Primordial rites or civic values?

2021 ◽  
pp. 73-91
Author(s):  
Elena Feditchkina Tracy ◽  
Tamara Troyakova
Keyword(s):  
Civic Values

The Impact of Service Learning on Democratic and Civic Values

2000 ◽  
Vol 33 (03) ◽  
pp. 623-626 ◽  
Author(s):  
Susan Hunter ◽  
Richard A. Brisbin
Keyword(s):  
Service Learning ◽  
Civic Values ◽  
The Impact

The Globalization of Superheroes: Diffusion, Genre, and Cultural Adaptations

2021 ◽  
Author(s):  
Kyle Hammonds
Keyword(s):  
Popular Culture ◽  
Retributive Justice ◽  
Popular Media ◽  
Cultural Imperialism ◽  
High Demand ◽  
Cultural Adaptations ◽  
Civic Values ◽  
The World ◽  
Entertainment Value ◽  
Industrial Societies

Superheroes are a global phenomenon. The superhero genre has been proliferated through modern industrial societies by way of movies, television, comics, and other forms of popular media. Although virtually every nation in the world has heroic myths, the modern superhero, as marked by the inception of recent American comics heroes in 1929, is a uniquely Western invention. Superheroes are “Western” insofar as they embody and exhibit Western civic values, such as democracy, humanism, and retributive justice. These characters have been communicatively incorporated into globalization processes by means of diffusion and thereby enact aspects of cultural imperialism. Even so, superhero figures have been in high demand across many populations for their entertainment value. As superheroes have diffused in non-Western cultures, they have not only been absorbed by new cultures but also refigured and adapted. These non-Western adaptations have had a recursive influence, such as the global popularity of Japanese manga. The recursive relationship between Western superheroes and their non-Western adaptations implies superheroes are an important aspect of cultural fusion in global popular culture.

The Last Man's Culture--Revisited

1998 ◽  
Vol 10 (1) ◽  
pp. 85-100
Author(s):  
Miloš Dokulil ◽  
Keyword(s):  
Artificial Intelligence ◽  
Twentieth Century ◽  
Third World ◽  
Armed Conflicts ◽  
Spiritual Quest ◽  
Civic Values ◽  
The Third ◽  
Fields Of Study ◽  
New Codes ◽  
The Third World

At the end of the second millennium, we seem to be somewhat nervous agairn. Twentieth-century scientific developments have opened up fascinating new fields of study both in the micro- and macrocosmos. Yet none of the new codes, paradigms, and ideologies appear to bring us nearer to some new and generally shared creed. Life without work for many, not only in the Third World, the successful integration of Europe, armed conflicts on local battlefields, as well as superficialities on TV screens, are our near-to-be contemporaneity. The seeming unlimited technical possibilities of artificial intelligence, the relativtatim of civic values, and a cartoon-like culture portend risks for the fiiture. Yet, while secular and lacking a binding sense of responsibility, postmodem society epitomizes spiritual hunger. Nurtured by good family traditions, the spiritual quest promises an open-ended, post-Godotian future.

PATRIOTIC EDUCATION OF THE GROWING GENERATION ON THE HISTORICAL HERITAGE OF THE GREAT PATRIOTIC WAR OF 1941-1945

2021 ◽  
Vol 66 (1) ◽  
pp. 30-37
Author(s):  
ALIM I. TETUEV ◽  
Keyword(s):  
General Education ◽  
Russian Federation ◽  
Legal Regulation ◽  
Self Awareness ◽  
Civic Values ◽  
Great Patriotic War ◽  
Patriotic Education ◽  
City District ◽  
The Russian Federation ◽  
Historical Heritage

The article is devoted to the problem of patriotic education of the younger generation on the historical heritage of the Great Patriotic War. It provides a critical analysis of the state of knowledge of this topic. Special attention is paid to acute and debatable issues related to the interpretation of this most important event in our national history. The analysis of legal regulation in the field of education in the Constitution of the Russian Federation (Adopted by popular vote on December 12, 1993 with amendments approved during the all-Russian vote on July 1, 2020) and the formation of the Russian Federation. The article examines the issues of patriotic education and the formation of national self-awareness of youth on the examples of the heroism of the Soviet people, captured in the literature about the Great Patriotic War. A line is drawn of the conceptual significance of the successive transmission of the traditions of the heroic past of our country to subsequent generations. The experience of general education institutions of the city district of Nalchik on the organization of patriotic education of students is generalized. The article highlights traditional and innovative forms and means of forming civic values of youth.

Approaching the Hellenistic Polis through Modern Political Theory: The Public Sphere, Pluralism and Prosperity

2018 ◽  
pp. 68-98
Author(s):  
Benjamin Gray
Keyword(s):  
Public Sphere ◽  
Political Thought ◽  
Social Inclusion ◽  
The Political ◽  
Political Thinking ◽  
The Public ◽  
Civic Values ◽  
Hellenistic World ◽  
The Public Sphere ◽  
Hellenistic Philosophy

This chapter discusses methods and problems in reconstructing an inclusive, dynamic picture of the political thought and debates of the Hellenistic cities (c. 323– 31 BC), drawing on theories and models from modern political and social theory. It shows the benefits of integrating together the widest range of possible evidence, from Hellenistic philosophy to the most everyday inscriptions, in order to reconstruct for the Hellenistic world the kind of complex, wide-ranging picture of political thought advocated by P. Rosanvallon and others in the study of modern political thinking. When studied in this way, the political thinking and rhetoric of Hellenistic philosophers, intellectuals and citizens reveal attempts to reconcile the Greek polis with ideals of cosmopolitanism and social inclusion, without diluting political vitality. As evidence for this political vitality, the paper demonstrates is the fruitful interlocking and mutual counterbalancing within the Hellenistic public sphere of the three types of political discourse studied in turn in Ober’s trilogy on Classical Athens: political lobbying and negotiation, including rival attempts to shape civic values; philosophical and critical reflection about the foundations of politics; and rationalistic consideration of efficiency, especially the devising and advertisement of incentives.

Take Back Our Future

2019 ◽  
pp. 1-33
Author(s):  
Ching Kwan Lee
Keyword(s):  
Hong Kong ◽  
Early Years ◽  
Communist Regime ◽  
British Colonialism ◽  
Political Actors ◽  
Student Activists ◽  
Republic Of China ◽  
Civic Values ◽  
Take Back ◽  
The Government

This introductory chapter provides a background of the Umbrella Movement, which emerged in the fall of 2014. The genesis of the Umbrella Movement can be traced to an intensification of popular discontent against the Hong Kong government and its principal, the government of the People's Republic of China (PRC). Since China's resumption of sovereignty in July of 1997, the end of British colonialism has been experienced by many Hong Kong citizens as the beginning of another round of colonization, this time by the Mainland Chinese communist regime. Such recolonization, which proceeded with fits and starts in the early years after the handover and had become more aggressive since 2003, can be broken down into three constitutive processes: political disenfranchisement, colonization of the life world, and economic subsumption. Increasing encroachment by China to turn Hong Kong into an internal colony has spurred the rise of new political actors and groups to defend Hong Kong's way of life and liberal civic values. The chapter then looks at the series of contentious mobilizations leading up to the Umbrella occupations, to trace how the contradiction constitutive of this Hong Kong regime in transition from liberalism to authoritarianism have contributed to nurturing and growing the collective capacity of at least three general categories of political actors who would converge during the Umbrella protests: the self-mobilized citizenry, the localists, and the student activists.

Re-Conceptualizing Race in New York City's High School Social Studies Classrooms

2019 ◽  
pp. 24-45 ◽  
Author(s):  
Edward Lehner ◽  
John R. Ziegler
Keyword(s):  
High School ◽  
New York ◽  
Public Schools ◽  
Social Studies ◽  
New York State ◽  
Social Studies Education ◽  
Academic Community ◽  
Urban Centers ◽  
Civic Values ◽  
Interdisciplinary Approaches

In New York State Public Schools, social studies education centers on employing interdisciplinary approaches to help students learn civic values and historical events. Increasingly, due in no small part to the influence of popular culture, social studies education research is making fewer distinctions about racial and ethnic identities. Following some trends in the larger academic community, more of the research in social studies education categorizes ethnically and religiously diverse European and African groups into the narrow categories of White or Black. This practice of flattening diverse European and African groups into current day race frameworks can be problematic when teaching high school social studies, particularly in highly diverse urban centers, because it perpetuates binary racial constructions that both are rooted in the historical fallacy of presentism and tend to contradict the students' ontological realities.

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