Working at Creating a Culture of Hatred

This chapter analyzes the culture of hatred. The Canadian sociologist Matthew Lange has found that ethnic supremacist education is a fundamental source of division in some of the most ethnically divided countries in the world. Supremacist schools are a direct cause of the hostility between Jews and Palestinians in Israel, between Sinhalese and Tamils in Sri Lanka, between Greeks and Turks in Cyprus, between French Quebecois and English Canadians in Quebec, and between hostile ethnic groups in many other nations. The places Lange writes about are dissimilar, but the causes of xenophobic education generally are the same. These lead to enduring ethnic hostility that could last for generations. The chapter then focuses on ethnic supremacist education in Sri Lanka.

Notas sobre el pragmatismo de Erving Goffman y su concepto de estigma

El presente artículo trata las influencias del pragmatismo en el concepto de Estigma de Erving Goffman. El objetivo principal es develar el influjo de la corriente filosófica norteamericana en la configuración de uno de los conceptos más importantes de este sociólogo canadiense. Para ello, el texto aborda algunos de los postulados más destacados de G.H. Mead y de la Escuela de Chicago, particularmente de algunos de los exponentes del Interaccionismo simbólico. En términos metodológicos, se realizó una revisión hermenéutica de los textos más relevantes de los autores analizados en miras de hallar en ellos los conceptos que permitan construir un puente de diálogo entre perspectivas. En la parte final del texto, se puede apreciar que el pragmatismo no es sólo un elemento secundario en la obra de Goffman, sino que se encuentra en el centro de la configuración del concepto de estigma. -- This essay treats the influence of the pragmatism on the concept of stigma from Erving Goffman. The main objective is to show the influx of this philosophical perspective in the configuration of one of the mains aspects of this Canadian sociologist. For that, the texts aboard some of the proposition of G. H. Mead and the Chicago School, specifically some of the most important exponents from the last. In methodological terms I made a hermeneutic revision of the most relevant texts of this author to find in them some concepts that allow build a dialogue bridge between these perspectives. In the final part of this essay, we can appreciate that the pragmatism is not a secondary element of Goffman`s oeuvres but is one of the most important in the configuration of stigma concept.

Zu Effekten zum Einsatz der Theaterprojekte im Lehrerausbildung

In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.