Introduction

2019 ◽  
pp. 1-22
Author(s):  
Lilly Irani
Keyword(s):  
Common Sense ◽  
Nation Building ◽  
The Self ◽  
Innovation And Entrepreneurship ◽  
Oppositional Politics

This introductory chapter provides an overview of entrepreneurial citizenship. Entrepreneurial citizenship promises that citizens can construct markets, produce value, and do nation building all at the same time. It attempts to hail people's diverse visions for development in India—desires citizens could channel toward oppositional politics—and directs them toward the production of enterprise. In this way, entrepreneurial citizenship becomes one attempt at hegemony, a common sense that casts the interests of ruling classes as everyone's interests. However, this entrepreneurialism is not only a project of the self but also a project that posits relations between selves and those they govern, guide, and employ. Champions of innovation and entrepreneurship often leave this hierarchy implicit or deny its existence, leaving the problems it raises unaddressed. This book depicts the practices by which institutions, organizations, and individuals selectively invest only in some people, some aspirations, and some projects in the name of development.

Metacognitive diversity across cultures

2018 ◽  
Author(s):  
Joëlle Proust ◽  
Martin Fortier
Keyword(s):  
Social Psychology ◽  
The Self ◽  
Metacognitive Skills ◽  
Childrearing Practices ◽  
Potential Factors

This book collects essays on linguistics, on anthropology, on philosophy, on developmental, experimental, and social psychology, and on the neurosciences, with the aim of integrating knowledge about the variability of metacognitive skills across cultures, and of identifying the potential factors accounting for such variability—such as childrearing practices, linguistic syntax and semantics, beliefs about the self, and rituals. In this introductory chapter, the main reasons that make this topic scientifically and culturally important are presented.

The Baroque and Philosophy

2018 ◽  
pp. 601-622
Author(s):  
Michael Moriarty
Keyword(s):  
Modern Philosophy ◽  
Early Modern ◽  
Visual Arts ◽  
Common Sense ◽  
The Self ◽  
Early Modern Philosophy ◽  
The World ◽  
Baroque Art ◽  
Art And Architecture

Although the concept “baroque” is less obviously applicable to philosophy than to the visual arts and music, early modern philosophy can be shown to have connections with baroque culture. Baroque style and rhetoric are employed or denounced in philosophical controversies, to license or discredit a certain style of philosophizing. Philosophers engage with themes current in baroque literature (the mad world, the world as a stage, the quest for the self) and occasionally transform these into philosophical problems, especially of an epistemological kind (are the senses reliable? how far is our access to reality limited by our perspective?) Finally, the philosophies of Malebranche and Berkeley, with their radical challenges to so-called common sense, and their explanation of conventional understandings of the world as based on illusion, have something of the disturbing quality of baroque art and architecture.

scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

Spontaneity

2014 ◽  
pp. 342-354
Author(s):  
Francisco Cua ◽  
Sarah Stein ◽  
Alevir Perez-Pido
Keyword(s):  
Spontaneous Activity ◽  
Common Sense ◽  
Informal Education ◽  
Formal Education ◽  
Group Discussion ◽  
The Self ◽  
Theory Approach ◽  
Learning Practices ◽  
Self Knowledge ◽  
Grounded Theory Approach

Higher knowledge, such as reasoning, emerges through everyday common-sense spontaneous activity, said Vygotsky. Consequently, formal education needs spontaneous learning experiences to be perfect. In this chapter, the authors explore knowledge on spontaneous activity from everyday life experiences of 11 second- and third-year students who studied at a Philippine university. Students told their stories through a focus group discussion. Their stories were triangulated with an interview of their instructor, one-on-one interviews with some of them, and an open-structured essay-type questionnaire. The grounded theory approach in analyzing their learning practices reveals spontaneity that fits students' contexts, needs, and expectations. Spontaneous learning is a process of discovery and reflection when students conduct active learning engagements. Students who preoccupy themselves with their spontaneous learning bring to themselves new self-knowledge. The self-knowing process redefines and empowers the self. The implication is that spontaneous activity could be embedded into formal, non-formal, and informal education to maximize students' learning.

Amdo, Empire, and the United Front

2020 ◽  
pp. 1-23
Author(s):  
Benno Weiner
Keyword(s):  
Communist Party ◽  
Large Scale ◽  
Nation Building ◽  
State Building ◽  
Political Community ◽  
National Integration ◽  
Party Leaders ◽  
Epistemological Obstacles ◽  
United Front

This introductory chapter explains that the Chinese Communist Party's (CCP) goal in 1950s Amdo was not just state building but also nation building, which required the construction of narratives and policies capable of convincing Amdo Tibetans of their membership in a wider political community. It argues that Communist Party leaders implicitly understood both the administrative and epistemological obstacles to transforming an expansive, variegated, and vertically organized imperial formation into an integrated, socialist, multinational state. Moreover, the ideological underpinnings of the CCP demanded the active participation of individuals and communities in this new sociopolitical order, albeit in heavily scripted ways and as part of a distinct hierarchy of power. The CCP therefore adopted and adapted imperial strategies of rule, often collectively referred to as the United Front, as means to “gradually,” “voluntarily,” and “organically” bridge the gap between empire and nation. As demonstrated, however, the United Front ultimately lost out to a revolutionary impatience that demanded more immediate paths to national integration and socialist transformation. This led in 1958 to communization, large-scale rebellion, and its brutal pacification. Rather than a voluntary union, Amdo was integrated through the widespread and often indiscriminate use of violence, a violence that lingers in the living memory of Amdo Tibetans and many others.

Shia-centric State-Building and Sunni Rejection in Post-2003 Iraq

2018 ◽  
pp. 115-134 ◽  
Author(s):  
Fanar Haddad
Keyword(s):  
Twentieth Century ◽  
Regime Change ◽  
Political Skill ◽  
Nation Building ◽  
State Building ◽  
The Self ◽  
Islamic State ◽  
Mass Mobilization ◽  
Cumulative Processes ◽  
Basic Services

Both Shia-centric state building and Sunni rejection of the post-2003 order are the result of cumulative processes that have unfolded over the course of the twentieth century. These developments ranged from the homogenizing nation building propagated by successive Iraqi regimes to the rise of a sect-centric Shia opposition in exile. The sectarianization of Iraq was not inevitable, but regime change in 2003 accelerated the empowerment of new and preexisting sect-centric actors. The necessary will, vision, and political skill to avert the sectarianization of Iraq were absent among Iraqi and U.S. decisionmakers at the time. The failure of the occupation forces and the new political classes to construct a functioning state that could deliver basic services exacerbated the problem. Sunni opponents of the post-2003 order became as sect-centric as the system they once derided for its Shia-centricity. Sectarianization will continue to define Iraqi politics. The spread of the self-proclaimed Islamic State across much of Iraq in 2014 represents the most extreme form of Sunni rejection,while the state-sanctioned Hashd al-Shaabi, the term given to the mass mobilization of volunteers to repel the Islamic State, embodies the most serious defense of Shia-centric state building as of late 2015.

Introduction

2020 ◽  
pp. 1-16
Author(s):  
Michael S. Moore
Keyword(s):  
Human Brain ◽  
Criminal Law ◽  
Common Sense ◽  
Academic Psychology ◽  
The Common ◽  
Common Sense Psychology

This introductory chapter lays out the dramatic challenge neuroscience is taken to issue to our sense of who and what we are and to our responsibility for our choices and for our actions. Neuroscience is seen as the newest of a series of challenges issued to the criminal law, retributivist punishment, moral blameworthiness, and the common-sense psychology all of these presuppose. Backed by a better science of the human brain, neuroscience reissues the challenges to responsibility that have long been issued by academic psychology, be that psychology introspectionist, Freudian, behaviorist, genetic, or whatever.

The Failure of Self-Consciousness in Sartre's Being and Nothingness

Dialogue ◽  
1993 ◽  
Vol 32 (4) ◽  
pp. 737-756
Author(s):  
Kathleen Wider
Keyword(s):  
Common Sense ◽  
Sense Of Self ◽  
The Self ◽  
The Other ◽  
Reflective Consciousness ◽  
Central Tenet ◽  
Ultimate Failure ◽  
The One

The central tenet in the ontology Sartre describes and seeks to defend in Being and Nothingness is that being divides into the for-itself and the in-itself. Self-consciousness characterizes being-for-itself and distinguishes it from being-in-itself. What it means for a being to exist for itself is that it is self-conscious. How Sartre characterizes self-consciousness in Being and Nothingness is, however, a question that remains to be asked. There is no simple answer to this question. For Sartre, there are really several levels of self-consciousness: the self-consciousness of consciousness at the pre-reflective level, at the level of reflection (both pure and impure) and at the level of being-for-others. There is a profound difference between the self-consciousness of being-for-others and impure reflection, on the one hand, and the self-consciousness of reflection and pre-reflective consciousness, on the other. With being-for-others and impure reflection, self-consciousness involves the attempt to grasp the self as an object for consciousness. Although the nature of this attempt and the reasons for its ultimate failure differ at each level, these levels are bound together by a common sense of self-consciousness as a consciousness of the self as an object.

Sex and Sexuality in African Colonial Encounter

2017 ◽  
Author(s):  
Saheed Aderinto
Keyword(s):  
Sex Work ◽  
Human Behavior ◽  
Significant Role ◽  
Nation Building ◽  
Cultural Economic ◽  
Men And Women ◽  
Historical Processes ◽  
Sex And Sexuality ◽  
Colonial Encounter

This introductory chapter presents three overarching arguments that form the centerpiece of the ideas engaged in this book. First, sexuality as a component of human behavior cannot be understood in isolation from wider historical processes. Indeed, sexuality was one of the intricate sites through which several core ideas of colonial practices and thinking about modernity were configured and reconfigured. Second, the age of females who practiced prostitution played a significant role in molding the perception and institutional attention toward sex work, exemplifying the constructed difference between child and adult sexualities. Third, the intersection between sexuality and nationalism in Africa is far more complex than the present literature reveals. In Nigeria, sexualized nationalism was an aspect of the moral, cultural, economic, and political nationalisms championed by both men and women who felt that certain expressions of sexuality threatened nation-building.

The “White Man,” Race, and Imperial War during the Long Nineteenth Century

2020 ◽  
pp. 327-346
Author(s):  
Marilyn Lake
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Indigenous Peoples ◽  
Constitutive Relations ◽  
Nation Building ◽  
The Self ◽  
Guerrilla Warfare ◽  
Civilizing Mission ◽  
Modern Conception ◽  
Colonial Settlement

This chapter explores the transnational formation of the gendered and racialized figure of the “white man” in the constitutive relations of colonial conquest and imperial rule across the nineteenth and into the twentieth century. The self-styled bearer of a “civilizing mission” to indigenous peoples, the white man became a perpetrator of violence and atrocity as imperial rule and colonial settlement encountered continuing resistance and guerrilla warfare. In the process, the older ideal of moral manliness gave way to a more modern conception of masculinity characterized by toughness, aggression, and a capacity to use firearms to “pacify the natives.” Defined by power, even as he was haunted by his vulnerability, the white man engaged in systematic denial and disavowal, evasion, and euphemism and narratives of nation-building that justified his right to rule.

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