The Deconstruction of Sex

2021 ◽  
Author(s):  
Jean-Luc Nancy ◽  
Irving Goh
Keyword(s):  

In The Deconstruction of Sex, Jean-Luc Nancy and Irving Goh discuss how a deconstructive approach to sex helps us negotiate discourses about sex and foster a better understanding of how sex complicates our everyday existence in the age of #MeToo. Throughout their conversation, Nancy and Goh engage with topics ranging from relation, penetration, and subjection to touch, erotics, and jouissance. They show how despite its entrenchment in social norms and centrality to our being-in-the-world, sex lacks a clearly defined essence. At the same time, they point to the potentiality of literature to inscribe the senses of sex. In so doing, Nancy and Goh prompt us to reconsider our relations with ourselves and others through sex in more sensitive, respectful, and humble ways without bracketing the troubling aspects of sex.

2021 ◽  
Vol 11 (1) ◽  
pp. 147-153
Author(s):  
Burong Zeng

Non-taster is a photo essay exploring the elusive connections between the change of taste and the immigrant experience based on my story of losing taste at the beginning of the Covid-19 pandemic outbreak. The world, which used to be dirty, viscous, and alive has rapidly become hygienic, distanced, and virtual. I documented the packaging and food sauce for breakfast via a series of scanned images and photographs during the second and third lockdown in London. The photos of spicy sauce and food packaging reveal the desire to reconnect with the senses. Alongside apathy, nostalgia, and homesickness, Non-taster laments the changes of the senses and desires in the post-pandemic period.


Leonardo ◽  
2015 ◽  
Vol 48 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Roy Williams ◽  
Simone Gumtau ◽  
Jenny Mackness

In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.


1859 ◽  
Vol 5 (29) ◽  
pp. 301-348
Author(s):  
J. C. B.

Aye, every inch a King, in all his pompous vanity, his reckless passion, his unstable judgment, a thorough king, whom even madness could not dethrone from the royal habits of authority, of strenuous will, and of proud predominance. As the highest mountain summit becomes the fearful beacon of volcanic flame, testifying in lurid characters to the world's deep heart-throes, so this kingliest of minds—he who in his little world has been the summit and the cope of things—becomes, in the creative hand of the poet, the visible outlet of those forces which devastate the soul. We stand by in reverential awe, despairing, with our small gauge of criticism, to estimate the forces of this human Etna. Oppressed by the power and magnitude of the passions, as depicted in this most sublime and awful of poetic creations, it is only after the senses have become accustomed to the roar and turmoil that we throw off the stupor, and dare to look down upon the throes of the Titan, and begin to recognize the distinctive features of the fierce commotion. Even then we must stand afar off; for not in Lear, as in others of the poet's great characters, can one for a single moment perform the act of mental transmutation. In Hamlet, for instance, the most complex of all, many a man may see reflected the depths of his own soul. But Lear is more and less than human in its isolated grandeur, in the force and depths of its passions, in its abstraction from accidental qualities. In the breadth of his strength and weakness he is painted like one of those old gods, older and greater than the heathen representatives of small virtues and vices—the usurping vulgarities of polytheism. The true divinities of Lear were old, like himself very old and kingly—Saturn and Rhea, the autochthones of the heavens; even as his qualities are laid upon the dark and far off, yet solid and deep foundations of moral personality. Well might this King of sorrows exclaim, in the words of the World-spirit, to those who attempt to tear his passions to tatters before the footlights; yea, even to the more reverent efforts of critics— “Du gleichst dem Geist den du begreifst, Nicht mir!”


2020 ◽  
Vol 2 ◽  
pp. 229
Author(s):  
Antonio Santos Carvalho dos Santos Junior ◽  
Janaina Guimarães da Silva

RESUMOOs debates em educação necessitam cada vez mais de concepções pedagógicas que emanem do movimento de libertação das oprimidas e dos oprimidos, assim como apregoava o professor Paulo Freire. Isso significa que é preciso realizar o ato educacional na aproximação dos sentidos elaborados pelos sujeitos participantes das dinâmicas pedagógicas, respeitando e potencializando suas identidades no movimento de busca do ser mais no/com o mundo. É preciso sentir o cheiro daqueles/as que conosco participam da construção das aprendizagens, que devem ser instrumentos políticos que re/elaborem nossa presença no mundo. É nesse sentido que este artigo reflete teoricamente acerca da necessidade da construção de currículos que respeitem as identidades gays elaboradas fora e dentro da escola; construídas pelos corpos que, com seus gestos, inscrevem sua presença no mundo e com isso também suscitam políticas públicas para esses sujeitos.Palavras-chave: Currículo. Políticas Públicas. Gays.ABSTRACTDebates on education increasingly require pedagogical conceptions emanating from the liberation movement of the oppressed and oppressed, as Paulo Freire proclaimed. This means that it is necessary to carry out the educational act in the approximation of the senses elaborated by the subjects participating in the pedagogical dynamics, respecting and potentializing their identities in the search movement of being more in / with the world. It is necessary to feel the smell of those who participate with us in the construction of learning, which must be political instruments that re-elaborate our presence in the world. It is in this sense that this article is made as a theoretical reflection about the need to construct curricula that respect the gay identities elaborated outside and within the school; constructed by the bodies that with their gestures, inscribe their presence in the world and, with this, also raise of public policies for these subjects.Keywords: Curriculum. Public policy. Gay.


Author(s):  
István T. Kristó-Nagy*

The contrast between the attitude towards violence of the God of the Old Testament and the God of the New Testament was already explored by Marcion (d. c. 160 ad) before the advent of Islam and has been rediscovered again and again since.1 Marcion saw the former as the creator of the world and God of the law and the latter as the good God, the God of love.2 The character of the former reflects a community’s need for sanctified social norms, while the character of the latter shows the community’s and the individual’s longing for the hope of salvation.3 The God of the Qurʾān is also one of punishment and pardon. This chapter investigates the former aspect and focuses on: (1) the appearance of evil and violence in the universe as described in the Qurʾān; (2) the philosophical-theological questions revealed by this myth; and (3) its social implications.


Author(s):  
Greg Bailey

The central concept of atman was acknowledged to be 'ungraspable and unthinkable'. This problem is related to the contrast between the ontological completeness of atman and the ontological incompleteness of the physical world of the senses and mind. In order to understand the entrance of atman into the world of imperfect existence, there is a need for precise philology, and in particular the meanings of the verbs as ('being') and bhu ('becoming'), and the prefix vi-. The ontological issue is then related to socio-economic structure.


2012 ◽  
pp. 21-34
Author(s):  
Patricia Cranton

If we can learn to recognize ourselves and position ourselves in stories, we can identify beliefs, assumptions, and social norms that shape the way we see ourselves and the world around us. This has the potential for reflection and, in some cases, transformative learning. In this paper, I illustrate the process of positioning ourselves in stories using four Canadian short stories. I include the voices of participants who were engaged in a 12 week course on learning through fiction.


2020 ◽  
Vol 19 (2) ◽  
pp. 197-218
Author(s):  
Laura Swenson

ABSTRACT This study examines the association between world religions and the earnings attribute of conservatism. I group the major world religions into two sub-groups, Western and Eastern. Prior literature documents that followers of Western religions have a lower preference for risk relative to followers of Eastern religions. Prior literature also finds a lower preference for risk is associated with more conservative reporting. Using a large sample of firms listed on exchanges around the world, I find earnings of firms domiciled in countries with larger Western religious presence are more conservative. The results hold after using an indicator for whether the predominant religion in the country is a Western religion, controlling for religiosity, and using a sample of U.S. foreign registrants that file a 20-F reconciliation with the SEC. My study contributes to our understanding of how social norms affect financial reporting. JEL Classifications: G14; G15; M41.


Author(s):  
Shalin Hai-Jew

What do “threats” look like in the Global South in tagged social imagery, and what can these respective imagesets suggest about (1) formal outreaches to the broader publics by strategic messengers, (2) public awareness of such threats and their potential response role, and (3) the apparent (root) causes of these threats and possible risk mitigations? Are there visual differences in the senses of threat to the Global South as compared to the world? Finally, global and national-level frameworks about global threats were captured from international and national entities and used to recode the selected social images in a top-down way and to understand if there are gaps in social image representations about threats in the Global South and what these gaps may mean in public awareness of threats and preparedness.


Pained ◽  
2020 ◽  
pp. 29-30
Author(s):  
Michael D. Stein ◽  
Sandro Galea

This chapter addresses how racism presents a clear threat to the health of populations. In 2018, President Donald Trump made racist comments toward countries with predominantly nonwhite populations. Why did the president’s racism matter for the health of the public? To answer this question, one needs to understand where health comes from. Health is the product of the social, economic, and cultural context in which people live. This context is also shaped by social norms that do much to determine people’s behaviors and their consequences. Changing these norms can produce both positive and negative health effects. On the positive side, changing norms can promote health, by making unacceptable unhealthy conditions and behaviors that were once common, even celebrated. On the negative side, changing norms for the worse can empower elements of hate in society. When a president promotes hate, it shifts norms, suggesting that hate does in fact have a place in the country and the world. This opens the door to more hate crimes, more exclusion of minority groups from salutary resources, and little to no effort to address racial health gaps.


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