The Blood in the Feud

Author(s):  
Oren Falk

This chapter focuses on the staple form of violence in the sagas: feud. Feud was medieval Iceland’s most important organizing metaphor, at whose core lay individuated enforcement of the social contract through tit-for-tat reciprocity. The chapter examines two paradigmatic feuding episodes, one from the Family Sagas (Þorsteins þáttr stangarhǫggs), the other from the Contemporary Sagas (Íslendinga saga’s account of events centred around Sæmundr Jónsson, c.1215–22). Interlacing these case studies sheds light on how textual strategies converge and diverge across the two genres (and in other, related genres, such as Iceland’s law code, Grágás). Accident is central to both episodes, as is the violent response to it, underscoring the intimate involvement of violence with risk. When misfortune struck, Icelanders faced, first, uncertainty about how to understand what had just happened. Their choices tended to read the past as violent. Second, they needed to decide what do to next. Again, their inclination was towards responding violently. Finally, hard times provided opportunities for social engineering: costs and burdens had to be shared, avoided, or redirected among allies and onto adversaries. Feud, whose logic was well established and widely embraced, proved a versatile solution for channelling such social risks and opportunities, whether through opting into elective affinities (redefining one’s own group boundaries) or by enforcing passive solidarity on others. Icelanders distinguished drengir, ‘gentlemen’, from ójafnaðarmenn, ‘bullies’, by the skill with which they did or did not make their feuding claims seem plausible

2014 ◽  
Vol 6 (1) ◽  
pp. 2-10 ◽  
Author(s):  
K.D. Hlomov

Compared with their forerunners, the modern teenagers experience adolescence and solve age problems in different way, and face other social risks. The representations of situations of social and psychological adjustment and maladjustment also differ in some aspects. The article discusses the factors which influence the adolescence in modern conditions: spread of the Internet, lack of public demand for a certain desired life trajectory of a growing teenager, high social tension and uncertainty, changes in the structure and essence of the family concept; blurred teenagers identity in the context of variety of identification options. These factors affect the development of the resources available to teenagers and their use of them, which social risks they are exposed to, and what forms of deviant behavior they show. Such changes in the social environment of adolescent development and, as a consequence, in the experiencing adolescence, allow to check and revise the existing representations of the teen age problems.


2011 ◽  
Vol 6 (2) ◽  
pp. 154-168
Author(s):  
Wanto Rivaie

The result of this research indicated that: (1) the couses of Dayak, Melayu and Madura ethnics in Sebangki Villages, Landak District, West Kalimantan avoided from conlict are because of the competition of jobsorder are very little. The limitation of physical infrastructures building like: streets, electricity, and telephone or celularphone that can be used for social movement, relatively long distance between village to village and the most of existing government and education institution, as well as institutions of religious, politics, and the family function still are efectif to maintain threir daily social life; (2) social interactional models between Dayak,Melayu and Madura can be conducted through married system, economic activities, institutions: of adat Dayak Kanayatn, social/ education, religious, and politics; (3) the construction ofsocial capital between those etnics is very strong ; (4) the social engineering which conducted by government institution and the existing institutions of: adat, social/ education, religious, politics, and the family function in Sebangki villages are very high. The methods of social control within multicultural ethnics in Sebangki use persuasive and coersief techniques. This techniques may be appropriate because they can give positive responses for the whole people as well as motivate people to have more interactions and consequently tighten the social capital and social integration among ethnics in Sebangki.


1970 ◽  
pp. 38-45
Author(s):  
May Abu Jaber

Violence against women (VAW) continues to exist as a pervasive, structural,systematic, and institutionalized violation of women’s basic human rights (UNDivision of Advancement for Women, 2006). It cuts across the boundaries of age, race, class, education, and religion which affect women of all ages and all backgrounds in every corner of the world. Such violence is used to control and subjugate women by instilling a sense of insecurity that keeps them “bound to the home, economically exploited and socially suppressed” (Mathu, 2008, p. 65). It is estimated that one out of every five women worldwide will be abused during her lifetime with rates reaching up to 70 percent in some countries (WHO, 2005). Whether this abuse is perpetrated by the state and its agents, by family members, or even by strangers, VAW is closely related to the regulation of sexuality in a gender specific (patriarchal) manner. This regulation is, on the one hand, maintained through the implementation of strict cultural, communal, and religious norms, and on the other hand, through particular legal measures that sustain these norms. Therefore, religious institutions, the media, the family/tribe, cultural networks, and the legal system continually disciplinewomen’s sexuality and punish those women (and in some instances men) who have transgressed or allegedly contravened the social boundaries of ‘appropriateness’ as delineated by each society. Such women/men may include lesbians/gays, women who appear ‘too masculine’ or men who appear ‘too feminine,’ women who try to exercise their rights freely or men who do not assert their rights as ‘real men’ should, women/men who have been sexually assaulted or raped, and women/men who challenge male/older male authority.


2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.


Author(s):  
Mykhaylo Loshchinin ◽  
Yurii Privalov ◽  
Yuriy Sapelkin

The article discusses the understanding of civilizational choice as a sequence of political, social, cultural and other historical events. An assessment is made of the scale of social actions aimed at the civilizational reversal of society. The authors attempted to assess the risks of civilizational choice along the social vertical, using previously developed theoretical models of social risks for a socially heterogeneous society. In the course of the study, different phenomena related to the solution of the problem of ethics of civilizational choice were considered.


Author(s):  
Lyudmila A. Migranova ◽  
◽  
Valentin D. Roik ◽  

The article deals with the issues of functioning of the social insurance institution, the organizational-legal and financial forms of which are presented by the state extrabudgetary social funds - Pension Fund of Russia, Mandatory Social Insurance Fund and Mandatory Health Insurance Fund. It considers the main characteristics of social insurance: a) scope of covering the employed population by insurance protection; b) contribution rates as related to wages; c) level of protection of population incomes (pensions and benefits as related to wages and subsistence minimum); d) availability of quality medical assistance and rehabilitation services. There are analyzed the present social risks and problems of the RF insurance system. The main problem is that the amount of financial expenditures on all types of social insurance per beneficiary is about half that of most developed and developing countries. The primary cause is lacking motivation of both employees and employers to participate in the mandatory social insurance and to legalize their earnings. In the conclusion there are formulated a number of proposals for improvement of the institution of social insurance in Russia. It is proposed to expand the range of insurance cases concerning unemployment insurance and care for elderly people, to increase the total amount of compulsory contributions to extrabudgetary insurance funds from 30.2% up to 42.5% from three sources - employees, employers and the state.


Author(s):  
Catrin Heite ◽  
Veronika Magyar-Haas

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.


2020 ◽  
pp. 42-50
Author(s):  
Aygul Fazlyeva ◽  
Aliya Akhmetshina

Children, brought up in foster families, experience various problems (diffi culties in interpersonal relationships with parents, diffi culties in communicating with peers, emotional instability), which lead to confl icts, quarrels, running away from home, destructive phenomena, etc. One of the eff ective forms of working with children brought up in foster families is individual counselling. Individual counselling is used by various specialists (psychologists, educators, psychotherapists), where a special place is taken by a social educator. His or her activity involves the implementation of social-protective, preventive, educational, informational, advisory functions. In the process of organizing individual counseling, the social educator takes into account the social situation of the family and the child, personal characteristics, social conditions, social and cultural characteristics and the nature of the relationship with the social environment. To organize individual counseling, a social educator needs to master various and eff ective techniques, and take into account a number of recommendations. An analysis of the literature and practical socio-pedagogical experience led to an understanding of the insuffi cient degree of elaboration of this issue. The purpose of this article was the solution to this problem.


2018 ◽  
Vol 28 (3) ◽  
pp. 1021-1026
Author(s):  
Rozalia Kuzmanova – Kartalova

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.


2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.


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