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Hofmeyr, Henry Murray. "Poverty, spirits and sommunity : explorations in intercultural philosophy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2034.
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Thesis (MA (Philosophy))--University of Stellenbosch, 2009.The Philosophy of Poverty and the Ethics of Ubuntu The question posed in this article is if and how the ethics of ubuntu could play a role in poverty eradication in a capitalist economic system. I address this question by investigating a specific poverty eradication project proposal called Pela Nambu, aimed at utilising the principle of participation that exists in the “second economy”, combined with the instruments of wealth creation of the “first economy”. After describing and expanding the Pela Nambu approach, I interrogate some of its main assumptions, and find that the ethics of ubuntu does not really have a chance to be mainstreamed as the philosophy of poverty has to reckon with the fact that the multinational corporation is the dominant institution of our time. For Pela Nambu to succeed, “first economy” participation will need to be in the form of partnerships and not charity. The present Corporate Social and Environmental Responsibility performance of companies is not encouraging. Yet, the new Broad-based Black Economic Empowerment codes and the increased marketability of differentiated products does offer an opportunity that initiatives like Pela Nambu could fruitfully explore. From hauntology to a new animism? Nature and culture in Heinz Kimmerle’s intercultural philosophy Derrida has proposed a new spectrology in an attempt to deal with the ghost of Marx. Kimmerle shows that Marx has forgotten nature, and enquires about Derrida’s forgetting Marx’s forgetting. With specific reference to African culture he asks whether a new animism should not be explored within the framework of a new spectrology. Derrida uses the concept animism, but not in terms of the being of things in and of themselves, which could positively be thought as animated. Kimmerle proposes a way in which Western philosophy could be opened to African philosophy in order to understand the problem of animated nature more adequately. African philosophy has a concept of the universe of spiritual forces, in which nature and its powers are completely integrated. This paper explores these issues in dialogue with a number of African philosophers, while linking them to certain contestations within environmental philosophy and ethics, especially Murray Bookchin’s critique of spirit-talk in Deep Ecology. Kimmerle’s work on the relationship between Africa and Hegel sets the scene for an elaboration of his re-evaluation of animism which is compared to the ground-breaking hypothesis of Bird-David. A relational epistemology is understood in ethical terms, and it is implied that such an epistemology would be more adequate for a new humanism that would be new in going beyond the western tradition, and in the process gain a more inclusive concept of ‘person’ and ‘community’. The community and the individual in Western and African thought: Implications for knowledge production The tension between the group and the individual is a pervasive condition of humanity that is resolved differently in Western and African knowledge systems. The polarity of “I think therefore I am” versus “I am because we are” does not do justice to the role of the individual in African knowledge systems, and recent attempts in Western philosophy to ormulate a “philosophy of we”. A contextual philosophy of knowledge production is concerned about the we as the carrier of traditions. It is a philosophy of the in-between cultures and knowledge systems that is engaged in dialogues aimed at the formulation of universals. Intercultural (or contextual) philosophy becomes the ‘contemporary idiom’ within which to express ‘the cluster of humanist principles which underlie the traditional African society’ (Nkrumah).
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Brundige, Lorraine Florence. "Tanisi isinisitohtamahk kitaskino : Cree philosophy akwa kayaskiacimowin /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136406.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 306-316). Also available for download via the World Wide Web; free to University of Oregon users.
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Oman, Natalie Benva. "Sharing horizons : a paradigm for political accommodation in intercultural settings." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35035.
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This dissertation examines the issue of intercultural understanding. I explore the role played by language in constituting human subjectivity in accordance with the common insights of Ludwig Wittgenstein, Martin Heidegger, and Mikhail Mikhailovich Bakhtin, in order to: (1) affirm the complexity and fragility of the process of building understanding in fight of our immersion in specific cultural-linguistic worldviews; and (2) demonstrate that human beings are ontologically predisposed to achieve understanding, and that this ontological predisposition is enhanced by a constant and inescapable process of crossing "language boundaries" in daily life. I argue that the very manner of human induction into cultural-linguistic worldviews suggests the means by which intercultural understanding might best be fostered: through the bestowal of recognition and the cultivation of dialogical relationships.I assemble key elements of an assortment of different theories of intercultural understanding in which these techniques are assigned a central role; this exercise generates a Wittgensteinian "perspicuous representation" of the process of crafting intercultural understanding itself, and reveals the unique strengths of two convergent approaches in particular. Both the contemporary reinterpretation of the traditional ideal of intercultural understanding of the Gitxsan and Wet'suwet'en First Nations of northwestern British Columbia, and the recent writings of Charles Taylor on the subject of international human rights standards comprise variations of what I call the "shared horizons" paradigm. The great advantages of this paradigm are its ability to address the distortive effect exercised by power inequalities upon efforts to create intercultural understanding (demonstrated through a case study of the Gitzsan-Wet'suwet'en land claim), and its amenableness to a variety of distinct culture-specific normative justifications. The shared horizons approach does not offer a blueprint for achieving intercultural understanding, but rather, a modest and adaptable set of principles that can serve as the foundation for efforts to work toward the resolution of intercultural disagreements.
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Zezulkova, Marketa. "Whole person hermeneutic media learning in the primary classroom : an intercultural grounded philosophy." Thesis, Bournemouth University, 2015. http://eprints.bournemouth.ac.uk/24520/.
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Media education and media literacy research and practice arguably incline towards reductionism by being focused on a single medium (e.g. film) or a group of media (e.g. digital) and by being predominantly preoccupied with learners’ reasoning and critical thinking. Moreover, whilst literacy theory and practice is no longer seen as a causal factor but rather an enabling one (as equally discovered by this research), the direct correlation between critical and creative media literacy and individuals’ as well as society’s wellbeing seems to dominate academic, public, policy, and educational debates. Much research has therefore aimed at adapting media literacy education, which had mostly been developed at the secondary level, to younger children and primary classrooms whilst neglecting education as a staged progress and the multidimensional developmental as well as sociocultural changes novice learners arguably undergo within the first years of compulsory education. There indeed are many valuable studies about media literacy education at primary level that address these issues, yet they are often country specific and conducted in one school or one classroom. This interdisciplinary and intercultural classroom research was instead interested in the current and potential ‘media learning’ – defined as intentional and naturally occurring learning about any media with, from, in, or even without the physical presence of, any media source – and was carried out in two Czech and two US public primary (lower elementary) schools across the first three grades with six to nine/ten year olds and their teachers. The research explored media’s role in the child’s in- and outof- school collective and individual thoughts, actions, feelings, and relationships, whilst asking how the child learnt, and could learn, about media within these processes and how the teacher facilitated, and could facilitate, such media learning. ‘Grounded philosophy’ was developed as a philosophy-led, flexible and responsive research methodology suitable for intercultural inductive research that, although being grounded in participants’ individual and collective sociocultural-historical context, is capable of arriving to transferrable and holistic conceptual understanding – or ‘a grounded philosophy’ that asks ‘what is’ as well as ‘what could be’. The methodology itself represents an original contribution to knowledge. In total, twelve classrooms were observed of which the twentyfour teachers together with specialised and managerial staff were interviewed, and sixty-five children (thirty-three girls and thirty-two boys) were involved in photo-elicitation group and individual interviews. The research discovered that, firstly, the teachers aimed to holistically address the whole learner, which was believed to be achievable only through acknowledging and drawing upon the child’s unique historicity. Secondly, the child’s media life was situated within his or her holistic system in which every experience was interconnected and dialogic – their past, present and future whole being and becoming, individual and collective media experience, classroom and media learning, as well as the diverse media platforms, texts, and practices – and thus hermeneutic. Such hermeneutic experience was an unfinalisable learning experience of which long-term value is arguably difficult to immediately evaluate, and thus instead of the adult judging the child’s media life from reductionist and cause-and-effect perspectives while teaching objective truths about media, the learner shall be guided by the teacher through learning to reflect on his or her own individual and collective media experience. The original argument therefore is for replacing reductionist media-centric with holistic and hermeneutic experience-centric research and educational approach to the primary school child’s learning that blends classroom and media experiences into one continuous and dialogic whole person learning. Honouring formal education as a staged process and primary education as a foundation of lifelong learning, the proposed (media and classroom) learning proceeds critical and creative media literacy education by building a foundation for lifelong learning about media.
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Czobor-Lupp, Mihaela. "The civil power of imagination intercultural understanding and democratic politics /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/459742052/viewonline.
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Anestopoulos, Karolina Anastazja. "Sound travels : mapping trajectories of musical recordings towards and within sites of meaning-making." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99571.
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This thesis explores how musical recordings circulate within various sites of metacultural analysis, such as print music publications, music blogs, community-based campus radio music programmes and music podcasts. Drawing on theories about cultural production, the circulation of cultural objects, and metaculture (circulation of ideas about cultural objects, rather than the objects themselves), the author traces how an independent record label discursively positions musical recordings for movement towards and within these meaning-making spheres. Print music publications and music blogs facilitate recognition and consecration of recordings in different capacities, particularly in relation to music publicity. Community-based campus (c/c) radio and music podcasts situate recordings within new cultural objects--radio texts--that engage with listeners in different ways. In this manner, all sites are stakeholders in shaping the meaning of a musical recording and propel its actual and metacultural circulation along various trajectories.Cette thèse explore comment les enregistrements musicaux circulent à travers différents lieuxd'analyse métaculturelle, comme les publications imprimées traitant de musique, les bloguesmusicaux, les émissions de musique des radios communautaires et universitaires ainsi que lesbaladodiffusions musicales. Basé sur les théories de la création de la culture, de latransmission des objets culturels et métaculturel (la circulation d'idées à propos d'objetsculturels plutôt qu'à propos des objets eux-mêmes), l'auteur démontre les méthodesdiscursivement employées par une étiquette indépendante afin d'encourager le mouvement deses enregistrements musicaux au sein de ces sphères créatrices de sens. Les publicationsimprimées et les blogues musicaux facilitent la reconnaissance et la consécration desenregistrements musicaux, notamment à travers la promotion de la musique. Les radioscommunautaires et universitaires ainsi que les baladodiffusions musicales placent cesenregistrements à l'intérieur d'un nouvel objet culturel- le contenu radiophonique -lesquelsattirent l'attention de l'auditoire de différentes façons. Ainsi, tous ces environnementscontribuent à donner un sens à l'enregistrement musical et à le propulser, au sens propre et ausens métaculturel, vers ses trajectoires variées.
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Gutiérrez, Bonilla Juan Carlos. "Fronteras y trans-migraciones del diálogo intercultural: implicancias del acto educativo como acción estética y emancipadora." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/667000.
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La investigación <This research entitled <
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Tanchio, Paul Albert. "Transcultural aesthetics and contemporary art." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10225.
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‘Transcultural aesthetics’, in Proceedings of the Pacific Rim Conference in Transcultural Aesthetics (1998), is a generic term used by comparative philosophers and aestheticians to denote a theoretical assessment of distinctive applied aesthetic concepts and experience of cultures. This thesis is concerned with transcultural art and transcultural aesthetics, and it uses the argument put forward by comparative philosopher and aesthetician Eliot Deutsch, in his On Truth: An Ontological Theory (1979), that its practitioners’ distinctive art forms, especially Anselm Kiefer, Imants Tillers, John Young, Gao Xingjian, Helmut Federle and Lee Ufan, all bear a consistent singular presentation of intentionality – crossing boundaries that are philosophical, material and aesthetic – one that draws its relationship of unity-in-diversity (an expression of unity without uniformity and diversity without fragmentation) to pure human experience. I will analyse these art forms creation with reference to key transcultural concepts such as ‘catharsis’ (cleansing), ‘kenosis’ (emptying) and ‘homeostasis’ (harmonising into equilibrium), as drawn from the Chinese, Indian and European aesthetics traditions (commonly known as unity traditions by Philosopher Karl Jaspers) and argue that transcultural aesthetics calls for critical theoretical reflexion on the hermeneutics of discourse and action, as well as on the ‘selves-as-agents’ hermeneutic: a cultivation of insight into one’s own approach to the one regulative ideal of inter-dialogue among multiple cultures. These three key concepts of transcultural aesthetics allow practitioners to regard a form of transcultural unity as the site of their final purpose and meaning in their art and practices. Finally, the actions of practitioners in their practices are not performed in a moment of impulse, but rather they stemmed from a concerted, unified motivation.
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MANGANO, MARIA FLORA. "Relationship as a space "in between". A transcultural and transdisciplinary approach to academic teaching mediated by dialogue." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/77187.
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This study aims to propose a transcultural and transdisciplinary approach to academic teaching mediated by dialogue. It focuses on a transcultural and transdisciplinary perspective, rather than on the two as separate, thus on the approach to cultures and disciplines together. In particular, it presents the approach to academic teaching on the basis of the relationship among cultures and disciplines, moreover, among, across and beyond cultures and disciplines. They are the meanings of the Latin prefix trans, of “transcultural” and “transdisciplinary”, according the perspective of transdisciplinarity, proposed by Basarab Nicolescu, contemporary Romanian physicist and philosopher, to which this study refers.
Furthermore, this research is focused on the relationship in terms of “a space of relationship” among, across and beyond cultures and disciplines. This space is provided by dialogue, according the perspective of the philosophy of dialogue, a branch of contemporary Anglo-European philosophy founded by Martin Buber.
This study describes the application of the transdisciplinary perspective to academic teaching mediated by the philosophy of dialogue. This implies the investigation of dialogue as a space of relationship, rather than for relationship among, across and beyond cultures and disciplines. In this perspective, dialogue and relationship may become the same, as they are linked to each other, thus, this proposed approach to teaching aims to explore also the reciprocity between dialogue and relationship.
The proposal of a transcultural and transdisciplinary approach mediated by dialogue at the basis of this study is investigated mainly through academic teaching. In particular, during this doctoral program, thus between 2014 and 2016, I documented teaching experiences with this approach in two contexts: courses on transcultural dialogue with undergraduates drawn from different cultures while on an Italian philosophical-theological faculty (the “St. Peter's Philosophical-Theological Institute” of Viterbo, Italy), and courses on the communication of scientific research (CSR) for young scientists drawn from different disciplines and cultures at invitation of Italian (the universities of Brescia, Milan and Viterbo) and Czech (the University of West Bohemia of Pilsen) universities.
This approach to teaching seems rarely investigated, as I did not find indications in prior literature of a similar perspective, with the exception of a few notes on teaching materials for a transcultural approach or for a transdisciplinary one, but these perspectives are not explored together. A trace of the need for applying a transdisciplinary and transcultural approach to knowledge, according to the vision suggested by Nicolescu appeared recently, but not in relation to academic education, nor referring to the possible reciprocity between them. Therefore, this approach to teaching is presented in detail: the study describes each course of the two contexts (chapter 2) and the findings (chapter 3) drawn from the students’ feedback and their contributions to this proposal. The analysis of the findings may provide evidence of this approach, and suggests its possible implications in teaching (chapter 4), and also beyond the academic context. The additional aim of this study, in fact, is to consider dialogue as a space of relationship among, across and beyond cultures and disciplines which may be applied, far more broadly, to everyday life.
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Suvantola, Jaakko. "Tourist's experience of place /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs9672.pdf.
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Zhu, Weijia. "La diffusion et l'influence de la philosophie d'Aristote en Chine à partir des dynasties Ming et Qing." Thesis, Limoges, 2015. http://www.theses.fr/2015LIMO0014.
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Cette thèse porte sur la diffusion et l’influence des idées d’Aristote en Chine de la fin de la dynastie Ming jusqu’à la période contemporaine. Le but de cette recherche consiste à cerner les impacts interculturels et à favoriser la compréhension des dialogues et des échanges entre la culture d’origine européenne et chinoise. Il était important de découvrir la traduction des oeuvres et les recherches spécialisées concernant la philosophie d’Aristote en Chine. Il semblait aussi pertinent de se pencher sur l’étude comparative entre la philosophie d’Aristote et quelques courants de pensée principaux de la Chine dans certains domaines, comme l’éthique et l’éducation de Confucius, la philosophie naturelle de Lao zi, la logique de Mo zi et la pensée politique de Han Feizi. Et pour conclure, il fallait reconnaître les influences considérables d’Aristote dans ces domaines en Chine. Cette étude s’appuie sur une base documentaire large et variée que j’ai dépouillée en France et en ChineThis thesis focuses on the spread and the influence of Aristotle¡¯s ideas in China from the end of the Ming`s Dynasty to the contemporary period. The purpose of this research is to identify the interculturals impacts and to promote the understanding of the dialogues and the exchanges between European and Chinese native culture. It was of great importance to find out the translation of the works and also the specialized research on the philosophy of Aristotle in China. In addition, a comparative study on the philosophy of Aristotle and several major schools of thought in China in some areas, such as the ethics and the education of Confucius, the natural philosophy of Laozi, the logic of Mo Zi and the political thought of Han Feizi. At the end, we try to conclude with the considerable influence of Aristotle in several areas in China. This study is based on a wide series of documents we have got through in France and in China
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Kotze, H. B. (Hendrik Benjamin). "Davidson on metaphor and conceptual schemes." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51670.
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Compilation of two papers, the first of which was accepted for publication in the South African Journal of Philosophy in the second half of 2001.Why metaphors have no meaning : considering metaphoric meaning in Davidson. -- Bare idea of a conceptual scheme : relativism, intercultural communication and Davidson.
Thesis (MA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: WHY METAPHORS HAVE NO MEANING: CONSIDERING METAPHORIC MEANING IN DAVIDSON Since the publication of Donald Davidson's essay 'What Metaphors Mean' (1984c) - in which he famously asserts that metaphor has no meaning - the views expressed in it have mostly met with criticism: prominently from Mary Hesse and Max Black. This article attempts to explain Davidson's surprise-move regarding metaphor by relating it to elements in the rest of his work in semantics, such as the principle of compositionality, radical interpretation and the principle of charity. I conclude that Davidson's views on metaphor are not only consistent with his semantic theory generally, but that his semantics also depend on these insights. Eventually, the debate regarding Davidson's views on metaphor should be conducted on the level of his views on the nature of semantics, the relationship between language and the world and the possibility of there existing something like conceptual schemes.
ENGLISH ABSTRACT: THE BARE IDEA OF A CONCEPTUAL SCHEME: RELATIVISM, INTERCULTURAL COMMUNICATION AND DAVIDSON Donald Davidson's paper 'On the Very Idea of a Conceptual Scheme' ('OVICS') has become famous for the refutation accomplished in it of conceptual relativism. Via an argument that, essentially, all languages are intertranslatable, Davidson rejects the notion that different conceptual schemes can inhere in the supposed 'un-translatable' languages said to exist by, for instance, Whorf and Kuhn. Critics of Davidson's position have mainly focussed on practical issues, with many holding that his arguments in 'OVICS' ignore the realities of the real intercultural communication situation. In the present paper, I address criticisms of this sort. Davidson's arguments are reconstructed, with attention being paid to their dependence on the idea of practical application in the real intercommunication situation. With the aid of practical examples, the implications of elements of Davidson's philsophy of interpretation for intercultural communication are evaluated. Finally, radical interpretation is presented as a better model for intercultural dialogue than linguistically relativist ones.
AFRIKAANSE OPSOMMING: WHY METAPHORS HAVE NO MEANING: CONSIDERING METAPHORIC MEANING IN DAVIDSON Sedert die publikasie van Donald Davidson se opstel 'What Metaphors Mean' (1984c) - waarin hy die berugte stelling maak dat metafoor geen betekenis het nie - is sy sieninge meestal begroet met kritiek, ook van prominente figure soos Mary Hesse en Max Black. Hierdie artikel poog om 'n verduideliking te vind vir Davidson se verassende skuif aangaande metafoor, deur sy sieninge hieroor te kontekstualiseer teen die agtergrond van elemente uit die res van sy werk in semantiek, soos die beginsel van komposisionaliteit, radikale interpretasie en die beginsel van rasionele akkomodasie ('charity'). Ek kom tot die gevolgtrekking dat Davidson se sieninge aangaande metafoor nie slegs naatloos aansluit by sy algemene sieninge aangaande semantiek nie, maar dat die res van sy semantiese teorie ook afhang van sy sieninge aangaande metafoor. Uiteindelik behoort die debat rakende Davidson se sieninge aangaande metafoor gevoer te word op die vlak van die aard van semantiek, die verhouding tussen taal en die werklikheid en die moontlike bestaan van konseptueie skemas.
AFRIKAANSE OPSOMMING: THE BARE IDEA OF A CONCEPTUAL SCHEME: RELATIVISM, INTERCULTURAL COMMUNICATION AND DAVIDSON Donald Davidson se artikel 'On the Very Idea of a Conceptual Scheme' het beroemdheid verwerf as teenargument vir die idee van konseptuele relativisme. By wyse van 'n argument dat alle tale in beginsel vertaalbaar is, verwerp Davidson die idee dat verskillende konseptueie skemas kan skuilgaan in die veronderstelde 'onvertaalbare' tale waarvan daar sprake is by byvoorbeeld Whorf en Kuhn. Kritici van Davidson se posisie beperk hul hoofsaaklik tot praktiese besware en 'n vername aanklag teen Davidson is dat hy die realiteite misken van werklike interkulturele gesprek. In hierdie artikel spreek ek sodanige kritiek aan. Ek herkonstrueer Davidson se argumente en voer aan dat dit deurgaans afhanklik is van die idee van toepassing in 'n praktiese situasie van interkulturele dialoog. By wyse van praktiese voorbeelde evalueer ek die implikasies van Davidson se filosofie van interpretasie vir interkulturele kommunikasie. Laastens bied ek radikale interpretasie aan as 'n beter model vir interkulturele dialoog as linguisties relativistiese modelle.
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Li, Lin-Po. "Verstehen durch Vergleichen." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2011. http://dx.doi.org/10.18452/16352.
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Diese Studie möchte am Beispiel der Freiheit bei Zhuang Zhou und Ernst Cassirer zur Verständigung zwischen der chinesischen und der abendländischen Kultur beitragen. Ihre Vorstellungen vom Subjekt bezeichne ich jeweils als „das unbestimmte Ich“ und „das zu bestimmende Ich“. Während Zhuang Zhou die Entfaltung jener Unbestimmtheit angesichts ihrer Kehrseite als Eingrenzung offen lässt, erkennt Cassirer das Sich-selbst-Entfalten als Sich-selbst-Bestimmen und definiert die Natur des Menschen als Wirken, besonders kraft des symbolischen Denkens. So entwickelt der Letztere aus dem Bestimmen im positiven Sinne die Freiheit als Selbstbefreiung, während der Erstere aus demselben im negativen Sinne die Freiheit als Befreiung von Selbst gestaltet. Lassen sich die beiden Ansichten miteinander vereinbaren, so kann das Ich sich bei der Selbstbefreiung zugleich von seinem entfremdeten Selbst befreien. Auf dieser Kompatibilität der beiden kulturellen Perspektiven beschreibe ich die Freiheit als „die Möglichkeit zur Verwirklichung der Möglichkeiten“. Mit dieser Studie setze ich mir ein Ziel, ein Verfahren zum interkulturellen Dialog anhand des Schrifttums zu gestalten, und zwar derart, die Äußerungen in den ausgewählten Schriften verschiedener Kulturen miteinander so zu verflechten, als ob die Autoren ihre Thesen zu dem gleichen Thema ausgetauscht hätten. Für einen offenen und vorurteilsfreieren Vergleich gehe ich von keiner bestimmten Definition der Freiheit aus und konzipiere dabei eine Methode zur rekonstruierenden Interpretation, die ich als „Hauptthemen Nachspüren“ nenne. Für mich ist das Verstehen ein Prozess, sich für das Andere, das Unbekannte zu öffnen. Im Sinne dieser Offenheit bitte ich die Leser darum, meine Beschreibung der Freiheit als „die Möglichkeit zur Verwirklichung der Möglichkeiten“ nicht als eine strenge Definition zu verstehen, sondern als eine Anregung zur Erweiterung dieses Begriffs.This study describes the freedom written by Zhuang Zhou and by Ernst Cassirer in order to contribute to understanding between the Chinese and Western culture. Their conceptions of the subject I characterize respectively as “the undefined Ego” and “the Ego to be defined”. Zhuang Zhou leaves the development of this indefiniteness open because the definiteness of ego connotes his limitation. Cassirer on the other side recognizes the self-development as self-defining and defines the nature of man as work, especially by means of the symbolic thought. Therefore, the latter views the defining in the positive sense and develops the freedom as self-liberation, while the former views the same in the negative sense and forms the freedom as liberation from self. If the two views could be reconciled, the ego will can liberate himself from his estranged self during his self-liberation. On the basis of compatibility of the both cultural perspectives, I describe the freedom as “the possibility to realize the possibilities”. With this study I set myself a goal to develop a procedure for the intercultural dialogue based on the literature, i.e. the utterances in the selected writings of different cultures should be interwoven with each other as if the authors have exchanged their theses on the same theme. To draw a comparison open-mindedly and free of prejudice I do not take a certain definition of freedom as the starting point, conceive a method of reconstructing interpretation, which is called by me “tracing the main-themes”. For me is the understanding a process of opening into the others, the unknown. In the sense of this openness I ask to read my description of freedom as “the possibility to realize the possibilities” not as a strict definition, but as an inspiration to broaden this concept.
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Rozo, Sandoval Ana Claudia. "Cartografia do saber/fazer das marisqueiras. Leituras outras das tecnologias, técnicas artesanais como potência." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18276.
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Esta tese de doutorado aborda a discussão sobre as formas como as tecnologias são inseridas nas sociedades e nas culturas, evidenciando tensões entre maneiras distintas de relação com os universos técnicos que não são homogêneos, mas parte da mesma realidade; interpela os modos pelos quais o conhecimento técnico e tecnológico circula, legitima-se e se conecta com o poder; explicita alternativas às formas hegemônicas da racionalidade técnica e indaga por vínculos mais próximos à diversidade sociocultural, no intuito de propor diálogos menos verticais, mais rizomáticos. Assume a opção teórico/epistemológica da perspectiva decolonial (Quijano, Dussel, Mignolo, Torres, Castro-Gómez) que permite interrogar a matriz contemporânea saber/poder agenciada pelas tecnologias, bem como as contribuições do pensamento de Rodolfo Kusch em diálogo com Simondon para obter outras aproximações às tecnologias nas dimensões filosófica, sociológica, antropológica e política. Arrisca a construção da cartografia (Deleuze e Guattari) do saber/fazer da técnica de mariscar com as marisqueiras de Passé de Candeias, tendo o propósito de analisar e delinear as relações de poder que se revelam sobre seus saberes/conhecimentos técnicos, as manifestações da técnica artesanal e suas conexões com os objetos técnicos para identificar os vínculos entre Cultura/Tecnologia/Conhecimento; para a produção cartográfica se elaborou um livro coletivo com a comunidade de saber como agenciamento. As narrativas e análises permitiram desvelar a complexidade da realidade técnica, os níveis de imbricação entre Ser/Técnica/Saber incorporados à natureza na unidade harmônica do território (o mangue) que se fratura e fragmenta por um exterior que despreza os saberes e singularidades das técnicas artesanais, a virtualidade de diálogos entre estas técnicas e as “modernas”, os nexos entre Corpo/Tecnologia/Objeto técnico, a dificuldade de habitar o mundo mediado tecnologicamente mantendo a separação entre Humanidade/Técnica/Natureza, a necessidade de viver o tempo em conexão com a natureza como linhas de fuga da alienação tecnológica produzida pela ausência de pensar sobre a mesma.
ABSTRACT This doctoral thesis addresses the discussion of the ways in which technologies are embedded in societies and cultures, highlighting the tensions that emerge as they interact with the technical universes that are not homogeneous, but are part of the same reality; challenges the forms in which the technical and technological knowledge circulates, becomes legitimate and associates with power; reveals alternatives to the hegemonic forms of the technical rationality and explores closer ties to the sociocultural diversity, in order to propose less vertical dialogues, more rhizomatic. It undertakes the theoretical/epistemological option from the de-colonial perspective of (Quijano, Dussel, Mignolo, Torres, Castro-Gómez) which allows us to question the contemporary matrix power/knowledge assumed by technologies, as well as the contributions of Rodolfo Kusch in a dialogue with Gilbert Simondon to convene other approaches to technologies from the philosophical, sociological, anthropological and political dimensions. It proposes a draft of the (Deleuze e Guattari) cartography of knowledge/expertise of the technique of shellfish fishing with the shellfish fisheries in Passé de Candeias, which aims to analyze and define the relations of power revealed around knowledge/expertise, the expressions of the craftsmanship and its relationship with the technical objects, to identify the link between culture/technology/knowledge; for the cartographical production a collective book was drafted with the community of knowledge. The narratives and analysis revealed the complexity of the technical reality, the intertwining levels between Being/Expertise/Knowledge integrated into nature in harmonious unity with its territory (mangrove) that is fractured and fragmented by an exterior that despises the knowledge and singularities of the craftsmanship, the virtual nature of the dialogues between these techniques and the “modern ones”, the connections between body / technology/technical object, the difficulty of living in a world technologically mediated maintaining the separation between humanity/technic/nature, the need of living time in connection with nature as escape lines of technological alienation resulting from not thinking about it.
RESUMEN Esta tesis de doctorado aborda la discusión sobre las formas como las tecnologías se instalan en las sociedades y las culturas, evidenciando las tensiones que emergen de las distintas relaciones que se establecen con los universos técnicos que no son homogéneos pero constituyen parte de una misma realidad, cuestiona los modos de legitimación y circulación de los conocimientos técnicos y tecnológicos y sus conexiones con el poder, revela alternativas a las formas hegemónicas de racionalidad técnica y explora vínculos mas cercanos a la diversidad sociocultural, con el propósito de proponer diálogos menos verticales, mas rizomáticos. Asume la opción teórica/epistemológica de la perspectiva decolonial (Quijano, Dussel, Mignolo, Torres, Castro-Gómez) que permite interpelar la matriz contemporánea saber/poder agenciada por las tecnologías, así como los aportes del pensamiento de Rodolfo Kusch en diálogo con Gilbert Simondon para obtener otras aproximaciones a las tecnologías desde dimensiones filosófica, sociológica, antropológica y política. Realiza una cartografía (Deleuze e Guattari) del saber/hacer sobre la técnica de mariscar con las marisqueras de Passé de Candeias, para analizar y trazar las relaciones de poder que se revelan en torno a sus saberes/conocimientos técnicos, las expresiones de su técnica artesanal y sus conexiones con los objetos técnicos, para identificar vínculos entre Cultura/Tecnología/Conocimiento; como agenciamiento para la producción cartográfica se elaboró un libro colectivo con la comunidad de saber. Las narrativas y los análisis permitieron desvelar: la complejidad de la realidad técnica, los niveles de imbricación entres Ser/Técnica/Saber incorporados a la naturaleza en unidad armónica con su territorio (mangue) que se fractura y fragmenta por un exterior que desprecia los saberes y singularidades de las técnicas artesanales, la virtualidad de diálogos entre estas técnicas y las “modernas”, los nexos entre Cuerpo/Tecnología/Objeto Técnico, la dificultad de habitar el mundo mediado tecnológicamente manteniendo la separación entre humanidad/técnica/naturaleza, y la necesidad de vivir el tiempo en conexión con la naturaleza como líneas de fuga de la alienación tecnológica producida por la ausencia de pensar sobre ella.
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Karakas, Ziya Mert. "Secular Challenge to Power : An intercultural-analytical insight into two prominent member organizations of the European Humanist Federation: La Ligue de L'enseignement and the National Secular Society." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-330927.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation : pedagogical implications." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.
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Griggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs." Thesis, [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://handle.uws.edu.au:8081/1959.7/617.
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The focus of this research is the learning of host families participating in the curricula of student exchange programs. The role of the host family is central to the exchange event, but hosting is often a problematic experience during which the host family faces may dilemmas. The research substantiates the relevance of family systems theory in relation to the host family and positions the host family in an intercultural context. Phenomenographic techniques are used to describe the different ways of experiencing a hosting event and to account for how these ways occur. The phenomenon of Hosting is described by the conception of Synergy. A Spectrum of Experience, rather than a hierarchy, is defined by the four components of :fit, responsibility, investment and learning. Host family dilemmas and discernment are related to prior experience of hosting and the Synergy between expectations and learning outcomes. Intercultural learning in a hosting event is identified as participants' understanding of themselves, the process of hosting, communication skills and an appreciation of cultural heritage. Host family expectations have an impact before, during and after the hosting event while realistic expectations recognise the potential for learning moments as well as the contribution that conflicts, confrontations and challenges make to learning and growth in an intercultural context. Best preparation and best practice for host family participation involves an understanding of experiential learning, training program design and strategies for ongoing support systems
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Vincent, Leah C. ""La división del mundo entre los que se rehúsan a ser comprendidos y los que buscan darse a entender sin que esto les aporte privilegio alguno": Vindication of Land and Reason in Saraguro, Ecuador." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1268859422.
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Kono, Hideki. "Ba in the American context : an exploration of Japanese in U.S. workplaces." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/739.
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This study investigated the influences of the Japanese sense of ba on their patterns of perceiving the working environment and work-related human~relations in the U.S. social context. Ba in this study refers to the frame of relationships that is shared among the individuals in a certain specific situation.
The goals of this heuristic qualitative study are: (I) to investigate whether Japanese working in the U.S. retain a sense of ba, (2) to examine how the sense of ba affects their perception of the problems that they face in dealing with work-related matters and relationships with their American colleagues, supervisors, and customers, and (3) to investigate whether and how ba functions as a facilitating factor in establishing collaborative relationships between Americans and Japanese in the workplace.
To pursue these study goals, I conducted in-depth interviews with twelve Japanese working in the U.S. The interviews were conducted in the form of focused interview and the obtained data were analyzed in reference to the characteristics of ba stated in the literature review.
The results indicated that the subjects retained and exercised their sense of ba in the - U.S. workplace context. The subjects' narratives also suggested that relationship building between Americans and Japanese based on the ba-principle was possible.
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Stenholm, Eva. "Att mötas och förstå : Varför är det svårt?" Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-36259.
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In this scientific essay I have focus on parental work in preschool and the difficulties that might arise. The empirical part is based on two meetings with parents and both of them are about how to understand each other. These meetings are linked to literature and helps me research the term reflection. What am I reflecting and how do I reflect? I also explore the practical knowledge in my work and try to understand the role of the multicultural environment in this work. I try to se possibilites in cooperation at the preschool. With the essay I want to understand why it can be challenging to build trustworthy relations with the parents, which seems important, in order to make the children at the preschool feel safe. I am also interested in researching how the multicultural environment affects the intercultural standpoint of the preschool and what this could mean for my work. The end discussion shows that I am not satisfied to which extend the preschool teachers discuss the difficulties and possibilities of parenting cooperation.I min vetenskapliga essä lägger jag fokus på föräldraarbetet i förskolan och de eventuella svårigheter som uppstår där. Empirin bygger på två möten med föräldrar, som båda handlar om att vi inte förstår varandra. Mötena kopplas till litteratur och med dess hjälp undersöker jag begreppet reflektion. Hur reflekterar jag och vad reflekterar jag över? Jag synar den praktiska kunskapen i mitt arbete och försöker förstå hur stor roll det spelar att jag arbetar i en mångkulturell miljö. Jag försöker se möjligheter i föräldrasamarbetet på förskolan. Med essäns hjälp vill jag förstå varför det kan vara svårt att skapa tillitsfulla relationer med föräldrar, vilka i sin tur gör att barnen på förskolan blir trygga. Jag är också intresserad av att ta reda på om förskolan, i den mångkulturella miljön, genomsyras av det interkulturella synsätt stadens förskoleplan föreskriver och vad detta i så fall kan innebära för mitt arbete. Slutdiskussionen visar att jag inte är tillfullo nöjd med i vilken utsträckning vi i förskolan diskuterar föräldrasamarbetets svårigheter och möjligheter.
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Eshtiagh, Afarine. "La dialectique de la double-identité : reconstruction de la subjectivité du sujet interculturel." Paris 8, 2005. http://octaviana.fr/document/180644890#?c=0&m=0&s=0&cv=0.
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Hersey, Shane J. "Endangered by desire : T.G.H. Strehlow and the inexplicable vagaries of private passion." Thesis, View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/19524.
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This thesis is about the depth of colonisation through translation. I develop an analytic framework that explores colonisation and translation using the trope of romantic love and an experimental textual construction incorporating translation and historical reconstruction. Utilising both the first and the final drafts of “Chapter X, Songs of Human Beauty and Love-charms” in Songs of Central Australia, by T. Strehlow, I show how that text, written over thirty years and comprised of nine drafts, can be described as a translation mediated by the colonising syntax and grammar. My interest lies in developing a novel textual technique to attempt to illustrate this problem so as to allow an insight into the perspective of a colonised person. This has involved a re-examination of translation as something other than a transtemporal structure predicated on direct equivalence, understanding it instead as something that fictionalises and reinvents the language that it purports to represent. It begins by establishing an understanding of the historical context in which the translated text is situated, from both objective and personal viewpoints, and then foregrounds the grammatical perspective of the argument. Utilising the techniques and processes of multiple translation, Internet-based translation software, creative writing and historical reconstruction, it continues to consider the role of imagination and begins the construction of a visceral argument whereby the reader is encouraged to experience a cognitive shift similar to that understood by the colonised other, which is revealed in a fictional autobiography written by an imagined other. It concludes by considering the coloniser within the same context, using, as an example T. Strehlow, who had a unique understanding of the Arrernte language. Tracking his extensive alterations, revisions and excisions within his drafts of Chapter X, this thesis traces a textual history of change, theorising that the translator, no matter how "authentic", is as much translated by the text as she or he is a translator of the text.
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Cal, Teresa. "Diversité culturelle et égalité : pour une approche dialogique." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100068.
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Dans les démocraties libérales, la question de la gestion de la diversité culturelle fait toujours débat. Les politiques publiques du multiculturalisme, des droits culturels, de la super-diversité ou encore de l’interculturel ne parviennent pas à réconcilier les particularités culturelles et les principes universels au cœur du libéralisme, en particulier celui de l’égalité. Cet échec est dû, selon nous, à l’approche dialectique sous-jacente à la philosophie libérale, qui repose sur les principes de la logique formelle : identité, non-contradiction et exclusion d’un tiers. Ainsi, nous avançons une approche dialogique de la diversité culturelle, qui permet de penser deux concepts qui s’opposent – diversité et égalité – comme des idées qui collaborent et se complètent. Premièrement, par la notion de dialogue de l’herméneute Gadamer, qui propose de comprendre l’autre à partir de ses propres préjugés pour arriver à une fusion d’horizons. Deuxièmement, à travers la proposition du pluralisme culturel de Kallen, philosophe américain du premier pragmatisme.À partir de l’œuvre de ces deux philosophes, nous dégageons huit lignes directrices pour une gestion dialogique de la diversité culturelle : des réponses contextuelles, transformatrices et conçues comme une construction commune, qui seraient fondées sur l’expérience pratique, le dialogue et la tradition et qui constitueraient un exercice démocratique au sein d’un processus infiniManaging cultural diversity is still being discussed in liberal democracies. Multiculturalism, cultural rights, super-diversity and intercultural public policies do not manage to reconcile cultural particularities and the universal principles that are at the heart of liberalism, particularly equality. The thesis presented here is that this failure is due to the dialectical approach underlying the philosophy of liberalism. This approach rests on the principles of formal logic: identity, non-contradiction and exclusion of a third party. Thus, this thesis proposes a dialogical approach to cultural diversity that facilitates considering two opposing concepts – diversity and equality – as collaborative and complementary. First, the notion of dialogue in the hermeneutic philosophy of Gadamer is studied, a notion that suggests understanding others from the perspective our own prejudgments in order to arrive at a fusion of horizons. Second, the notion of cultural pluralism from Kallen, a philosopher belonging to the first pragmatism, is examined. From the work of these two philosophers eight guidelines for a dialogical management of cultural diversity are extracted: contextual, transforming and co-constructed responses, that are based on practical experience, dialogue and tradition and that constitute a democratic exercise at the core of an infinite process
Las democracias liberales siguen debatiendo sobre la gestión de la diversidad cultural. Las políticas públicas multiculturalistas, de derechos culturales, de super-diversidad o de interculturalidad no logran reconciliar las particularidades culturales con los principios universales del liberalismo, especialmente el de la igualdad. Para la autora, este fracaso es debido al enfoque dialéctico subyacente a la filosofía liberal, el cual está a su vez fundado en los principos de la lógica formal: identidad, no-contradicción y exclusión de una tercera parte.Por ello, esta tésis propone un enfoque dialógico de la diversidad cultural, el cual permite pensar dos conceptos opuestos – los de diversidad e igualdad – como ideas que colaboran y se completan. En primer lugar, gracias a la noción de diálogo del hermenuta Gadamer, que postula comprender al otro a partir de los proprios prejuicios y llegar así a una fusión de horizontes. En segundo lugar a través del pluralismo cultural de Kallen, filósofo americano del primer pragmatismo.A partir de estas dos filosofías la autora extrae ocho líneas directrices para una gestión dialógica de la diversidad cultural : respuestas contextuales, mutuamente transformadoras y concebidas como una construcción común, las cuales – basadas en la experiencia práctica, el diálogo y la tradición – constituirían un ejercicio de democracia dentro de un proceso infinito
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Icleanu, Constantin C. "A CASE FOR EMPATHY: IMMIGRATION IN SPANISH CONTEMPORARY MEDIA, MUSIC, FILM, AND NOVELS." UKnowledge, 2017. http://uknowledge.uky.edu/hisp_etds/33.
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This dissertation analyzes the representations of immigrants from North Africa, Latin America, and Eastern Europe in Spain. As engaged scholarship, it seeks to better the portrayal of immigrants in the mass media through the study of literature, film, and music about immigration spanning from the year 2000 to 2016. Because misconceptions continue to propagate in the media, this dissertation works to counteract anti-immigrant, xenophobic representations as well as balance out overly positive and orientalized portrayal of immigrants with a call to recognize immigrants as human beings who deserve the same respect, dignity, and rights as any other citizen.
Chapter 1 examines and analyzes the background to immigration in Spain by covering demographics, the mass media, and political theories related to immigration. Chapter 2 analyzes Spanish music about immigration through Richard Rorty’s social theory of ‘sentimental education’ as a meaningful way to redescribe marginalized minorities as full persons worthy of rights and dignity. Chapter 3 investigates the representation of immigrants in Spanish filmic shorts and cinema. Lastly, Chapter 4 demonstrates how literary portrayals of immigrants written by undocumented immigrants can give rise to strong characters that avoid victimization and rear empathy in their readers in order to affect a social change that minimizes cruelty.
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Valente, Lucas Laitano. "A transformação intercultural do ensino jurídico : o direito em diálogo a partir da educação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/169268.
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Le but de cette recherche est de réfléchir sur la proposition interculturelle et son insertion dans la formation juridique universitaire au Brésil. Par le biais d’apports de la primauté de l’éthique, on analyse la possibilité d’ouverture d’education juridique pour une pensée axée sur l’interculturalité et dont la base principale est la proposition de Raúl FornetBetancourt, penseur qui aborde en profondeur la philosophie interculturelle. Dans cette perspective, notre recherche a pour objectif de démontrer comment la crise du paradigme dominant qui atteint l’Université et, en particulier, la faculté de droit, ouvre un espace à l’ascension de théories et de pratiques basées sur les besoins de groupes historiquement et socialement exclus et subalternisés dans la construction originelle du savoir. Le défi éthique que propose l’interculturalité part de différentes cosmovisions – jusqu’alors dans l’impossibilité de participer de manière égale dans la construction scientifique du domaine juridique – afin d’élaborer la manière dont cellesci, identifié comme les “autres”, pourront faire partie intégrante de la construction de la connaissance, à l’intérieur des contenus de l’apprentissage, de la recherche et des diverses actions développées au sein de l’université. Dans ce sens, nous réfléchirons l’importance de l’interculturalité en tant que position éthique nécessaire dans la formation du juriste et sur le rôle important qu’elle joue dans le corps social. Nous nous cherchons à problématiser l’insertion du dialogue interculturel dans l’enseignement du droit, dans des interviews de différents acteurs du domaine juridique, tant des membres du milieu académique que des juristes en exercice. Nous entendons que l’inclusion de la colaboration interculturelle potentialiserait la portée des perspectives d’approche et de solutions dans les conflits que le droit est chargé de résoudre. En plus d’engendrer de plus une plus grande inclusion sociale de différents sujets et savoirs considérés jusqu’à présent comme « autres » dans la vision prédominante des disciplines de la formation juridique dans son ensemble. Ainsi la transformation intercultural dans l’enseignement juridique s’imposetil pour que ses multicultures soient pas simplement des objets d’étude, tutelle ou assimilation du droit institué, mais qu’elles soient aussi reconnues et qu’elles participent à la construction du contenu scientifique des universités. On formerait ainsi une nouvelle mesure de justice travaillée à partir de la différence dans la formation juridique.A pesquisa busca refletir sobre o sentido da proposta intercultural e sua inserção na formação jurídica universitária no Brasil. Através de aportes do primado da ética e da filosofia latinoamericana, analisa a possibilidade de abertura do ensino jurídico para um pensamento pautado na interculturalidade com fundamento na proposta de Raúl FornetBetancourt, pensador que aborda com profundidade a filosofia intercultural. Nessa perspectiva, a pesquisa demonstrará como a crise do paradigma dominante que atinge a universidade e, em específico, a faculdade de direito, proporciona espaço para a ascensão de teorias e práticas baseadas nas necessidades de grupos histórica e socialmente excluídos e subalternizados na construção originária do saber. O desafio ético que propõe a interculturalidade parte de diferentes cosmovisões até então excluídas da participação igualitária na construção científica do campo jurídico para pensar de que forma estes atores sociais identificados como “outros” poderão fazer parte da construção do conhecimento, no interior dos conteúdos de aprendizagem, da pesquisa e de diversas ações desenvolvidas no interior da universidade. Nesse sentido, refletiremos a interculturalidade como posição ética necessária na formação do jurista, tendo em vista o relevante papel que a carreira possui no corpo social. Problematizamos a inserção do diálogo intercultural no ensino do direito em entrevistas a diferentes atores do meio jurídico, tanto acadêmicos quanto juristas atuantes. Compreendemos que a colaboração intercultural potencializaria o alcance de diferentes perspectivas de abordagem e soluções para os conflitos que o direito tem por ofício buscar resolver, além de propiciar maior inclusão social a diferentes sujeitos e saberes, até então tratados como “outros” na visão predominante das disciplinas no curso jurídico em geral. Desta forma, uma transformação intercultural no ensino jurídico se impõe para que as matizes multiculturais na sociedade não sejam meramente objetos de estudo, tutela ou assimilação do direito instituído, mas reconhecidas e partícipes da construção do conteúdo científico nas universidades. Formase assim uma nova medida de justiça trabalhada a partir das diferenças na formação jurídica.
La investigación busca reflexionar sobre el sentido de la propuesta intercultural y su inserción en la formación jurídica universitaria en Brasil. A través de aportes del primado de la ética y de la filosofía latinoamericana, analiza la posibilidad de apertura de la enseñanza jurídica para un pensamiento pautado en la interculturalidad con fundamento en la propuesta de Raúl FornetBetancourt, pensador que aborda con profundidad la filosofía intercultural. En esta perspectiva, la investigación demostrará cómo la crisis del paradigma dominante que alcanza la universidad y, en específico, la facultad de derecho, proporciona espacio para el ascenso de teorías y prácticas basadas en las necesidades de grupos histórica y socialmente excluidos y subalternizados en la construcción originaria del saber. El desafío ético que propone la interculturalidad parte de diferentes cosmovisiones hasta entonces excluidas de la participación igualitaria en la construcción científica del campo jurídico para pensar de qué forma estos actores sociales identificados como "otros" podrán formar parte de la construcción del conocimiento, de los contenidos de aprendizaje, de la investigación y de diversas acciones desarrolladas en el interior de la universidad. En ese sentido, reflejamos la interculturalidad como posición ética necesaria en la formación del jurista, teniendo en vista el relevante papel que la carrera posee en el cuerpo social. Tratamos de cuestionar sobre la inserción del diálogo intercultural en la enseñanza del derecho en entrevistas a diferentes actores del medio jurídico, tanto académicos como juristas actuantes. Comprendemos que la colaboración intercultural potenciaría el alcance de diferentes perspectivas de abordaje y soluciones para los conflictos que el derecho tiene por oficio buscar resolver, además de propiciar mayor inclusión social a diferentes sujetos y saberes, hasta entonces tratados como "otros" en la visión predominante de las asignaturas en el curso jurídico en general. De esta forma, una transformación intercultural en la enseñanza jurídica se impone para que las matices multiculturales en la sociedad no sean meramente objetos de estudio, tutela o asimilación del derecho instituido, pero reconocidas y partícipes de la construcción del contenido científico en las universidades. Se forma así una nueva medida de justicia trabajada a partir de las diferencias en la formación jurídica.
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Kahkahy, Mohammed. "L'éloge de la différence dans l'oeuvre romanesque de Fouad Laroui." Thesis, Bordeaux 3, 2017. http://www.theses.fr/2017BOR30022.
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Au Maroc, comme dans le monde arabe, le règne du despotisme et du holisme nuisent à la démocratie et à la différence. Un régime anti-démocratique ne tolère pas de voix dissonante. Or, l’intellectuel imbu de valeurs universelles, cartésiennes s’oppose à cette manière de gérer la chose publique. Du coup, le système donne la chasse à l’opposant qui ose penser autrement. La tendance groupale interdit au sujet qu’il vive affranchi des autorités traditionnelles. En Europe, la montée des populismes et des logiques identitaires impactent le rapport à l’autre, perçu comme le représentant de son groupe et du coup discriminé et stigmatisé. Fouad Laroui a mis en scène, à travers une écriture autobiographique des personnages qui lui ressemblent, lettrés, francophones, diasporiques en rupture avec leurs groupes. Une catégorie peu fréquente dans le champ littéraire maghrébin : le libre penseur, l’agnostique, voire l’athée. Celui qui vit l’entre deux va donc souffrir car il sera vu à travers une vision identitaire verrouillée qui mutile le francophone de toutes ses appartenances. En réaction à cela Fouad Laroui développe une écriture de la différence, de l’hétérogène. Il fait l’éloge du métissage en accentuant sur la pluralité qui travaille le monde, l’Histoire, la ville, les personnes…In Morocco, as in the Arab world, the reign of despotism and holism hurt democracy and difference. An anti-democratic regime does not tolerate dissonant voices. Now, intellectuals, imbued with universal Cartesian values, are opposed to this way of managing public affairs. As a result, the system chases the opponent who dares to think otherwise. The group tendency forbids the subject to live freed from the traditional authorities. In Europe, the rise of populism and the logic of identity have greatly impacted the relationship with the other, perceived as the representative of his group and therefore discriminated against and stigmatized. Fouad Laroui staged, through autobiographical writing, characters who resemble him, scholars, francophones, diasporas who break with their groups. It is an uncommon category in the Maghreb literary field: the free thinker, the agnostic, even the atheist. The one who lives in between will suffer because one will be seen through a locked identity vision that mutilates the francophone of any sense of belonging. In response to this, Fouad Laroui develops a writing of difference, of heterogeneity. He praises miscegenation by emphasizing the plurality that prevails the world, History, the city, people
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Marchadour, Francoise. "Incompréhensions dans la communication interculturelle." Thesis, Reims, 2020. http://www.theses.fr/2020REIML001.
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Cette thèse se propose d’étudier les incompréhensions liées à la communication interculturelle verbale et non-verbale.Mon analyse va se porter sur les actes de langage, le langage étant utilisé comme moyen de communication. Comme la communication se fait entre individus la relation va souvent jouer un rôle sur la compréhension du message ainsi que le contexte. Sur le plan empirique j’utiliserai mes observations sur le terrain au sein d’une école internationale anglaise, d’une école bilingue et dans un institut français en Pologne sans oublier des citations d’œuvres littéraires.Ma recherche va démontrer que l’incompréhension ne vient pas nécessairement du contenu sémantique de la phrase mais de l’absence de codes et d’expériences partagés qui ont une influence sur la façon dont nous communiquons et comprenons un message. A ceci s’ajoutent le besoin de sauver la face et le manque de contexte commun sans oublier l’image que l’on se fait de l’autre et de soi-même.Ma recommandation va souligner que c’est une prise de conscience mutuelle de codes et d’expérience qui va décroître les risques d’incompréhension plutôt qu’une bonne connaissance de la langue. Cela peut se révéler très difficile voire impossible.Ma conclusion mettra l’accent sur la nécessité de développer une prise de conscience mutuelle et d’adopter certaines stratégies pour éviter les incompréhensions interculturelles et pour maximiser la compréhensionThis study is about showing the misunderstandings often linked with intercultural verbal and non-verbal communication.My analysis will focus on speech acts and the language used in communication. My starting point is that communication is about interactions between individuals. Elements like context, relationships not to mention the image one has of the other person have an impact on how the message is formulated and understood. My primary research will be based on my work in a British international school in Poland and on literary work.This research will demonstrate that language is not the main problem when dealing with misunderstandings but needs to be taken into account. Risks of miscommunication can arise from a lack of shared codes and experiences. Furthermore context and relations can constitute a problem not to mention the need to save face. Ultimately the use of speech acts can vary with culture.My recommendation will stress that an awareness and an understanding of mutual codes and experiences will decrease the risk of misunderstandings but not necessarily the knowledge of the language. However the huge differences in codes and attitudes not forgetting the lack of empathy and motivation can lead to miscommunication and it cannot be avoided.My conclusion will highlight the need to raise mutual awareness and to develop strategies to do so in order to minimise intercultural misunderstandings in organisations like a British International school where exposure to another culture tends to increase awareness and intercultural sensitivity
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Zhao, Yebing. "A QI 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617901205834771.
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Chaarani, Majeda. "Educations familiales et dynamiques identitaires et interculturelles au Liban- Philosophie de la différence et question de l’identité entre vie privée et environnement socioculturel et politique." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20127.
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16 familles libanaises (père, mère, et jeune), ont été l’objet d’une étude rétrospective, non aléatoire, afin d’explorer les notions de transmission et de dynamique identitaires, en relation avec les diverses éducations familiales. Les critères d’inclusion furent la cohésion familiale, et le niveau d’instruction des jeunes, supérieur ou égal au Baccalauréat. Les familles étaient choisies selon les principales communautés structurales d’une société pluricommunautaire, à savoir la société libanaise (et plus particulièrement, les communautés confessionnelles, géographiques, et socioéconomiques).L’analyse compréhensive et interprétative des données collectées, suivit une méthodologie de type qualitatif, selon la méthode de théorisation ancrée : 1) établissement de repères interprétatifs initiaux ; 2) co-construction de sens ; 3) analyse inductive / déductive ; 4) catégorisation en cours d’analyse de diverses conceptualisations ; 5) modélisation de ces catégories conceptualisantes en deux étapes (bidimensionnelle, et tridimensionnelle), et dont le résultat fut une modélisation théorique de l’identité individuelle ; 6) usage de cette modélisation afin de proposer une approche originale des transmissions identitaires et des dynamiques identitaires et interculturelles ; et 7) ultimement de dégager une théorisation sur « le cristal interculturel imparfait » (C.I.I.), et sur ses éventuelles et potentielles, applications et implications, en particulier, sur le plan éducatif. Le principal repère interprétatif initial personnel fut dégagé du terme arabe « oumour » : une représentation en termes temporels de l’Existence. Les principales conceptualisations que cette étude permit de catégoriser, sont : 1) la distinction entre trois formes d’appartenance : les identités existentielles, l’identité essentielle liée au sexe (gender), et l’identité nécessaire liée au « oumour » ; 2) la structure tripartite des appartenances existentielles, du fait de la double influence qu’y exercent la famille et la société ; 3) l’individualisation d’un troisième cercle intermédiaire d’appartenance, entre les cercles, privé, et public, qui est le cercle de la « assabiyya » ; 4) le caractère incomplet de chacun des trois cercles d’appartenances ; et 5) le concept de « dynamique identitaire nécessaire » (D.I.N.), qui est la somme indissociable de deux mouvements identitaires nécessaires. Quant à la théorisation du ʺcristal interculturel imparfaitʺ, celle-ci correspond à une simplification, dans un but didactique, de notre compréhension de la structuration de l’identité individuelle, de sa transmission, et de sa dynamique. Elle s’appuie sur deux notions fondamentales : 1) les souscomposantes identitaires, ou particules élémentaires de ce cristal imparfait ; et 2) D.I.N. de l’être, qui dynamise le tout, à travers des processus internes de rationalisation et de relativisation. L’approche interculturelle tient une place de choix, dans cette théorisation, eu égard la compréhension de la transmission et de la dynamique, identitaires. Si bien que l’altérité, se présente comme étant la relation élémentaire de cette structuration. Et dont l’approche use de façon combinée, interactive et obligatoire de trois logiques distinctes : 1) la logique intersubjective et existentielle ; 2) la logique subjective et essentielle ; et 3) la logique nécessaire, quant au sens que donne l’être à son existence, et qui est liée à son « oumour » (à sa D.I.N.)16 Lebanese families (father, mother and youth) have been the subject of a retrospective, non-randomized study, to explore notions of identity transmission and dynamics, in relation to the various family educations. Inclusion criteria were family cohesion and the level of youth instruction level, greater than or equal to High School. Families were selected according to the main structural communities in a multi communitarian society, namely the Lebanese society (specifically: confessional, geographic, and socioeconomic communities). The comprehensive and interpretative analysis of data collected, followed a qualitative methodology, according to the grounded theory method: 1) establishment of initial interpretive markers; 2) co-construction of meaning; 3) inductive / deductive analysis; 4) categorization, while analysis is in progress, of various conceptualizations; 5) modeling of these conceptualizing categories in two stages (two-dimensional and three dimensional), the result of which was a theoretical modeling of individual identity; 6) use of this model to propose an original approach o identity transmissions, and identity and intercultural dynamics; and 7) ultimately to reach a theorization about the “intercultural imperfect crystal”, (I.I.C.), and about its eventual and potential applications and implications, especially in terms of education. The main initial interpretive and personal landmark, was that of the Arabic word of “oumour”: a representation, in temporal terms, of Existence. The main conceptualizations that this study made it possible to categorize, were: 1) the distinction between three forms of belonging: the existential identities, the essential gender-related identity, and the necessary “oumour”-related identity; 2) the tripartite structure of existential belongings, due to the double influence carried on by the family and the society; 3) the individualization of a third intermediate circle of belonging, between the private and public, circles, which is the circle of “assabiyya”; 4) the incompleteness of each of the three circles of belonging; and 5) the concept of “necessary identity dynamics” (N.I.D.), which is the sum of two inseparable necessary identity movements. As for the theorization of the “intercultural imperfect crystal”, this corresponds to a simplification, for didactic purposes, of our understanding of the structuring of individual identity, of its transmission, and of its dynamics. It is based on two fundamental concepts: 1) identity subcomponents, or elementary particles of this imperfect crystal; and 2) the N.I.D. of the being, that “dynamizes” the whole, through internal processes of rationalization and “relativization”. The intercultural approach is prominent in this theory, on regard of the understanding of the identity transmission and dynamics.That’s why otherness is presented as the elementary relationship of this structure. And whose approach is characterized by its combined, interactive and mandatory use of three distinct logics: 1) the inter-subjective and existential logic; 2) the subjective and essential logic; and 3) the necessary logic, as to the meaning, that the individual gives to his being, and which is related to his “oumour” (his N.I.D.)
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Zheng, Wen. "L'image de la Chine et la question de l'altérité dans un corpus d’œuvres françaises du XXe siècle : enjeux interculturels et propositions méthodologiques en didactique de la littérature, pour la classe de FLE en Chine." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA097/document.
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D’une signification équivalente à la « civilisation » vers une conscience de la « culturalité » en mouvement, l’évolution des notions de culture et d’interculturel nous amène aujourd’hui dans une réflexion plus dynamique sur l’identité de la personne qui porte la culture et sur sa relation avec les autres. Ce dynamisme s’illustre notamment dans la perspective didactique du Français Langue Étrangère, en particulier dans l’enseignement de la littérature française en classe de FLE. Le texte littéraire, auparavant simple support pour la traduction, nous semble aujourd’hui un répertoire interculturel où prévalent les rencontres identitaires et culturelles entre l’auteur francophone et le lecteur étranger. Cette thèse tente d’éclaircir, sous l’angle d’une vision interdisciplinaire, l’appréhension de la culture et de l’interculturel dans l’enseignement du français et de la littérature française en classe de FLE, choisissant pour cadre d’étude le milieu universitaire chinois. En prenant appui sur des observations en classe et des entretiens auprès des enseignants chinois observés, nous avons effectué des réflexions relatives aux enjeux interculturels en didactique de la littérature française dans le contexte universitaire chinois. Cette recherche sur le terrain nous a permis de proposer des activités pédagogiques destinées aux apprenants chinois s’appuyant sur un corpus littéraire d’œuvres françaises du XXe siècle et qui permettent de faire émerger en classe de littérature de FLE, les réflexions sur le lien stéréotype et identité, sur la diversité des images, ainsi que sur l’altérité dans la relation avec les autresFrom a signification of “civilization” to a consciousness of “culturality” with movement, the evolution of notions of culture and the intercultural leads us today to a more dynamic reflection concerning the culture bearer's identity and his relationship with others. This dynamism is notably apparent in the teaching of French as a foreign language, particularly when it is taught through the study of French literature. The literary text, once considered as simply material for translation, appears to us today to be an intercultural repertoire filled with identity and cultural contacts between the francophone author and the foreign reader. This thesis attempts to clarify, using an interdisciplinary approach, understanding of culture and the intercultural in French language and French literary teaching, choosing the Chinese university milieu as our object of study. Supported by observations in class and interviews with Chinese teachers, we have reflected on intercultural issues in French literary teaching in the Chinese university context. This research on the ground allows us to propose pedagogical activities for Chinese students, making use of a French literary corpus of the twentieth century, that encourage reflection about the link between stereotype and identity, image diversity, as well as alterity in relationships with others
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Willer, Ragnar Karl. "Dispelling the myth of a global consumer." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2006. http://dx.doi.org/10.18452/15540.
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Welche Bedeutung hat Kultur für das Konsumverhalten? Die hier vorgelegte Auseinandersetzung mit dieser Frage im Kontext der Mischkultur Indonesiens zeichnet sich aus, dass sie über die Binnenräume der jeweiligen Wissenschaftsfächer, wie der Südostasienkunde und der Betriebswirtschaftslehre, weit hinausragt und für die Beantwortung der Fragestellung ein neu entwickeltes analytisches Diagramm zur strukturierten Analyse kultureller Einflüsse auf das Konsumverhalten aufweist, das die Möglichkeit, Märkte interkulturell zu erschließen, eröffnet. Die Untersuchung der den indonesischen Konsumenten beeinflussenden Kulturelemente ist ein Indizienbeweis gegen die so häufig postulierte Vorstellung eines global, homogen denkenden und universalistisch handelnden Konsumenten, die mit der Fallstudie eines für das Nischensegment der verschleierten Musliminnen in Indonesien geschaffenen Shampoos eines Weltkonzerns abschließt.What impact does culture have on consumer behavior? The discussion of the above question in the multicultural context (Mischkultur) of Indonesia is characterized by the fact that it goes far beyond the limits of the respective scientific fields like Southeast Asian studies or business studies. It provides a new analytical diagram for structural analysis of cultural influences on consumer behavior which offers the possibility to develop new markets in an intercultural manner. Investigation of cultural factors influencing Indonesian consumers has indicated that the often postulated globally homogenous thinking and universally acting consumer is merely a myth. This investigation concludes with a case-study dealing with a shampoo developed by a multinational for the niche segment, Indonesian veiled Muslim women.
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Yang, Jing. "Traductologie, linguistique,culture : recherches sur des perspectives interculturelles relatives à l'héritage de l'Europe et de la Chine." Thesis, Limoges, 2015. http://www.theses.fr/2015LIMO0002/document.
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En partant d’une synthèse sur les relations entre l’évolution de langue, la culture et la traduction, la thèse vise à établir une recherche à propos des effets d’influence de la culture d’arrivée sur le choix des stratégies de traduction. Sélectionnés en vue d’une fonction contrastive, trois sujets d’échanges culturels sont discutés dans la thèse. Les études nominales et culturelles de style comparatif sur les trois sujets d’intérêt acheminent ultérieurement la thèse vers les analyses sur les méthodes de la traduction sous influences d’idéologie culturelleBegin with a synthesis on the relations between the evolution of language, the culture and the translation, this thesis aims to establish a recherche regarding the effects of the target culture in influencing the choice of translation strategies. Selected for a contrastive purpose, three topics of cultural exchanges are discussed in the thesis. The nominal and cultural studies of the three topics from a comparative view then paved the path of the thesis towards the analysis with reference to the methods of translation under the influence of cultural ideology
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Dervin, Fred. "Métamorphoses identitaires en situation de mobilité." Paris 3, 2008. http://www.theses.fr/2008PA030027.
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Cette étude interroge les concepts d’identité et de communication interculturelle à partir du contexte de la mobilité estudiantine européenne. Basée sur un corpus d’entretiens avec des étudiants Erasmus français en Finlande, l’étude propose de croiser les théories postmodernes de l’identité, l’herméneutique interculturelle et l’analyse du discours pour examiner les constructions du soi et de l’Autre opérées par les étudiants lorsqu’ils parlent de leurs expériences. L’utilisation du pronom on, les alternances pronominales et l’apparition de voix virtuelles dans le discours (ex: je me dis que. . . ) ont permis d’identifier les métamorphoses identitaires instables des étudiants : intégration de ‘moi’ solides et liquides, infidélité dans l’identification aux Français et aux ‘tribus’ Erasmus et jeux identitaires. Bien que la période d’échange soit unanimement décrite comme intéressante par les étudiants, les résultats soulignent que certaines expériences en Finlande, qui sont perçues négativement, sont liées à des malentendus sur la culture et l’identité, la communication interculturelle, la pratique des langues étrangères et l’étrangeté. Une préparation à la mobilité basée sur ces thèmes devrait alors être envisagée, non pas sous la forme de « grammaires des cultures » (« les Finlandais sont. . . »), mais par le biais de compétences d’analyse des situations de rencontres interculturelles et des métamorphoses solides et liquides afférentes, qui limitent les possibilités de rencontrer l’Autre dans sa diversité. C’est par ce type de formation que la mobilité estudiantine pourrait permettre une véritable formation à la vie postmoderne et à la globalisationThis study has its roots in the current upsurge in student mobility and in the scientific debates about the concepts of identity and intercultural communication. Based on a corpus of interviews with French Erasmus students in Finland, the study blends in theories of postmodern identity, intercultural hermeneutics and discourse analysis to examine how the students construct themselves and diverse ‘othernesses’ (included theirs) when they talk about their experiences. The use of the French pronoun on, pronoun switches, and virtual voices (ex: I said to myself. . . ) allowed to pinpoint the students’unstable identity metamorphoses in their discourses: integration of liquid and solid selves, infidelity in identification with the French but also with Erasmus ‘tribes’, and games of identity. Though the exchange experience appears as interesting for the students, the results show that many and varied misconceptions about identity, culture, intercultural communication, language use, and strangeness lead the students to evaluate their experiences negatively. The implication of the study is that students should be prepared for their time abroad, not so much in terms of ‘grammars of culture’ (e. G. ‘Finns behave in such and such ways’, ‘the French are. . . ’), but through the development of competences to analyse the identity metamorphoses that take place in intercultural encounters and prevent people from meeting each other as diverse individuals. This could make study abroad one of the best training periods for postmodernity and globalization
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Duport, Michelle. "De l’usage de l’altérité dans le management des ressources humaines : entre hétérologie et homologie dans les EIE en Chine." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30062.
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Cette recherche porte sur l’usage de l’altérité par le management des ressources humaines(MRH) dans les filiales de groupes multinationaux implantées en Chine. Elle s’intéresseautant à l’usage discursif de la prise en compte de l’Autre qu’à son effectivité. Elle recherchele sens des pratiques de management à partir d’entretiens menés sur six années entre 2005 et2010. La réflexion est complétée par une approche historique et des regards disciplinairescroisés sur les modes d’organisation des entreprises en Europe et en Amérique du Nordd’une part et en Chine d’autre part. Les résultats de l’analyse mettent en évidence les incohérences observées dans les pratiques de gestion : entre l’approche discursive sur l’altérité et la création d’une culture-fiction sur laChine, entre l’idéologie affichée d’un management interculturel éthique soucieux des différences culturelles et des pratiques de MRH élitistes et discriminatoires, entre un modèle de management universaliste exporté par les sièges et des organisations parallèles qui s’accompagnent de stratégies de dissimulation mises en place par les filiales, entreomniscience des sièges et volonté d’autonomie des filiales. La question centrale est celle des incohérences : sont-elles inhérentes au management ? La thèse montre une refondation possible du modèle managérial occidental par la confrontation des culturesThis research concerns the use of alterity by Human Resources Management (HRM) in subsidiaries of multinational groups implanted in China. It is as interested in the discursive use of consideration of others as in its effectiveness. It looks for a sense of management practices from interviews carried out over six years between 2005 and 2010, and is completedby an historic approach and crossed disciplinary scrutiny of organization patterns of companies in Europe and in North America on the one hand and in China on the other hand. The results of these analysis bring certain incoherencies, observed in management practices, to light: between the discursive approach on alterity and the creation of a fictional cultureabout China; between the ideology displayed by an ethical and cross-cultural management worried about cultural differences and elitist, discriminatory MRH practices; between a model of universalist management imposed by headquarters and parallel organizations which carry with them dissimulation strategies organized by subsidiaries; and between the omniscience of headquarter and the desire of autonomy from subsidiaries. The main questionis the one of incoherencies: are they inherent to management? The thesis shows a possible refondation of a Western management model through this confrontation of cultures
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Koumba, Jean Steiner. "Le roman et le mouvant : essai sur l'oeuvre romanesque d'Edouard Glissant et Jean-Marie Gustave Le Clézio." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA132/document.
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Le roman contemporain apparait comme le lieu d’un double questionnement : le premier est lié à sa forme, tandis que le second renvoie à une longue interrogation sur un monde marqué par de grands bouleversements d’ordre anthropologique, politique, culturel ou sociologique. Chez Glissant et Le Clézio, ce questionnement prend l’allure d’une problématisation du monde et imprègne, d’un bout à l’autre, leur production romanesque. Ainsi, la présente thèse analyse les mécanismes et les enjeux de l’art romanesque à l’épreuve du mouvant. Elle évoque l’idée d’une déconstruction de la forme et la structure romanesques pour arriver à une nouvelle pensée du roman qui permet, en même temps, de penser la complexité du monde. Cette complexité se donne à lire dans le roman à travers l’idée de contrepoint qui permet le mélange de voix narratives, des personnages, des formes, des genres, ou encore des mondes. Parler d’une poétique du mouvant revient, dès lors, à penser la multidimensionnalité de l’être ainsi que les liens qui se tissent entre des individus présentés comme des producteurs et des produits des cultures. La pensée du mouvant prend ainsi une orientation politique du monde. Elle exalte, non pas la dénaturation de le l’individu, la perte de son identité ou encore sa dilution, mais sa propension à penser l’autre dans sa différence, comme un élément d’un tout complexe, avec finalement l’idée de « différence dans l’unité » et d’ « unité dans la différence » qui permet d’aller au-delà de la simple juxtaposition des cultures. Le mouvant devient, dès lors, l’autre nom du métissage, de la complexité et de l’interculturalitéThe usual contemporary novel appears as the place of a double questioning: the first is linked to its form, and the second drives to a long interrogation on a world marked by great anthropological, political, cultural and social upheavals. For Glissant and Le Clézio this interrogation takes the form of an everlasting questioning on the concept of the world and this can be seen along all theirs novels. Thereby, the present thesis investigates the mechanisms and the stakes of the art of the novel compared to the concept of "mouvant". This work treats about the deconstruction of the usual form and the structure of the novel driving to a new approach of the novel allowing, at the same time, to glimpse the complexity of the world. This complexity can be seen in the novel through the mechanisms of the counterpoint which allows the mixing of narrative voices, forms, characters, genres or even worlds. To speak about a poetics of " mouvant" it is necessary to consider the multidimensional aspect of the concept of the living being, as well as the links between individuals presented both as producers of cultures and as themselves a product of cultures. Thus, the concept of "mouvant" takes a political orientation of the world. This concept exalts, neither the denaturation of the individual nor the loss or the dilution of his identity, but the propensity to see the other one in his difference, as a part of a complex whole, and ultimately the idea of “Difference in unity” and “Unity in difference”, which allows us to go beyond the simple juxtaposition of cultures. Therefore, the concept of "mouvant" becomes the other name of the mixing, the complexity of the world and the interculturalism
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Mazauric, Catherine. "Le Lecteur d'Afriques - Contribution à une didactique transculturelle de la lecture littéraire." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2004. http://tel.archives-ouvertes.fr/tel-00750393.
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On vise à établir, dans un contexte postcolonial et globalisé, les conditions d'une didactique renouvelée de la lecture littéraire en français langue seconde, étrangère et maternelle. La première partie, à partir d'une revue critique des notions de culture(s) et d'identité, s'interroge sur les frontières, passages et traversées de la francophonie littéraire, principalement africaine, et débouche sur la dynamique transculturelle des écritures africaines contemporaines. La seconde partie aborde les effets de cette dynamique dans le cadre didactique, et met en question l'approche interculturelle au profit de parcours basés sur les processus transculturels accomplis à travers la lecture. La troisième partie propose des exemples détaillés de dispositifs plaçant les processus de négociation identitaire et d'accommodation intersubjective des lecteurs au cœur de la démarche didactique.
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Tung, Jui-Chu. "Ecriture chinoise, écriture occidentale : variantes de l'appréhension du monde." Thesis, Besançon, 2012. http://www.theses.fr/2012BESA1029/document.
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Confronter la pensée occidentale à la pensée chinoise est une démarche enrichissante à un moment où les cultures se croisent et peuvent même se sentir menacées. J'ai tenté, en partant de l'étude des écritures et de leurs origines de mieux cerner l'avènement de la pensée et son développement dans les deux cas. Il s'agissait de fixer un champ d'étude, j'ai donc songé à présenter le 'réel', le' monde', selon les deux approches et applications, d'un côté le 'logos\ la Raison et de l'autre les conceptions taoïstes, parfois mêlées de bouddhisme. Le 'procès' du monde dont la Chine était très tôt consciente ne lui permettait pas d'interpréter le réel tel que la Grèce et par voie de conséquence l'Occident le concevait, la seule chose qui ne change pas dans le monde étant précisément pour la Chine l'état 'd'impermanence'. Partant notamment du "yi jing" ou "Livre des Mutations", de la construction idéographique, la Chine a voulu représenter le monde tout entier, elle avait une vision différente de celle de I'Occident...Mais une question demeure posée: quelle est au fond l'origine de cette vision ? Est-ce celle de certains penseurs ? Est-ce la nature elle-même ? Est-ce l'écriture comme manifestation humaine? Ma recherche propose quelques jalons pour chaque civilisation, mais la question reste très ouverteComparing Western thought and Chinese thought can be quite enriching, at a time when cultures in general can gain contact, as weil as fee!thrcatencd somctimes. l have tried, starting from modes of writings, at their origins, to figure out the advcnt and development ofthought on both sides. The point was also to choose a field ofexpcriment... 1 have thought that 1 could present 'reality', the 'world', from Western and Chinese approaches, with the efiècts of 'logos' and 'Reason' on one side and Taoist and sometimes Buddhist influences on the other. The 'process' of the world that China was conscious of cou id not allow her to apprchend reality such as Greece, very carly, and later Western thought could conceive it. Indeed, the only thing that would not change in this world is the state of 'impermanence' for China. From the yi jing, the Book of Changes, and ideographie patterns and methods, China wanted to show the world, the whole world. That was a vision definitely different from that of the West... Still, one question remains : where does this vision come from ? From thinkers. from Nature itself ? From modes of writings as human responses ? The exposition that I developed offers a few landmarks on both sidcs, but the question is still an open one
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Hall, Douglas Alan. "Intercultural communication: a multicultural perspective." Thesis, 2005. http://handle.uws.edu.au:8081/1959.7/515.
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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviour
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Coquereau, Elise Isadora Marie Colette. "The Emergence of Cultural Otherness in Philosophy and the Problematics of Intercultural Hermeneutics." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-330223.
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Zusammenfassung Diese Arbeit fragt nach der Methodik im Bereich der interkulturellen Philosophie. Sie analysiert die Probleme der verschiedenen Denkmodelle unterschiedlicher philosophischer Traditionen, damit diese Modelle, als Paradigmen verstanden, den heutigen Bedenken zum Thema Fremdheit angepasst werden können. Von interkultureller Hermeneutik über Literatur und phänomenologische Ansätze bis hin zu indischer Philosophie und philosophischer Hermetik beabsichtigt sie die Darstellung einer kritischen Untersuchung bestehender interkultureller Theorien, um von der Kritik und der Kombination derselben einen möglichen Weg (als praxis) zum Fremden zu ermöglichen, ein Weg, der auf eine dynamische Beziehung zu eben diesem Fremden und eine beiderseitige Anerkennung abzielt. Schlüsselwörter: Interkulturelle Philosophie, Fremdheit, Indische/Westliche Philosophien, (Kultur)Hermeneutik, Hermetik, Literatur, Methode, Tradition, Verstehen/Erfahrung.
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Šotola, Jan. "Philosophia perennis." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369269.
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My diploma thesis researches the concept of perennial philosophy (philosophia perennis, theologia prisca) and its development in the history of different cultures of the World. As I claim, the concept of Perennialism presents a useful means of understanding of different cultures distanced from us in time and space, including the history of the culture of ours. Perennialism shows, that Wisdom is not an exclusive property of just one civilization, but a common heritage of the Humankind as a whole. Further, it points to mutually beneficial influence of different cultures of the Globe. Throughout the paper, my focus lies on the development of philosophia perennis in the Islamic civilization, particularly on Sufism. Before being demolished by the rise of nationalism, the Sufist philosophy enabled a peaceful coexistence and dialog between different cultures and religions. The development of Perennialism is further studied in the philosophy of european Renaissance, where it was first tolerated by the Catholic Church, later to be abandoned, unfortunately (with few exceptions), during the Reformation and the Thirty Years' War. In the current pedagogical practice, the conception of philosophia perennis may become means of highlighting the common grounds of different cultures in the times of culminating...
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Lauhn-Jensen, Rebecca Alexandra. "Pathways of translation : the emergence of form through an intercultural exploration of the traditional Aboriginal philosophy of interconnectedness." 1996. http://hdl.handle.net/1993/23111.
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Conway, Jessica. "Sympoiesis in Turbulent Times: Reading/Literacy in the Chthulucene." Thesis, 2020. https://doi.org/10.7916/d8-9ncr-xz59.
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Donna Haraway’s Chthulucene suggests a world in which humans and non-humans are inextricably entangled, a world in which global ecological devastation demands new ways of relating across disciplines and across differences, a world in which strategic coalitions across disciplines—fluid transdisciplinary coalitions—are badly needed. Haraway suggests sympoiesis, or making-with, as a move toward response-ability. In this project, I embrace the rich fabric of Narrative Inquiry in English Education and knit a diffractive, transdisciplinary reading of current debates in reading/literacy studies, composing speculative fiction as I compose my own approaches to teaching and research and figure a sympoietic pedagogy.
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Barker, Reinecke Marguerite Lillian. "Towards a justification for a philosophy of music education: a quodlibet for South Africa." Thesis, 2008. http://hdl.handle.net/10539/4908.
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ABSTRACT
With the change of regime in 1994, South African education policies for the
arts have been created without a conceptual base. Music is on the outskirts
of the present educational master plan that favours mathematics, science
and literacy. The current situation of teacher shortages and emphasis on
‘basic’ subjects does not make posts possible for specialist music teachers in
primary schools. The generalist trained Arts and Culture teacher is tasked to
teach drama, music, and the visual arts. The attempt by policy makers to blur
the outlines of individual art forms has created the generic Arts and Culture
teacher who is unsure of the art forms in which he/she has little or no
training. This lack is exposed and justification for the necessity of a
philosophy of music education for South Africa will be proposed.
A philosophy of music education refers to a system of basic beliefs, which
underlie the operation of musical enterprise in an educational setting,
whether school, community centre, or tertiary institution. A philosophy of
music education would investigate and create an understanding of the
underlying assumptions and principles governing the teaching and learning of
music.Music is a modelling system for human thought and is a cognitive activity with
forms of knowledge as important as any school subject. The ‘out of school’
influences of music are all-encompassing and ubiquitous to intercultural
communication between peoples. Evidence is overwhelming that the political
history in South Africa has interfered with and disrupted an enculturation of a
musical life for children.
The literature research shows that music education in South Africa was used
as a political tool to support apartheid doctrines and processes. The
restoration of a culture of co-operative musicing would help music teachers.
Their active agency would positively affect policy in the arts. Furthermore
making music or ‘musicing’ in a collaborative manner would break downbarriers because musicing encourages inter-racial rapprochement in a
society where racial barriers are no longer dominant. Such harmonious
communicating will help to create a new and idiomatic South African music
culture.
For this purpose I have proposed the adoption of the musical genre called
quodlibet, a technique of composing music for many voices which are played
simultaneously. This provides a platform for the collaboration of musicians,
teachers, policy makers, and parents, within the wider community from which
the pupils come to from. The quodlibet becomes a guiding principle and
metaphor for the entire study.
The central focus is to articulate the need for a philosophy of music education
and to propose and defend conditions that would facilitate the growth of a
conceptual centre for music education.
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Boucher, Mélany. "Penser l’identité et le rapport à l’Autre au Québec, perspectives selon la pensée de Kitaro Nishida." Thesis, 2019. http://hdl.handle.net/1866/24217.
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De la Révolution tranquille jusqu’aux événements de la Commission Bouchard-Taylor, la question des relations interculturelles et interreligieuses au Québec a occupé une large place dans les débats publics. Selon de nombreux auteurs, des rapports particuliers se seraient établis au cours de l’histoire entre des « représentations identitaires » et des « événements » spécifiques à une culture canadienne-française. Cette particularité relationnelle, qui se caractérise sous forme de « liens imaginaires » avec certains « événements historiques », aurait paradoxalement la propriété de provoquer une coupure avec le passé. Cette dynamique des rapports que nous nous représentons au Québec et que nous situons dans une perspective d’interconnexion entre ce qui représente le « nous » et ce qui représente l’Autre renferme une voie intéressante de réflexion sur une autre façon de penser le rapport à l’Autre au Québec.
Aborder cette question en s’inspirant de la pensée de Kitaro Nishida, philosophe japonais du début du XXe siècle dont les œuvres ont été traduites par une auteure, Jacynthe Tremblay, offre une perspective inédite sur la question de l’identité et de sa relation avec le monde qui l’entoure. Nishida a parlé du rapport entre le « je » et le « tu », à partir duquel il est parvenu à montrer en quoi le « je » de la subjectivité moderne (la conscience du « je » qu’il a de lui- même) pose problème pour cette altérité. Il propose de déconstruire cette conscience de soi pour pouvoir envisager une nouvelle conscience de « soi » et de l’« Autre », qui culminera avec la notion de « véritable soi » et ultimement avec un rapport à l’« Autre-absolu » ou le « monde historique». Ces notions intrinsèques sont considérées par Nishida comme fondamentales pour l’existence humaine et essentielles à une harmonie des différences.From the Quiet Revolution to the all-encompassing events of the Bouchard-Taylor Commission, the issue of intercultural and interfaith relations in Quebec still occupies a large part of public debate. Many authors have shown that particular relationships would have settled in the course of history between “representations of identity” and “events” specific to a French-Canadian culture. This relational peculiarity, which is characterized in the form of “imaginary links” with certain “historical events”, would paradoxically have the property of causing a break with its past. This dynamic of relationships that we represent in Quebec and that we situate in a perspective of interconnection between what represents the “we” and what represents the “Other” is an interesting way of thinking about it in another way. To think about the relationship to the “Other” in Quebec. Addressing this question, inspired by the thought of Kitaro Nishida, a Japanese philosopher of the early 20th century, whose works have been translated by an author, Jacynthe Tremblay, offers an unprecedented perspective on the question of identity and its relation with the world around him. Nishida will speak about the relationship between the “I” and the “you” from which he will be able to show how the “I” of modern subjectivity (the consciousness of “I” that he has of himself) is a problem to this otherness. He proposes to deconstruct this self-consciousness to be able to envisage a new consciousness of “self” and of the “Other” which will culminate in the notion of “true self” and ultimately to a relation to the “other-absolute” or the “Historical world”. Intrinsic notions considered according to Nishida, fundamental to human existence and essential for a harmony of differences.
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Norris, Craig Jeffrey. "The cross-cultural appropriation of manga and anime in Australia." Thesis, 2003. http://handle.uws.edu.au:8081/1959.7/13320.
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This thesis is an investigation into the cross-cultural appropriation of manga and anime by fans in Australia. I investigate the way in which fans embark on ‘identity’ projects through manga and anime to construct a space where issues of gender politics, identity and culture are explored. I argue that a key reason why many Western fans and scholars perceive manga and anime as ‘different’ is its ‘Japaneseness’. The two key problems addressed throughout the thesis are : how can we analyse the significance of the Japanese origins and context of manga and anime, and would the ‘identity projects’ that fans construct be possible without an appreciation of manga and anime’s 'Japaneseness?.' These questions are explored in terms of a number of key forms within manga and anime including cyberpunk, bishonen(beautiful boys), otaku(fans) and anime forms that have had their ‘Japaneseness’ softened. I discuss the way in which these manga and anime forms offer different spaces for fans, scholars and cultural industries to contest, rework and reiterate the cultural value of manga and anime.
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Larcombe, Giselle. "Antoine Marie Garin : a biographical study of the intercultural dynamic in nineteenth-century New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in French in the University of Canterbury /." 2009. http://hdl.handle.net/10092/3203.
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Gouin-Bonenfant, Mathilde. "Du choc à la confusion : la rencontre interculturelle dans les stages Québec Sans Frontières au Sénégal." Thèse, 2018. http://hdl.handle.net/1866/21904.
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Motsoaledi, Lerato Susan Pinky. "Executive coaching in diversity from a systems psychodynamic perspective." Thesis, 2009. http://hdl.handle.net/10500/3888.
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This descriptive research addressed the challenges of working with the conscious and unconscious aspects of diversity in order to enhance insights into covert and deeper diversity dynamics in organisations. The research supported the evolving trend of shifting the systems psychodynamic orientation from the group to the individual context. The general aim was to describe a systems psychodynamic coaching model, and to determine its trustworthiness in assisting executives to work effectively with conscious and unconscious diversity dynamics. Literature was reviewed to provide a theoretical foundation of diversity challenges which executives face in South African organisations. This was augmented by systems psychodynamic literature, which provided a theoretical basis upon which to understand the intrapsychic aspects of the executives and their interplay with systemic dynamics.
The empirical study was conducted over ten months to determine the trustworthiness of executive coaching in diversity from a systems psychodynamic perspective. Data was gathered using the organisational role analysis approach, and analysed by means of the systems psychodynamic discourse analysis method. Nine major themes and their related sub-themes were identified, namely, gender, race, ethnicity, authority, disability, language, age, de-authorisation of diversity work, and the coaching process. Through the coaching, the executives gained insights into their intrapsychic environment and the complex, multifaceted and intersecting nature of diversity in their organisations. They were assisted to take up their leadership roles more effectively and to take action on behalf of their organisations. The research hypothesis formulated and the conclusion made was that executive coaching from a systems psychodynamic perspective displays trustworthiness.Industrial and Organisational Psychology
D. Litt. et Phil. (Consulting Psychology)
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Arthur, Mavis Lorraine. "Health education in cross cultural encounters : an agogical perspective." Thesis, 1995. http://hdl.handle.net/10500/17936.
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In contemporary multicultural societies, health is emerging as a fundamental right alongside
education and welfare: a frame of reference endorsed by the Government of National Unity
in South Africa. Health workers are confronting issues far beyond the more traditional
modes of health education. The initial thrust of this research was to investigate the most
relevant social, health and education knowledge bases and issues relative to health education
in cross cultural encounters in order to formulate universal guidelines applicable to the
national situation. Differences inherent in allopathic and traditional health systems are
explored in historical time, in conjunction with concepts of social change, communality in
diversity and the co-existence of multiple realities. An understanding of common
denominators across all human and group experience emerges and, with it, insight into
problems that occur when universalistic conceptions of human behaviour are linked to
communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through
an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation
of culture and the patterned relationships existing between elements within society.
The ontic fact that similar variables may have widely different meanings and be differently
construed by people whose life experiences differ is affirmed. Culture shock becomes a
potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon
which the aims and various theories of health education are systematically and progressively
evaluated. Evidence surfaces that the original intent of the research was rooted in the
Western medical tendency towards standardisation, specialisation and the creation of
scientifically validated routines for professional practice and that gaps exist between the
theory and practice of health education and the everyday experiences of people. On the basis
of scientifically based insights, guidelines have been formulated to narrow the divide between
the factual, linearly based procedural aspects of health education and the human experience
of learning. The guidelines embody the notion that the health educator's role in cross
cultural encounters is one of facilitating meaningful, appropriate and informed choices on the
part of adult learners.Educational Studies
D.Ed. (Philosophy of Education)
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Beauclair, Nicolas. "El discurso de la reciprocidad en dos crónicas coloniales indígenas : elementos para una ética del diálogo intercultural." Thèse, 2006. http://hdl.handle.net/1866/17318.
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