The Concept of Identity in the Technological Era

We are currently witnessing a process of redefinition of the social structures that we are part of, through the new technologies, which are gradually entering all sectors of our lives, influencing the way we think, live, and relate to others. Since man is essentially a “political animal”, designed to evolve within a community, what impact will the digitalization era have on his behavior, especially when the physical limits imposed by the body are progressively disappearing? The objective of this study is to explore some of the subtle, but sure transformations of human behavior in the technological era, with a particular emphasis on the process of communication, personal feelings, and identity. In a more connected world than ever, where absolutely everything can be quantified, physical reality is in danger of being replaced by the virtual one. In this dynamic, the body could gradually become the only real impediment on the way to progress. Engaged in this alert race, we risk being dehumanized, in an attempt to be as similar as possible to the machines, which, undisturbed by the feelings, experiences, and behavioral predispositions specific to the human being, operate more accurately and are more effective. History shows that man essentially remains the same, with each age illustrating another facet of him. This is why, a thorough education from an early age is needed both in terms of the consequences of digitization and the means to cope with it, thus preventing us from distorting our essence.

Decolonising Subalternity through Effective History in Ishmael Reed’s Yellow Back Radio Broke-Down and Sonallah Ibrahim’s Zaat

In Section One of Manifesto of the Communist Party, Karl Marx and Friedrich Engels, formulating a comprehensive theory of history, contend: The history of all hitherto existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight. (91) Marx and Engels believe that in any society, history marks a conflict between two struggling opposites; noting that the one in the privileged position oppresses the one who is not. Regretfully, that type of struggle never subsides; it seems to be perpetual as it is, sometimes, ‘open’ and, other times, hidden. The same is applied to colonised and ex-colonised countries. However, theirs is not a 'history of class struggles' but of a Master-Subaltern struggle. In this struggle, resisting subalternity is achieved through legitimating the existence of the Subalterns, a process that is realised by urging the colonisers or the colonisers' surrogates to recognise the subalterns' Being, which necessitates admitting not only the existence of the Subalterns, but also being conscious of them as individuals1. This is brought about by occupying a powerful position that is attained through heightening the Subaltern's sense of identity in the course of history. The result is, the paper argues, an active process of decolonising the Self, especially when an 'effective history' comes into existence to pave the way for the Subaltern to achieve self-realisation; as revealed in the Foucauldian thought and, also, the Hegelian and Heideggerian philosophy. The paper aims at analysing the empowerment process of the Subaltern in both Ishmael Reed's Yellow Back Radio Broke-Down (1969) and Sonallah Ibrahim's Zaat (1992) by comparing and contrasting different types of Subalterns as well as colonisers and colonisers' surrogates. The paper also sets out to explore the Subaltern's means of self-projection to acquire a position of power based upon history so as to examine the discourse of history in both African American and Egyptian postcolonial literature.

Introduction

The introduction explores the various methodological problems involved in studying the Gospel of John and the idea of Incarnation, and introduces the various readers of the Gospel engaged in this study: early Christian writers (the ‘School of John’ as they were called by J.B. Lightfoot), modern exegetes, and Michel Henry. The methodological issues are addressed by way of Quentin Skinner’s ‘mythology of doctrine’, Hans-Georg Gadamer’s ‘effective history’, and Herbert McCabe’s questioning of the coherence of the idea of ‘pre-existence’ as it relates to ‘incarnation’. Of particular concern is the way in which systematic theological reflection has become detached from the exegetical practices in which theology developed, to be combined with a very different practice of reading Scripture, resulting in a loss of coherence and a different understanding of key ideas, such as Incarnation and the Passion (meaning the Crucifixion and Resurrection) and the relationship between them. Finally, the introduction argues for the need to bring together the different readers engaged in this volume so as to undertake the task of theology.

Case study: reflection on patient with chronic otitis externa

The aim of this case study is to explore the value of effective history taking in relation to unresolving otitis externa. It identifies models used and the benefits of a holistic approach to consultation. This case study also explores the value of reflective practice and continuing development of the clinical nurse specialist role with in aural care as a non-medical prescriber.

Perturbing Anticipation: Jazz, Effective-History, Dialogue, and the Nonrepresentational Movement of Hermeneutic Understanding

Process ontologies focus on the constitutive activity of becoming-other and describe the movement of hermeneutic understanding as it performs its mode of being anew. Inherent to this process is the work of effective-history, which denotes our condition as historical beings and the effects history has on our being, doing, and understanding. In this article, I argue that philosophical hermeneutics provides a mode of participation that supports qualitative researchers committed to entering this flux and reimagining new methodological possibilities for research. Philosophical hermeneutics conceptualized as jazz improvisation perturbs preconceived notions of tradition, dialogue, anticipation, and time to support this critical role.

“Kutipan Ayat” Dan Kehadiran Alquran: Meninjau Konstruksi Imam Nawawi Atas Adab Menghormati Mushaf Dan Tulisan Alquran Dalam Al-Tibyan Fi Adabi Hamlat Al-Qur’an

This essay is going to depict how Imam Nawawi’s construction upon courtesy in deal with something containing Qur’an verses within al-Tibya>n. Imam Nawawi had brought out particular issue in which foregoing works such al-Muhazz^ab and Niha>yat al-Mat}lab did not issue. For instance, regarding the case in 11 century Imam Shirazi did not point out anything not to touch when one is in h}adas^ (ritual impurity) except fikih, whereas a century after Imam Juwaini issued a book of h}awa>sy and ust}u>rah, and subsequently in 13 Imam Nawawi come with new additional outlook of book which muh}dis^ (one who has h}adas^) could not touch: tafsi>r and h}adis^. By borrowing Klaus Krippendor’s content analysis and a pattern of transmission-transformation, the essay interests to investigate why a shift-mentioned is able to come up, how can it be happened, and in what extent it had been transmitted. The article therefore argues that the shift within modesty of treating Qur’an verses is triggered by a couple things: context differences surround each Imam and their peculiarly effective history—to use Gadamer’s phrase. Afterward, concerning form, though an appropriation is intensively occurring, a static point can be constantly found which is always approached to be maintained.

PEMBELAJARAN SEJARAH YANG EFEKTIF DI SMA NEGERI 1 MLATI SLEMAN

This study aimed to determine: (1) the application of learning methods, (2) the application of learning models, (3) the application of learning evaluation, (4) factors that support effective history learning, (5) factors that inhibit effective historical learning, (6) the absorption rate of students in learning history, and (7) the role of teachers in learning history of SMA Negeri 1 Mlati Sleman.This research is a qualitative. Key informant in this research were Headmaster, Deputy Headmaster of Curriculum Field, Teachers of History Study Course, and Students of IPS Department and IPA Class XI. Data collection techniques included interviews, observation, and documentation. Data validity used data triangulation. Data analysis technique used Miles and Huberman analysis model that was causal network. To be able to describe the meaning of relationships between factors in this study, using the method of fishbone diagram was used.The results showed that: (1) history learning of SMA Negeri 1 Mlati Sleman, included activities to select, establish, develop methods to achieve the desired teaching outcomes. The selection, determination, and development of this method were based on existing teaching conditions especially on historical learning. (2) One of the historical learning models used was images and video that were done so that images could be sorted into a logical sequence. (3) Evaluation of learning has been prepared at the beginning or time of programming of the semester except for evaluation or the final examination of the school was planned or taken preparation time of daily evaluation of each sub subject. For evaluation there were a written test, oral test (question and answer). (4) Factors that support the learning was that the learning strategy that was delivered could be received well by students and foster interest in student’s learning, because the interest was very influential in the process and learning outcomes. (5) Factors that hamper the learning of history included the diffent ability of students so that an individual learning approach was required for each student. Other obstacles are resources and learning tools such as history labs that had not been owned. (6) The absorption rate of students in learning history was closely related to students' understanding. In the learning process, each individual student had different abilities in understanding what he or she was learning. (7) The role of teachers in learning history included to providing motivation to students to be more enthusiastic in learning and stablishing good communication between teachers and students.Keywords: effective history learning, SMA N 1 Mlati

British Rule and Classifications of Indian Languages

This chapter examines the ways through which Christian missionaries and British officials attempted to classify Indian languages. How these exercises turned out to be the basis for different groups in India to forge various identities? How that led to competing claims and counter claims by various communities and groups? In particular, language turns out to be a powerful marker of group identity. The question of ‘chaste’ versus ‘standard’, written versus oral, and language with or without grammar and literature became politically and emotionally charged issue since the beginning of the nineteenth century. It also led to the politics of linguistic dominations and subordinations as well as resistances to such processes. For the British, it was an arduous task to classify and categorize various languages and knowledge systems of ‘natives’ in India into one single hegemonic narrative. They did not follow a consistent linguistic policy which remains a daunting task for the post Independent governments in India as well. And, we continue to witness various forms of identity movements based on language, religion and caste with varying degree of intensities. In these movements, their numerical strength became one of the most important signifier. Their engagement with modernity and their own ‘pre-modern’ selves are also important conjuncture in such mobilizations. I have argued in this chapter that more serious explorations of these movements will enrich not only the effective history and politics of modern India but also the understanding of unfolding and adaptations to modernity in India.