Global ETD Search

271	Disenchanting political theology in post-revolutionary Iran : reform, religious intellectualism and the death of utopia Sadeghi-Boroujerdi, Eskandar January 2014 (has links) This thesis delineates the transformation of Iran’s so-called post-revolutionary ‘religious intellectuals’ (rowshanfekran-e dini) from ideological legitimators within the political class of the newly-established theocratic-populist regime to internal critics whose revised vision for the politico-religious order coalesced and converged with the growing disillusionment and frustration of the ‘Islamic left’, a constellation of political forces within the governing elite of the Islamic Republic, that following the death of Ayatollah Khomeini increasingly felt itself marginalised and on the outskirts of power. The historical evolution of this complex, quasi-institutionalised and routinized network, encompassing theologians, jurists, political strategists and journalists, which rose to prominence in the course of the 1990s, and its critical engagement with the ruling political theology of the ‘guardianship of the jurist’, the supremacy of Islamic jurisprudence, political Islamism and all forms of ‘revolutionary’ and ‘utopian’ political and social transformation, are scrutinised in detail. In this vein, the thesis examines the various issues provoked by the rowshanfekran-e dini’s strategic deployment and translation of the concepts and ideas of a number of Western thinkers, several of which played a pivotal role in the assault on the ideological foundations of Soviet-style communism in the 1950s and 1960s. It then moves to show how this network of intellectuals and politicos following the election of Mohammad Khatami to the presidency in May 1997 sought to disseminate their ideas at the popular level by means of the press and numerous party and political periodicals, and thereby achieve ideological and political hegemony. The thesis proceeds to demonstrate the intimate connection between the project of ‘religious intellectualism’ and elite-defined notions of ‘democracy’, ‘electoral participation’, ‘reform’ and ‘political development’ as part of an effort to accumulate symbolic capital and assert their intellectual and moral leadership of the polity. 955.05
272	Politics, subjectivity and the public/private distinction : the problematisation of the public/private relationship in political thought after World War II Panton, James January 2010 (has links) A critical investigation of the public/private distinction as it has been conceived in Anglo-American political thinking in the second half of the 20th century. A broadly held consensus has developed amongst many theorists that public/private does not refer to any single determinate distinction or relationship but rather to an often ambiguous range of related but analytically distinct conceptual oppositions. The argument of this thesis is that if we approach public/private in the search for analytic or conceptual clarity then this consensus is correct. Against this I propose that a number of the most dominant invocations of the distinction can be understood to express public/private as an irreducibly political dialectic that mediates the relationship between the subjective and objective side of social and political life. By locating these conceptually diverse invocations within a broader and more determinate framework of the historical development and contestation of the boundaries which establish the conditions for subjectivity, as the assertion of political agency, on the one hand, and which demarcate, police and defend these particular boundaries, as part of the objectively given character of social life and institutional organisation, on the other hand, then a more determinate character to public/private can be recognized. I then seek to explore the capacity of this model to capture and explain the peculiar post-war problematisation of public/private amongst a number of new left thinkers in Britain and America. 320.01
273	Fragmentation and Restoration: Generational Legacies of 21st Century Māori Malcolm-Buchanan, Vincent Alan January 2009 (has links) The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource. In the interview she married her reflections on these with her own experiences and her cogent analyses. From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic. For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity. Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews. Maori Pakeha Aotearoa New Zealand Te Ao Maori intergenerational nation building diffused Christian Ratana Te Arawa Tuhoe Ngati Pikiao Ngati Whare spatial temporal historical juxtapositions myth oral histories indigenous knowledge ideologies pre-literate society pre-contact Maori worldview autochthonous New Zealand Waitangi Tribunal whaikorero whakapapa marae whanau hapu iwi ethnocentrism institutional marginalisation discrimination post-colonial kinship generational continuity dis-continuity fragmentation restoration universals historical redress oral transmission knowledge transfer social control icocnoclasm religion anthropology history cultural memory eponymous unified transitional stratified
274	Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada Wang, Lurong 13 June 2011 (has links) This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy. situated learning and literacy practice multimodal uses of language and literacy social domains and discursive discourses language and literacy in the workplace discourse analysis consequences of literacy literacy, positioning, power relations social reproduction and categorization language and literacy in the job market reading and writing literacy and orality literacy artifacts home, school, job market, workplace gatekeeping process, social selection 0516 0282 0275 0727 0535 0340 0747 0628 0326 0745
275	Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada Wang, Lurong 13 June 2011 (has links) This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy. situated learning and literacy practice multimodal uses of language and literacy social domains and discursive discourses language and literacy in the workplace discourse analysis consequences of literacy literacy, positioning, power relations social reproduction and categorization language and literacy in the job market reading and writing literacy and orality literacy artifacts home, school, job market, workplace gatekeeping process, social selection 0516 0282 0275 0727 0535 0340 0747 0628 0326 0745
276	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

Page generated in 0.041 seconds