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Статті в журналах з теми "Western ideas"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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1

Hansen, Chad. "Chinese Ideographs and Western Ideas." Journal of Asian Studies 52, no. 2 (May 1993): 373–99. http://dx.doi.org/10.2307/2059652.

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It began with the Phoenicians. Most written languages now use their invention— a phonetic alphabet. The invention of alphabetic writing escorted an influential theory of language onto the intellectual stage. Aristotle expressed the basic outline of that theory, which has since dominated Indo-European views of language:Now spoken sounds are symbols of affections in the soul, and written marks symbols of the spoken sounds. And just as written marks are not the same for all men, neither are spoken sounds. But what these are in the first place signs of—affections in the soul—are the same for all; and what these affections are likenesses of— actual things-are also the same.

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2

Ming, Cheng Kai. "Traditional Values and Western Ideas." Asian Journal of Public Administration 8, no. 2 (December 1986): 195–213. http://dx.doi.org/10.1080/02598272.1986.10800177.

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3

Lindenmeyr, Adele, and J. B. Schneewind. "Giving: Western Ideas of Philanthropy." American Historical Review 103, no. 3 (June 1998): 847. http://dx.doi.org/10.2307/2650576.

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4

Chow, Nelson W. S. "Western and Chinese ideas of social welfare." International Social Work 30, no. 1 (January 1987): 31–41. http://dx.doi.org/10.1177/002087288703000105.

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5

Allen, Anita L. "IDEAS AND IDEALS: HONOURING JOYCE MITCHELL COOK." Think 20, no. 59 (2021): 31–47. http://dx.doi.org/10.1017/s1477175621000178.

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In the twentieth century, most PhD-trained academic philosophers in both the United States and United Kingdom were white men. The first black woman to earn a PhD in Philosophy was Joyce E. Mitchell Cook (1933–2014). A preacher's daughter from a small town in western Pennsylvania, Cook earned a BA from Bryn Mawr College. She went on to earn degrees in Psychology, Philosophy and Physiology from St Hilda's College at Oxford University before earning a PhD in Philosophy from Yale University in 1965. At Yale she served as Managing Editor of the Review of Metaphysics and was the first woman appointed as a teaching assistant in Philosophy. She taught at Howard University for nearly a decade and held positions in national government service in Washington, DC, before retiring to a life of independent study of the black experience. Although she did not publish much in her lifetime, Cook deserves to be remembered as: first, an academic trailblazer who proved that race and gender are not barriers to excellence in philosophy; second, a public philosopher who broke barriers as a foreign and economic affairs analyst and presidential speech writer; third, among the first philosophical bioethicists of informed consent and experimentation on humans; and, fourth, an analytic philosopher of race, opposing claims that blacks suffer from inherited intellectual inferiority. Cook's achievements can inspire women of all backgrounds who love philosophy to pursue graduate studies and academic careers.

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6

Gronsky, Alexander D. "Neo-Western Russianism, Pseudo-Western Russianism: Attempts of the Idea Transformation." Almanac “Essays on Conservatism” 58 (August 1, 2020): 265–73. http://dx.doi.org/10.24030/24092517-2020-0-2-265-273.

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The article examines the phenomena of neo-Western Russianism and pseudo-Western Russianism. These ideologies exist alongside with Western Russianism. Neo-Western Russianism is partly based on historical conceptions of the Soviet period. Those concepts replaced some of the basic ideas of Western Russianism. Pseudo-Western Russianism strives to distort the ideas of Western Russianism adding neo-pagan elements to the Christian principles of Western Russianism.

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7

Uprety, Sanjeev. "Philosophical Ideas and Implications of Non-Western Studies." Journal of Philosophy: A Cross-Disciplinary Inquiry 1, no. 2 (2005): 8–9. http://dx.doi.org/10.5840/jphilnepal2005129.

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8

Kosonen, Riitta. "Entrepreneurship in Russia: Western Ideas in Russian Translation." Nordisk Østforum 25, no. 03 (October 26, 2011): 290–93. http://dx.doi.org/10.18261/issn1891-1773-2011-03-08.

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9

Weede, Erich. "Ideas, Institutions and Political Culture in Western Development." Journal of Theoretical Politics 2, no. 4 (October 1990): 369–89. http://dx.doi.org/10.1177/0951692890002004002.

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10

Clarke, Christopher J. "Reconciling Western management ideas with far Eastern realities." Long Range Planning 31, no. 4 (August 1998): 523–28. http://dx.doi.org/10.1016/s0024-6301(98)80045-9.

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11

Dickenson-Jones, Amelia. "Transforming ethnomathematical ideas in western mathematics curriculum texts." Mathematics Education Research Journal 20, no. 3 (December 2008): 32–53. http://dx.doi.org/10.1007/bf03217529.

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12

Abbasov, Ali. "East and West: Supplementation of Ideas." BULLETIN of the L.N. Gumilyov Eurasian National University. Historical sciences. Philosophy. Religion Series 131, no. 2 (2020): 8–21. http://dx.doi.org/10.32523/2616-7255-2020-131-2-8-21.

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Анотація:

The article makes an attempt to reconstruct the historical development of the concepts and traditions of the East and West, to identify its key points, the complementarity of Eastern and Western ideas that enriched each other. The goal is to identify ways to integrate the concepts of East and West to form a universal and general civilizational basis for the further development of culture and science. The research method is a comparative analysis. Scientific novelty lies in the identification of the specifics of Eastern and Western concepts in relation to knowledge, culture, science, philosophy and mysticism. The role of Islam is substantiated as a mediator of relations between East and West. In conclusion on the basis of the analysis undertaken, it is argued that the likelihood of integration of the Eastern and Western worldviews is real, but it depends on the historical choice of humanity on the path of its further development.

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13

Love, Andrew Cyprian. "Process and Product in Theology and Musical Aesthetics: Improvisation as Interdisciplinary Topos." Nineteenth-Century Music Review 5, no. 1 (June 2008): 47–65. http://dx.doi.org/10.1017/s1479409800002585.

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In the course of the development of Western culture, the ideas of Plato have wielded enormous influence. One of Plato's most influential ideas is his particular conception of truth. For Plato, truth exists in a different realm of reality from ourselves, a realm unlike the things we see around us in space and time. Truth consists of ideal being or ideal essences, subsisting in what he called the world of the forms.

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14

Abdolmohammadi, Pejman. "The Influences of Western Ideas on Kermani's Political Thought." Iran 54, no. 1 (March 2016): 23–38. http://dx.doi.org/10.1080/05786967.2016.11882298.

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15

Herrmann-Pillath, Carsten. "The diffusion of Western economic ideas in East Asia." Asia Pacific Business Review 23, no. 5 (April 24, 2017): 745–47. http://dx.doi.org/10.1080/13602381.2017.1319038.

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16

Wang, Tingyu. "Historical Comparison of Eastern and Western Ideas of Struggle." Studies in Social Science Research 3, no. 4 (November 12, 2022): p108. http://dx.doi.org/10.22158/sssr.v3n4p108.

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In both Eastern and Western cultures, the word struggle has a profound historical connotation, and along with historical changes and continuous cultural integration, the idea of struggle has gradually taken on Chinese and Western cultural connotations and values. Eastern struggle is derived from pictograms, which means to struggle with vigor, while the Western struggle is derived from the etymology of struggle, which emphasizes individual struggle. After tracing the connotation of both cultures, we find that the struggle in both cultures has a common pursuit, that is, the struggle for the realization of the ideal personality and the common pursuit of virtue and value, while the differences are expressed in the respective tendencies of rational appearance and practical practice, as well as the division of discourse between individualism and collectivism.

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17

Bagwasi, Mompoloki Mmangaka. "The major educational policies, models and ideas that have influenced Botswana’s education system." Policy Futures in Education 17, no. 3 (October 25, 2018): 370–82. http://dx.doi.org/10.1177/1478210318807779.

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Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

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18

Bhatt, Chetan. "White Extinction: Metaphysical Elements of Contemporary Western Fascism." Theory, Culture & Society 38, no. 1 (June 23, 2020): 27–52. http://dx.doi.org/10.1177/0263276420925523.

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The Euro-American far-right represents a highly diverse political movement comprising numerous ideological tendencies. It includes the European New Right, the US ‘alt-right’ and ‘alt-lite’, far-right accelerationism, traditionalism, and new forms of political misogyny. Despite the diversity in ideas and activities, this article argues that an overarching theme of the ‘fear of white extinction’ travels across and animates each major contemporary far-right tendency. The article explores a variety of older and contemporary metaphysical themes that are deployed in contemporary fascism. These include new configurations of racism, occultist ideas of nature and vitalism, the rendering of culture and civilization in ‘biocultural’ and ‘anthropological’ terms, and ideas about cosmic destiny. The article considers how older ideas from Nietzsche, Schopenhauer, Hans Günther, Ludwig Klages, Arnold Gehlen and others are mobilized in contemporary fascism to generate a critique of liberal modernity, one which leads remorselessly to a logic of white supremacy and apocalyptic violence.

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19

Szulecki, Kacper. "Hijacked Ideas." East European Politics and Societies: and Cultures 25, no. 2 (April 15, 2011): 272–95. http://dx.doi.org/10.1177/0888325410387643.

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Central European dissidents, although in many ways constrained by their post-totalitarian regimes, were nevertheless taking part in a transnational circulation of ideas. This article is inspired by contemporary studies of cultural (g)localization and links them to the research on dissent to show that the dissident intellectuals in Central Europe (the particular contexts of Czechoslovakia and Poland are investigated) were not only the receivers, but also retransmitters and “generators,” of “universal” ideas. To grasp their role and to understand the nature of “universal” ideas, it is necessary to look into domestic contexts to see how internationally functioning ideas are localized—that is, recontextualized and translated. What is more, locally altered meanings can influence the international “originals” so that a new meaning can be renegotiated. Central European opposition found a firm foundation and a source of empowerment in the internationally recognized discourse of human rights. However, with time, dissident groups in the Eastern Bloc struggled to reinterpret these ideas and extend their mobilizing effect onto other issues. Certain themes present in Western debates were taken up in Central Europe and merged with human rights issues. The two analyzed here are pacifism and environmentalism, ideas that were metaphorically “hijacked” and used by the dissidents. The article shows how the translation and renegotiation of these ideas proceeded and to what extent they were successful both locally and transnationally.

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20

Cudd, Ann E. "Missionary Positions." Hypatia 20, no. 4 (2005): 164–82. http://dx.doi.org/10.1111/j.1527-2001.2005.tb00542.x.

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Postcolonial feminist scholars have described some Western feminist activism as imperialistic, drawing a comparison to the work of Christian missionaries from the West, who aided in the project of colonization and assimilation of non-Western cultures to Western ideas and practices. This comparison challenges feminists who advocate global human rights ideals or objective appraisals of social practices, in effect charging them with neocolonialism. This essay defends work on behalf of universal human rights, while granting that activists should recognize their limitations in local cultural knowledge.

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21

Rui, Yang. "Long Road Ahead: Modernizing Chinese Universities." International Higher Education, no. 77 (September 1, 2014): 17–19. http://dx.doi.org/10.6017/ihe.2014.77.5680.

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Modern universities are a Western concept. For non-Western societies, indigenizing the Western university model has been an arduous task. This article first analyses China’s long traditions of higher learning. It then illustrates how such markedly different cultural roots have led to continuous conflicts between traditional Chinese and new Western ideas of the university - and of “modernity” itself. It argues that contemporary Chinese universities need to find their Chinese way to balance indigenous and Western ideas of the university.

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22

Lee, Jong Chan. "How Can the Western and Oriental Ideas of Illness Communicate?" Journal of the Korean Medical Association 40, no. 3 (1997): 283. http://dx.doi.org/10.5124/jkma.1997.40.3.283.

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23

Goad, Philip. "ROBIN BOYD AND THE POST-WAR ‘JAPANIZATION OF WESTERN IDEAS’." Architectural Theory Review 1, no. 2 (November 1996): 110–20. http://dx.doi.org/10.1080/13264829609478293.

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24

Corcoran, John. "Western Ideas and the Shaping of Zemstvo Policy, 1865–1868." Russian History 41, no. 2 (May 18, 2014): 226–40. http://dx.doi.org/10.1163/18763316-04102009.

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This article examines references to foreign practices and models during the early years of operation of the Moscow Provincial Zemstvo Assembly. The 1864 zemstvo statute established general areas of operation for the new organizations, but left the delegates themselves to work out the details of particular programs. In the discussions that ensued, delegates made regular reference to foreign practices to bolster the case for their preferred policy solutions. The article focuses on two issues in particular, both of which were heavily debated in the first three years of Assembly meetings. The first concerned a proposal to establish an all-zemstvo land bank, and the second related to the establishment of a Moscow teachers training institute. Both issues stretched over several meetings, with detailed proposals subject to strict scrutiny from the assembled delegates. In both cases, references to foreign models occurred with great frequency. The supporters of these initiatives referred to a myriad of foreign countries, suggesting that no one country was seen as the sole proper model for Russia’s future progression. We see the use of foreign models from the sponsors of these particular initiatives, but also from those who criticized various aspects of the proposal. The critics did not dispute the utility of foreign models; instead, they proposed other countries as more appropriate examples. The debate was not about whether Russia should follow precedents from Western Europe, but rather about which particular precedents were most useful. The discussions show that no one single model predominated; delegates cited precedents from different countries on different issues. Though the zemtsy conceded that Russia had certain characteristics that made it distinct from the countries they cited, they remained steadfast in their belief that exemplars from abroad were the best model to follow.

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25

Dikovic, Jovana. "In tradition of ideas euroscepticism in Serbia: Anti-western discourse." Bulletin de l'Institut etnographique 60, no. 2 (2012): 25–42. http://dx.doi.org/10.2298/gei1202025d.

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26

Krementsov, Nikolai. "The Strength of a Loosely Defined Movement: Eugenics and Medicine in Imperial Russia." Medical History 59, no. 1 (December 11, 2014): 6–31. http://dx.doi.org/10.1017/mdh.2014.68.

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AbstractThis essay examines the ‘infiltration’ of eugenics into Russian medical discourse during the formation of the eugenics movement in western Europe and North America in 1900–17. It describes the efforts of two Russian physicians, the bacteriologist and hygienist Nikolai Gamaleia (1859–1949) and the psychiatrist Tikhon Iudin (1879–1949), to introduce eugenics to the Russian medical community, analysing in detail what attracted these representatives of two different medical specialties to eugenic ideas, ideals, and policies advocated by their western colleagues. On the basis of a close examination of the similarities and differences in Gamaleia’s and Iudin’s attitudes to eugenics, the essay argues that lack of cohesiveness gave the early eugenics movement a unique strength. The loose mix of widely varying ideas, ideals, methods, policies, activities and proposals covered by the umbrella of eugenics offered to a variety of educated professionals in Russia and elsewhere the possibility of choosing, adopting and adapting particular elements to their own national, professional, institutional and disciplinary contexts, interests and agendas.

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27

Avtonomov, Vladimir S. "West–Russia–West: The circulation of economic ideas." Russian Journal of Economics 7, no. 1 (March 31, 2021): 1–8. http://dx.doi.org/10.32609/j.ruje.7.66257.

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The paper serves as an introduction to the RuJE special issue on the circulation of economic ideas between Russia and the West. This circulation is a contentious issue, especially among Russian economists. In this article a specific pattern of West–Russia–West transfer is investigated. The pattern suggests that experiencing strong influence from the West, leading Russian economists developed and modified Western economic theories, adapting them to specific Russian political, ideological and cultural circumstances. As a result, they exerted a certain influence over the next generations of Western economists. Among these circumstances the paper mentions moral and religious factors, the peasant question, the special influence of Marxism, the development of mathematics and statistics in Russia in the 1890s–1920s, and the unique experience of building a planned economy.

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28

Halapsis, Oleksy. "INDIVIDUALISM ALLOWED ACCESS." Politology bulletin, no. 80 (2018): 35–45. http://dx.doi.org/10.17721/2415-881x.2018.80.35-45.

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The purpose of the article is to identified the origin and essence of Western individualism. Methods of research. I used the methodology of post-nonclassical metaphysics of history, as well as the methods of epistemological polytheism and com parative. Results. The first sprouts of individualism can be detected in Greek poleis. It is the crisis of the polis system in Ancient Greece that predetermined the disappointment of the Greeks in the old collectivist ideals. Roman collectivism quite naturally got along with ideas about civil liberties and the dignity of an individual citizen. The idea of citizenship was brought to the theoretical perfection by moving it beyond the boundaries of city walls. The Christian ideal is not a self-sufficient person, but the community of believers. It is the weakening of the church’s position and the strengthening of the influence of Antiquity that led to the formation of the Western style of thinking, which became the basis of the new European civilizational project. John Locke rethought the Hobbesian «Roman» theory of the social contract, thereby laying the foundations of liberalism, and hence of individualism. However, radically changing the hierarchical society, even the shaken revolution and the restoration of the Stuarts, no theoretical work could not. But in the New World, free from class barriers, Locke’s ideas found a much more fertile soil. Conclusions. The Western version of individualism emerges as a civilizational ideal at the junction of two completely different paradigms — the Ancient (Greek and Roman) and the Christian. Being present in the «body» of the West, individualism could not access its code. The latter was guarded by numerous barriers, among which the Catholic collectivism and the class divisions of hierarchical society were the most powerful guards. In American society, security barriers were significantly weaker, which allowed individualism to develop in the United States. Then American individualism returned to Europe and is now perceived as an integral element of Western civilization.

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29

AbdulKarim, Asaad Abdullwahab, and Waleed Massaher Hamad. "Marcuse and Habermas's Political Ideas." Tikrit Journal For Political Science, no. 14 (March 2, 2019): 78. http://dx.doi.org/10.25130/poltic.v0i14.115.

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The Frankfurt School is characterized by its critical nature and it is the result of the Marxist socialist thought as it contributed to the development of the German thought in particular and the Western thought in general through important ideas put forward by a number of pioneers in the various generations of the school and most notably through the leading pioneer in the first generation, Marcuse, and the leading pioneer of the second generation, Habermas, whose political ideas had an important impact on global thinking and later became the basis of the attic of many critical ideas. In spite of the belief of the school members in the idea of the criticism of power and community, each had his own ideas that distinguish him from the others

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30

Thomas, Emily. "TIME THROUGH TIME: ITS EVOLUTION THROUGH WESTERN PHILOSOPHY IN SEVEN IDEAS." Think 20, no. 58 (2021): 23–38. http://dx.doi.org/10.1017/s1477175621000038.

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ABSTRACTWhat is time? Just like everything else in the world, our understanding of time has changed continually over time. This article tracks this question through the history of Western philosophy and looks at major answers from the likes of Aristotle, Kant, and McTaggart.

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31

OKAMOTO, Hiroyuki. "A Study on Masanao Nakamura's Introduction of Western Ideas into Japan." Comparative Education 1990, no. 16 (1990): 113–23. http://dx.doi.org/10.5998/jces.1990.113.

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32

Wright, Glen W. "NGOs and Western hegemony: causes for concern and ideas for change." Development in Practice 22, no. 1 (February 2012): 123–34. http://dx.doi.org/10.1080/09614524.2012.634230.

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33

Arnold, David. "The place of ‘the tropics’ in Western medical ideas since 1750." Tropical Medicine & International Health 2, no. 4 (August 1, 2007): 303–13. http://dx.doi.org/10.1111/j.1365-3156.1997.tb00144.x.

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34

Yamasaki, Yoko. "The impact of Western progressive educational ideas in Japan: 1868–1940." History of Education 39, no. 5 (September 2010): 575–88. http://dx.doi.org/10.1080/00467601003687598.

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35

Murphy, Alexander B. "Urbanism and the diffusion of substate nationalist ideas in Western Europe." History of European Ideas 15, no. 4-6 (December 1992): 639–45. http://dx.doi.org/10.1016/0191-6599(92)90073-l.

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36

Tsybulko, O. S. "SPIRITUALITY IN THE HIGHER EDUCATION SYSTEM: THE IDEAS OF WESTERN PEDAGOGY." Innovate Pedagogy 1, no. 20 (2020): 54–58. http://dx.doi.org/10.32843/2663-6085-2020-20-1-11.

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37

Dibovska, Jūlija. "SEVERAL WESTERN MARXIST IDEAS: ALBERTS BELS’S PROSE AND LITERARY CINEMATOGRAPHIC APPROACH." Culture Crossroads 8 (November 13, 2022): 246–54. http://dx.doi.org/10.55877/cc.vol8.182.

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Анотація:

The Latvian writer Alberts Bels (b. 1938) uses elements of literary cinemato- graphy in his prose. Although the number of these elements is not large, they testify to the fact that there is nothing unintentional in the writer’s prose. One of the ways how to establish the semantic load of elements of literary cinematography is to examine the context in which these elements are used following the views of the 20th century Marxist leaders. Thus, as an aesthetic value, literary cinematography in Alberts Bels’s writings can be seen as a compromise between traditional culture, which according to Walter Benjamin requires an aura and active experience of the reader, and the new art which was created on the basis of traditional art. If literature takes over the patterns of narrative cinema and uses them to create new, yet non-radical forms and structures, literary cinematography can be regarded as a favourable result of what Benjamin calls the loss of aura in a reproduced work of art.

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38

Firdiani, Dian, Hasaruddin Hasaruddin, Umiyati Jabri, Hasan Hasan, and Ilham Assidiq. "MUSTAFA KEMAL'S RENEWAL IDEAS." International Journal Conference 1, no. 1 (February 2, 2023): 129–34. http://dx.doi.org/10.46870/iceil.v1i1.478.

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Анотація:

Mustafa Kemal is known as a reformer whose role was to save the nation and state of Turkey from thecatastrophe of total destruction due to European colonialism. However, Mustafa Kemal is also considered acontroversial figure because he changed the caliphate culture that became the character of the OttomanEmpire for hundreds of years into a secular state. Mustafa Kemal is known as the creator of modern Turkey andwas given the title as Ataturk which means father of Turkey. The type of research "library research", namely thestudy carried out for solving a problem by using library materials, whether in the form of books, theses, journals,or those related to the Mustafa Kemal's Renewal Idea. The current nationality of Turkish society is the reductionof the thoughts of a Turkish thinker who is considered the father of Turkish nationalism, namely Ziya Gokalp.Mustafa Kemal's Renewal Thought Principles began when he was assigned as a military attaché in 1913 inSofia. It was from here that he became acquainted with western civilization, especially its parliamentarysystem. The principles of Turkish renewal thought which later became its ideological style consisted of threeelements, namely nationalism, secularism and Westernism

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Zhumanazarov, Kuban, and Salidin Kaldybaev. "IDEAS AND RESEARCH ON INTERACTIVE LEARNING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 40–48. http://dx.doi.org/10.17015/aas.2020.201.05.

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The article analyzes the progressive ideas of pedagogy of the twentieth century, which contributed to the emergence of interactive learning. The project method and the laboratory brigade method have received a positive assessment in Western pragmatist pedagogy. These methods found support and were widely introduced in the initial stage of development of Soviet pedagogy. The contribution of pedagogy of cooperation to the formation of interactive learning is noted. The essence of the concept of interactive learning, the work of domestic and foreign authors who have studied this concept are analyzed. Interaction between students, as well as interaction with the teacher is considered an important sign of interactive learning.

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40

Dudeck, Stephan. "Hybridity in a Western Siberian Bear Ceremony." Journal of Ethnology and Folkloristics 16, no. 2 (December 1, 2022): 43–85. http://dx.doi.org/10.2478/jef-2022-0013.

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Abstract Hybridity is often discussed in connection with the postcolonial condition. The cultural revival of the Khanty bear ceremony in Western Siberia could be a perfect example. It is on one hand a key representation of local Indigenous ontology and on the other has become a token in cultural heritage preservation by state actors and a cultural commodity for local tourism and media outlets. Indigenous activists struggle against the loss of authenticity with ideas of purism and scholars identifying the amalgamation of Indigenous ritual elements with Christian ideas and inventions of tradition on the other hand. I argue that the perception of original purity of elements that develop into hybrid forms in the colonial and postcolonial context is somewhat misleading. Instead, I propose that we look at hybridity and purity as intertwined dialectical aspects of cultural politics with a multiplicity of voices and perspectives and negotiated relations at several levels.

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Tan, La Duy, and Le Thi Ngoc Cam. "Korea’s and Vietnam’s Encounter and Reaction towards Western Ideas in the Flux of Western Intervention: Focusing on Selective Factors from the Seventeenth to mid- Nineteenth Century." Science & Technology Development Journal - Social Sciences & Humanities 4, no. 4 (December 6, 2020): First. http://dx.doi.org/10.32508/stdjssh.v4i4.606.

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This paper is a comparative research on how Vietnam and Korea struggled to accommodate and interact with Western ideas in the advent of Western intervention in the East Asian region, based on the closely related cultural and historical background between the two East Asian countries. The author specifically focuses on the rise of Western ideas, i.e. Catholicism in the two countries within the dominant impacts of Confucian Sino-centric perception adopted by Confucian scholars and rulers for centuries. The research indicated significant resemblance in the pattern of Korea and Vietnam's reception and reaction toward the influences and challenges inflicted by the West, which was predominantly driven by the Sino-centric world view. In this light, both countries struggled through consistent social and political unrest and finally commenced to close the gates to the outside world in an attempt to protect the ruling powers. Vietnamese rulers, however, were by far less conservative and aggressive against the presence of the West in their domains due to their dependence upon Western advanced military technology, particularly during the internal conflicts between the Trinh and Nguyen factions. However, after the unification under the reign of Nguyen family, despite previous contacts with the West, Vietnam gradually become a fervent Confucian state. Meanwhile, in the same period of the Western provocation in East Asia, Korea was a full-fledged and unified kingdom under the rule of Yi family, Choson was more alerted about the rise of new ideas brought in by the West; thus, their reaction toward Western ideas were more brutal and merciless in order to protect the kingdom's correct ideology. Conclusively, no matter how Vietnamese and Korean scholars and rulers were fascinated by Western advancement in technology, owing to their commitment to the Sino-centric worldview they were reluctant to regard Western ideas in positive ways; thus, gradually failed to adapt themselves to the road to modernization which historically contributed to the decline of the nations in the following periods.

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42

Saydazimova, Umida Turakhanovna. "Leading topics and ideas of new Korean poetry of the XX century." Linguistics and Culture Review 5, S1 (September 22, 2021): 969–77. http://dx.doi.org/10.21744/lingcure.v5ns1.1481.

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Анотація:

This article discusses the leading themes and ideas of new Korean poetry of the twentieth century. Many Korean youths went to Japan to study. Here they studied in the faculties of literature and were able to get acquainted with Western European, English, and Russian literature. Western literature had a significant influence on the formation of modern Korean literature.

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43

Djuve, Anne Britt, and Hanne Cecilie Kavli. "Refugee integration policy the Norwegian way – why good ideas fail and bad ideas prevail." Transfer: European Review of Labour and Research 25, no. 1 (November 22, 2018): 25–42. http://dx.doi.org/10.1177/1024258918807135.

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Integrating non-Western refugees into the highly specialised Scandinavian labour markets has proven difficult. This highly ideological policy field is an interesting case for the study of policy learning versus ideas as drivers for institutional change or continuity. Using the Norwegian Introductory Programme as a case study, we show that the application of core programme measures remains largely unaffected by evaluations that show that such measures tend to have very modest effects on the labour market integration of refugees. Concurrently, incremental changes in the disciplining elements of the programme have resulted in an increasingly controlling activation regime. Our interpretation is that a major driver behind the intensification of disciplinary elements has been the assumption that participants lack the motivation to integrate into the labour market. Moreover, we find that this assumption presents an obstacle to policy learning with regard to programme quality. Within activation, policy ideas seem to function simultaneously as path-reinforcing cognitive locks and as drivers for political change.

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Trescott, Paul B., and Zhaoping Wang. "Liang Chi-Chao and the Introduction of Western Economic Ideas into China." Journal of the History of Economic Thought 16, no. 1 (1994): 126–45. http://dx.doi.org/10.1017/s1053837200001450.

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Liang Chi-chao (1873–1929) was a major figure in Chinese intellectual history around the turn of the century. Although he never learned to read any western language, Liang took on the role of an intellectual intermediary, reading voraciously in Chinese or Japanese renderings of western ideas and then writing about them to a wide audience in China. Prior to 1900, China was intellectually very insulated from western ideas. According to Andrew Nathan, “for Chinese in the first years of this century, Liang's writings were the window on all that was modern and foreign and might be used to save China. He introduced new ways of thinking about literature, history, international relations, science, religion, language, the races of mankind, and the meaning of life” (Nathan 1985, p. 48). Liang was an incredibly prolific writer—one authority estimated his output at 14 million words (Wang 1965, p. 167), but very little of his writing has been translated into English. There is a vast literature of commentaries on his life and work, but these materials generally do not devote much attention to his economic ideas

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45

Conway, Maree. "Contested ideas and possible futures for the university." On the Horizon 28, no. 1 (December 19, 2019): 22–32. http://dx.doi.org/10.1108/oth-10-2019-0070.

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Purpose This study aims to identify and explore the nature of ideas of the university in the present to demonstrate how the ideas both enable and constrain the emergence of its possible futures. Design/methodology/approach An integrated literature review of work on the western university was undertaken to identify the defining elements of ideas discussed in the literature – purpose, social legitimacy and embedded future – for the university in each idea. Findings Four contested and co-existing ideas of the university in the present were identified, and the nature of their co-existence and their underpinning assumptions about the purpose and social legitimacy and the embedded future held by each idea are made explicit. Research limitations/implications The paper focuses only on public, non-profit western universities as they exist in Australia, Europe, the UK, Canada and the USA in the present. Whether other forms of the university such as private non-profit and private for-profit “fit” into the four ideas and university types identified here was not explored and is a topic for future research. Originality/value The paper draws on an extensive literature to identify a new frame to understand the evolution of multiple ideas of the university, the impact of these ideas on the empirical organisational form of the university and how they shape assumptions about the university’s possible futures.

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46

Bembel, R. M., V. A. Sukhov, and I. A. Schetinin. "WAYS OF INCREASING GEOLOGICAL EFFICIENCY OF HYDROCARBON FIELDS DEVELOPMENT IN WESTERN SIBERIA." Oil and Gas Studies, no. 6 (December 1, 2017): 6–10. http://dx.doi.org/10.31660/0445-0108-2017-6-6-10.

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Ether-geosoliton model of geological processes, developing V. I. Vernadsky's ideas (the degassing of the Earth) and D. I. Mendeleev’s ideas (mineral petroleum origin), explains not only the formation of hydrocar-bons and the formation of oil and gas fields, but also offers new approaches to the search and exploration of strategic raw materials in hydrocarbon fields in Western Siberia.

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47

Wang, Huan. "The Enlightenment by Western Eco-Socialist Ideas on Socialist Harmonious Eco-Construction." Advanced Materials Research 524-527 (May 2012): 3553–57. http://dx.doi.org/10.4028/www.scientific.net/amr.524-527.3553.

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Western Eco-socialist Ideas, combined product between the contemporary western eco-movement and socialist ideas, and important part of new socialist movement in the west, is the rising western social thought of the left wing since the 1960s and 1970s. Broadly speaking, eco-socialism can be divided into three closely-related parts, eco-Marxist theory, eco-socialism (narrowly) theory and the "red-green" political movement theory. Confronted with the increasingly serious eco-crisis, eco-socialism puts forward to build a harmoniously-developing socialist society of between people and nature, between people and people, and between people and society, on the basis of maintaining ecological balance, in establishing a sustainable model of economic development, health and peace of rational consumption mode, and aiming at harmonious interpersonal relationship as the main content. It throws light upon us in the socialist harmonious eco-construction for today. In reference to and on the basis of the ecological socialism valuable ideas, we aim to provide reference for the socialist harmonious ecological construction and development, and finally achieve China's economic, political, cultural and ecological and social harmonious development and progress, which is the purpose of this article.

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48

BASENKO, R. "THE CIVILIZATION SIGNIFICANCE OF HUMANISTIC IDEAS OF COMPREHENSIVE EDUCATION IN THE DEVELOPMENT OF UKRAINIAN NATIONAL IDENTITY IN EARLY MODERN TIMES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 30 (December 28, 2022): 36–43. http://dx.doi.org/10.33989/2075-146x.2022.30.270640.

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The article examines the influence of Western European ideas of integral personality education on the development of the Ukrainian educational space in the early modern times. Attention is drawn to the importance of the humanistic ideas of the secular Renaissance, the Protestant Reformation, and the Catholic Reformation for the formation of the Ukrainian socio-cultural space, in particular in terms of ethnic changes and mental transformations of Ukrainian society. The ways of penetration of early modern innovations into the educational tradition of Ukrainians are analyzed, in particular political and geographical (the proximity of Ukrainian lands to the countries of Western Europe, the location of Ukrainian cities at the intersection of key trade routes); the ideological and semantic kinship of the Orthodox Christian pedagogical tradition and Christian humanism, on the basis of which the Western European idea of enlightened piety “pietas litterata” was formed); educational and youth (active migration of Ukrainian youth from the elite environment to study in Western European countries, in particular to Italy, France, Germany, Holland, Belgium, the Czech Republic and other countries where young people received a humanistic education); ideological and literary (active dissemination of the works of European humanists in the early modern Ukrainian space); educational and institutional (the active spread of Catholic (Jesuit) and Protestant humanist schools in Ukrainian lands, which ensured the high quality of the educational process and ensured the involvement of the Russian population in the new, and most importantly, high-quality education of the European model, enriched the national educational tradition with Renaissance-humanistic tools, contributed to interaction and mutual enrichment of Western European and Russian cultures). It was established that the leaders of the ideas of the humanist school at that time proposed new, synthetic approaches to the search for effective ways of developing holistic education of the individual. In educational institutions founded on Ukrainian lands, the humanistic ideal of “pietas litterata” was proclaimed as the goal of education, which contained the triad of the Erasmus pedagogical paradigm: knowledge of Latin (education), active piety (individual initiative in social life) and virtue (upbringing). Protestant teachers and Jesuit teachers proposed an appeal to examples of ancient education, didactic emphasis was placed on “bonae artes” (“good arts”), pedagogical concepts “vita contemplation” (“life in contemplation”) and “vita active” (“life in activity”) were recognized as equal, and the educational model successfully combined two components – “sacrum” (“spiritual”) and “profanum” (“secular”). It has been proven that the key trajectory of the influence of Western European humanistic ideas was educational and pedagogical activity, the establishment of schools and collegiums of the humanistic model. It is emphasized that the active integration of humanist ideas in the Ukrainian educational and cultural space allowed not only to join the advanced European experience of the humanist school, but also had a significant positive impact on the development of Ukrainian national identity.

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Needham, Barrie. "Spatial Planning as a Design Discipline: A Paradigm for Western Europe?" Environment and Planning B: Planning and Design 27, no. 3 (June 2000): 437–53. http://dx.doi.org/10.1068/b2633.

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There is an implicit paradigm in the theory of spatial planning, which we call “spatial planning as a design discipline”. It is implicit in much of planning theory, and the exposition here is in many respects an ordering of ideas from planning theory which have been in circulation for many years. I will make them explicit and relate them to each other in order to lay bare the underlying assumptions, to help planning education, and to improve the relationship between theory and practice. Such an ordering of existing ideas inevitably looks backwards, so I will also investigate how the paradigm presented here relates to some recent innovations in planning theory. Because many of the ideas have been in good currency for a long time, it is probable that they have had a strong influence on planning practice in much of Western Europe: there is not just a paradigm shared by academics but also a discourse shared by academics and practitioners.

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50

FENG, Pan. "THE INFLUENCE OF WESTERN MUSICAL IDEAS ON THE WORLDVIEW OF CHINESE MUSICIANS." Humanities science current issues 2, no. 53 (2022): 64–71. http://dx.doi.org/10.24919/2308-4863/53-2-9.

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