Gender Is Political

2020 ◽  
pp. 275-294
Author(s):  
Pelin Erdal Aytekin
Keyword(s):  
Social Science ◽  
Social Structure ◽  
Social Existence ◽  
Women's Identity ◽  
The Social ◽  
The Subject ◽  
Ownership Of Land ◽  
Method Approach

Studies on women identity in the context of gender yields significant results, especially when considering the practice of cinema. Mainstream cinema is an essential area of indicators for handling women's identity. Susuz Yaz and Yılanların Öcü films are two important films in which Metin Erksan dealt with the concept of property within his filmography. These two films, which address the concept of property through the ownership of land and water, also represented the social existence of women's identity with the rural lifestyle in particular, making the social structure in which women are perceived as property visible. In this context, the study evaluates the image of the woman in cinema on the concepts of body, property and rights. The method approach shaped its roots from the foundations of sociology, communication and cultural theories. The subject was presented by analyzing it within the perspective of interpretive social science. It was concluded that the debate on whose property the land and water are also raised the discussion of the property of women's identity.

Prejudice, Discrimination, and Alienation in Educational Environments

2020 ◽  
pp. 35-60
Author(s):  
Didem Çelik Yılmaz ◽  
Türkan Argon
Keyword(s):  
Social Structure ◽  
School Administrators ◽  
Human Values ◽  
Educational Organizations ◽  
Educational Environments ◽  
Raising Awareness ◽  
The Social ◽  
Students First ◽  
The Subject ◽  
Negative Impacts

In today's societies where cultural singularity is almost destroyed, diversity can be an important richness, thanks to individuals displaying peace-based approaches. Schools are affected by this diversity and will continue to be cultivated as small but highly effective stakeholders of the social structure. It can be said that it is important for educational organizations to gain human values before teaching theoretical lessons to their students and that the necessary studies should be carried out both for school administrators and teachers and for students. First of all, raising awareness on this issue is a great need during the construction of the peace society. Therefore, in addition to contributing to the literature with this study, it is aimed to present different and diverse perspectives of prejudice, discrimination, and alienation of students and teachers, giving examples of cause and effect relationships. It is also aimed to make suggestions to reduce negative impacts and thus to raise awareness on the subject.

Crown Land and Royal Patronage in Mid-Sixteenth Century England

1980 ◽  
Vol 19 (2) ◽  
pp. 18-34 ◽  
Author(s):  
Katherine S.H. Wyndham
Keyword(s):  
Sixteenth Century ◽  
Social Control ◽  
Social Structure ◽  
Royal Patronage ◽  
Regular Source ◽  
Accurate Picture ◽  
The Social ◽  
The Subject ◽  
Mary Tudor ◽  
Localized Knowledge

Yf you thincke yt to be suche lande as I maye geve wythe my honor, I shall thincke yt verye well bestowyd, for that he is one that hathe well desarvyd yt and hathe had no kynde of recompence.So wrote Mary Tudor to the Marquis of Winchester in 1554. The subject of the Queen's approval was Sir Edmund Peckham, one of her most trusted councilors. The result of that approval was an outright gift of land worth nearly one hundred pounds a year.Land, the basis of the social structure of the age, was one of the crucial instruments of patronage. The crown estate not only had its financial function as a regular source of income and an emergency source of realizable capital, but one directly relevant to social control and to government. It was a means by which past services to the prince could be rewarded and future services perhaps anticipated. The way land was used for this purpose and whether the frequency and extent of its usage can throw any light on problems and methods of government are questions meriting close consideration. The period taken here—the late 1530s to the early 1570s—spans several very different phases of government: how far did policy towards patronage vary from phase to phase? And how far did these variations reflect the needs of each successive government?To acquire an accurate picture of the use of the crown's estate, some localized knowledge is essential.

scholarly journals Hegel's Guilty Conscience: Three Forms of Schuld in the Phenomenology of Spirit

PhaenEx ◽  
2008 ◽  
Vol 3 (1) ◽  
pp. 32-55
Author(s):  
MATTHEW LYONS CONGDON
Keyword(s):  
Social Structure ◽  
French Revolution ◽  
A Priori ◽  
The Other ◽  
Ethical Code ◽  
Negative Consequences ◽  
Phenomenology Of Spirit ◽  
The Social ◽  
Moral System ◽  
The Subject

In what we might call its particularly Christian manifestation, “guilt” denotes the feeling or fact of having offended, the failure to uphold an ethical code. Under such terms, “guilt” connotes negative consequences: shame, punishment, and estrangement. Yet, penetrating further into its meaning and value, one finds that guilt extends beyond this narrow classification, playing a productive, necessary, and ineluctable role for recognitive sociality. This paper examines guilt as it appears in Hegel’s thinking. I find that Hegel’s understanding of Schuld (guilt) in the Phenomenology, undergoes a crucial development over the course of the chapter titled, “Spirit,” culminating in a robust understanding of guilt that represents not a hopelessly broken bond, but a bond that awaits its fulfillment, its very incompleteness exerting a palpable pull upon the guilty party towards its fulfillment. I examine three key moments in “Spirit”: Hegel’s treatments of Antigone, the French Revolution, and the confession and forgiveness of evil. By comparing these moments, I distinguish between “abstract guilt,” guilt that only brings about shame and punishment, and what we might call “determinate guilt”: guilt that brings about action, reminds one of her/his indebtedness to the other. Understanding the development of guilt from the beginning to end of “Spirit” provides an entryway into a discussion of the social and political relevance of Hegel’s conception of the subject as—in a certain sense—always already guilty. I go on to argue that guilt as indebtedness and responsibility only exists as embedded within an already recognitive social structure. Re-thinking guilt as responsibility is not, therefore, a call to a new objective a priori moral system. Rather, it invites us to think through our recognitive being-together in a way that shakes off its metaphysical fetters. Such an ethics of recognitive intersubjectivity is an infinite task—not in the futile sense of the “unhappy consciousness”—but in the sense that we are responsible for constantly understanding, critiquing, and reforming ethical commitments that can only be (understood as) ours.

Class and Slavery

2012 ◽  
Author(s):  
Jonathan Daniel Wells
Keyword(s):  
Social Structure ◽  
American South ◽  
Class Formation ◽  
Old South ◽  
Basic Assumptions ◽  
The Social ◽  
The Subject ◽  
The American South ◽  
Southern Society

This article reviews scholarship on class and slavery. The evolution of the historiography on class and slavery is complex, and historians have only recently begun to revisit some of their basic assumptions about class formation, class ideology, and the social structure of the Old South more broadly. New studies raise questions about the ways in which human bondage and class intertwined in slave societies, particularly the American South, and have initiated a discernible shift in the field. While scholars profitably continue to study the plantation and the lives of masters and slaves, many historians now call for a wider view of southern society to take account of life in the region outside the plantation, and the various ways in which different classes of whites interacted with, and were shaped by, the institution of slavery. It is with these new calls that the subject of class is enjoying resurgence.

Explanations without causes and causes without reasons

2010 ◽  
Vol 49 (4) ◽  
pp. 539-562
Author(s):  
Hudson Meadwell
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Causal Structure ◽  
Intentional Action ◽  
Selection Effects ◽  
Rational Agents ◽  
State Variable ◽  
The Social ◽  
Intentional Explanations ◽  
The Subject

Action is a central category in the social sciences. It is also commonplace to assume that the social world has a causal structure. Yet standard ways of specifying causal relations in social science lack explanatory force when the subject matter is intentional action. The present article considers this problem. The metaphysics of action are distinguished from the metaphysics of intentional action, and it is argued that the former forces an implausible unity on the actions of inanimate nature and of rational agents. Agency in the metaphysics of action adds nothing to state-variable causation. Agency in the metaphysics of intentional action, in contrast, is argued to have a different structure, not reducible to state-variable causation. Work on endogenous choice in social science suggests that the concept of agency that is on view in literature on selection effects and social generation implies the metaphysics of intentional action. Recent research in the philosophy of action is considered in order to specify the structure of intentional action and the force of intentional explanations.

Guatemalan Ladinization and History

1994 ◽  
Vol 50 (4) ◽  
pp. 527-543 ◽  
Author(s):  
Richard N. Adams
Keyword(s):  
Social Science ◽  
El Salvador ◽  
Political Science ◽  
North American ◽  
Social Scientists ◽  
Science Vocabulary ◽  
The Social ◽  
The Subject

Recent years have seen a significant increase in the use of history by social scientists. It is less and less common that studies in anthropology, sociology, and political science evaluate variables without attention to their antecedents. There still survive, however, concepts and theories built originally on synchronic assumptions. One of these theories, ladinization, has been the subject of considerable contention.“Ladinization” derives from “Ladino,” a term used in Guatemala and adjacent areas of Mexico, El Salvador, and Honduras to refer to the non-Indian natives of those countries. I am not sure when “ladinization” entered the social science vocabulary, but it may have been with the work of North American anthropologists in the 1930s and 1940s. It described what observers thought of as a process whereby Indians were becoming Ladinos or more Ladino-like. The term was not favored by Guatemalan Ladinos, who generally spoke of “civilizing” the Indians, by which they meant that Indian customs should be discarded in favor of Ladino. In espousing this theme, Guatemalan indigenistas of the “generation of the 20s” often blurred the relation of race to culture; some argued that Indians were capable of being “civilized,” others that such changes could only be secured by introducing Europeans to interbreeding.

scholarly journals The Impact of COVID-19 Pandemic: Implications for Teaching Social Studies as Integrated Curriculum

2021 ◽  
pp. 24-30
Author(s):  
Vincent Mensah Minadzi
Keyword(s):  
Literature Review ◽  
Social Studies ◽  
Social Science ◽  
Integrated Curriculum ◽  
Human Life ◽  
Historical Background ◽  
Social Psychological ◽  
The Social ◽  
The Subject ◽  
The Impact

The purpose of the study was to examine the impacts of COVID-19 and its implications for teaching Social Studies as integrated curriculum. This was done through review of a number of articles relating to the COVID-19 pandemic as well as Social Studies as integrated discipline. Historical background and the effects of the pandemic specifically in Ghana have been outlined in the paper. Being integrated curriculum, the author argues that the pandemic offers unique opportunity for Social Studies educators and teachers of the subject to demonstrate their understanding of the concept of integration with respect to the impacts of the pandemic. There is no denying the fact that the pandemic had tremendous impacts on all facets of human life including economic, social, psychological, political, religious, and health. Based on the literature review, it is recommended that educators and teachers in the field of Social Studies should draw connection between the COVID-19 and the Social Science subjects. In so doing, it would promote wholistic understanding of the COVID-19 pandemic.

scholarly journals BODIES OF A CITY: THE ISSUE OF HOMELESSNESS REVEALED IN ANDRES SERRANO’S ARTBODIES OF A CITY: THE ISSUE OF HOMELESSNESS REVEALED IN ANDRES SERRANO’S ART

2021 ◽  
Vol 9 (58) ◽  
Keyword(s):  
United States ◽  
New York ◽  
Social Structure ◽  
Human Body ◽  
The Body ◽  
The Social ◽  
Art Works ◽  
The Subject ◽  
The Times

In this article, the reflections of the problem "homelessness" in the field of art will be examined through three different art works created by Andres Serrano within the framework of the subject. The artist focuses on the problem of homelessness in the state of New York, United States, in his art series titled "Nomads” (1990), "Sign of the Times (2013) and “Residents of New York” (2014). Human body is the smallest unit that forms the social structure. It’s effects of its situation between the dilemma of existence and absence in social and psychological areas, will be covered through the dialogues held with the participants that took place in the artist's project. The coding and positioning of the body within the framework of the definition and classification of homeless / homelessness will be mentioned. Besides, the process of transforming the problem into an art work in a creative way will be evaluated. Keywords: Andres Serrano, homeless, homelesness, body, “Nomads”, “Sign of the Times”, “Residents of New York”

Attitude Towards Economic Subjects Among Form Six Students in Segamat District Secondary Schools

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Muhammad Najmi Hassan ◽  
◽  
Haslina Hassan ◽  
Keyword(s):  
Standard Deviation ◽  
Secondary Schools ◽  
Social Science ◽  
Student Motivation ◽  
Positive Attitude ◽  
Negative Attitude ◽  
Self Concept ◽  
Questionnaire Data ◽  
The Social ◽  
The Subject

This study aims to see the extent of the attitude of Form 6 students towards the subject of Economics in three secondary schools in the district of Segamat, Johor. The study was conducted using a questionnaire of 50 items with six-dimensional aspects, namely perceptions of economics teachers, concerns about economics, the importance of economics in society, self-concept in economics, fun in economics, and motivation in economics. Questionnaire data were analyzed using Statistical Package for the Social Science (SPSS) version 25.0. The findings of the study showed that the respondents have a positive attitude towards the perception of Economics teachers with a mean score of 3.93 with a standard deviation of 0.59. Similarly, the positive attitude of the respondents towards the importance of Economics in society with the highest mean score of 3.94 with a standard deviation of 0.56. Other aspects of the respondents' attitude showed a moderate attitude, namely students' anxiety towards the subject of Economics with a mean of 2.37, self-concept with the subject of Economics with a mean of 3.42, students' enjoyment with the subject of Economics with a mean of 3.15 and student motivation towards the subject of Economics with a mean of 3.14. The overall findings of the study showed that the respondents showed a moderate attitude towards the subject of Economics, that is, the average overall mean score was 3.32 with a standard deviation of 0.73. Although not showing a negative attitude, but most of the respondents did not show a positive attitude towards the subject of Economics. The lowest aspect of moderation is students' anxiety about the subject of Economics.

Logics of History as a Framework for an Integrated Social Science

2008 ◽  
Vol 32 (4) ◽  
pp. 535-553 ◽  
Author(s):  
George Steinmetz
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Social Structure ◽  
Traumatic Event ◽  
Social Structures ◽  
Event History ◽  
Historical Event ◽  
The Social ◽  
Historical Social Science ◽  
The Relationship

This essay surveys the contributions of William H. Sewell Jr.'sLogics of History and concludes that the book sketches a compelling agenda for an integrated historical social science. The author first summarizes Sewell's ontological and epistemological claims concerning social structure and event, history and temporality, and sociohistorical causality. The author then discusses five main areas in which ambiguities in Sewell's approach might be clarified or his arguments pushed farther. These concern (1) the relationship between historical event and traumatic event; (2) the idea of the unprecedented event or “antistructure”; (3) the theory of semiosis underlying Sewell's notion of a multiplicity of structures; and (4) the compatibilities and differences between the concepts of structure and mechanism (here the author argues that social structures are the distinctive “mechanisms” of the human or social sciences). Finally, (5) Sewell's call for “a more robust sense of the social” in historical writing locates the “social” mainly at the level of the metafield of power, or what regulation theory calls the mode of regulation; the author suggests a possible integration of this society-level concept with Pierre Bourdieu's theory of semiautonomous fields.

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