Jean Krasno

2017 ◽  
Vol 111 ◽  
pp. 284-286
Author(s):  
Jean Krasno

Thank you so much. My name is Jean Krasno and I'm at the City College of New York and Columbia University. My question basically has to do with civil society and how you might see the role of civil society in keeping the environment on the agenda. There is going to be a big march in Washington next week, Science Matters, and it will be in New York as well. I don't know where else it will be held. What would you see as the agenda for this kind of movement, and how might you help the movement frame the issue to create a kind of urgency and message for civil society?

Author(s):  
Valentin Valentinovich Balanovskii

The subject of the article is a mass psychology of B.P. Vysheslavtsev. This is a socio-philosophical conception, which created by Vysheslavtsev through the synthesizing of German classical philosophy, neo-Kantianism, Russian religious philosophy and analytical psychology. He developed the mass psychology in close collaboration with C.G. Jung by his direct order. The mass psychology, despite the heterogeneity of its foundations, became an organic continuation of analytical psychology. Moreover, there is reason to suppose that Vysheslavtsev's socio-philosophical and religious ideas influenced all of Jung’s later work. The main method used was a comparative analysis of the ideas of Vysheslavtsev and Jung, as well as a critical interpretation of the original sources, including unpublished archival materials — letters and manuscripts. The novelty lies in the fact that previously the mass psychology of Vysheslavtsev eluded the attention of researchers. This is primarily due to the inaccessibility of sources on this issue, since some of them are either not published and stored in archives, including the Bakhmeteff Archive (Columbia University in the City of New York) and C.G. Jung Papers Collection (ETH Zurich University Archive), or was published in rare foreign journals and not translated into Russian. At the same time, without these sources it is difficult to understand not only the evolution of Vysheslavtsev’s views, but also the logic and reasons for the development of Jung’s ideas from the 1940s to his death. Thus, this article is intended to partially replenish these gaps in the history of Russian and European philosophy and psychology.


Academe ◽  
2004 ◽  
Vol 90 (5) ◽  
pp. 82
Author(s):  
Katherine Reynolds Chaddock ◽  
Robert A. McCaughey

Author(s):  
Michael Sorkin ◽  
Graham Cairns

Sardonic, cutting, insightful, provocative: Michael Sorkin is one of today’s most radical architectural commentators with a staunch leaning to the political left and a literary bent for framing painful truths in ironic, and sometimes hilarious, verse. However, he should not be dismissed as a radical, isolated, or lone and unhindered voice however. He is a Distinguished Professor of Architecture and Director of the Graduate Program in Urban Design at the City College of New York, and he has been Professor of Urbanism and Director of the Institute of Urbanism at the Academy of Fine Arts, Vienna. In addition, he has taught at architecture schools across the world, including the Architectural Association, Columbia, Yale, Harvard and Cornell. Sorkin runs his own design studio and research institute and has been a contributing editor of the Architectural Record . He was the architecture critic of the Village Voice for ten years and has published innumerable articles and essays. A list of some of his books includes: Twenty Minutes in Manhattan , Variations on a Theme Park , Exquisite Corpse , The Next Jerusalem , Indefensible Space , and a long list of other etcs . and alsos ….In this interview-article, he offers his opinion on a range of issues, including the environmental threats to contemporary America, architectural symbolism and paranoia, the importance of political action on the streets of the modern city, and the role of the architecture critic in the complex tapestry of contemporary culture. With regard the position of the modern critic, he begins by responding to a question regarding the relevance of Noam Chomsky’s description of the media as a form of propaganda and the contemporary journalist as functioning through the structure of what Chomsky defines as “filters,” or constraints and biases that dictate what gets written and published in the press.


2018 ◽  
Vol 55 (5) ◽  
pp. 1456-1486 ◽  
Author(s):  
Arun Peter Lobo ◽  
Ronald J. O. Flores ◽  
Joseph J. Salvo

We examine New York’s components of population change—net migration and natural increase—by race and space to explain increases in integrated and minority neighborhoods, in this era of greater ethnoracial diversity. The city has net outflows of Whites, Blacks, and Hispanics, and net Asian inflows, a new dynamic that has reordered its neighborhoods. Asians, often joined by Hispanics, moved into White neighborhoods without triggering White flight, resulting in integrated neighborhoods without Blacks. These neighborhoods constitute a plurality, furthering Black exclusion. Minority neighborhoods saw net outflows, an overlooked phenomenon, but expanded thanks to natural increase, which maintains the existing racial structure. White inflows have helped transition some minority neighborhoods to integrated areas, though integrated neighborhoods with Blacks declined overall. As Asians and Hispanics occupy historically White spaces, this warrants a reconceptualization of race and the emerging racial hierarchy, and a focus on the gatekeeper role of Asians and Hispanics.


Author(s):  
Paul C. King

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.


Sign in / Sign up

Export Citation Format

Share Document