scholarly journals „Quo Vadis, Aida?“ in the Context of Prosthetic Memory

2021 ◽  
Vol 6 (4(17)) ◽  
pp. 207-224
Author(s):  
Lamija Milišić

The research for this paper was initially prompted by the insights of Alison Landsberg (Prosthetic Memory, 2004) on the development of prosthetic memory, namely the phenomenon of personally experienced content through the mass media – and the idea to apply the same insights to the film "Quo Vadis, Aida" (2020) directed by Jasmila Žbanić, because of the relevance of its topic on the Srebrenica genocide in 1995 for modern society. This paper analyzes the difference between collective and prosthetic memory, affective engagement concerning the process of identification in acquiring historical knowledge and prosthetic memory, and the elements of the film that encourage epistemological uncertainty and therefore potentially develop historical awareness and responsibility. Given the example of the film "Quo Vadis, Aida?", this paper aims to show the potential of mass media in developing prosthetic memory, which consequently brings to thinking about the other from the current perspective, thus encouraging moral responsibility and critical thinking.

1977 ◽  
Vol 11 ◽  
pp. 99-134
Author(s):  
Susan Khin Zaw

Should the insane and the mentally ill be held morally responsible for their actions? To answer ‘No’ to this question is to classify the mentally abnormal as not fully human: and indeed legal tradition has generally oscillated between assimilating the insane to brutes and assimilating them to children below the age of discretion, neither of these two categories being accountable in law for what they do. In what respect relevant to moral responsibility were the insane held to resemble brutes and children? In the case of brutes, the answer seems to have been that the doings of the insane appeared to lack whatever it is that marks out human actions as distinctively human. What the insane did could not be thought of as issuing from deliberation, or as capable of having issued from deliberation, but seemed rather to be the result of the unbridled operation of nature — if a diseased nature. The natural comparison with insane killings seemed to be, for example, the killing of birds by cats. This distinction between animal doings and human actions does not depend on Cartesian views about the workings of animals; the operation of nature need not be thought of as mechanical. The thought is simply that where there is no room for deliberation there is no room for moral appraisal. Children, on the other hand, though capable of distinctively human action — i.e. of deliberating about what they do — were held not to be capable of the relevant kind of deliberation: for they were held ‘not to know the difference between right and wrong’.


Author(s):  
Alfred R. Mele

Thought experiments featuring manipulated agents and designed agents have played a significant role in the literature on moral responsibility. What can we learn from thought experiments of this kind about the nature of moral responsibility? That is this book’s primary question. An important lesson lies at the core of its answer: Moral responsibility for actions has a historical dimension of a certain kind. A pair of agents whose current nonhistorical properties are very similar and who perform deeds of the same kind may nevertheless be such that one is morally responsible for the deed whereas the other is not, and what makes the difference is a difference in how they came to be as they are at that time—that is, a historical difference. Imagine that each of these agents attempts to assassinate someone. Depending on the details of the cases, it may be that one of these agents is morally responsible for the attempt whereas the other is not, because one of them was manipulated in a certain way into being in the psychological state that issues in the behavior whereas the other agent came to be in that state under his own steam. A variety of thought experiments are considered. They include stories about agents whose value systems are radically altered by manipulators, vignettes featuring agents who are built from scratch, and scenarios in which agents magically come into being with full psychological profiles.


Author(s):  
R. Torstendahl ◽  

The article departs from the difference between two types of historical writings, one narrating stories about actors and the other trying to bring about evidence that justify claims to know certain things about specific aspects of the past. From the Iliad and the Odyssey, telling stories have been a common way of presenting past events. Inscriptions and annals, as well as graves and monuments, urged to present posterity with evidence for acts and occurrences. Storytelling was always more popular than searching for evidence. In the 19th century, historians began to systematise their doubts about the truth of many stories. This source criticism has been refuted by many “historical theorists” in the late 20th and the early 21st centuries with the argument that claims that it is impossible to bring truth about the past and that all history is to be regarded as a kind of literature with, at best, symbolic “truth”. I want to reject this standpoint as based only on an internal “theory of history”-discourse and ask for analyses of actual historical research, which claims to produce new historical knowledge.


1977 ◽  
Vol 11 ◽  
pp. 99-134
Author(s):  
Susan Khin Zaw

Should the insane and the mentally ill be held morally responsible for their actions? To answer ‘No’ to this question is to classify the mentally abnormal as not fully human: and indeed legal tradition has generally oscillated between assimilating the insane to brutes and assimilating them to children below the age of discretion, neither of these two categories being accountable in law for what they do. In what respect relevant to moral responsibility were the insane held to resemble brutes and children? In the case of brutes, the answer seems to have been that the doings of the insane appeared to lack whatever it is that marks out human actions as distinctively human. What the insane did could not be thought of as issuing from deliberation, or as capable of having issued from deliberation, but seemed rather to be the result of the unbridled operation of nature — if a diseased nature. The natural comparison with insane killings seemed to be, for example, the killing of birds by cats. This distinction between animal doings and human actions does not depend on Cartesian views about the workings of animals; the operation of nature need not be thought of as mechanical. The thought is simply that where there is no room for deliberation there is no room for moral appraisal. Children, on the other hand, though capable of distinctively human action — i.e. of deliberating about what they do — were held not to be capable of the relevant kind of deliberation: for they were held ‘not to know the difference between right and wrong’.


2019 ◽  
Vol 13 (3) ◽  
pp. 455-460
Author(s):  
Vasilii Mikhailovich Vanyushev

The article reveals a typological similarity of the image system in a number of programmatic poems of Ivan kuratova, on the one hand, and a classic of Udmurt literature Kuzma Pavlovich Chainikova, widely known by the pseudonym Kusebay Gerd (1898-1937) on the other. Images of darkness enveloping everything around, the desire to dispel it, hopes for the sunrise, the life-giving power of the native word, song, poetry create a through emotional space of communication between two related peoples. Despite the difference in the time of the poets, the second of them seems to pick up the metaphor of the burning problems of modern society, revealing the unchanging faith of peoples in a better future.


Corpus Mundi ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 166-196
Author(s):  
Serguey N. Yakushenkov

The article analyzes the problem of interpretation of the image of the Other through their Body. In modern society, the problem of denoting the Other is extremely important. Very often mass media resorts to the metonymy of the body for naming the Other, for example, "the face of Caucasian nationality". This usage of the word ‘face’ as a certain metaphor to describe the nationality depersonalize people. The usage of the metonymic method of pars pro toto indicates archaic nature of the notions related to the corporality of the Other. As an argument, the author quotes numerous examples of images of mythological heroes whose otherness is expressed through hypertrophied bodily parts, for instance a large face or a tremendous head. The article analyses the popular Soviet movie "The White Sun of the Desert", because this movie demonstrates in the best way the Soviet and post-Soviet pattern of Cultural Encounter. The astonishing popularity of the movie in the USSR shows that the representation of a face-to-face meeting with the Other that the movie offered was very close to the Soviet viewer. The author argues that Russian society still faces the challenge of rediscovering the dialogue of cultures instead of a monologue.


Author(s):  
Elena Tap ◽  
Svetlana Dermenji ◽  
Natalia Carabet ◽  
Ion Bulicanu

Currently, the concepts of media and mass-media are present in the new cultural and social reality. The need to distinguish between "inappropriate" media and media information, which tries to misinform us, to manipulate the other categories of "good" information, which respect the rules of information placement. In the interaction with media, mass-media (of any type, including digital ones) we need knowledge related to browsing through media information. It is necessary to practice critical thinking and understanding, how we use the various media, what are the rights and responsibilities in the media. To be able to create, use media content, for entertainment, information, socializing, etc.


Author(s):  
Low Kah Choon Et.al

COVID-19 pandemic spreading all around the world, the higher learning institutions were forced to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students experience in PBL, and to what extent the PBL module helps students to improve their critical thinking and problem-solving skills. The remote learning PBL module conducted using reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement of students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis on students’ feedback on remote learning PBL class- first, second, and third meeting, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distract their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.


1973 ◽  
Vol 29 (02) ◽  
pp. 490-498 ◽  
Author(s):  
Hiroh Yamazaki ◽  
Itsuro Kobayashi ◽  
Tadahiro Sano ◽  
Takio Shimamoto

SummaryThe authors previously reported a transient decrease in adhesive platelet count and an enhancement of blood coagulability after administration of a small amount of adrenaline (0.1-1 µg per Kg, i. v.) in man and rabbit. In such circumstances, the sensitivity of platelets to aggregation induced by ADP was studied by an optical density method. Five minutes after i. v. injection of 1 µg per Kg of adrenaline in 10 rabbits, intensity of platelet aggregation increased to 115.1 ± 4.9% (mean ± S. E.) by 10∼5 molar, 121.8 ± 7.8% by 3 × 10-6 molar and 129.4 ± 12.8% of the value before the injection by 10”6 molar ADP. The difference was statistically significant (P<0.01-0.05). The above change was not observed in each group of rabbits injected with saline, 1 µg per Kg of 1-noradrenaline or 0.1 and 10 µg per Kg of adrenaline. Also, it was prevented by oral administration of 10 mg per Kg of phenoxybenzamine or propranolol or aspirin or pyridinolcarbamate 3 hours before the challenge. On the other hand, the enhancement of ADP-induced platelet aggregation was not observed in vitro, when 10-5 or 3 × 10-6 molar and 129.4 ± 12.8% of the value before 10∼6 molar ADP was added to citrated platelet rich plasma (CPRP) of rabbit after incubation at 37°C for 30 second with 0.01, 0.1, 1, 10 or 100 µg per ml of adrenaline or noradrenaline. These results suggest an important interaction between endothelial surface and platelets in connection with the enhancement of ADP-induced platelet aggregation by adrenaline in vivo.


2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.


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