scholarly journals Civil society and COVID-19 pandemic in Nagaland: Response in a Democratic Society

2021 ◽  
Vol 3 (4) ◽  
pp. 46-51
Author(s):  
Moameren Pongen ◽  
Dr. Chubakumzuk Jamir
Keyword(s):  
Civil Society ◽  
Democratic Society

Political Society, Civil Society, and the State in India

Asian Survey ◽  
2012 ◽  
Vol 52 (2) ◽  
pp. 348-372 ◽  
Author(s):  
Carolyn Elliott
Keyword(s):  
Civil Society ◽  
Andhra Pradesh ◽  
Democratic Society ◽  
The State ◽  
Political Society

Abstract This article is an ethnography portraying the processual and performative dimensions of the 2009 state assembly election in Andhra Pradesh. It shows how upper castes have persisted in power in a multicaste and increasingly democratic society through the distribution of welfare and patronage benefits to more marginalized segments of society. Conceptually, it argues for the importance of “political society” over “civil society,” when examining state-society relations in neoliberal, democratic India.

Overcoming the crisis in the legal culture of Russian society and issues of mentoring of young lawyers

2017 ◽  
Author(s):  
Олег Панасюк ◽  
Oleg Panasyuk
Keyword(s):  
Civil Society ◽  
Legal Education ◽  
Legal Culture ◽  
Democratic Society ◽  
The Other ◽  
Modern World ◽  
Russian Society ◽  
The Right

The formation and development of civil society is possible only in a legal state where law plays an important and fundamental role. Legal education, the right education and legal culture are inextricably linked, following one from the other, forming an inextricable link concepts. Legal education, the right education and legal culture is the basis of democratic society, without which there is seen the modern world

scholarly journals Pædagoguddannelsen mellem kultur, styring og pædagogik

2019 ◽  
Vol 3 (1) ◽  
pp. 22
Author(s):  
Jan Jaap Rothuizen ◽  
Line Togsverd
Keyword(s):  
Civil Society ◽  
Close Relation ◽  
Democratic Society ◽  
History Of ◽  
Reform Processes ◽  
Shed Light

Pædagoguddannelsen har i de sidste 20 år gennemgået en række reformprocesser, som gennemgribende har forandret vilkårene for uddannelsespraksis. Artiklen viser og argumenterer for, at uddannelsespraksis medieres af tre forhold: kultur, styring og faglighed, som over tid har været forskelligt balanceret og konfigureret. Hvor pædagoguddannelsen historisk har været kendetegnet af en stærk tilknytning til civilsamfundet og en kulturelt medieret forståelse af pædagogik, bliver en statslig styring det medie, der kommer til at dominere i kølvandet på Bologna-processens konkrete realisering i Danmark. Artiklen problematiserer hvordan aktuelle styringslogikker, og deres særlige måder at problematisere faglighed på, strider mod såvel pædagoguddannelsens historie og det pædagogiske projekt, den uddanner til og er en del af: at danne frie borgere i et samfund af forpligtende fællesskaber. En væsentlig pointe i artiklen er imidlertid, at der også historisk har været en vis uopmærksomhed på hvordan dette pædagogiske projekt kan kvalificeres gennem pædagogikken som en faglig disciplin. I den sidste del af det 20. århundrede har den faglige mediering af uddannelsespraksis stået svagt. Det er særlig problematisk i forbindelse med pædagoguddannelsen, fordi uddannelsen netop skal ruste de studerende til at beskæftige sig med pædagogiske spørgsmål. For artiklens forfattere er den aktuelle styringsmæssige dominans en anledning til at spørge, om der er muligheder for at ændre balancen, således at den faglige mediering får større vægt i uddannelsespraksis. Artiklen indeholder således også en appel til uddannelsens aktører om at besinde sig på, hvordan pædagogikken som faglig disciplin kan få betydning som en stærk og kvalificerende stemme i det, vi i artiklen betegner og udfolder som, det pædagogiske projekt.? AbstractDuring the last 20 years the Danish education for pedagogues has been subject to a number of reform processes, changing not only the education in itself but also the governance of it. The education was developed in close relation to civil society and therefore pedagogy was mainly a culturally mediated phenomenon, but with the Bologna-processes these relations have been undermined and replaced by a central governance. The article points to how current governing practices are in opposition to the history of the education as well as the pedagogical project the education is aiming for and must be seen as an essential part of: the education of free citizens in a democratic society. Educational questions of how this should be understood and practiced are central to the education of pedagogues, but they are, the article argue, object to processes of unattentivenes (Knudsen 2011) in the current governing relations. Unattentiveness to pedagogy as a discipline that has the potential to support such knowledges and practices is not new to the education. The article aims to provide an analysis of the current governing regime thus inviting educators and managers in the education to rediscover pedagogy as a discipline that can shed light on educational questions and create new possibilities for agency.

scholarly journals ИРГЭНИЙ НИЙГЭМ ҮНДЭСНИЙ АЮУЛГҮЙ БАЙДЛЫГ ХАНГАХ СУБЬЕКТ МӨН: ОХУ, АНУ-ЫН ТУРШЛАГА

2016 ◽  
pp. 56-63
Author(s):  
Б Нэргүй
Keyword(s):  
Civil Society ◽  
Social Relationships ◽  
Social Reform ◽  
Implementation Process ◽  
The United States ◽  
Democratic Society ◽  
The State ◽  
Security Studies ◽  
Main Element ◽  
Security Sector

Abstract: A civil society in the security sector is main element of social reform. One of the important issues of the civil society in the security sector in the democratic society is to be increased the participation of “civil society” in the development and implementation process of the national security and defense policy.Civil society is composed of the totality of many voluntary social relationships, civic and social organizations, and institutions that form of the basis of functional society, as distinct from the force-backed structures of the state. The civil society would not be opposed to the state. The activities and operations of the civil society might be possible to implement in the situations of the democratic society relations, in regarding too basis of the strengthened basement of the civil society establishment. Accordingly, that civil society is possible to develop elsewhere, that would be established strengthening possibility. Otherwise a civil society was developed elusively, when that is placed by the concurrence authoritarian and totalitarian condition. Civil society activities as subject provides different impact on ensure safety academic papers are a new area of security studies. Civil society’s participation in the security sector’s learning from the experience of the United States and Russia.

THE ROLE OF EDUCATIONAL INSTITUTIONS IN THE FORMATION OF CONTEMPORARY BULGARIAN CULTURE IN CIVIL SOCIETY FOR RAISING THE SOCIAL ROLE OF SPECIAL SERVICES

2018 ◽  
Vol 28 (6) ◽  
pp. 2115-2118
Author(s):  
Stanislava Dimitrova Milachkova
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Democratic Society ◽  
The State ◽  
Educational Institutions ◽  
Special Services ◽  
The Social ◽  
The World ◽  
The Republic

Educational institutions play a key role in shaping a modern civil culture in society around the world, because without adequate civil education it is inconceivable to implement quality civilian control over special services. Civil education is a necessary process of learning practical knowledge and skills and shaping competencies for personal development and improvement, for structuring a democratic society, for laws, rights and responsibilities that provide opportunities for real participation in public life. Training for human rights and civil liability and duty, the position of a pupil-citizen, by adopting the principles and values that serve as the foundation and organization of democracy and the republic, the knowledge of the institutions and the laws by developing the rules in the social and political life, exercise and ability to properly justify. So they would find meaning in the individual and the collective responsibilities in their active citizenship. Civil education contributes to the development of a critical spirit, but through the exercise of arguments for reasoning and more accurate decision-making, reasoning and judgment. Through educational institutions, young citizens are prepared to conduct dialogue, debate, resolve conflicts, and embrace forms of civil communication and interaction with special services. This is a basic approach to the basic concepts - man and citizen. Within even the small city, through the education of democratic citizenship, new moral values are being built and active participation in the civil processes of the small community is taking place. The duty of adolescents to become aware of citizens' rights and obligations, norms of conduct and values in a democratic society, as well as the promotion of the role of special services in the Republic of Bulgaria, will prepare them for training and stability as active citizens of the world. Civil education forms a citizen. Civil society, as a public way of life, can function properly only on the basis of an adequate knowledge of the laws of the Republic of Bulgaria and the moral-legal will applying this knowledge in real life. Civil society is the sphere of social activity that focuses on the degree of socio-economic development of society and directly determines the state. The typing of the state has its objective basis in the typography of civil society. Each civil society is a system of human needs and means to meet them, labor, socio-economic, legal and other subject-practical and conscious-volitional relations, as well as a system of human rights organizations and various social institutions. The duty of the national education system to civil society is to build the citizen - the bearer of national self-awareness, civil culture, moral and moral-legal will. Only such a citizen will, in the course of his life, reproduce civil society in accordance with the national idea.

MODERNITY AND NATION-MAKING IN INDIA, TURKEY AND IRAN

2012 ◽  
Vol 9 (1) ◽  
pp. 71-97
Author(s):  
Tadd Graham Fernée
Keyword(s):  
Civil Society ◽  
Early Modern ◽  
State Power ◽  
Democratic Society ◽  
The Political ◽  
Ideal Types ◽  
Political Tradition ◽  
The Masses ◽  
Independence Movements

This essay compares nation-making in India, Turkey and Iran through differing visions of modernity and Enlightenment as temporal horizons. The comparison is traced through the Islamic Triumvirate (Ottoman, Safavid and Mughal empires) focused upon the Mughal Emperor Akbar's multi-religious experiment in early modern empire consolidation. The essay then analyses the national independence movements which defined – through either violent or non-violent practice, direct seizure of state power or civil society transformation – the post-independence political formations of India, Turkey and Iran between democracy and authoritarianism. As ideal types, these experiences constitute two distinctive temporal horizons: the movement (involving the masses in nation-making as a multi-centred process) and the programme (nation-making from above employing a blueprint of rupture). The political tradition being highlighted is nation-making based upon an ethic of reconciliation over totality. This tradition links development and public freedom in creating a democratic society.

The Virtue of Civil Society

1991 ◽  
Vol 26 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Edward Shils
Keyword(s):  
Civil Society ◽  
Liberal Democracy ◽  
Democratic Society ◽  
Political Regimes ◽  
Authoritarian Personality ◽  
Liberal Democratic ◽  
Public Spirit ◽  
Moral Qualities ◽  
Liberal Democratic Society ◽  
The Difference

SINCE MONTESQUIEU, WRITERS ON POLITICS HAVE BEEN aware that there might be an association of particular moral qualities and beliefs with particular political regimes. The association between virtue and republican governments, although duly recorded by students of Montesquieu's thought, has however been passed over. The disposition to participate in politics, the sense of political potency or impotence, certain traits of personality such as could be summarized in the term ‘authoritarian personality’, etc., have all been studied by theorists of democracy. Virtue, or public spirit or civility, has been neglected.I would like to take up Montesquieu's theme once more. I wish to enquire into the place of virtue or what I call civility in the liberal democratic order, which Montesquieu referred to as the republican type of government. Latterly the term ‘civil society’ has come to be used very loosely as equivalent to ‘liberal democratic society’. They are not entirely the same and the difference between them is significant. In civility lies the difference between a well-ordered and a disordered liberal democracy.

scholarly journals Individualisering og institutionalisering - om individualiseringens betydning i et moderne demokratisk samfund

2006 ◽  
Vol 10 (2) ◽  
pp. 7-17
Author(s):  
Øjvind Larsen
Keyword(s):  
Civil Society ◽  
Modern Society ◽  
Democratic Society ◽  
The State ◽  
Individual Development ◽  
Philosophy Of Law ◽  
Fundamental Feature ◽  
Self Reflection

Individualisation and institutionalisation: The Significance of Individualisation in a modern democratic society In recent years modern sociology has discussed the increasing individualisation. However there is no consensus about how this individualisation should be understood. In this article, I present the thesis that individualisation is not a new phenomenon, but is rather a fundamental feature of modern society, as Hegel discussed maintained in his Philosophy of Law from 1821. Individualisation, as we witness it today should then be seen as the development of modern society, and it isn’t a problem in itself. But it becomes a problem when it cannot be institutionalised. Put in another manner, the problem arises when institutions are not adapted to individual development. In modern society the state has become plural, it can no longer maintain the sovereignty that it is given in Hegel’s philosophy. Institutions within the state such as the market and civil society can no longer be summarized within one framework. This means that there is no final instance that can secure individual?s continual self-reflection. The question then is if such a modernity can be normatively cohesive if there no longer is a final instance that can judge normative questions. Sociology must point out this question of the connection between individualisation and institutionalisation and the necessity of democratising institutions if modernity is to be a successful project.

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