scholarly journals Globality in Teaching Art and Architectural History: A Case Study of the Glossary Assignment

2021 ◽  
Vol 20 ◽  
pp. 109
Author(s):  
Pat Seeumpornroj
Keyword(s):  
A Priori ◽  
Research Problem ◽  
Analytical Framework ◽  
Cross Cultural ◽  
Still Life ◽  
Western Art ◽  
Cultural Comparisons ◽  
Visual Impact ◽  
Art And Architecture ◽  
Architecture History

In consideration of the research problem associated with the need for globality and inclusive vision in art and architecture history pedagogy, this research proposes an alternative research framework that entails the globality and inclusion of non-Western content in studying and teaching art and architecture history, as well as the use of interpretive-historical research methodology in conducting cross-cultural and comparative studies for a glossary assignment. This research provides a glossary assignment in which students conduct cross-cultural and comparative investigations of Western and non-Western art and architecture. The study approaches, tactics, and themes employed by students to do cross-cultural comparisons are systematically examined. Common glossary terms from conventional Western art and architecture history, namely, composite image, ziggurat, contrapposto, and still life, are critically used to demonstrate that they are universal and also existent in Southeast Asian art and architecture. Inductive rather than a priori analytical framework reveals new themes derived from cross-cultural comparisons. By juxtaposing original redrawn images of art and architecture from Western traditions and non-Western contexts, this research creates a significant visual impact on the usage of illustrations as tactics that transcend conventional maps and timelines. Application of the alternative study framework reveals the universality of the human desire to create art and architecture that transcends chronology and cultural boundaries.

Gender and Cross-Cultural Comparisons of Psychological Wellness in Children and Adolescents

2010 ◽  
Author(s):  
Octaviana I. P. Hemmy Asamsama ◽  
Leesa V. Huang ◽  
R. Brett Nelson ◽  
Naoko Kadoma ◽  
Kyongboon Kwon ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Cross Cultural ◽  
Psychological Wellness ◽  
Cultural Comparisons

Philosophical Reduction(ism) in Meta-Language Reconstructions of Yhwh as Religious Object

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Jaco W Gericke
Keyword(s):  
Old Testament ◽  
Hebrew Bible ◽  
A Priori ◽  
Research Problem ◽  
Second Order ◽  
Unified Theory ◽  
Ontological Status ◽  
Introductory Overview ◽  
Theory Of Everything ◽  
Interpretative Approach

In Hebrew Bible/Old Testament scholarship, one encounters a variety of reductive perspectives on what exactly Yahweh as religious object is assumed to be. In this article, a clarification of the research problem is followed by an introductory overview of what is currently available on this topic as is attested in the context of various interpretative methodologies and their associated meta-languages. It is argued that any attempt to describe the actual metaphysical nature and ontological status of the religious object in the jargon of a particular interpretative approach is forever prone to committing the fallacy of reductionism. Even so, given the irreducible methodological perspectivism supervening on heuristic specificity, reductive accounts as such are unavoidable. If this is correct, then it follows a fortiori that a unified theory (of everything Yahweh can be said to be) and an ideal meta-language (with which to perfectly reconstruct the religious object within second-order discourse) are a priori impossible.

Social Response to Age-Gap Sex Involving Minors

2010 ◽  
Vol 4 (2) ◽  
pp. 113-125
Author(s):  
Bruce Rind
Keyword(s):  
Moral Panic ◽  
A Priori ◽  
Cross Cultural ◽  
Social Response ◽  
Contemporary Culture ◽  
Scarlet Letter ◽  
Socially Constructed ◽  
Age Gap ◽  
The Us ◽  
Trauma Response

Social response to age‐gap sex involving minors has become increasingly severe. In the US, non‐coercive acts that might have been punished with probation 30 years ago often lead to decades in prison today. Punishment also increasingly includes civil commitment up to life, as well as scarlet‐letter‐like public registries and onerous residence restrictions for released offenders. Advocates and the general public approve, believing that age‐gap sex with minors is uniquely injurious, pathological, and criminal. Critics argue that public opinion and policy have been shaped by moral panic, consisting of unfounded assumptions and invalid science being uncritically promoted by ideology, media sensationalism, and political pandering. This talk critically examines the basic assumptions and does so using a multi‐perspective approach (empirical, historical, cross‐cultural, cross‐species) to overcome the biases inherent in traditional clinical‐forensic reports. Non‐clinical empirical reviews of age‐gap sex involving minors show claims of intense, pervasive injuriousness to be highly exaggerated. Historical and cross‐cultural reviews show that adult‐adolescent sexual relations have been common and frequently socially integrated in other times and places, indicating that present‐day Western conceptualizations are socially constructed to reflect current social and economic arrangements rather than expressions of a priori truths. Analogous relations in primates are commonplace, non‐pathological, and not infrequently functional, contradicting implicit assumptions of a biologically‐based “trauma response” in humans. It is concluded that, though age‐gap sex involving minors is a significant mismatch for contemporary culture—and this talk therefore does not endorse it—attitudes and social policy concerning it have been driven by an upward‐spiraling moral panic, which itself is immoral in its excessive adverse consequences for individuals and society.

scholarly journals Developing Intercultural Competence Through Design Thinking

2021 ◽  
Vol 1 (15) ◽  
pp. 9-21
Author(s):  
Tetiana Hantsiuk ◽  
Khrystyna Vintoniv ◽  
Nataliia Opar ◽  
Bohdan Hryvnak
Keyword(s):  
Cultural Competence ◽  
Intercultural Competence ◽  
Design Thinking ◽  
Research Problem ◽  
Cross Cultural ◽  
Cross Cultural Communication ◽  
Intercultural Skills ◽  
Intercultural Interactions ◽  
Development Of Students ◽  
Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

scholarly journals Career-decision making of university students: cross-cultural comparisons between Mongolia and Japan

2021 ◽  
pp. 57-67
Author(s):  
Dulguun Damdin ◽  
Toshiyuki Yamashita ◽  
Masami Ishihara
Keyword(s):  
Decision Making ◽  
University Students ◽  
Cultural Differences ◽  
Career Decision ◽  
Cross Cultural ◽  
Social Changes ◽  
Career Decision Making ◽  
Japanese Students ◽  
Cultural Comparisons ◽  
University Performance

The purpose of this study was to examine and compare Mongolians (118 men and 252 women) and Japanese (158 men and 201 women) university students’ awareness related to their occupation and their motivations for entering university. The survey focused on the vocational motives, university performance/experiences, and motivations for entering university. The analyses showed that although Mongolian and Japanese students have similar occupational views, there are some cultural differences that can be mainly identified with the recent historic developments and social changes both the nations experienced (e.g socialistic era in Mongolia).

What Defines the Good Person? Cross-Cultural Comparisons of Experts' Models With Lay Prototypes

2007 ◽  
Vol 38 (3) ◽  
pp. 333-360 ◽  
Author(s):  
Kyle D. Smith ◽  
Seyda Türk Smith ◽  
John Chambers Christopher
Keyword(s):  
Cross Cultural ◽  
Good Person ◽  
Cultural Comparisons
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