The Cultural Context of Egyptian Mathematics in the Old Kingdom

Author(s):  
Annette Imhausen

This chapter discusses the use of mathematics in the Old Kingdom. A number of sources provide information about the kind of mathematics and its context at that time. At least indirect evidence for the use of mathematics in administration can be drawn from the Abusir papyri, which originate from the mortuary temples of two kings of the Fifth Dynasty at Abusir. They document the running of a mortuary temple and include duty rosters for priests, lists of offerings and inventories of temple equipment, and letters and permits. These texts also indicate the assessment of cattle at regular intervals. How mathematical techniques developed or what they were exactly at this time remains unknown. Nevertheless, some scribes of the Old Kingdom left descriptions of their lives and careers within their tombs that at least allow assessing the cultural environment in which they worked.

Author(s):  
Josep Cervelló Autuori ◽  

The inscriptions recovered from the looted necropolis of Kom el-Khamaseen, located in southwest Saqqara and dated between the end of the Old Kingdom and the beginning of the First Intermediate Period, document a hitherto unknown high priest of Memphis: Imephor Impy Nikauptah. This character must be incorporated into our prosopographical repertoires and placed in his historical and cultural context. This provides a good opportunity to return to the issue of the Memphite pontificate during the third millennium B.C. as a whole. The aim of this article is therefore to offer, on the one hand, a systematic and updated overview of the subject by integrating the new data from Kom el-Khamaseen, drawing upon the complete sources, and critically reviewing the literature on the matter. On the other hand, it is also about providing a new reasoned chronological list and a prosopography of the Memphite high priests of the Old Kingdom and the First Intermediate Period.


Lituanistica ◽  
2018 ◽  
Vol 64 (2) ◽  
Author(s):  
Irma Šidiškienė

Each organization fosters its own culture that is established, maintained and redeveloped in formal and informal social relations among co-workers; however, these are also influenced by the broader cultural environment in which a given organization exists. The question raised in this article is how the context of urban culture is reflected in the community of colleagues. We suppose that it is during such informal gatherings or during leisure time, when they can communicate more freely, and celebrate or mark various occasions that the social and cultural context of co-workers becomes apparent. The article aims to compare cultural expressions in co-workers’ communities among the inhabitants of Vilnius and Sofia by revealing the place of Soviet-period and current celebrations among co-workers. It also aims to show how an employee experiences his or her personal life cycle in a coworker’s environment, including (1) work-related personal events as the first salary, marking the length of service, retirement, and family-related events such as birthdays, weddings, and funerals, and (2) official holidays (public holidays, religious and other calendar feasts, commemorations of important dates, and other celebrations significant for the public). The study showed that the civil rites created in the Soviet era to promote coworkers’ participation were integrated into the culture of the urban people, by (1) transferring traditions of folk communities into the urban environment and in this way developing urban communities, and (2) allowing indirect control of the introduction of new holidays into the family environment. Comparing the expression of the cultural environment in coworkers’ gatherings among the inhabitants of Vilnius and those of Sofia, a difference was observed between the co-workers with regard to the family life cycle: in Sofia, coworkers very seldom socialize during funerals and only to some extent on the occasion of weddings, while the birth of a child is often marked in absentia, that is with the mother and the child absent. Meanwhile, the coworkers in Vilnius have always celebrated these occasions since the 1970s. As for the official holidays at the state level, Bulgarians, unlike Lithuanians, in Soviet times mentioned May 1 and national celebrations such as the Revival Leaders Day, the Saints Cyril and Methodius Day, and Baba Marta (Martenitsa), an informal one. This is apparently the reason why currently official celebrations enjoy greater popularity among coworkers in Sofia than among their counterparts in Vilnius. The first comparative studies of these cities show that a country’s official cultural policy influences the cultural expression of coworkers (and citizens in general): formal cultural expression is affected directly, and informal is influenced to some extent. When the end of the Soviet era heralded a new cultural policy, the intensity and intentions of formal holiday celebrations changed, but the character of informal celebrations remained more or less the same.


2018 ◽  
Vol 11 (4) ◽  
pp. 101
Author(s):  
Heriberto Gonzalez Valencia ◽  
Jakeline Amparo Villota Enriquez ◽  
Lizeth Ramos Acosta

This article is the result of a qualitative research following the characteristics of hermeneutical research aims to understand the training process of the English university professor, taking into account factors that affect and surround the social, economic, and cultural environment; in which the experience and the story of life, shape the professor. A historicity that allows the subject to be an actor of her own life, and from her experiences narrated, it is analyzed and a training path by which the subject under study obtained academic and life skills. All times and spaces in which the professor is exposed are interpreted to understand the whole process of training. Finally, it is evidenced how the professor’s training transcends beyond a simple classroom. The experience of life, lifestyle, family background, socio-cultural context are inseparable part of the training processes.


2014 ◽  
Vol 14 (3-4) ◽  
pp. 273-285 ◽  
Author(s):  
Muriel Bossuroy ◽  
Philippe Wallon ◽  
Bruno Falissard ◽  
Marie-Rose Moro

Visuo-spatial tests are often thought to be less subject to cultural bias than verbal tests. It has, however, been demonstrated that scores obtained, particularly using the Rey-Osterrieth Complex Figure, vary according to the cultural context. In a previous study, we noted that the socio-cultural environment had an impact on structural figure perception. We compared the techniques used to draw the figures by school-children in France from different cultural backgrounds, with the hypothesis that the culture handed down by the parents has an impact on structural figure perception (N = 914). Subjects were classified according to type of approach, based on the order in which tasks were performed using a computer recording of lines traced. Results demonstrate substantial contrasts among groups of children of different cultural origins. Inherited culture appears to influence structural figure perception, which could explain the variation in scores obtained. The impact of the familiarity with this type of task and educational level of the families are discussed.


1995 ◽  
Vol 29 (2) ◽  
pp. 257-269 ◽  
Author(s):  
Kate Brittlebank

A figure who walks larger than life through the pages of eighteenthcentury south-Indian history is Tipu Sultan Fath Ali Khan, who held power in Mysore from 1782 until his death at the hands of the British in 1799. In general, scholars of his reign have taken a mainly Eurocentric approach, essentially concentrating on his external relationships and activities, particularly with regard to the French and the British, while more recently there has been some examination of his economy and administration. Recent research into both kingship and religion in south India raises issues which suggest that it is time this ruler was reassessed in his own terms, from the point of view of the cultural environment in which he was operating.3 Little attempt so far has been made to do this.4 One matter which merits closer attention is his use of symbols, particularly in connection with the symbolic expression of kingship. Given Tipu's somewhat ambiguous status as a parvenu, whose legitimacy as ruler was questionable, this would appear to be a fruitful area for research.5 His most famous symbol was the tiger, yet while it has captured the imagination of scholars in other disciplines,6 it has not exercised the minds of historians to any extent.7 It is the aim of this paper to restore the balance by looking at this symbol in the light of the work of Susan Bayly, who has underlined the strongly syncretic nature of religion in south India. Drawing upon both written and oral material, Bayly has described the interaction which has taken place between Muslim, Hindu and Christian traditions, the result of which is a borrowing of symbols and ideas, a frequently shared vocabulary, and an interweaving of motifs within a common sacred landscape, at the centre of which is the imagery associated with the ammans or goddesses of the region.8 It is my contention that an examination of Tipu's tiger symbol will reveal that it is firmly rooted in this syncretic religious environment and that this should emphasize to us the importance of placing the Mysore ruler within his cultural context in order to understand his actions, particularly from the point of view of kingship.


Author(s):  
José Ángel López Herrerías

The paradigm of the CULTURAL PEDAGOGYtries to offer an archievement and change the very important perspective into the pedagogical knowledge, as the science of education. We have then to revise the functionalist schedule of the formal, informal and no-formal education. For this, on the one hand, to involve the pedagogical science, concerning to the individual and social, in other model most comprenhensive and easy with the proposal alternatives in the pedagogical action. People musn't learn anything as an individual or social being, although we are willing and able to learn with a gramatical experience in a cultural way. On the other hand, we want to achieve the former purpose, we manage a radical and coherent relation between the educational projection and the global cultural context. The suggestion of learnings, pedagogically projected, is connected with the reading, the interpretation and the change of the cultural environment, as a context of signs, wich builds the whole reality of the world. The psychical development and maturity aren't all learnings of individual being, but they area the references in a constant appeal and inwardness of the whole bio-psycho-social-cultural being, that is an everybody experience, put inside the bio-psychical construction of each person {cultural reality) and put outside the environmental world of experiences and rules {cultural reality


Author(s):  
Annette Imhausen

This book traces the development of Egyptian mathematics, from the end of the fourth millennium BC—and the earliest hints of writing and number notation—to the end of the pharaonic period in Greco-Roman times. The book surveys three thousand years of Egyptian history to present an integrated picture of theoretical mathematics in relation to the daily practices of Egyptian life and social structures. It shows that from the earliest beginnings, pharaonic civilization used numerical techniques to efficiently control and use their material resources and labor. Even during the Old Kingdom, a variety of metrological systems had already been devised. By the Middle Kingdom, procedures had been established to teach mathematical techniques to scribes in order to make them proficient administrators for their king. The book looks at counterparts to the notation of zero, suggests an explanation for the evolution of unit fractions, and analyzes concepts of arithmetic techniques. It draws connections and comparisons to Mesopotamian mathematics, examines which individuals in Egyptian society held mathematical knowledge, and considers which scribes were trained in mathematical ideas and why. Of interest to historians of mathematics, mathematicians, Egyptologists, and all those curious about Egyptian culture, the book sheds new light on a civilization's unique mathematical evolution.


2016 ◽  
Vol 33 (S1) ◽  
pp. S492-S492
Author(s):  
S. Rodríguez Vargas ◽  
M.J. Navarro Clemente ◽  
A.R. Ivorra Mayoral

Every human being needs to acquire by interacting with peers, learning and gradually adapted to their socio-cultural environment, attitudes, group, class, gender, provided it fits the circumstances of the environment, personal values to their They come again, a reference system which is considered to be “culture”. You cannot assess psychiatric disorders in isolation, so it is essential to study the socio-cultural context in which it occurs. It is dynamic, its historic time and not everyone integrates alike. Through a case we try to show how culture influences the expression of psychiatric pathology. Specifically, in this patient it is evident that we are beings bio-psycho-social. It is a continuation and must integrate these three areas when assessing a patient. Here we start with a family history unrelated to the Mental Health so that adherence to antipsychotic treatment is guaranteed with monthly administration depot preparation. These socio-cultural factors are the main trigger for the breakdown of the subject that cause the patient psicotización (exacerbations related to stressful situations).Disclosure of interestThe authors have not supplied their declaration of competing interest.


2021 ◽  
Vol 6 ◽  
pp. 120-128
Author(s):  
Fithriyah Inda Nur Abida ◽  
Fahri Fahri ◽  
Diana Budi Darma

This paper attempts to investigate the use of humour in revealing the idea of corruption in Dickens’ novel Oliver Twist. Corruption was a huge problem in London in the 1830s when Dickens was writing. Oliver Twist was one of his best novels that portrayed how corruption lived. Through this novel, he also wanted to show how social and cultural at that time created corrupt behavior in the society. The art of humour created by Dickens is an interesting strategy to deliver the message of corruption. By understanding the art of humour that consists of idiomatic expression, social and cultural context, would help the translator to capture a distinctive creative process that incorporates the linguistic structures and cultural environment of the target language while at the same time remaining as faithful as possible to the original.


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