regenerative development is also anticipated as examples of regenerative design element implemented in the cases under study were detailed out. These strategies, when applied with attention to place patterns and potentials in all aspects of the built environment, will help in creating a truly regenerative development in any area.
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VISSER, INGMAR, MAARTJE E. J. RAIJMAKERS, and EMMANUEL M. POTHOS. "Individual strategies in artificial grammar learning." American Journal of Psychology 122, no. 3 (October 1, 2009): 293–307. http://dx.doi.org/10.2307/27784404.
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Abstract Artificial grammar learning (AGL) has been used extensively to study theories of learning, but compelling conclusions cannot be drawn without an analysis of individual strategies. We describe a new statistical method for doing so, based on the increasingly popular framework of latent variable models, which is especially suited to capture heterogeneity in participants’ responses. We applied the method of latent class regression models, in which the intercept and regression coefficients can have different values in different latent groups of participants; each latent group represents different reliance on the potentially available sources of knowledge in AGL, such as grammaticality and fragment overlap. The results indicate that grammaticality and fragment overlap can be understood as distinct aspects of learning performance, as evidenced by different groups of participants adopting predominantly one or the other strategy in a series of comparable datasets from AGL studies.
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DeMarrais, Kathleen, Lauren Moret, and Elizabeth M. Pope. "“I Found a Fit”: Doctoral Student Narratives of Coming to a Theoretical Home in a Qualitative Research Class." International Research in Higher Education 3, no. 2 (June 9, 2018): 83. http://dx.doi.org/10.5430/irhe.v3n2p83.
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A critical aspect of learning qualitative research methodology in a doctoral program is to develop deep knowledge of the theoretical frameworks informing one’s research. An in-depth reading of those theories is necessary for them to be used to inform and guide dissertation research. Based in narrative inquiry, this study examined the journeys of 18 novice qualitative researchers as they came to understand theory and develop a theoretical home to inform their doctoral research. Findings include 1) the emotional concerns, uncertainty, and confusion when asked to engage with theory and theoretical frameworks to inform their research for the first time; 2) supports and strategies used to engage deeply with theories; and 3) students’ use of metaphors to describe their relationships with theories over the course of their doctoral studies as they came to a “theoretical home”. Implications for doctoral training in qualitative research include the need to engage pedagogically with students around the complexities and messiness of the role of theory in research.
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Wu, Pengyu. "Technology, Globalization, And Class Dynamics: Key Elements in Marxist State Modernization Analysis." Journal of Education, Humanities and Social Sciences 28 (April 1, 2024): 669–76. http://dx.doi.org/10.54097/rbzan216.
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In the wake of the information revolution, human civilization has entered a novel epoch, necessitating the evolution of various social theories to meet new necessities. This scholarly investigation engages with the dynamic interplay between Marxist theory and its application within contemporary social and political milieus. It addresses the critical inquiry into Marxist thought's continued relevance and adaptability amidst modern challenges, including digitization, globalization, postmodernity, and state modernization. Rooted in the seminal principles of Marx and Engels, the study meticulously explores the diversification of Marxism into distinct strands and its applicability in deciphering the complexities of the current socio-political landscape. The research findings indicate that while Marxist critique maintains its pertinence in analyzing capitalist societies, it confronts challenges arising from technological advancements, shifting global economic paradigms, and the proliferation of intricate identities that intertwine class with diverse socio-cultural dimensions. This study is significant in its comprehensive analysis of Marxism's adaptability and resilience, offering an updated perspective for academic discourse to navigate and comprehend multifaceted contemporary phenomena. Moreover, it delineates prospective research avenues, mainly focusing on the impact of digitization in reshaping class dynamics and the confluence of Marxism with alternative theoretical frameworks.