Conceptual and methodological questions in the study of collective identities

2003 ◽  
Vol 2 (2) ◽  
pp. 205-223 ◽  
Author(s):  
Anna Triandafyllidou ◽  
Ruth Wodak
Keyword(s):  
General Definition ◽  
Collective Identities ◽  
Social Psychological ◽  
Individual Contributions ◽  
Discourse Studies ◽  
Definition Of ◽  
The Individual ◽  
Sociological Discourse ◽  
Contemporary Context

Studying identity, be it ethnic, cultural, linguistic, national or regional, in the contemporary context becomes troublesome because the scholar is faced with a whole range of social and cultural forms that co-exist uncomfortably with existing definitions of social identity. Moreover, although identity has been a central concern in a number of disciplines during the past decades, there has been considerable disagreement regarding the methodological tools most suitable to study its formation and change. The aim of this Special Issue is to discuss the usefulness of the very concept as well as the main methodological tools suitable to analyse identity-related phenomena today. In this introductory chapter, we provide for a general definition of the concept and elaborate on recent theoretical and conceptual developments regarding the nature of identity in the sociological, discourse studies and social psychological literature. In the concluding section, we introduce the individual contributions presented in this issue.

Knowledge First

2017 ◽  
Author(s):  
J. Adam Carter ◽  
Emma C. Gordon ◽  
Benjamin W. Jarvis
Keyword(s):  
Philosophy Of Mind ◽  
Theoretical Background ◽  
Contemporary Research ◽  
Timothy Williamson ◽  
Research Themes ◽  
New Directions ◽  
Individual Contributions ◽  
The Individual

In this introductory chapter, the volume’s editors provide a theoretical background to the volume’s topic and a brief overview of the papers included. The chapter is divided into five parts: Section 1 explains the main contours of the knowledge-first approach, as it was initially advanced by Timothy Williamson in Knowledge and its Limits. In Sections 2–3, some of the key philosophical motivations for the knowledge-first approach are reviewed, and several key contemporary research themes associated with this approach in epistemology, the philosophy of mind and elsewhere are outlined and briefly discussed. The volume’s papers are divided into two broad categories: foundational issues and applications and new directions. Section 4 discusses briefly the scope and aim of the volume as the editors have conceived it, and Section 5 offers an overview of each of the individual contributions in the volume.

Anger and Injustice

Shadow Sophia ◽  
2021 ◽  
pp. 110-133
Author(s):  
Celia E. Deane-Drummond
Keyword(s):  
Cultural Influences ◽  
Thomas Aquinas ◽  
Social Psychological ◽  
Psychological Data ◽  
Human Capacity ◽  
The Difference ◽  
Definition Of ◽  
Evolutionary Aspects ◽  
Contemporary Context

Individual acts of violence are always situated in the context of a community of relationships with others. Anger, as a passion, can be used for good or ill and this chapter will explore ways in which anger can be expressed. This chapter will address two broad questions on biosocial capacities for anger and two theological questions. In what sense is the human capacity for anger shaped through biological or cultural influences? What specific contexts reduce the likelihood of anger and what are the evolutionary advantages? In what sense might anger become sinful in theological terms? How might God’s anger be perceived in Augustine and contemporary theology? This chapter will begin by exploring evolutionary aspects of aggression and how these are related to social psychological categories. In philosophical terms, Aristotle’s definition of anger and the specific criteria for its presence are important, but so is the difference between anger and hatred. Thomas Aquinas defines anger as one of the moral passions and works out in what circumstances it become sinful. Thomistic discussion is still relevant to contemporary analysis even though Aquinas did not have access to the evolutionary and psychological data that are available in a contemporary context.

scholarly journals Microlevel Security after Armed Conflict: A New Framework for Analyzing Risks and Benefits of Peacebuilding Processes

2019 ◽  
Vol 22 (4) ◽  
pp. 802-829
Author(s):  
Holly L Guthrey
Keyword(s):  
Transitional Justice ◽  
Armed Conflict ◽  
Structural Violence ◽  
Local Level ◽  
Empirical Studies ◽  
Social Psychological ◽  
Security Risks ◽  
Risks And Benefits ◽  
Definition Of ◽  
The Individual

Abstract The maintenance and/or achievement of security is of paramount importance within settings recovering from armed conflict; however existing studies in the field of peacebuilding do not sufficiently explore how various processes undertaken within peacebuilding programming result in different types of security outcomes at the individual and community level. In this article, I develop a novel conceptual framework for analyzing “microlevel” security risks and benefits of peacebuilding processes, through an adapted version of Johan Galtung's work on direct and structural violence. For the purposes of this article, the framework is applied in the context of “local” transitional justice (TJ) processes used in the aftermath of armed conflict, for which advocacy and implementation has increased in the recent past. Relying on a social psychological definition of security, I disaggregate components of direct and structural violence and use illustrative examples from existing empirical studies about the effects of local TJ processes in various settings to demonstrate ways in which these types of violence may be perpetuated, or initiated in new forms through these processes, thus posing security risks. The framework is further developed through the elucidation of factors that may help to repair the consequences of direct and structural violence and/or hinder the likelihood of their repetition, thematically conceptualized as physical and psychological welfare and social justice (respective to direct and structural violence) that I suggest link to security benefits. The framework is intended to provide new perspectives on understanding how peacebuilding processes may both promote and prevent security from being realized at the local level following armed conflict.

The Aims of Mathematical Education

1921 ◽  
Vol 14 (6) ◽  
pp. 297-304
Author(s):  
J. H. Minnick ◽  
_ _
Keyword(s):  
The Other ◽  
General Definition ◽  
Mathematical Education ◽  
Face To Face ◽  
School Activities ◽  
General Meaning ◽  
The One ◽  
Definition Of ◽  
Objective Side ◽  
The Individual

Education is a complex process involving a variety of experiences gained through both school and out-of-school activities. Each subject of the curriculum should make its definite contribution to this experience, but we must be sure that the result is a unit. An investigation of conditions in most of our high schools will show that a child is under the instruction of perhaps four or five teachers, all of whom are working independently of each other. Very seldom docs one teacher know what the others are trying to do. In order to avoid such conditions and to insure a unified education for each individual, it is necessary that the aim of each subject shall be determined in the light of the general definition of education. Only by this means can the subject matter of each course be so selected and presented that there is neither useless overlapping on the one hand nor the omission of important elements on the other hand. Hence, in discussing the aim of mathematical education, we shonld consider the general meaning of education and then determine what contribution mathematics can make most effectively. For this purpose we shall accept Ruediger’s definition, namely, “… to educate a person means to adjust him to those elements of his environment that are of concern in modern life, and to develop, organize, and train his powers so that he may make efficient and proper use of them.”1 This definition consists of two parts. One of these is concerned with the adjustment of the individual to his environment; this is the objective side. The other is concerned with the development of the powers of the individual; this is the subjective side of education. However, one’s powers are developed only by contact with and adjustment to his environment, and he is adjusted to his environment only through his powers and abilities. Thus, a child’s power to think correctly is developed most effectively when he is brought face to face with a real situation the solution of which is vital to his welfare; but he can successfully master the situation only by the use of his reasoning power or such other abilities as may be involved. Hence, the two parts of this definition are not independent and we need not consider them separately; when one is satisfied in the most effective way the other will be. At present we shall confine our attention to the objective phase of education.

scholarly journals Making Sense of Community and Identity in Twenty-First Century Technoscience

2021 ◽  
pp. 1-37
Author(s):  
Karen Kastenhofer ◽  
Susan Molyneux-Hodgson
Keyword(s):  
Synthetic Biology ◽  
Sense Of Community ◽  
Scientific Community ◽  
First Century ◽  
Making Sense ◽  
Open Questions ◽  
Individual Contributions ◽  
Twenty First Century ◽  
The Individual

AbstractThis introductory chapter begins with the empirical example of synthetic biology, a case that has challenged our own thinking, provoking us to re-address the concepts of scientific ‘community’ and ‘identity’ in contemporary technoscience. The chapter then moves on to a delineation of the conceptualisations of community and identity in past sociologies of science, highlighting open questions, promising avenues and potential shortcomings in explaining contemporary conditions. Following this, the individual contributions to this volume are presented, including their analyses on community and identity constellations and the related effects on the contemporary technosciences as institutions, practices and living spaces. This is achieved with a focus on common themes that come to the fore from the various contributions. In a final discussion, we take stock of our attempt at re-addressing community and identity in contemporary technoscientific contexts and discuss where this has brought us; which ambiguities could not be resolved and which questions seem promising starting points for further conceptual and empirical endeavour.

Psychological Violence

2020 ◽  
pp. 42-59
Author(s):  
Maria Gabriella Cairo
Keyword(s):  
Similar Pattern ◽  
General Definition ◽  
Psychological Violence ◽  
Starting Point ◽  
Definition Of ◽  
The Individual

This chapter deals with psychological violence in its most recurrent forms. The author uses the general definition of psychological violence as a starting point to then analyze its manifestations in two different contexts: the professional and private environment. This way, the author wishes to demonstrate that psychological violence is associated with the establishment of a hold, a conditioning, which makes the individual who is subjected to it incapable of recognizing it. It is a process which is developed through typical schemes and which follows a similar pattern in different contexts. The consequences for the victims are numerous. The author analyzes them through a psychosomatic approach which explains why certain diseases develop when individuals are subjected to such pressures. The author also shares the results obtained in her practise of accompanying victims.

scholarly journals Professional position as a scientific phenomenon

2019 ◽  
Vol 65 (2) ◽  
pp. 233-236
Author(s):  
Dmitro Prima
Keyword(s):  
Point Of View ◽  
General Definition ◽  
Professional Activity ◽  
Official Position ◽  
Professional Quality ◽  
Teacher Professional ◽  
Scientific Phenomenon ◽  
Definition Of ◽  
The Individual ◽  
Individual Style

The article analyzes the scientific approaches to the treatment of a professional position as a scientific phenomenon. It is noted that the conceptual-categorical dimension of the study of the problem of formation of a professional position as a scientific phenomenon lies in the plane of the characteristics of such concepts as «position» («position of the person»), «pedagogical position» («position of the teacher»), «professional position» the need for clarification regarding their interpretation. It was found out that in the reference journals, the notion of «position» is regarded as developing, a multi-dimensional education as a point of view, attitude to something that determines the nature of behavior, action; the nature of the actions caused by this attitude. It is stated that the position in psychology means the official position of a person in one or another subsystem of relations, reflects the dominant and selective attitude of a person to what is essential to it. It is noted that the formation of a position goes through its expansion, awareness and differentiation, one of the manifestations of which is gradually crystallizing professional position. It is generalized that despite the differences in the definition of this definition by different authors, the general definition is a position as a specialist’s attitude to the profession and to itself within it, which is manifested in activity, and a professional position as a person-professional quality, which is formed in the process of learning and is based on development of value-semantic relations to the pedagogical profession, determines the individual style of professional activity of the teacher.

Introduction, Concepts and Definitions

2021 ◽  
Author(s):  
Raphaela Stadler
Keyword(s):  
Knowledge Management ◽  
Policy Makers ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Key Concepts ◽  
Definition Of ◽  
The Individual ◽  
Organisational Level ◽  
Over Time

During the late 1990s and early 2000s, the belief in a knowledge-based economy has grown; not just amongst academics, but also policy makers, consultants and managers. Nonaka and Takeuchi’s (1995) work The Knowledge Creating Company was among the first to recognise that organisations that manage their knowledge efficiently, have a competitive advantage over organisations that do not succeed in doing so. Based on this understanding, a number of knowledge management frameworks and models have emerged which highlight how to improve the identification, creation, transfer, and documentation of knowledge. These will be discussed further in Chapter 3. This introductory chapter starts with a definition of key concepts and terms, including data, information and knowledge; explicit and tacit knowledge; and the three levels of where knowledge resides (the individual, group, and organisational level). It also briefly explains how processes of managing knowledge at an organisational level can help organisations learn over time, create an organisational memory, and build on what has or has not worked in the past. The concept of knowledge management is thus linked to organisational learning and innovation (Argyris & Schoen, 1978; Gorelick et al., 2004; Senge, 2006). The final section of the chapter provides a range of knowledge management definitions and an overview of the ‘three generations’ of knowledge management.

The Science of Voice Perception

2018 ◽  
pp. 2-14 ◽  
Author(s):  
Sascha Frühholz ◽  
Pascal Belin
Keyword(s):  
Modern Science ◽  
Research Field ◽  
Scientific Development ◽  
General Definition ◽  
Voice Perception ◽  
Scientific Methods ◽  
Scientific Disciplines ◽  
Technological Developments ◽  
Definition Of

The modern science of voice perception is a discipline that has its roots in scientific development that started in the middle of the nineteenth century. New technological developments and new scientific methods that evolved in the twentieth century finally led to an explosion of scientific research on voice perception in the last three to four decades. Today, the science of voice perception is a flourishing field to which contributions are growing every year, including the expansion and integration of the research field into many scientific disciplines. The studies on voice perception have now reached a level of diversity and extension that makes it difficult for the unfamiliar scientist, scholar, or student to quickly and comprehensively orientate him or herself in the research field. The Oxford Handbook of Voice Perception has exactly this purpose of supporting orientation for unfamiliar readers within this growing research field, and to also give a broad overview on the field for familiar readers. This introductory chapter establishes the structure of the handbook and gives a general introduction to the science of voice perception by outlining the interdisciplinary nature of the field, including a cross-species perspective and general definition of what a ‘voice’ is as produced by many vertebrate species.

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