YOUTH CULTURE IN THE NEW SOCIAL REALITY

Статья посвящена рассмотрению специфики культуры молодежи в условиях новой социальной реальности, детерминированной последствиями пандемии новой коронавирусной инфекции и ускорением темпов изменения социальных процессов. Автором акцентируется внимание на сложностях адаптации социальной системы к новым глобальным вызовам и рискам в условиях неопределенности и на трудностях построения жизненных стратегий молодежью как наиболее незащищенной частью общества. Отмечается выраженная актуальность научного исследования процессов, протекающих в молодежной среде на фоне пандемии, в области переосмысления взаимного влияния культуры и различных социально-демографических групп. Особое внимание уделено анализу отношения молодежи к ценностям и рассмотрению механизмов передачи социального опыта старшего поколения. Автором отмечается роль культуры молодежи в формировании самовыражения и мировоззрения молодого поколения в соответствии с социальными реалиями, отмечаются специфика виртуальных форматов коммуникации и стремление к социальной активности молодежи. The paper discusses the specifics of youth culture in the new social reality, determined by the consequences of the pandemic of a new coronavirus infection and accelerating the pace of change in social processes. The author focuses on the difficulties of adapting the social system to new global challenges and risks in conditions of uncertainty and on the difficulties of building life strategies for young people as the most vulnerable part of society. The publication points to the pronounced relevance of scientific research on the processes taking place in the youth environment against the background of the pandemic in the field of rethinking the mutual influence of culture and various socio-demographic groups. Special attention is paid to the attitude of young people to the values and social experience of the older generation. The author notes the role of youth culture in shaping the self-expression and worldview of the young generation in accordance with social realities, as well as the specifics of virtual communication and the desire for social activity of young people.

The influence of poetic and musical rhythm on the perception and comprehension of an educational text by an Ancient Greek student

The article presents the results of the historical and psychological reconstruction of educational reading in an Ancient Greek school. The purpose of this reconstruction was to identify the psychological mechanisms of influence of the musical and poetic rhythm on the student's personality, to determine the pedagogic potential of the poetic text as a means of raising, to reveal the psychological mechanisms of the activity of the text as a subject of educational reading. The educational effects of the rhythm of the mythological and poetic text in the context of the formation of the socio-cultural identity of an Ancient Greek student are revealed. The psychological mechanisms of the participation of poetic and musical rhythm in the organisation of the practice of reading in an Ancient Greek school are described. It is noted that the poetic rhythm of the text suggests a special way of participating in the teacher's educational reading. Based on the reconstruction, it is concluded that the rhythmically intense educational mythological and poetic text has the ability to evoke an emotional response in the student, influence his unconscious attitudes, and impose emotional and semantic dominants of perception and understanding of what is written. The most important task of modern education is found in the formation of student's sense of rhythm in the process of educational reading. It is noted that this sense of rhythm in a modern school can be formed by referring to educational texts and texts used in youth culture.

Ọmọ Tí A Kò Kọ́: Globalization and Cultural Education among New Generation Nigerian Yorùbá

This essay critically explores the semantic, phonological and philosophical implications of the sound “kọ” (build) in the Yorùbá proverb ́ Ọmọ tí a kò kọ́ ni yóò gbé ilé tí a kọ́ tà (the child that is not taught will eventually sell the house that is built). I will read the concept behind the sound as a multi-layered, multi-semantic meta-philosophical building block which not only showcases a serious aspect of indigenous epistemology and serving as a note of caution on Yorùbá education and its sociology of filial responsibilities, but could also be deployed to interrogate the emerging youth culture of the new generation Nigerian Yorùbá in the age of globalization. The essay draws on the semantic and philosophical content of kọ́ to articulate the argument that investments on material possession are counterproductive and antithetic to investment on human capital, the epitome of which is investing on one’s child/ ren. The essay concludes that the spirituality and permanency of the kọ of the ́ child’s mind is diagonally opposed to the superficiality and transience of the kọ́ of the building, a mere structure with limited value.

Yorùbá Philosophy and Contemporary Nigerian Realities

Beginning from Marx’s understanding of the relationship between philosophy and reality, this Introduction to the special edition of the Yoruba Studies Review explores the inevitable but complex relationship that exists between philosophy and its place. Specifically, it is grounded on the urgency of interrogating Nigeria’s postcolonial realities in the light of Yorùbá philosophical insights that, among other things, enable a rethinking of postcolonial social practices especially as sites of identity, agency, knowledge, objectivity, and even of resistance and power. Premised on the fundamental assumption that Yorùbá philosophy constitutes a fundamental site of scholarship within which the task of understanding and reinventing the Nigerian state and societies can be achieved, the Introduction weaves this assumption into the analysis of the fourteen essays that explores Nigeria’s postcolonial realities ranging from overpopulation, public (im)morality, ethnic conflict, injustice, and democratic deficit to environmental degradation, disability, depersonalization, youth culture, and a glaring disconnection between educational theory and practice.

OPTIMIZATION OF THE ROLE OF THE DEPARTMENT OF YOUTH CULTURE AND SPORTS TOURISM OF SUMENEP REGENCY IN THE DEVELOPMENT OF INTEGRATED AND SUSTAINABLE GILI LABAK MARINE TOURISM AREA

The development of Gili Labak Island by the Tourism, Culture, Youth and Sports Office of Sumenep Regency has started from 2015 to 2020 using the APBD. Initially, the development of Gili Labak Island was initiated by the Sumenep Regency Government. The next trip involved the Kombang Village Government and the people living on the island. This study aims to understand and describe the role of the Department of Tourism, Culture, Youth and Sports of Sumenep Regency in tourism development in the Gili Labak Island Region. By using qualitative research methods, the results of this study state that the role of the Tourism, Culture, Youth and Sports Office of Sumenep Regency in the development of the Gili Labak Maritime Area consists of 3, namely as a motivator, dynamist and facilitator. As a motivator, the Department of Tourism, Culture, Youth and Sports of Sumenep Regency seeks to explore the potential of human resources, nature, and also the awareness of community members in developing the tourism sector in Sumenep Regency. As a facilitator, the Department of Tourism, Culture, Youth and Sports of Sumenep Regency tries to create an orderly, comfortable and safe atmosphere, including facilitating the availability of development facilities and infrastructure such as mentoring and funding. Meanwhile, as the dynamist of the Tourism, Culture, Youth and Sports Office of Sumenep Regency, he provides and trains the community on tourism management on Gili Labak Island, Sumenep Regency. In general, the development of marine tourism areas on Gili Labak Island is good, but tourism facilities and infrastructure in the area need to be improved so that tourism services to visitors are getting better. Keywords: The Role of the Office, Tourism, Motivator, Dynamizer, Facilitator.

Exploring Hong Kong Youth Culture via a Virtual Reality Tour

The advantages of employing virtual reality tours in teaching are attributed to the virtual reality experience it provides to the students. In the case of teaching popular culture, benefits from the potential of VR tour are amplified by the empirical significance that would lead to the students’ imagination and reflection. In addition, an online VR tour suggests a flexibility that allows students to learn anyplace anytime, satisfying the need for blended learning and distance learning, which is a very critical mode of teaching and learning during the COVID-19 pandemic. This article discusses the advantages and challenges of blending “virtual reality” into the teaching of popular culture, and, furthermore, the implications of VR in tertiary education are discussed by examining the research that is conducted through the application of a VR tour in the course: Hong Kong Popular Culture. Sixty-eight students participated in the course. After implementing the VR tour, a questionnaire survey and interviews were conducted. In addition, students wrote essays to reflect on the youth culture of contemporary Hong Kong after the explanation of the tour, and these were also examined. We observed the positive responses from the students and the way in which the VR tour could enhance the learning qualities in the course on cultural studies.

New Mainstream Films and Television Dramas in China: The Construction of Industrial Aesthetics and Consumption of Youth Culture

As a significant industrial and cultural phenomenon, the rise of new mainstream films and TV dramas in China embodies the inclusion of multiple cultures (mainstream culture, grassroot culture, youth culture, etc.) and the respect for diverse audiences. In particular, such trends bring into focus the youth market and explore the image-based expression of youth culture, subculture and fashion culture. However, this author argues that the production of such films and TV dramas also needs to further pursue market-orientated strategies, sustainable development, and conformity to industrial standards. In short, the production of new mainstream films and TV dramas should not revert to the previous production pattern of mainstream films.

Youth Participation in Political Violence

Throughout history, young people have been involved in political violence and war; however, the way this involvement is constructed varies dramatically by culture. In the preindustrial world, youth cultures or subcultures that mark and honor violence held complex relationships to the values of the wider community. In the nineteenth-century hunting-and-gathering communities of the Great Plains of the United States, the values of youth reflected the values held by adults. Elsewhere, such as among the Maasai and Samburu of East Africa, elements of youth cultures sometimes embodied opposition to the adult world. Despite these differences, the experiences of youth usually serve as a passageway to assuming normative adult roles within the existing social order. An important shift took place around the beginning of the twentieth century when, at least in part, war and revolution were carried out not just by young fighters but in the name of youth. The emphasis on youth and its transformative power signaled and legitimized the hope of a new social order. Though these wars often harnessed the revolutionary energy of young fighters, when the revolutionary moment became institutionalized, there was often a disjuncture between the values of youth culture and the emerging post-revolutionary norms. However, youth violence is culturally and socially constructed, “youth” as a social category is temporally limited, so its usefulness as the basis of permanent political power is ephemeral. Thus, youth culture and its attachment to violence always remain politically excluded from the hierarchy of power.