Four Ways of Thinking about Race

2019 ◽  
Vol 26 ◽  
pp. 103-113
Author(s):  
Michael O. Hardimon ◽  

This essay presents four ways of thinking about race. They consist of four related but distinct race concepts: the racialist concept of race, which is the traditional, pernicious, essentialist, and hierarchical concept of race; the concept of socialrace, which is the antiracist concept of race as a social construction; the minimalist concept of race, which is the deflationary concept of biological race that represents race as a matter of color, shape and geographical ancestry; and the populationist concept of race, the race concept that represents races as populations, deriving from geographically separated and reproductive isolated founding populations. Taken together, the four concepts can help us better navigate our way through the murky conceptual domain of “race.”

Author(s):  
Camisha Russell

AbstractIn this essay, I argue that bioethicists have a thus-far unfulfilled role to play in helping life scientists, including medical doctors and researchers, think about race. I begin with descriptions of how life scientists tend to think about race and descriptions of typical approaches to bioethics. I then describe three different approaches to race: biological race, race as social construction, and race as cultural driver of history. Taking into account the historical and contemporary interplay of these three approaches, I suggest an alternative framework for thinking about race focused on how the idea of race functions socially. Finally, using assisted reproductive technologies as an example, I discuss how bioethicists and scientists might work together using this framework to improve not only their own but broader perspectives on race.


1999 ◽  
Vol 4 (5) ◽  
pp. 286-289
Author(s):  
Melanie Parker

The conceptual domain of ratio and proportion may be a bridge that permits access to higher-level thinking in mathematics (Lesh, Post, and Behr 1988). Future teachers who have developed a variety of rich representations and flexible ways of thinking about proportional relationships are well positioned to offer instruction that helps students move from using informal strategies to expressing proportional relationships in algebraic terms. I have found that exploring informal “building up” strategies with preservice teachers leads nicely to formalizing proportional relationships algebraically. In this article, I first share what I mean by “building up” strategies. A description and discussion of selected activities that have been used successfully with preservice teachers follow.


1992 ◽  
Vol 37 (11) ◽  
pp. 1186-1186
Author(s):  
Garth J. O. Fletcher

2017 ◽  
Vol 11 (4) ◽  
pp. 457-473 ◽  
Author(s):  
Georg Hosoya ◽  
Ines Schindler ◽  
Ursula Beermann ◽  
Valentin Wagner ◽  
Winfried Menninghaus ◽  
...  
Keyword(s):  

Sign in / Sign up

Export Citation Format

Share Document