Conclusion

2021 ◽  
pp. 244-260
Author(s):  
Larry Abbott Golemon
Keyword(s):  
Best Practices ◽  
Public Engagement ◽  
Liberal Arts ◽  
Theological Education ◽  
Clergy Education ◽  
The Social ◽  
German Model ◽  
And Function ◽  
Pure Research

The conclusion argues that the historic preparation of the clergy for public engagement diminished significantly with the realignment of theological education with the modern university. Shifting from a liberal arts paradigm to a university model of specialization (academically and professionally) had the effects of (1) narrowing engagement with the social arenas of culture building, (2) shifting the nature of religious charisma and authority, (3) circumscribing the place and function of public oratory, (4) reshaping theology in relation to a generalized ideal of science, (5) developing new theologies that begin to marginalize confessional and ritual traditions, and (6) leading to the growing divide in the curriculum between the “pure research” of the German model verses the vocational pragmatism of the American approach. The book concludes with “best practices” from earlier clergy education that have much to offer contemporary reforms.

scholarly journals Derrida in the University, or the Liberal Arts in Deconstruction

2012 ◽  
Vol 42 (2) ◽  
pp. 49-66
Author(s):  
Colm Kelly
Keyword(s):  
Liberal Arts ◽  
Natural Sciences ◽  
Classical Liberal ◽  
Privileged Position ◽  
The Social ◽  
The University ◽  
Pure Research

Derrida’s account of Kant’s and Schelling’s writings on the origins of the modern university are interpreted to show that theoretical positions attempting to oversee and master the contemporary university find themselves destabilized or deconstructed. Two examples of contemporary attempts to install the liberal arts as the guardians and overseers of the contemporary university are examined. Both examples fall prey to the types of deconstructive displacements identified by Derrida. The very different reasoning behind Derrida’s own institutional intervention in the modern French university is discussed. This discussion leads to concluding comments on the need to defend pure research in the humanities, as well as in the social and natural sciences, rather than elevating the classical liberal arts to a privileged position.  

The Developing Relationship Among Cognition, Amplification, and Aural Rehabilitation

2016 ◽  
Vol 1 (6) ◽  
pp. 47-54 ◽  
Author(s):  
Jeffrey J. DiGiovanni ◽  
Travis L. Riffle
Keyword(s):  
Working Memory ◽  
Best Practices ◽  
Cognitive Abilities ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
Aural Rehabilitation ◽  
Basic Concepts ◽  
And Function

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Beyond Bias

2020 ◽  
pp. 736-753
Author(s):  
Chelsea Barabas
Keyword(s):  
Best Practices ◽  
Criminal Law ◽  
Criminal Justice Reform ◽  
Trade Offs ◽  
System P ◽  
Accuracy Measures ◽  
Criminal Legal System ◽  
And Function ◽  
Role And Function

This chapter discusses contemporary debates regarding the use of artificial intelligence as a vehicle for criminal justice reform. It closely examines two general approaches to what has been widely branded as “algorithmic fairness” in criminal law: the development of formal fairness criteria and accuracy measures that illustrate the trade-offs of different algorithmic interventions; and the development of “best practices” and managerialist standards for maintaining a baseline of accuracy, transparency, and validity in these systems. Attempts to render AI-branded tools more accurate by addressing narrow notions of bias miss the deeper methodological and epistemological issues regarding the fairness of these tools. The key question is whether predictive tools reflect and reinforce punitive practices that drive disparate outcomes, and how data regimes interact with the penal ideology to naturalize these practices. The chapter then calls for a radically different understanding of the role and function of the carceral state, as a starting place for re-imagining the role of “AI” as a transformative force in the criminal legal system.

scholarly journals Quantum and systems theory in world society: Not brothers and sisters but relatives still?

2020 ◽  
Vol 51 (5) ◽  
pp. 434-449 ◽  
Author(s):  
Mathias Albert ◽  
Felix Maximilian Bathon
Keyword(s):  
Quantum Theory ◽  
International Relations ◽  
Systems Theory ◽  
World View ◽  
Social World ◽  
Critical Engagement ◽  
The Social ◽  
Social Theories ◽  
Entire World ◽  
And Function

This article provides a sympathetic, yet also somewhat critical, engagement with the notion of ‘quantizing’ by exploring substantive overlaps between quantum and systems theory. It is based on the observation that while quantum theory is ‘non-classical’ in its entire world-view, there is a danger that when it comes to the social world it is simply laid on a world-view of that world, which remains at its core ‘classical’. This situation calls for engaging quantum with existing non-classical social theories. Resemblances between quantum and systems theory are obviously given through similarities around the concepts of observation and meaning, whose status and function in both bodies of theory is explored. We then probe the degree to which obvious analogies in fact could be read as overlaps and similarities that could be put to complementary analytical use: in a sense, we argue that systems theory ‘does’ quantum theory, and vice versa. The article concludes with some vistas of this discussion for the field of international relations.

Concession Agreements and Nationalization

1958 ◽  
Vol 52 (2) ◽  
pp. 260-279 ◽  
Author(s):  
Kenneth S. Carlston
Keyword(s):  
International Law ◽  
Clear Understanding ◽  
Legal Rules ◽  
Social Facts ◽  
The Social ◽  
The Status ◽  
And Function ◽  
International Economies

It is the purpose of this article to investigate the status of concession agreements in the light of the rules of international law bearing on the power of a state to nationalize property. It is a continuation of an earlier article which explored the nature and function of the concession agreement in the national and international economies. The first article rested on the assumption that legal rules could not be fully understood or evaluated without a fairly clear understanding of the social facts which they were designed to regulate.

MURAL MELATIH KREATIVITAS VISUAL ANAK USIA DINI (STUDI KASUS TK FAJAR HARAPAN)

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
I Gde Suryawan ◽  
Ida Bagus Komang Sindu Putra ◽  
I Putu Suyasa Ari Putra
Keyword(s):  
Early Childhood ◽  
Cultural Values ◽  
Visual Art ◽  
Communication Theory ◽  
Empty Space ◽  
Visual Sensitivity ◽  
Implicit Function ◽  
The Social ◽  
New Ideas ◽  
And Function

<p align="center"><strong>Abstract</strong></p><p> </p><p><em>Murals are one of the alternative media for street visual art / street visual art that functions as a forum for people's aspirations through paintings. The attractiveness of art gives a strong impression, in line with visual communication theory which assumes that the use of art in educational media is very important. One of these forms of art is a mural. The purpose and function of the mural itself is still developing today. The making of murals in early childhood schools is basically a form of utilizing empty space by incorporating educational missions, such as: as a medium for recognizing local cultural values (folklore). Because through folklore, it indirectly represents the social reality that is around us. Thus basically the implicit function of making murals in empty spaces in early childhood schools is to train students' sensitivity.</em></p><p><em>The environment is a factor that can affect a child's imagination. By placing murals on the walls of early childhood schools, apart from functioning as decoration, indirectly has the function of stimulating children's sensitivity to visuals. This visual sensitivity indirectly develops children's imagination. Thus, murals can stimulate the imaginary environment or imaginary world of children that penetrate the developer of their imagination. Art will always develop, which will be the source of ideas in the process of its creation. Like children who are inspired by murals in creating their works. Seeing this, students will be more open and sensitive to the environment around us so that new ideas will emerge fresh and close to us as a source of ideas for creating works.</em></p><p><em> </em></p>

Classical Criticism

2021 ◽  
Author(s):  
Andrew Ford
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
18Th Century ◽  
Literary Culture ◽  
Central Place ◽  
Dialectical Tensions ◽  
Verbal Art ◽  
European Education ◽  
Basic Concepts ◽  
And Function

Classical criticism refers to a conception of the nature and function of poetry and of verbal art generally whose principles were first theorized by the sophists in 5th-century bce Greece. In contrast to traditional views, they held that eloquence was no less a product of conscious design than a house or a sculpture, and that skillful speech was an art (τέχνη) that could be learned. The expertise they claimed centered on style rather than content, and the qualities they valued tended to be formal ones: clarity, orderliness, and balance, with a sense of decorum governing all elements. Their project was repudiated by Plato in a series of searching critiques, but after being refined by Isocrates and systematized by Aristotle, the study of rhetoric—which encompassed the study of poetry in an ancillary role—constituted the backbone of higher education in the liberal arts. Classical principles determined which works would be “canonized” in the Hellenistic libraries, where literary scholars began to call themselves “critics” or judges; after Greek literary culture was imported into Rome, the exemplary authors came to be called “classic” or “of the first rank.” Classical criticism retained a central place in European education and culture that would not be undermined until the 18th century. Although Romanticism rejected 18th-century classicism as excessively rationalistic and narrowly formal, its basic concepts and terms continue to be useful because of deep dialectical tensions built into them at the time of their formation.

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