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Artykuły w czasopismach na temat "Multicultural philosophy"
Auxter, Thomas. "Toward Multicultural Philosophy". Teaching Philosophy 14, nr 2 (1991): 187–97. http://dx.doi.org/10.5840/teachphil199114226.
Pełny tekst źródłaBaggini, Julian. "Taking Back Philosophy: A Multicultural Manifesto". Philosophers' Magazine, nr 81 (2018): 112–14. http://dx.doi.org/10.5840/tpm20188161.
Pełny tekst źródłaRichter, Duncan. "Taking Back Philosophy: A Multicultural Manifesto". European Legacy 25, nr 2 (16.04.2019): 227–29. http://dx.doi.org/10.1080/10848770.2019.1598146.
Pełny tekst źródłaZulfikar, Zulfikar, Alfaiz Alfaiz, Ahmad Zaini, Septya Suarja, Nofrita Nofrita i 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, nr 1 (19.11.2018): 1. http://dx.doi.org/10.24036/0049za0002.
Pełny tekst źródłaRidley, Charles R., Danielle W. Mendoza i Bettina E. Kanitz. "Multicultural Training". Counseling Psychologist 22, nr 2 (kwiecień 1994): 227–89. http://dx.doi.org/10.1177/0011000094222001.
Pełny tekst źródłaRidley, Charles R., Lisa C. Li i Carrie L. Hill. "Multicultural Assessment:". Counseling Psychologist 26, nr 6 (listopad 1998): 827–910. http://dx.doi.org/10.1177/0011000098266001.
Pełny tekst źródłaBahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective". Istawa : Jurnal Pendidikan Islam 5, nr 2 (26.10.2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.
Pełny tekst źródłaTanjung, Romi Fajar, Neviyarni Neviyarni i 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, nr 1 (20.11.2018): 8. http://dx.doi.org/10.24036/0037za0002.
Pełny tekst źródłaSudworth, Richard. "Leading a Multicultural Church". Practical Theology 10, nr 2 (3.04.2017): 211–13. http://dx.doi.org/10.1080/1756073x.2017.1308668.
Pełny tekst źródłaJaggar, Alison M. "Multicultural Democracy". Journal of Political Philosophy 6, nr 2 (wrzesień 1999): 308–29. http://dx.doi.org/10.1111/1467-9760.00079.
Pełny tekst źródłaRozprawy doktorskie na temat "Multicultural philosophy"
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.
Pełny tekst źródłaFletcher, Callum Dowie. "Individual autonomy in the multicultural debate". Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/1014.
Pełny tekst źródłaKuyurtar, Erol. "Multicultural citizenship in a liberal society". Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.
Pełny tekst źródłaMidden, 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/.
Pełny tekst źródłaMetro-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.
Pełny tekst źródłaTitle from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3086. Advisers: Jesse Goodman; Luise McCarty.
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.
Pełny tekst źródłaMost 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.
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.
Pełny tekst źródłaMitchell, 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.
Pełny tekst źródłaPh.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
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.
Pełny tekst źródłaENGLISH 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.
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.
Pełny tekst źródłaKsiążki na temat "Multicultural philosophy"
E, Kessler Gary, red. Voices of wisdom: A multicultural philosophy reader. Wyd. 5. Belmont, CA: Wadsworth, 2003.
Znajdź pełny tekst źródłaLa constitución multicultural. Bogotá, D.C: Siglo del Hombre Editores, 2006.
Znajdź pełny tekst źródłaBonevac, Daniel A. Introduction to world philosophy: A multicultural reader. Oxford: Oxford University Press, 2009.
Znajdź pełny tekst źródłaMulticultural education: Major themes in education. Milton Park, Abingdon, Oxon: Routledge, 2015.
Znajdź pełny tekst źródłaContemporary philosophy of social science: A multicultural approach. Oxford, UK: Blackwell, 1996.
Znajdź pełny tekst źródłaBeuchot, Mauricio. Hermenéutica analógica y educación multicultural. México: Consejo Nacional de Ciencia y Tecnología, 2009.
Znajdź pełny tekst źródłaYael, Tamir, red. Democratic education in a multicultural state. Oxford, UK: Blackwell, 1995.
Znajdź pełny tekst źródłaConde-Frazier, Elizabeth. Multicultural models for religious education. Atlanta, Ga: SCP/Third World Literature Pub. House, 2001.
Znajdź pełny tekst źródłaGrčić, Joseph. Facing reality: An applied interdisciplinary and multicultural approach to philosophy. Boston, MA: Pearson/Education, 2005.
Znajdź pełny tekst źródłaGrčić, Joseph. Facing reality: An applied interdisciplinary and multicultural approach to philosophy. Boston, MA: Pearson/Education, 2005.
Znajdź pełny tekst źródłaCzęści książek na temat "Multicultural philosophy"
Dhillon, Pradeep A., i J. Mark Halstead. "Multicultural Education". W The Blackwell Guide to the Philosophy of Education, 146–61. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch9.
Pełny tekst źródłaMookherjee, Monica. "Multicultural and Postcolonial Feminisms". W 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.
Pełny tekst źródłaMontgomery, Ami. "The multicultural classroom". W 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.
Pełny tekst źródłaBakar, Mukhlis Abu. "Teaching Islam to Children in Multicultural Singapore". W 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.
Pełny tekst źródłaBakar, Mukhlis Abu. "Teaching Islam to Children in Multicultural Singapore". W Encyclopedia of Educational Philosophy and Theory, 2238–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_542.
Pełny tekst źródłaHarding, Sandra. "Multicultural and Global Feminist Philosophies of Science: Resources and Challenges". W 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.
Pełny tekst źródłaMatthews, Michael R. "Multicultural Science Education: The Contribution of History and Philosophy of Science". W Science, Mind and Art, 149–68. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0469-2_10.
Pełny tekst źródłaCaton, Lou Freitas. "Multicultural and Postcolonial Contexts: Philosophy’s Self and Other". W Reading American Novels and Multicultural Aesthetics, 61–78. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610286_4.
Pełny tekst źródła"Racial and multicultural perspectives". W Social and Political Philosophy, 177. Routledge, 2002. http://dx.doi.org/10.4324/9780203462645-34.
Pełny tekst źródła"1. A MANIFESTO FOR MULTICULTURAL PHILOSOPHY". W Taking Back Philosophy, 1–37. New York Chichester, West Sussex: Columbia University Press, 2017. http://dx.doi.org/10.7312/van-18436-003.
Pełny tekst źródłaStreszczenia konferencji na temat "Multicultural philosophy"
Anatólio Loureiro, Renata, i Danyele da Silva Machado. "Multicultural character of Brazilian constitutionalism: self-determination of peoples in the 1988 Constitution and the legacy of José Bonifácio". W XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws104_01.
Pełny tekst źródłaNikolaev, Ilya. "LINGUISTIC INFORMATION SYSTEM OF MULTICULTURAL RUSSIAN-FENNIC REGION OF INGERMANLAND". W SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.018.
Pełny tekst źródłaChoi, Seungeun. "RETHINKING THE OTHER FOR MULTICULTURAL EDUCATION – FOCUSED ON THE PHILOSOPHY OF BUBER AND LEVINAS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end110.
Pełny tekst źródłaGrunina, Elena Vladimirovna. "The Relevance of Modern Students’ Multicultural and Multilingual Competence Formation". W 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.
Pełny tekst źródłaDe Podestá, Nathan Tejada, i Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.
Pełny tekst źródłaKgothule, Rantsie, June Palmer, Gregg Alexander i Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
Pełny tekst źródłaCanina, Marita. "Biodesign: Overcoming Disciplinary Barriers". W 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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