To see the other types of publications on this topic, follow the link: Judiciary, education, politics, society and culture.
Journal articles on the topic 'Judiciary, education, politics, society and culture'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Judiciary, education, politics, society and culture.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Nowak, Basia A. "Women in Poland: Society, Education, Politics, and Culture." Journal of Women's History 13, no. 1 (2001): 196–206. http://dx.doi.org/10.1353/jowh.2001.0032.
Full text
2
Golubovic, Milica. "Judicial Professional Associations: Fostering Judicial Reform Through Civil Society Development." Southeastern Europe 33, no. 1 (2009): 48–62. http://dx.doi.org/10.1163/187633309x421157.
Full textAbstract:
AbstractThis article documents the history of judicial professional associations (the Judges' Association of Serbia, Prosecutors' Association of Serbia, and Magistrates' Association of Serbia) in Serbia from their early development in the mid-1990s through the present day. With a close focus on the associations' relationship with USAID implementing partner American Bar Association/Central Europe and Eurasian Law Initiative (ABA/CEELI), the article identifies the challenges to establishing sustainable judicial professional associations. These challenges include a lack of secure funding, low organizational and administrative capacity, a high turnover rate of volunteers and employees, reliance on foreign-generated 'copy-and-paste' activities that do not take local needs into account, and uneasy relationships with the local and central governments. Successes of the fledgling judicial professional associations are also noted, including the implementation of continuing legal education (CLE) seminars.
3
Van der Yen, Johannes A. "Multiculturalism in Education: Politics of Recognition." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 19–46. http://dx.doi.org/10.1163/1570-0623-90000017.
Full textAbstract:
One of the aims of education is the integration of students in the culture or cultures of society. However, western society presents a complex, ambiguous picture that is full of paradoxes. Three aspects of western society, the process of modernization, the influence of religion and church in society, and the social integration of minority groups in society illustrate this ambiguity. The politics of recognition implies a right to the preservation of identity. On the basis of the principle of equality, students of minority groups deserve recognition both as individuals on the basis of their human dignity, and as members of a cultural group on the basis of the principle of non-discrimination. Recognition of cultures is based on the principle of distinctiveness, which implies the value of distinct cultural characteristics. The consequences of this politics of recognition for education are discussed. In the context of a discussion of liberalism and communitarianism, a communicative design is developed that avoids the Scylla of educational neglect and the Charybdis of indoctrination and manipulation. Finally, the politics of recognition in Christian education is discussed. Different models of religious education are described and evaluated on the basis of three criteria.
4
Hollis-Brusky, Amanda, and Celia Parry. "“In the Mold of Justice Scalia”: The Contours & Consequences of the Trump Judiciary." Forum 19, no. 1 (July 1, 2021): 117–42. http://dx.doi.org/10.1515/for-2021-0006.
Full textAbstract:
Abstract This article reviews the causes, contours and potential consequences of President Donald J. Trump’s 234 appointments to the federal judiciary. The causes will be familiar to political scientists who are fond of reminding people that “elections have consequences” and that the “Supreme Court [and by extension entire federal judiciary] follows the election returns.” The contours of the Trump Judiciary are congruent with Trump’s campaign promise to appoint judges “in the mold of Justice Scalia,” the conservative legal icon who died suddenly in February 2016. We show how Trump and Senate majority leader Mitch McConnell made good on this promise with the help of the Federalist Society for Law and Public Policy Studies, appointing ideologically conservative, young, and mostly male and white judges to lifetime appointments on the federal bench. In laying out the potential consequences of Trump’s remaking of the federal judiciary, we outline three areas where these judges are likely to make an impact on law and politics in the coming decades: rolling back liberal and progressive victories in the culture wars, likely in more subtle ways that align with Alison Gash’s concept of “below-the-radar” legal change; extending the federal deregulation campaign that began in earnest with the Reagan Administration; and issuing rulings in the areas of voting rights, campaign finance, and redistricting that tip the scales of democracy in favor of Republican electoral outcomes.
5
Ó hIfearnáin, Tadhg. "Spelling and society: the culture and politics of orthography around the world." Journal of Multilingual and Multicultural Development 31, no. 2 (March 2010): 217–18. http://dx.doi.org/10.1080/01434630903498028.
Full text
6
Gellner, Ernest. "Nationalism and politics in Eastern Europe." European Review 1, no. 4 (October 1993): 341–45. http://dx.doi.org/10.1017/s1062798700000752.
Full textAbstract:
The article restates the theory of Nationalism, which it links to the transition from agrarian to industrial or industrializing society. In an agrarian society, culture is used to underscore a complex and fairly stable system of statuses. Political units themselves are complicated and overlapping and ill-defined, and culture does not demarcate their boundaries. In an industrial society, work ceases to be physical and becomes semantic, and society itself is highly mobile. Under these circumstances, a shared and standardized, codified culture, inculcated by formal education, becomes a precondition of social participation and employability. When shared, literacy-linked culture is very important, people identify with it and thus become ‘nationalists’. The article also traces the five stages which Europe has passed in the course of this transition: the perpetuation of the old dynastic/religious political system in 1815, the century of nationalist irredentism, the setting up of a political system in 1918 based on nationalities which was weak and self-defeating, the most intensive period of ‘ ethnic cleansing’ in the 1940s under the cover of war-time secrecy and post-war retaliation, and finally a certain demolition of the intensity of ethnic feeling during advanced industrialism, thanks to the partial convergence of industrial cultures and the softening impact of affluence.
7
Apple, Michael W. "Culture, Identity, and Power." Educational Policy 34, no. 3 (June 27, 2019): 548–54. http://dx.doi.org/10.1177/0895904819857828.
Full textAbstract:
In an earlier essay in the Reviewing Policy section of this journal, I documented the importance of the work of Stuart Hall in the development of critical theories in education, in our understanding of “race,” and in the development of much more nuanced analyses of cultural politics. I focused on two books: Familiar Stranger, Hall’s personal memoir of political and cultural commitment; and Cultural Studies 1983, his lectures that provided the conceptual and political basis for a good deal of critical and nonreductive social and cultural analyses of the relationship between economic dynamics and structures and the rest of society. The two new books I discuss in the current essay provide us with a selection of many of the core reasons why he has been so influential in an entire range of critically oriented work in sociology, cultural studies, theories of race, “multiculturalism,” and identity, and increasingly in education.
8
Daechsel, Stefano. "Simondon’s Technical Culture and a Politics of Problems." Sensorium Journal 3 (March 26, 2021): 5–17. http://dx.doi.org/10.3384/sens.2002-3030.2021.3.5-17.
Full textAbstract:
There is a timeliness to Gilbert Simondon’s call in On the Mode of Existence of Technical Objects (1958) for a technical culture that fosters a ”genuine awareness of technical realities.” Writing in the context of mid-20th century France, Simondon worried about a lack of technological understanding and envisaged a technical culture in which technological education would be considered as essential as literacy to meaningful participation in society. Sixty years on, the need for widespread technological awareness is greater than ever. The aim of this article is to clarify and support this claim by examining it through the lens of a politics of problems that can be found in Deleuze’s Difference and Repetition (1968).
9
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 42, no. 2 (2013): 188–99. http://dx.doi.org/10.1525/jps.2013.42.2.188.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
10
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 42, no. 3 (2013): 212–24. http://dx.doi.org/10.1525/jps.2013.42.3.212.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
11
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 44, no. 4 (2015): 1–17. http://dx.doi.org/10.1525/jps.2015.44.4.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab–Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
12
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 45, no. 1 (2015): 1–17. http://dx.doi.org/10.1525/jps.2015.45.1.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab–Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
13
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 45, no. 2 (2016): 1–17. http://dx.doi.org/10.1525/jps.2016.45.2.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab–Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
14
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 45, no. 3 (2016): 1–17. http://dx.doi.org/10.1525/jps.2016.45.3.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
15
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 45, no. 4 (2016): 1–17. http://dx.doi.org/10.1525/jps.2016.45.4.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
16
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 46, no. 1 (2016): 1–19. http://dx.doi.org/10.1525/jps.2016.46.1.s2.
Full textAbstract:
This section lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
17
Shortis, Tim, and Julie Blake. "Spelling and Society: The Culture and Politics of Orthography Around the World." English in Education 42, no. 2 (June 2008): 206–7. http://dx.doi.org/10.1111/j.1754-8845.2008.00017_3.x.
Full text
18
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 46, no. 2 (2017): 1–15. http://dx.doi.org/10.1525/jps.2017.46.2.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 August–15 November 2015. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
19
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 46, no. 3 (2017): 1–15. http://dx.doi.org/10.1525/jps.2017.46.3.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 November 2016–15 February 2017. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
20
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 46, no. 4 (2017): 1–13. http://dx.doi.org/10.1525/jps.2017.46.4.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 February-15 May 2017. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
21
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 47, no. 1 (2017): 1–13. http://dx.doi.org/10.1525/jps.2017.47.1.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 May-15 August 2017. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
22
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 47, no. 2 (2018): 1–14. http://dx.doi.org/10.1525/jps.2018.47.2.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 August-15 November 2017. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
23
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 47, no. 3 (2018): 1–10. http://dx.doi.org/10.1525/jps.2018.47.3.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from the quarter 16 November-15 February 2018. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
24
Scholz, Norbert. "Bibliography of Periodical Literature." Journal of Palestine Studies 47, no. 4 (2018): 1–12. http://dx.doi.org/10.1525/jps.2018.47.4.s2.
Full textAbstract:
This bibliography lists articles and reviews of books relevant to Palestine and the Arab-Israeli conflict from 16 May to 15 August 2018. Entries are classified under the following headings: Reference and General; History (through 1948) and Geography; Palestinian Politics and Society; Jerusalem; Israeli Politics, Society, and Zionism; Arab and Middle Eastern Politics; International Relations; Law; Military; Economy, Society, and Education; Literature, Arts, and Culture; and Book Reviews.
25
Jenlink, Patrick M. "Democracy Distracted in an Era of Accountability: Teacher Education Against Neoliberalism." Cultural Studies ↔ Critical Methodologies 17, no. 3 (October 12, 2016): 163–72. http://dx.doi.org/10.1177/1532708616672676.
Full textAbstract:
Democracy’s distraction by the politics of accountability and the public’s disaffection in an ideologically bound culture of accountability further defines the work ahead for teacher educators in an era of neoliberalism. The author discusses the hegemony of neoliberalism and its political and economic threat to education and, more importantly, to the function of education in a democratic society. The author argues the need for teacher educators to advance a culture of democratic accountability in preparing future teachers. Further argued is that the current culture of technical-managerial accountability is counter intuitive to a democratic society and its educational system. The author examines the meaning of technical-managerial standards of accountability as a neoliberal agenda, presenting a counter narrative of standards of complexity as return to a culture of professional and democratic accountability.
26
Yun, Larisa Vladimirovna. "Development of legal culture of Russia: historical and legal questions of legal education." Development of education, no. 1 (1) (September 25, 2018): 67–69. http://dx.doi.org/10.31483/r-21466.
Full textAbstract:
The author of the article notes that the legal culture determines the level of legal knowledge, legal understanding and legitimacy. The article considers the peculiarities of the formation of the legal culture of the reign of Peter the Great. Attention is paid to causality and factors affecting the quality and condition of the legal consciousness and legal culture of the period under study looked through in the historical and legal context. The researcher concluded that the reforms of Peter I significantly changed the content of the legal culture of Russian society, primarily due to the increasing role of legislation and politics.
27
Ho, Wai-Chung, and Wing-Wah Law. "Sociopolitical culture and school music education in Hong Kong." British Journal of Music Education 26, no. 1 (March 2009): 71–84. http://dx.doi.org/10.1017/s0265051708008292.
Full textAbstract:
In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.
28
Mukazhanova, A., R. T. Japparova, and G. Yakiyayeva. "MODERN FORMATION OF PATRIOTIC EDUCATION OF YOUTH IN MODERN CONDITIONS." BULLETIN Series of Sociological and Political sciences 73, no. 1 (December 30, 2020): 46–50. http://dx.doi.org/10.51889/2021-1.1728-8940.08.
Full textAbstract:
The article considers the idea of patriotism, which at all times occupied a special place not only in the spiritual life of society, but also in all the most important spheres of its activity – in ideology, politics, culture, economics, ecology, etc. Patriotism is an integral part of the national idea of Kazakhstan, an integral component of national science and culture, developed over the centuries. It has always been regarded as a source of courage, heroism and strength of the Kazakh people, as a necessary condition for the greatness and power of our state.
29
Mann, Clare. "Aboriginal Prisoners Design Their Own Curriculum." Aboriginal Child at School 17, no. 3 (July 1989): 24–35. http://dx.doi.org/10.1017/s0310582200006817.
Full textAbstract:
Aboriginal people in Western Australia experience very high rates of imprisonment. In June 1985 the percentage of Aboriginal people in prisons in Western Australia was 32.7% (Walker and Biles 1986:23) and a large number of these were young men. Aboriginal people constitute 2.5% of the total population of Western Australia which means they are over represented at a rate of 12%(W.A.A.E.C.G. 1987:32). These figures have been extensively researched and documented (Hazlehurst 1987, Eggleston 1976 and Martin and Newby 1986) perhaps to the detriment of Aboriginal people (Parker 1987:140). Parker believes these high rates are due to the socio-economic and political status of Aboriginal people in our society, and suggests education programs about Aboriginal culture should be introduced to judicial agents accompanied by "the promotion of Aboriginal autonomy and independence in the areas of health, housing, education and employment" (Parker 1987:137). Broadhurst (1987:152) reinforces this view, asserting that the over representation of Aboriginal people in the criminal justice system is a result of deprivation and economic dependence and the development of the north-west, rather than an aspect of Aboriginality (Broadhurst 1987:179). He urges that prisons be used as a ’last resort‘.
30
Kim, Soochul. "Re-Locating the National: Spatialization of the National Past in Seoul." Policy Futures in Education 7, no. 2 (January 1, 2009): 256–65. http://dx.doi.org/10.2304/pfie.2009.7.2.256.
Full textAbstract:
This article is an attempt to make sense of the emerging culture of mobility in Seoul in the 1990s. The 1990s in a South Korean context is emblematic of a changed social reality and transformation. Grand narratives of development, anti-state democratization activism and Cold War politics were losing their effect and authority. Meanwhile, new forces of consumption, individualism, westernization and globalization were increasingly claiming a central presence in society and accentuating the crisis of identification and representation in cultural life and production. Looking at this particular historical situation, this article argues that the culture of mobility, in terms of the reorganization of mobility and visuality, interrupted the existing norms and mode of national identity and culture in South Korean society. The article focuses upon a new socio-cultural phenomenon known as ‘Yu Hong Jun Syndrome’, which emerged in the early and mid 1990s. It asks how a culture of mobility, while providing cues for ways of experiencing and seeing national landscapes and cityscapes, makes Seoulites rediscover the nation and locality as a potential space of belonging and, further, allows them to renegotiate alienated forms of social relations and everyday experiences in a globalizing metropolitan city.
31
Giroux, Henry A. "Selling Out Higher Education." Policy Futures in Education 1, no. 1 (March 2003): 179–200. http://dx.doi.org/10.2304/pfie.2003.1.1.6.
Full textAbstract:
The expansion of neo-liberal capitalism globally suggests an especially dangerous turn at the current historical moment, one that threatens both the substance of democracy as fundamental to the most basic freedom and civil liberties, and the very meaning of higher education. As the power of nation states and civil society to impose or make corporate power accountable is reduced, politics as an expression of democratic struggle is deflated and ethical responsibility appears irrelevant. As neo-liberal capitalism substitutes market relations for the rule of justice and law, it becomes more difficult for educators, students, and citizens to address pressing social and moral issues in systemic and political terms. This article addresses the fundamental shift in society regarding how we think about the relationship between corporate culture, higher education, and democracy. Specifically, it argues that one of the most important indications of such a change can be seen in the ways in which we are currently being asked to rethink the role of higher education. Underlying this analysis is the assumption that the struggle to reclaim higher education must be seen as part of a broader battle over the defense of public goods, and that at the heart of such a struggle is the need to challenge the ever-growing discourse and influence of neo-liberalism, corporate power, and corporate politics. The article concludes by offering some suggestions as to what educators can do to reassert the primacy of higher education as an essential sphere for expanding and deepening the processes of democracy and civil society.
32
Martyn, Georges. "DIVINE LEGITIMATION OF JUDICIAL POWER AND ITS ICONOGRAPHICAL IMPACT IN WESTERN CULTURE." HUMANITIES AND RIGHTS | GLOBAL NETWORK JOURNAL 1, no. 1 (December 31, 2019): 230–71. http://dx.doi.org/10.24861/2675-1038.v1i1.22.
Full textAbstract:
From a historical and anthropological point of view, there is a close link between religion and the judicial function, in many cultures throughout the world. How could man be competent to judge his equals if he was not empowered to do so by God? In many cultures, originally, the same ‘functionaries’ administer both religious and judicial affairs. In medieval Europe, Christian faith and the Roman Catholic Church play a role of paramount importance in the heart of society, not only for the mere religious services, but also in politics and culture. The influence of the Church on justice administration (both via its own courts and via its interference in secular courts) is enormous. Religious texts are used as legal arguments,2 but also to legitimate the judicial function and its decision makers. And not only texts! Also (religious) images are vehicles of legitimation. The Last Judgment, in the first place, is omnipresent, in manuscripts and printed books, but also as a classical decoration for justice halls. This article looks at a number of concrete examples from art history, and tries to describe and analyse how both the divine word and image were used to legitimize the emerging ‘modern’ courts of Princes and cities. These courts, using the Romano-canonical procedure, are the forerunners of the present day judiciary. Today’s court setting, the use of red robes and green curtains, or the ritual of the oath, are just some remaining, observable aspects of an age-old charismatic, because divine, legitimation, using images as vectors of meaning.
33
Paterson, Lindsay. "Scottish higher education and the Scottish parliament: the consequences of mistaken national identity." European Review 6, no. 4 (October 1998): 459–74. http://dx.doi.org/10.1017/s1062798700003616.
Full textAbstract:
The creation of a Scottish parliament in 1999 will crystallize a cultural crisis for Scottish higher education. Scottish universities retained their autonomy after the 18th-century union between Scotland and England because the union was about high politics rather than the affairs of civil society and culture. Unlike in England, the universities developed in close relationship with Scottish agencies of the state during the 19th century, and these agencies also built up a system of non-university higher education colleges. In the 20th century, the universities (and later some of the colleges) sought to detach themselves from Scottish culture and politics, favouring instead a common British academic network. So the new constitutional settlement faces Scottish higher education institutions with an enforced allegiance to the Scottish nation that will sharply disrupt their 80-year interlude as outposts of the British polity.
34
Rindermann, Heiner, and Noah Carl. "The Good Country Index, Cognitive Ability and Culture." Comparative Sociology 19, no. 1 (March 20, 2020): 39–68. http://dx.doi.org/10.1163/15691330-12341521.
Full textAbstract:
Abstract The Good Country Index (GCI) measures countries’ contributions to global prosperity in domains such as peace, climate and health. It is known that political institutions and wealth can enhance a country’s ability to be ‘good’. However, past research has shown that the cognitive ability of a society – and of its intellectual classes in particular – as well as education and background factors such as culture and evolutionary history, may be particularly important for socio-economic development. Using correlations, cross-sectional path analyses and longitudinal path analyses, we examined the GCI’s relationships with the following variables: average cognitive ability, cognitive level of intellectual classes, evolutionary history, culture (indicated by religion), consanguinity, education, politics (rule of law, freedom, democracy) and wealth (GDP per capita). There was considerable overlap between measures of politics and the GCI (e.g., freedom; empirically r = .76 to .84). The most important variable for explaining international differences in the GCI was the cognitive level of intellectual classes (around r = .72), followed by indicators of culture (r = .64 to .69). Benefits and limitations of the intellectual class approach are discussed.
35
Fuchs, Eckhardt, and Marcus Otto. "Educational Media, Textbooks, and Postcolonial Relocations of Memory Politics in Europe." Journal of Educational Media, Memory, and Society 5, no. 1 (March 1, 2013): 1–13. http://dx.doi.org/10.3167/jemms.2013.050101.
Full textAbstract:
Cultures of remembrance or memory cultures have constituted an interdisciplinary field of research since the 1990s. While this field has achieved a high level of internal differentiation, it generally views its remit as one that encompasses “all imaginable forms of conscious remembrance of historical events, personalities, and processes.” In contrast to this comprehensive and therefore rather vague definition of “culture of remembrance” or “memory culture”, we use the term “politics of memory” here and in what follows in a more specific sense, in order to emphasize “the moment at which the past is made functional use of in the service of present-day purposes, to the end of shaping an identity founded in history.” Viewing the issue in terms of discourse analysis, we may progress directly from this definition to identify and investigate politics of memory as a discourse of strategic resignifications of the past as formulated in history and implemented in light of contemporary identity politics. While the nation-state remains a central point of reference for the politics of memory, the field is by no means limited to official forms of the engagement of states with their past. In other words, it does not relate exclusively to the official character of a state’s policy on history. Instead, it also encompasses the strategic politics of memory and identity pursued by other stakeholders in a society, a politics that frequently, but not always, engages explicitly with state-generated and state-sanctioned memory politics. Thus, the politics of memory is currently unfolding as a discourse of ongoing, highly charged debate surrounding collective self-descriptions in modern, “culturally” multilayered, and heterogeneous societies, where self-descriptions draw on historical developments and events that are subject to conflict.
36
Sumartono, Sumartono. "BUDAYA POLITIK DALAM MASYARAKAT PRAGMATIS." LUGAS Jurnal Komunikasi 2, no. 1 (June 29, 2018): 20–26. http://dx.doi.org/10.31334/jl.v2i1.119.
Full textAbstract:
General elections and regional head elections in Indonesia are conducted directly. The pattern of community participation is changed. The emergence of pragmatism or political pragmatism in society becomes an interesting political culture to study. Practically, pragmatism means a condition that encourages people to get benefits instantly. As a result, people take any actions to make it happen. In reality, pragmatism not only affects the upper classes (those with a high level of education) but also ordinary people (lower class society or those with low levels of political education). The development of money politics, cow trade politics, the sale of votes, or the existence of political dowry is a sign that there has been a political transaction becoming one of the indicators of pragmatism reality in society
37
Ma, Wen, Yaqin Zhu, Chunli Li, Bo Zhang, and Xin Tian. "High Wisdom Intelligence-Discussion Education of High Wisdom Intelligence." World Journal of Educational Research 7, no. 3 (July 27, 2020): p59. http://dx.doi.org/10.22158/wjer.v7n3p59.
Full textAbstract:
The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. Meanwhile, it protects the harmonious development of various fields. By illustrating the meanings of applying high wisdom intelligence in the survival and prosperity for each nation, ethnicity and individual, this article has a significant application to the understanding of educational studies of high wisdom intelligence.
38
Koroglu, Ahmet. "Youth and Politics in Turkey in the Context of Education and Cultural Policies." CenRaPS Journal of Social Sciences 2, no. 2 (July 15, 2020): 316–31. http://dx.doi.org/10.46291/cenraps.v2i2.24.
Full textAbstract:
The educational and cultural policies in Turkey are among the important issues impacting Turkish society and inherited from the Ottoman period. These issues show themselves in Turkey’s conception of civilization and perception of the world in particular. Therefore, Turkey’s educational and cultural policies are the main factor in detecting and specifying this conception and perception. On the point where even the conceptual definition of education and culture is exceedingly difficult, these concepts turn into a policy at the practical level, which is a problem in itself. The Republic of Turkey has deeply experienced this problem, and the steps taken on this topic have brought together many new and different problems. This article will primarily address the relationship of education and culture with youth as well as examine the process of how they transform into a policy. Later the practical developments of these phenomena will be examined with a certain historical process. At that point, the educational and cultural policies dating from the foundation of the Republic to the present will be discussed both through the breaking points as well as through the governmental and political-party programs. Last but not least, the article will briefly examine the objectives of these policies and what effect it has had on the 21st century Turkish youth.
39
Harro-Loit, Halliki. "Revisiting National Journalism Cultures in Post-Communist Countries: The Influence of Academic Scholarship." Media and Communication 3, no. 4 (December 29, 2015): 5–14. http://dx.doi.org/10.17645/mac.v3i4.387.
Full textAbstract:
The aim of this exploratory study is to develop the concept of the actor approach and journalism culture by adding a factor that has been more or less overlooked: academic scholarship. The paper also proposes to use the concept “discursive institutionalism” in order to clarify what knowledge and opinions about media are formed in the interaction of media institutions and academia with other institutions in society (e.g. educational, political and judicial). The concept “discursive institutionalism” includes the role of academia in providing new knowledge by conducting and disseminating research on the national and international levels, and this deserves greater attention. Although it is a common understanding that the role of academia is to prepare young professionals, it is less discussed how national media research and journalism education, in synergy, can create and maintain a collective understanding regarding the role and performance of national journalism in turbulent times. The paper is a meta-analysis of published research, and the empirical part of the study includes a close reading of academic articles, reports and conference presentations that are available in English about media in Central and Eastern European (CEE) countries. Examples of research from selected CEE countries provide a descriptive view of problems and tendencies concerning media performance in these countries. The proposed analytical approach aims to connect these problems and provide ideas for further research.
40
Lewis, India. "8Visual Culture." Year's Work in Critical and Cultural Theory 27, no. 1 (2019): 141–59. http://dx.doi.org/10.1093/ywcct/mbz008.
Full textAbstract:
Abstract This chapter addresses books published in the field of visual culture in 2018 and is divided into three sections: 1. Art and the Internet; 2. Art and Society, and 3. Artists and Their Environment. The books under review cover a broad range of subjects within their specialities, but reflect general trends in contemporary writing and study in the field of visual culture. The first section explores how art critics and those in the field are continuing to deal with visual culture’s relationship with the Internet and digital media (Daniel Birnbaum, Michelle Kuo, eds. More Than Real: Art in the Digital Age; Eva Respini, ed., Art in the Age of the Internet: 1989 to Today). The second section looks at books about art in the social sphere (Kim Snepvangers and Donna Mathewson Mitchell, eds., Beyond Community Engagement: Transforming Dialogues in Art, Education, and the Cultural Sphere; Ole Marius Hylland and Erling Bjurström, eds., Aesthetics and Politics: A Nordic Perspective on How Cultural Policy Negotiates the Agency of Music and Arts; Gary Alan Fine, Talking Art: The Culture of Practice and the Practice of Culture in MFA Education). The third and final section looks at how artists negotiate their environment, responding to and altering their surroundings (Sarah Lowndes, Contemporary Artists Working Outside the City: Creative Retreat; Gabriel N. Gee and Alison Vogelaar, eds., Changing Representations of Nature and the City: The 1960s–1970s and Their Legacies).
41
Lyon, Arabella. "Paideia to Pedantry: The Dissolving Relationship of the Humanities and Society." Journal of Technical Writing and Communication 18, no. 1 (January 1988): 55–62. http://dx.doi.org/10.2190/c130-hnr7-q92d-76jv.
Full textAbstract:
The changing relationship of humanist education and society may be traced through historical changes in the relationship of formal education to technical writing. Technical writing with its intrinsic social purposes provides a powerful metaphor for the needs of society, and the resistance of the modern English department to applied writing provides evidence of the growing separation of society and the humanities. From classical philosophies of education through the humanist movement of the Renaissance, education was committed to the development of ideal leadership. Both classical and Renaissance humanists were epistolographers and public orators, meeting the needs of their societies. Modern humanists focus on the individual and the text. While Western culture from ancient Greece to the Renaissance educated citizens to specific service in society, the modern humanities are failing to combine utility with the preservation and creation of knowledge. Teachers should emulate the humanities of the past and teach writing as a social force in technology, politics, and business.
42
Ahmmed, Mortuza. "Higher Education in Public Universities in Bangladesh." Journal of Management and Science 1, no. 2 (June 30, 2013): 182–90. http://dx.doi.org/10.26524/jms.2013.24.
Full textAbstract:
The key aims of higher education are to generate the new knowledge, explore research works on different social and development issues, anticipate the needs of the economy and prepare highly skilled workers. Throughout the World, universities change the society and remain the center of change and development. In Bangladesh a number of universities both public and private were set up so far theoretically emphasized on unlocking potential at all levels of society and creating a pool of highly trained individuals to contribute to the national development. But in practice these universities are very weak and do not change anything. Better understanding among teachers and students, introduction of modern teaching methods and dedication of teachers and students can improve the culture of higher education in Bangladesh. A proper academic calendar can bring discipline. To make the universities free from the clutches of politics can also improve the situation.
43
Khumaini, Fahmi. "Reconstruction of Maqasid Syariah Value’s in the Islamic Political Culture." Journal Intellectual Sufism Research (JISR) 2, no. 1 (November 21, 2019): 14–20. http://dx.doi.org/10.52032/jisr.v2i1.57.
Full textAbstract:
Islam is a complete view of life, that is the integral of religion with politics, law and community. The reform of society requires referring to Islam that is a reform of religion-politic taking inspiration from the Quran and Sunnah. In this current situation, the unfinished problem is the practice of corruption that takes personal or group advantage. It happens because of the disappearance of values of aqida and the way of thinking which contain s Islamic purposes, tillit destruct s the moral system of society and economic gap. The improvement of Culture and political purpose fundamentally are needed both philosophically and practical. The term politic means care (ri'ayah), reform (ishlah), establish (taqwim), guidance (irsyad) and educate, Thus there is a common with the meaning of maqasid Syaria fundamentally, that emphasize s the improvement continuously in the system or role related to the personal culture or in society, and as an instrument of social design that produce an individual and society in increasing the quality of education, morals and aqida in.
44
Skalski, D., D. Kowalski, and M. Tuz. "STATE SYSTEMS AND PATTERNS OF PHYSICAL CULTURE AND HEALTH SECURITY." Bulletin of Lviv State University of Life Safety 21 (July 30, 2020): 39–49. http://dx.doi.org/10.32447/20784643.21.2020.04.
Full textAbstract:
The work deals with the discussion of the issue of relations between the economy and politics and school physical education over the centuries in selected European countries and in Poland, up to the time of the political transformation. The aim of this work is to outline the relationship between the politics and economy of the state and physical education and health education. The starting point for these considerations is kalokagatia and the intellectual categories of modern and contemporary spiritual culture defining rational thinking regarding the importance of physical culture and health education for society. In every country over the centuries, regardless of the political system of exercising power – politics and economy functioned in mutual relation with education, upbringing, including models of physical culture. The foundation of physical culture in each country is the school physical education system. The task of physical education methodology is to create a rational, structural model of putting the theory into practice. Physical culture as a social phenomenon stands out from others in that its influences concern man as a whole, concern both the body and its needs as well as personality. To gain the aim the comparative analysis of physical culture and health education in democratic and totalitarian systems was held. The results of the analysis showed the asymmetry of issues between physical culture and health education in democratic and totalitarian systems in favor of the democratic system. In order to obtain the necessary information, the authors reached for rich materials and studies on totalitarian systems to get a picture of the subject. The authors attempted to synthesize the place of physical culture against the background of health education in state systems in which emphasis was placed on man and his needs. The approach to physical activity as the basis of health and preparation for combat was also shown, which was believed to be the basis for maintaining peace.
45
Vīgnere, Aija. "State Culture Capital Foundation Importance Work Strategy for Support of Education and Professional Qualification Development of Creative Personality of Visual Arts." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 519. http://dx.doi.org/10.17770/sie2014vol2.646.
Full textAbstract:
In national culture politics, one of the most urgent issues in provision of creative process, creative activity and professional development of artists is the insufficient funding for culture. State budget resources via the State Culture Capital Foundation are diverted for the needs of culture and arts with the aim – provide such environment of arts and culture in Latvia that would strengthen and increase the value of creative capital of culture and facilitate participation of as large part of society as possible in the cultural processes so that to help everyone to understand and analyse the world, to be flexible and open to changes. The work analyses the work strategy and tasks of State Culture Capital Foundation, volume of project competition funding, its usefulness and results, also indicators of cultural policy in work of foundation.
46
Powell, Darren. "Culture jamming the ‘corporate assault’ on schools and children." Global Studies of Childhood 8, no. 4 (December 2018): 379–91. http://dx.doi.org/10.1177/2043610618814840.
Full textAbstract:
In contemporary times, organisations across all sectors of society have been encouraged to collaborate and be ‘part of the solution’ to childhood obesity. This has led to a proliferation of anti-obesity/healthy lifestyles programmes that are funded, devised and implemented by private sector players (e.g. McDonald’s, Nestlé) in schools across the globe. This corporate-friendly version of education attempts to erode the democratic purposes of public education, and at the same time, shape children as consumers. Drawing on the Foucauldian notion of the governmental assemblage, I argue that culture jamming techniques, such as pranking and détournement, may act as tactics within a broader critical pedagogy of consumption that both challenges and counter-exploits this new ‘brand’ of education and corporation. Culture jamming provides an opportunity to develop students and teachers as counter-political agents: those that contest anti-politics, create new truths, unmask corporate interests and ‘unsettle’ the corporatised education assemblage.
47
Wróblewska-Trochimiuk, Ewa. "Displaying society." Narodna umjetnost 56, no. 1 (July 2, 2019): 41–54. http://dx.doi.org/10.15176/vol56no103.
Full textAbstract:
The aim of the paper is to present selected Croatian museum and gallery exhibitions in the light of the phenomenon of museum transformation from the pedagogical into the performative model. Contemporary museums and art galleries initiate new forms of activity. In the old pedagogical model (dominant in the nineteenth and early twentieth centuries) art institutions pretended to be neutral and specified education as their main task. This model has been replaced by a performative one which emphasizes cultural relativism, and focuses on the sensory aspect of perception, highlighting the role of the embodied and the sensual. This paper focuses on examples of three Croatian exhibitions: “Socijalizam i modernost. Umjetnost, kultura, politika 1950–1974” (Socialism and modernity. Art, culture, politics 1950–1974) (2011–2012), “Kome treba poduzeće? Slučaj Borovo 1988–1991” (Who needs a company? The case of Borovo 1988–1991) (2016), “Kako živi narod – izvještaj o pasivnosti” (How the people live – a report on passivity) (2016). I intend to show that in spite of widespread opinions to the contrary, museums have not moved away from their original pedagogical task. They still shape reception and they are still deeply interested in power. However, they do this by using modern performative tools – by creating a neural, haptic and multi-sensory relation between the recipient and the object.
48
Snurnitsyna, Julia M. "Socio-pedagogical determinants of creating schoolchildren’s financial literacy." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 4, 2020 (2020): 71–79. http://dx.doi.org/10.31862/2218-8711-2020-4-71-79.
Full textAbstract:
The article discusses the socio-pedagogical determinants of the financial literacy creation, factors external to the pedagogical theory and practice in the social structure, politics, ideology, economics, traditions of the general culture of the state and society, which affect the development of new areas of pedagogical activity in the field of financial education.
49
Pacho, Titus Ogalo. "Impact of Globalisation on African and Its Implications to Education." Social Science, Humanities and Sustainability Research 1, no. 1 (May 13, 2020): p81. http://dx.doi.org/10.22158/sshsr.v1n1p81.
Full textAbstract:
Globalisation is one of the most powerful worldwide forces transforming society. It dominates today’s world as a major driver of change. Globalisation has brought about an agglomeration of cultures, where diverse cultures not only interact but also sometimes clash. It permeates through all spheres of life including the environment, politics, economy, prosperity, culture, religion, education, and human well-being in societies across the globe. The present “villagization” of the world has greatly affected many African countries in almost all aspects of life. It has done so in both positive and negative ways. With the emergence of a global society, social, cultural, economic, political, technological and environmental events in one part of the world quickly come to be significant for people in other parts of the world. This theoretical paper assesses the impact of globalisation for Africa and its implications to education.
50
Rogers, Benedict. "Rejecting Religious Intolerance in South-East Asia." Journal of Southeast Asian Human Rights 2, no. 1 (June 30, 2018): 208. http://dx.doi.org/10.19184/jseahr.v2i1.7587.
Full textAbstract:
This article is going to discuss religious intolerance in Myanmar and Indonesia. Religious intolerance in these two countriesis driven by extreme ideologies which reject tolerance and diversity. These ideologies influence society and generate a culture of discrimination. In Myanmar, Muslims and Christians face a campaign of hatred led by a militant ultra-nationalist Buddhist movement which has resulted in several outbreaks of violence in the past five years. The predominantly Muslim Rohingya people have been the most severely victimized, enduring grave human rights violations which some international experts describe as ‘ethnic cleansing’, ‘crimes against humanity’ and potentially genocide.In Indonesia, a country with a tradition of religious tolerance, radical Islamism has become an increasing threat to non-Sunni Muslim minorities, particularly the Ahmadiyya and Shi’a communities, as well as Christians and other religions and to Sunni moderates who work to preserve Indonesia’s pluralism. To challenge the pervasive influence of intolerance, a variety of imaginative strategies are necessary.Recommendations will call state actors, media and civil society to work together to combat hate speech narratives through all available channels: education, the judiciary, campaigning platforms, the media, legislation and international diplomacy.