scholarly journals The Muting of the Other: The Technological Reconfiguration of Our Auditory Experience of Others

2021 ◽  
Vol 4 (1) ◽  
pp. 179-189
Author(s):  
Ivan Gutierrez
Keyword(s):  
Emmanuel Levinas ◽  
Cultural Practices ◽  
The Other ◽  
Jean Paul ◽  
The Social ◽  
Auditory Experience ◽  
Social Realm ◽  
Don Ihde

Abstract Increasingly privatized auditory spaces resulting from the mutual engendering of auditory cultural practices and sound technologies that separated the sense of hearing and segmented acoustic spaces have had a muting effect on our experience of Others that has intensified since the advent of mobile listening devices. In Section 1 of the article, I outline features of the social realm of the nineteenth to twentieth centuries that made modern sound technologies possible and then features of the technological realm that have shaped today’s social realm – all with an eye toward our experience of other people. Then, in Section 2, I reach for a few phenomenological tools from the work of Jean-Paul Sartre, Emmanuel Levinas, and Don Ihde to draw out the phenomenological vectors that have taken shape within the enmeshed sociotechnological context described in Section 1. Specifically, I show how technologically mediated auditory experience has been individualized and how the use of sound technologies on the go – whether wearing earphones or in a car – has had a muting effect on our experience of others.

scholarly journals Intercultural practicum: Perceptual learning through video in the pandemic context

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 56-72
Author(s):  
Dawn Joseph ◽  
Richard Johnson
Keyword(s):  
Teacher Education ◽  
Perceptual Learning ◽  
International Student ◽  
Cultural Practices ◽  
The Other ◽  
Initial Teacher Education ◽  
Cultural Environment ◽  
Asian Countries ◽  
The Social ◽  
Travel Restrictions

In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.

Introduction

2020 ◽  
pp. 1-29
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Social Structure ◽  
Research Methods ◽  
The Other ◽  
Traditional Research ◽  
The Social ◽  
Social Realm ◽  
The Impact

The traditional research approaches common in different disciplines of social sciences centered around one half of the social realm: the actors. The other half are the relations established by these actors and forming the basis of “social.” The social structure shaped by these relations, the position of the actor within this structure, and the impact of this position on the actor are mostly excluded by the traditional research methods. In this chapter, the authors introduce social network analysis and how it complements the other methods.

Radical Somatics

2017 ◽  
Author(s):  
Hillel Braude
Keyword(s):  
Emmanuel Levinas ◽  
Natural Sciences ◽  
Social Neuroscience ◽  
The Other ◽  
Transformative Power ◽  
Transformative Potential ◽  
The Social

In this chapter, the author discusses the radical transformative power of somatics and the ways that somatics practice directly affects the precognitive sensibility of the Other; he calls this transformation of the Other “somatics affecting.” Drawing on his current research that integrates approaches to medicine and somatics in the emergent field of neuroethics, the author explains how somatics, especially through kinesthesia, provides a means of bridging the distinct realms of phenomenology and neuroscience. To this end, he analyzes the transformative qualities of somatics in terms of neurobiology and phenomenology, and especially the radical idea adapted from the phenomenological writings of Maurice Merleau-Ponty and Emmanuel Levinas. He elucidates the relation between somatics and phenomenonology as disciplines of subjectivity by linking them to the natural sciences. Finally, he illustrates the transformative potential of somatics affecting through a comparison with the social neuroscience understanding of empathy.

scholarly journals Profesor Klonimir Škalko

2018 ◽  
Vol 24 (1) ◽  
Author(s):  
Mate Zaninović
Keyword(s):  
High School ◽  
Literary Work ◽  
Teaching Profession ◽  
The Other ◽  
Preparatory School ◽  
The Social ◽  
Social Realm ◽  
The Village

Professor Klonimir Škalko came from a family of teachers so that he also decided upon a teaching profession. He was born in Olib in 1895 and after completing elementary and preparatory school which in those days was equivalent to the lower grades of high school, he enrolled at the Male School of Teaching in Arbanasi near Zadar, this being the title by which the school went at that period. He graduated in 1914 and bis first teaching post was in the village of Ba- njevci, the Benkovac district. He remained here from October 1, 1914 to September 30, 1919. Because the threat existed of being arrested when the Italians occupied Dalmatia after WWI, he left for Zagreb where he worked in the publishing-informative department of the People’s council in Zagreb. After a short while a letter arrived from Ivko Radovanović, who had become the provincial school supervisor in 1920, informing him to return to Zadar and assume the teaching duties in the School of teaching. Although to return was difficult he took over the the duties of teacher in the school and of prefect in the pupil’s dorm. After the Rapallo agreement of November 12, 1920 he departed with the other teachers of the school for Dubrovnik, enrolling afterwards at the Higher School of Pegagogy in Zagreb. For a certain period of time he worked in Vis and upon graduating from the Higher School he received a teaching post at the School of Teaching in Šibenik. He went on with his studies in Zagreb — College of Pedagogy — and after graduating became the professor for the pedagogical group of subjects at the School of Teaching in Šibenik. Before the outbreak of WWII he became the principal of this school, but when the Italian forces entered Šibenik he was arrested and sent off to a prisoner’s camp where he remained till the end of 1943. After the liberation of tire country he took up residence and worked in Zagreb where he passed away in 1961. Professor Klonimir Škalko did literary work and, as an excellent pedagogue, he wrote a number of prominent pedagogical monographs and treatise. According to his convictions he was liberal and democratic, as well as being a great patriot, while he was also active and engaged in the social realm up to the time of his death.

scholarly journals Mobilność artefaktów protestu. Maska Guya Fawkesa w cyklu kontestacji 2008–2017

2019 ◽  
Vol 22 (4) ◽  
pp. 83-97
Author(s):  
Bartosz Ślosarski
Keyword(s):  
Theoretical Approach ◽  
Social Life ◽  
Cultural Practices ◽  
Social Groups ◽  
The Other ◽  
Cultural Contexts ◽  
The Social ◽  
New Meanings ◽  
The World ◽  
The Given

The mobility of protest artifacts: The Guy Fawkes mask in the cycle of contestation in the years 2008–2017The aim of the article is to present the process of protest artifacts’ mobility using the example of the social biography of Guy Fawkes’ mask. The applied theoretical approach is based on a three-ele­ment concept of the social biography of the artifact which includes transformations in the field of cultural practices what is done with an object, industrialization of an object how and by whom it is made, and the change and acquisition of new meanings by the given artifact in which cultural contexts it is located. The example of the Guy Fawkes mask, as well as masking policy in general, is considered in the context of protests against ACTA in Poland and the other events in the world from the 2008–2017 contestation cycle. The mask leads its own social life, being active and mobile, both in the spaces in which it occurs, social groups that use it and what they do with it, and the forms that it takes.

The Space of Sex

2017 ◽  
Author(s):  
GerShun Avilez
Keyword(s):  
Sexual Minority ◽  
The Other ◽  
The Political ◽  
Social Meaning ◽  
Black Arts ◽  
Other Hand ◽  
The Social ◽  
Social Realm ◽  
Experimental Novel

This chapter shows how artists recognize the political reading of sex and use it to examine the social realm and the intimate realm simultaneously, ultimately illustrating a disintegration of the distinction between the two. Cecil Brown's Black Arts novel The Life and Loves of Mr. Jiveass Nigger (1969) provides an extended look at hypersexual masculinity in hopes of exhibiting its flaws. On the other hand, Jayne Cortez's Black Arts poetry collections Pissstained Stairs and the Monkey Man's Wares (1969) and Festivals and Funerals (1971) turn their attention to limiting constructions of Black femininity and sexual minority existence that impede self-definition. The chapter also highlights Darieck Scott's experimental novel Traitor to the Race (1995) because it presents queer desire specifically as having the potential to disrupt social meaning.

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

KONSEP DIRI “ I “ DAN “ME” TOKOH HIROKO DALAM NOVEL NAMAKU HIROKO KARYA NH.DINI

2012 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Besin Gaspar
Keyword(s):  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
The Novel ◽  
Main Character ◽  
Fictional Character ◽  
Social Customs ◽  
The Social ◽  
The Village ◽  
The City

This research deals with the development of  self concept of Hiroko as the main character in Namaku Hiroko by Nh. Dini and tries to identify how Hiroko is portrayed in the story, how she interacts with other characters and whether she is portrayed as a character dominated by ”I” element or  ”Me”  element seen  from sociological and cultural point of view. As a qualitative research in nature, the source of data in this research is the novel Namaku Hiroko (1967) and the data ara analyzed and presented deductively. The result of this analysis shows that in the novel, Hiroko as a fictional character is  portrayed as a girl whose personality  develops and changes drastically from ”Me”  to ”I”. When she was still in the village  l iving with her parents, she was portrayed as a obedient girl who was loyal to the parents, polite and acted in accordance with the social customs. In short, her personality was dominated by ”Me”  self concept. On the other hand, when she moved to the city (Kyoto), she was portrayed as a wild girl  no longer controlled by the social customs. She was  firm and determined totake decisions of  her won  for her future without considering what other people would say about her. She did not want to be treated as object. To put it in another way, her personality is more dominated by the ”I” self concept.

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