Ethnic preference for the arts: the role of the social experience as attendance motivation

2002 ◽  
Vol 7 (2) ◽  
pp. 172-181 ◽  
Author(s):  
Bonita M. Kolb
Keyword(s):  
Social Experience ◽  
The Arts ◽  
The Social ◽  
Ethnic Preference

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

Imagination and Art

2014 ◽  
Author(s):  
Richard Swedberg
Keyword(s):  
Social Theory ◽  
Social Scientist ◽  
Modern Society ◽  
Basic Knowledge ◽  
Social Scientists ◽  
The Arts ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

This chapter examines the role of imagination and the arts in helping social scientists to theorize well. However deep one's basic knowledge of social theory is, and however many concepts, mechanisms, and theories one knows, unless this knowledge is used in an imaginative way, the result will be dull and noncreative. A good research topic should among other things operate as an analogon—that is, it should be able to set off the theoretical imagination of the social scientist. Then, when a social scientist writes, he or she may want to write in such a way that the reader's theoretical imagination is stirred. Besides imagination, the chapter also discusses the relationship of social theory to art. There are a number of reason for this, including the fact that in modern society, art is perceived as the height of imagination and creativity.

Dislocation as method

2019 ◽  
pp. 7-14
Author(s):  
David MacDougall
Keyword(s):  
Empirical Data ◽  
Visual Anthropology ◽  
Ethnographic Fieldwork ◽  
The Arts ◽  
Alternative Approach ◽  
The Social ◽  
New Knowledge ◽  
The World ◽  
Research Questions

Research in the sciences, including the social sciences, is usually supposed to be conducted in a systematic way, working from research questions to the gathering of empirical data, to conclusions. But in an analogy drawn from the art of fencing, the author argues for an alternative approach in visual anthropology. Films look at the world differently from the ways we conventionally see, and these differences have optical, social, and structural origins. To overcome these differences, filmmakers may have to voluntarily ‘dislocate’ themselves in order to put themselves in a position to view their subject from a different perspective, and so uncover new knowledge. The argument is supported by a discussion of the realities of ethnographic fieldwork, the processes of filmmaking, and the role of play and improvisation in the arts and other human endeavours.

Archive Fevers

2020 ◽  
pp. 24-41
Author(s):  
Albena Yaneva
Keyword(s):  
Social Sciences ◽  
Jacques Derrida ◽  
Paul Ricoeur ◽  
Architectural Practice ◽  
The Arts ◽  
The Social ◽  
Paul Ricœur ◽  
Empirical Turn

This chapter reviews several developments in the social sciences and the arts that date back to the 1990s and motivated this study of archives as practice. It refers to Jacques Derrida and Paul Ricoeur as key protagonists that led to the rethinking of the role of archiving as a tool of memory. It also details the emergence of the trend of “archival ethnography,” which witnessed the advent of the archival turn in anthropology. The chapter elaborates how archival scholarship took an empirical turn in the mid-1990s, coinciding with the “archive fever” in the arts and the “archival turn” in anthropology that opened venues for investigating architectural archiving. It explores the realm of architectural practice wherein the computer radically changed working dynamics and led to the practice's own archival turn in the mid-1990s.

Mutual aid for the arts in nineteenth- and twentieth-century Milan: The ‘Pio Istituto Teatrale’

2019 ◽  
Vol 25 (4) ◽  
pp. 602-624
Author(s):  
Mariarita Pierotti ◽  
Alessandro Capocchi ◽  
Paola Orlandini
Keyword(s):  
Twentieth Century ◽  
Social Role ◽  
Accounting System ◽  
Mutual Aid ◽  
Dual Nature ◽  
Theatre Arts ◽  
The Arts ◽  
The Social ◽  
The World

In the nineteenth century, when the theatre arts were at their peak, Milan was considered the intellectual and artistic capital of Italy. This article explores the objectives and the functioning of an important mutual aid company based in Milan – the Pio Istituto Teatrale – through its accounting system. These accounting documents clearly convey the dual nature of this organization, which was dedicated to protecting both social welfare and the arts. This study confirms the social role of accounting and its implications. In recent years, the attention paid to accounting in artistic institutions has been increasing. However, while many studies have explored Italian mutual aid societies in general, few have considered those in the artistic field specifically. This article attempts to rectify this oversight by examining a mutual aid society functioning in the world of theatre via its accounting records.

Developmental Methods for Studying Social Learning

2013 ◽  
Author(s):  
William Hoppitt ◽  
Kevin N. Laland
Keyword(s):  
Social Learning ◽  
Observational Data ◽  
Process Modeling ◽  
Developmental Process ◽  
Social Influences ◽  
Social Experience ◽  
Experimental Manipulation ◽  
The Social ◽  
Translocation Experiments

This chapter describes developmental methods for studying social learning. Developmental approaches can be broadly divided into two types. The first type includes approaches that involve collecting observational data on the development of a trait and the opportunities that arise for social learning, as well as attempting to infer the role of social learning. The second consists of developmental methods that involve experimental manipulations. The chapter begins by discussing some of the methods that have been applied to observational data on the development of traits in order to elucidate the social influences on development. In particular, it considers approaches for describing the developmental process, modeling the probability of acquisition and time of acquisition, modeling the proficiency of trait performance, and modeling option choice. The chapter also evaluates the limitations of observational data and concludes with an overview of experimental manipulation methods, including diffusion experiments, manipulation of social experience, and translocation experiments.

Resistance Is Futile

2021 ◽  
pp. 166-173
Author(s):  
Kristen Ghodsee ◽  
Mitchell A. Orenstein
Keyword(s):  
Social Life ◽  
Home Country ◽  
Political Activism ◽  
Social Experience ◽  
Economic Conditions ◽  
Political Movements ◽  
Economic Instability ◽  
The Social ◽  
Market Capitalism

Chapter 14 explains the factors that prevented popular response against the corruption and economic instability brought on by transitional reforms. It points out that neoliberal atomization of social experience, coupled with economic instability, made social and political activism too costly for those who lived on the knife’s edge. The chapter also shows the importance of growing religious, ethnic, and nationalist movements as forging identity groups that were resistant to internal disputes. It further explores the role of mass out-migration in giving those who were dissatisfied with the social or economic conditions in their home country a route for seeking a better life elsewhere rather than engaging in subversive political movements. The speed and severity of the shift, as well as optimistic beliefs about market capitalism, had substantial effects on individuals’ psychosocial understanding of political and social life that prevented them from engaging in alternate political movements.

‘Comunicare con il popolo’: Novel, Drama, and Music in Mazzini’s Work

2008 ◽  
Author(s):  
Carlotta Sorba
Keyword(s):  
20Th Century ◽  
Active Power ◽  
The Public ◽  
Political Role ◽  
The Arts ◽  
Close Analysis ◽  
The Social ◽  
Social Art ◽  
The Aesthetic

This chapter observes and relocates the role of the arts in Mazzini's political reflections, seeing in it a kind of prelude to the aesthetic dimension of politics generally explored in the 20th century. Through a close analysis of his large output of literary and musical criticism (1826–44), it shows how the language of the arts, and especially drama as ‘the social art par excellence’, was considered by the Italian thinker to be the main means to communicate to the public – in a forceful and emotional way – political and national goals. Mazzini believed that, in the specific case of Italy, opera, with its active power to move, thrill, and provoke enthusiasm in Italian theatres, could play a crucial political role.

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