scholarly journals Yorùbá Philosophy and Contemporary Nigerian Realities

2021 ◽  
Vol 3 (1) ◽  
pp. 1-28
Author(s):  
Adeshina Afolayan
Keyword(s):  
Ethnic Conflict ◽  
Environmental Degradation ◽  
Youth Culture ◽  
Educational Theory ◽  
Social Practices ◽  
Theory And Practice ◽  
Democratic Deficit ◽  
Complex Relationship ◽  
Special Edition ◽  
The Relationship

Beginning from Marx’s understanding of the relationship between philosophy and reality, this Introduction to the special edition of the Yoruba Studies Review explores the inevitable but complex relationship that exists between philosophy and its place. Specifically, it is grounded on the urgency of interrogating Nigeria’s postcolonial realities in the light of Yorùbá philosophical insights that, among other things, enable a rethinking of postcolonial social practices especially as sites of identity, agency, knowledge, objectivity, and even of resistance and power. Premised on the fundamental assumption that Yorùbá philosophy constitutes a fundamental site of scholarship within which the task of understanding and reinventing the Nigerian state and societies can be achieved, the Introduction weaves this assumption into the analysis of the fourteen essays that explores Nigeria’s postcolonial realities ranging from overpopulation, public (im)morality, ethnic conflict, injustice, and democratic deficit to environmental degradation, disability, depersonalization, youth culture, and a glaring disconnection between educational theory and practice.

scholarly journals CULTURA JUVENIL Y CULTURA ESCOLAR. APROXIMACIÓN A UNA RELACIÓN COMPLEJA: TENSIONES Y DESAFÍOS

2015 ◽  
pp. 15
Author(s):  
Alejandra Santana López
Keyword(s):  
School Culture ◽  
Young People ◽  
Literature Review ◽  
Youth Culture ◽  
School Context ◽  
Educational Interventions ◽  
Complex Relationship ◽  
Cultura Escolar ◽  
The Relationship

RESUMEN:El presente artículo está enfocado en analizar la relación entre cultura juvenil y cultura escolar desde el contexto escolar, para esto se desarrolla una revisión bibliográfica preliminar, que permite comprender las lógicas de ambas culturas. Para terminar identificando tensiones y desafíos que esta relación plantea especialmente para quienes se desempeñan profesionalmente en contextos escolares.Se finaliza con un conjunto de conclusiones, en que se pretende sugerir algunas estrategias de acción con los jóvenes – escolares.Palabras clave: cultura juvenil, cultura escolar, escuela, intervenciones socioeducativas.YOUTH CULTURE AND SCHOOL CULTURE. ANAPPROACH TO A COMPLEX RELATIONSHIP: TENSIONSAND CHALLENGESABSTRACT:This article focuses on analyzing the relationship between youth culture and school culture from the school context, for it develops a preliminary literature review, which allows us to understand the logic of both cultures. Finally identifying tensions and challenges this relationship poses especially for those working professionally in school settings.It concludes with a set of conclusions, which are intended to suggest some strategies for action with young people - school.Keywords: youth culture, school culture, school, social and educational interventions.

scholarly journals Music drama and politics: Philippe Lacoue-Labarthe and Alain Badiou on Richard Wagner's idea of the 'Gesamtkunstwerk'

New Sound ◽  
2013 ◽  
pp. 62-70
Author(s):  
Erik Vogt
Keyword(s):  
National Socialism ◽  
Theory And Practice ◽  
Complex Relationship ◽  
Alain Badiou ◽  
Music Drama ◽  
Art And Politics ◽  
Artistic Production ◽  
The Future ◽  
The Relationship ◽  
Wagner’S Theory

This paper sketches the debate between Philippe Lacoue-Labarthe and Alain Badiou concerning Richard Wagner's idea of the Gesamtkunstwerk. Following in part the account of the Gesamtkunstwerk that was developed in Theodor W. Adorno's pivotal text In Search of Wagner, Lacoue-Labarthe regards the notion of Gesamtkunstwerk as the central key for unlocking the implications of Wagner's theory and practice of music drama. That is to say, Lacoue-Labarthe claims that the fusion of art and politics characterizing the Gesamtkunstwerk can only be grasped by unearthing the conception of (romantic) aesthetics that underlies Wagner's staging of the relationship between art and politics. Lacoue-Labarthe identifies Wagnerian aesthetics as the anticipation of national-aestheticism (a term that Lacoue-Labarthe elaborates in the context of his reading of Heidegger's deconstruction of aesthetics) that finds its completion in National Socialism. Consequently, Wagner's art taking figure in the Gesamtkunstwerk engenders totalitarian politics. In critical opposition to Lacoue-Labarthe, Alain Badiou both relegates the idea of the Gesamtkunstwerk to the realm of mere ideology and demonstrates that the former obscures the complex relationship between art and politics that is actually engendered in Wagner's music dramas. Once the idea of the Gesamtkunstwerk is dismissed as the central category of Wagnerian artistic production, one can return to Wagner's music dramas as sites both for a "music of the future" and a different conception of politics.

scholarly journals The theory–practice distinction and the complexity of practical knowledge

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Bonnie Miller-McLemore
Keyword(s):  
Practical Theology ◽  
Practical Knowledge ◽  
Theory And Practice ◽  
Complex Relationship ◽  
The Past ◽  
The Relationship

Over the past few decades, theologians have recognised the value of practice but have been optimistic about the ease with which practice is incorporated into theology. People use all sorts of adjectives to characterise the complex relationship – ‘integrally related’, a ‘deeper reciprocity’, ‘bound up in thickly intertwined ways’ – but connecting the two is not as easy as these words suggest. This article returns to the age-old question about the relationship between theory and practice. But it studies this question from the angle of practice. Although many scholars have analysed the distinction between theory and practice as it functions conceptually, few have examined challenges in relating the two as they emerge in practice. The article argues that there is an inevitable distinction between theory and practice that receives considerably less attention and needs more understanding and even respect. It also argues that the discipline of practical theology adds a distinctive angle on this discussion because it considers how the concepts function practically.

Religion and Ethics—I

1992 ◽  
Vol 31 ◽  
pp. 123-134
Author(s):  
Stewart Sutherland
Keyword(s):  
Religious Belief ◽  
Educational Theory ◽  
Moral Belief ◽  
Theory And Practice ◽  
Moral Beliefs ◽  
Religion And Ethics ◽  
Religious Teaching ◽  
The Relationship

It was, I believe, Thomas Arnold who wrote: ‘Educate men without religion and all you make of them is clever devils’. Thus the Headmaster of one famous school summarized pithily the view of the relationship between religion and ethics which informed educational theory and practice in this country for at least a further century. There is a confusion of two different assumptions usually to be found in this context. The first is that religious belief can provide an intellectual foundation (logical, or epistemological, or sometimes both) for moral belief; the second is that the effect of religious teaching is to improve behaviour according to the norms of some particular set of moral beliefs.

scholarly journals Problems Encountered in the Efficient Organization of Teaching in Art Colleges and Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yang Chen
Keyword(s):  
Professional Development ◽  
Educational Theory ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Activity ◽  
Performance Skills ◽  
Efficient Organization ◽  
Educational Standard ◽  
The Relationship ◽  
Development Of Students

Today there is a need to discuss the problem of effective provision and intensification of the educational process of the music university, which is relevant for music-educational theory and performing practice. To this end, the conditions and content of the teaching of the students-instrumentalists of the music university were analyzed adequately to the requirements of the educational standard in order to understand the specifics of the relationship and interaction between the competencies and their elements on the formed activities - performing and musical-educational. This analysis helped to identify contradictions and shortcomings in the students' mastery of the basics of musical and educational theory and practice. At the same time, it is stated that the process of successful professional development of students-performers of the music university should be accompanied by the formation of a sustainable interest in the object of musical and educational activity, needs to it as a support for further improvement of performance skills.

scholarly journals Tourism and Human Rights: A Complex Relationship

2021 ◽  
Vol 10 (2) ◽  
pp. 75
Author(s):  
Jorge Ferraz ◽  
Sandro Serpa
Keyword(s):  
Human Rights ◽  
Social Responsibility ◽  
Social Practices ◽  
Public Debate ◽  
Intergovernmental Organizations ◽  
Complex Relationship ◽  
Cultural Interaction ◽  
Philosophical Reflection ◽  
The Social ◽  
The Relationship

The objective of this article is to contribute to the understanding and discussion of the relationship between human rights and tourism. This topic has emerged, above all, in the wake of the discussion on ethics and social responsibility, frequently in a very polarized way in some public debate, and in very generic and non-discussed terms in declarations of intergovernmental organizations. It takes more than that. Thus, our purpose is to analyze, systematize and discuss the main dimensions of the relationship between tourism and human rights. We offer two interrelated approaches: a more theoretical and philosophical reflection on cultural interaction, dignity and human rights; and another approach more related to observation and operationalization of the problem in the social practices, how intergovernmental organizations present and formalize those issues and what are the actors and the logics at play in tourism. Our main conclusion is that such a relationship is inescapably complex because of the nature of tourism and its intrinsic interactions, and because human rights are related to an unfinished debate of plural perspectives, principles and operationalizations.   Received: 2 December 2020 / Accepted: 2 February 2021 / Published: 5 March 2021

scholarly journals Bridging Theory and Practice

2019 ◽  
Vol 11 (2) ◽  
pp. 103-107
Author(s):  
Ian Yeoman ◽  
Andrew Curry
Keyword(s):  
Theory And Practice ◽  
Special Edition ◽  
The Relationship

The relationship between theory and practice has been an area of investigation since Aristotle. In the young domain of futures, methods dominate the literature and practice is over-represented. Nonetheless, futures theories and frameworks with an epistemological base do exist. This special edition of World Futures Review invited practitioners and academics to explore ways in which futurists could build a stronger bridge between theory and practice.

Making Trans Cinema: A Roundtable Discussion with Felix Endara, Reina Gossett, Chase Joynt, Jess Mac, and Madsen Minax

Somatechnics ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Jules Rosskam
Keyword(s):  
Social Practices ◽  
Body Modification ◽  
Theory And Practice ◽  
Roundtable Discussion ◽  
Contemporary State ◽  
Organic Movement ◽  
The Past ◽  
The World ◽  
Embodied Experiences ◽  
The Relationship

In conversation with Jules Rosskam, trans filmmakers Felix Endara, Chase Joynt, Reina Gossett, Madsen Minax, and Jess Mac explore the contemporary state of trans cinema production, trans methodologies and social practices, the corporeality of cinema, and the relationship between theory and practice. Like somatechnics complicates the term ‘body modification,’ cinema broadens the ways in which we think and talk about films to include the world around the film – the technologies, power(s), relationships, disciplines, spaces, and techniques. The filmmakers discuss the various ways in which their embodied experiences influence and necessitate particular modes of production, reception, and theorization. There is a dynamic and organic movement between the past, present, and future, between dominant and experimental cinemas; one deeply rooted in the urgent intersectionality of trans.

Aliens in the Classroom

1993 ◽  
Vol 37 (2) ◽  
pp. 119-141 ◽  
Author(s):  
Bill Green ◽  
Chris Bigum
Keyword(s):  
Information Technologies ◽  
Youth Culture ◽  
Theory And Practice ◽  
Media Culture ◽  
Educational Crisis ◽  
New Information ◽  
The Social ◽  
The Impact ◽  
The Relationship ◽  
Educational Imagination

The impact and implications of the new information technologies as new intensities of media culture have only recently begun to register in mainstream educational theory and practice. This can be usefully considered in terms of the relationship between education and postmodernism. The paper explores concepts and images arguably peculiar to these new technocultural conditions, with reference specifically to educational crisis, alienation, contemporary youth culture, and technology. The hypothesis is that quite different youth and student subjectivities are currently forming out of the relations and practices of the new information technologies, and hence radical shifts are required in the social and educational imagination regarding young people, schooling and popular culture.

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

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