Buddhism and Modernity

2020 ◽  
Author(s):  
Scott Pacey
Keyword(s):  
Identity Formation ◽  
Academic Research ◽  
Religious Thought ◽  
Catholic Priest ◽  
Religious Truth

The academic research of the Catholic priest Du Erwei generated strong responses from Buddhists. Du claimed that Buddhism was descended from earlier lunar religion—and thus, implicitly, that it embodied a “primitive” stage of religious thought. As an anthropologist and scholar affiliated with National Taiwan University, Du drew from voluminous academic sources, meaning that his theory demanded a rigorous Buddhist response. This chapter discusses Yinshun’s writings from the period, which aimed at showing how fundamental Buddhist beliefs transcended history and that Christianity itself was, as Du Erwei had claimed about Buddhism, historically-derived. Modern historiographical forms thus increasingly paralleled the appeal to values, showing their importance for identity formation and as a standard for religious “truth”.

scholarly journals Research Identities: Reflections of a Contract Researcher

2006 ◽  
Vol 11 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Jackie Goode
Keyword(s):  
Identity Formation ◽  
Research Work ◽  
Academic Research ◽  
Institutional Identity ◽  
Research Staff ◽  
Qualitative Researcher ◽  
Contract Research ◽  
Social Work Training ◽  
Work Training ◽  
Researcher Identity

This paper examines the institutional identity formation of contract research staff in the context of the Taylorisation of research knowledges. The author has been a contract researcher for many years, after initially training and practising as a Probation Officer. She makes links between her social work training, and her current practice as a qualitative researcher. Drawing on her experience of working on a variety of different projects, at a number of different institutions, and providing illustrative examples from projects in sociology, social policy, health, and education, she reflects on the implications of the current social organization of academic research both for professional research practice and for researcher identity. There is a paradox in the way that contract research staff accrue a wealth of experience of how research is organised and conducted in different contexts, a repertoire of skills, and a vast volume of various kinds of ‘data’, whilst remaining vulnerable and marginalized figures within the academy, with few opportunities for professional development and advancement. She outlines a number of strategies she has employed in the preservation of the ‘research self’, and concludes by suggesting that the academy has much to learn about the effective management of ‘waste’, as embodied by researchers’ selves and their data, consequent upon the Taylorisation of research work.

Information and Communication Technoethics

2010 ◽  
pp. 108-127
Author(s):  
Luppicini Rocci
Keyword(s):  
Identity Formation ◽  
Information And Communication Technologies ◽  
Information Exchange ◽  
Sense Of Self ◽  
Academic Research ◽  
Professional Associations ◽  
Technology Studies ◽  
Meaning Creation ◽  
Information And Communication ◽  
Technology And Communication

Vanderburg’s (2005) Living in the Labyrinth of Technology, describes the seemingly ambivalent state of life and meaning within a technological society. The ubiquity and invisibility of advancing information and communication technologies (ICT’s) challenges individuals sense of self and society, and their understanding of how meaning is communicated, by whom, for what purpose, and with what outcomes. The convergence of information, communication, and technology has become an important concern in academia as is apparent in the intersecting interests of technology studies, information studies, and communication studies in areas related to the role of technology in social interaction, meaning creation, identity formation, culture, and information exchange. This intersection of fields is partly due to the convergence of information and communications with advancing technological innovation. This has given rise to the ever-expanding convergence in academic research within communications and technology studies. This is exemplified through an amassing body of research publications focusing on technology, information, and communication, along with continued growth of technology and communication oriented research activities carried out within professional associations (Society for Social Studies of Science [4S] and the European Association for the Study of Science and Technology [EASST], International Communication Association, Canadian Communication Association).

Extreme Caregiving

2017 ◽  
Author(s):  
Lisa Freitag
Keyword(s):  
Identity Formation ◽  
Special Needs ◽  
Academic Research ◽  
Medical Knowledge ◽  
Term Care ◽  
Complex Needs ◽  
Social Lives ◽  
Physical Burden ◽  
Care And Support ◽  
Uncertain Future

Raising a child with multiple special needs or disabilities is a time-consuming and difficult task that exceeds the usual parameters of parenting. This book examines all the facets of that task, from the better-known physical, financial, and emotional burdens to the previously invisible moral work involved. Drawing from narratives written by parents of children with a variety of special needs, academic research in ethics and disability, and personal experience in pediatrics, this book begins to recognize the moral consequences of providing long-term care for a child with complex needs. Using a virtue ethic framework based on Joan Tronto’s phases of care, it isolates the various tasks involved and evaluates the moral demands placed on the parent performing them. Raising a child with special needs requires an excess of attentiveness, responsibility, competence, and responsiveness, and demands from the parent a reassessment of their personal and social lives. In each phase, moral work must be done to become the sort of person who can perform the necessary caregiving. Some of the consequences are predictable, such as the emotional and physical burden of constant attentiveness and numerous unexpected responsibilities. But the need for competence, which drives an acquisition of medical knowledge, has not previously been analyzed. Nor has there been recognition of the enormous moral task of encouraging identity formation in a child with intellectual delays or autism. For a child who cannot attain independence, parents must continue to provide care and support into an uncertain future.

Information and Communication Technoethics

2010 ◽  
pp. 108-127
Author(s):  
Luppicini Rocci
Keyword(s):  
Identity Formation ◽  
Information And Communication Technologies ◽  
Information Exchange ◽  
Sense Of Self ◽  
Academic Research ◽  
Professional Associations ◽  
Technology Studies ◽  
Meaning Creation ◽  
Information And Communication ◽  
Technology And Communication

Vanderburg’s (2005) Living in the Labyrinth of Technology, describes the seemingly ambivalent state of life and meaning within a technological society. The ubiquity and invisibility of advancing information and communication technologies (ICT’s) challenges individuals sense of self and society, and their understanding of how meaning is communicated, by whom, for what purpose, and with what outcomes. The convergence of information, communication, and technology has become an important concern in academia as is apparent in the intersecting interests of technology studies, information studies, and communication studies in areas related to the role of technology in social interaction, meaning creation, identity formation, culture, and information exchange. This intersection of fields is partly due to the convergence of information and communications with advancing technological innovation. This has given rise to the ever-expanding convergence in academic research within communications and technology studies. This is exemplified through an amassing body of research publications focusing on technology, information, and communication, along with continued growth of technology and communication oriented research activities carried out within professional associations (Society for Social Studies of Science [4S] and the European Association for the Study of Science and Technology [EASST], International Communication Association, Canadian Communication Association).

Charron, Pierre (1541–1603)

2018 ◽  
Author(s):  
Richard H. Popkin
Keyword(s):  
Seventeenth Century ◽  
Sixteenth Century ◽  
Moral Theory ◽  
Religious Thought ◽  
Religious Knowledge ◽  
Catholic Priest ◽  
Modern Language ◽  
Religious Considerations

Pierre Charron was a French Catholic priest of the late sixteenth century who used Montaigne’s sceptical thought, which he presented in didactic form, in order to refute Calvinists, non-Christians, and atheists. He advanced a fideistic defence of religious thought which was based on accepting complete scepticism while appealing to faith alone as the source of religious knowledge. His De la Sagesse (On Wisdom) (1601) is one of the first significant philosophical works to be written in a modern language. It is also one of the first modern works to set forth a naturalistic moral theory independent of religious considerations, and based primarily on Stoic ideas. Charron’s views were extremely popular in the seventeenth century, and they influenced many sceptically inclined thinkers in France and England. His sceptical ‘defence’ of religion was regarded as insincere by some of the orthodox theologians, but other important religious thinkers defended him.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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