56 research outputs found
Roundtable Conversation on Hannah Arendt, Plurality, and Democracy with Roger Berkowitz, Samantha Hill, Isabelle Santana, Charlotte Albert, Mark Williams, Jr., and Adrian Costa
No full textThis conversation moves from the work of Hannah Arendt to the college campus environment today, and considers several questions: Who should be invited to campuses? Who has the right to speak? Who is empowered when a speaker presents an argument? What does it mean to be uncomfortable
Co-defining biodiversity for climate action : Values, interconnections and policy to inform CAP 2030
No full textThis research project is about definitions, values and perceptions of biodiversity from the perspective of the University of British Columbia (UBC) community in the context of climate change. The co-defining process undertaken, wherein students, staff, and faculty discussed their experiences and values of biodiversity, will inform UBC’s Climate Action Plan (CAP 2030).
The objectives of this project were to understand and communicate different definitions, values, and perceptions of biodiversity, its connections to climate change, and how these understandings can be incorporated into CAP 2030. To address these objectives, we used a range of methods and divided our findings into three main parts. In part one, we explain the findings of our literature review and how our research questions tie into the larger social-ecological-systems (SES) framework. In part two, we describe methods and key findings from a workshop, in which members of the UBC community “co-defined” biodiversity and discussed their relationships to biodiversity within the context of climate change. In part three, we discuss the findings from a survey and how biodiversity, climate change, and policy come together.
The literature review, workshop, and survey found that biodiversity is valued and perceived in many different ways, but UBC community members are typically more familiar with defining biodiversity in a scientific manner. UBC community members generally feel somewhat disconnected from local biodiversity issues, and although the literature review, workshop, and survey made clear that biodiversity and climate change are intricately connected, it appears that the link between the two is not currently made clear in a UBC context. Moving forward, we recommend that CAP 2030 recognizes a plurality of understandings of biodiversity (rather than a single definition); highlights nature-based solutions and the importance of protecting biodiversity at the UBC scale; and includes people from diverse backgrounds in the drafting process. To inspire biodiversity and climate action on campus in general and strengthen the efficacy of CAP 2030, we recommend that the university increase education and awareness of biodiversity and climate change on campus, and that UBC leadership champion campus biodiversity conservation as a major goal. Disclaimer: “UBC SEEDS provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or the SEEDS Coordinator about the current status of the subject matter of a project/report.”Science, Faculty ofResources, Environment and Sustainability (IRES), Institute forUnreviewedGraduat
La Universidad como crisol de identidades: el anuario de 1928 con antecedentes y secuaces
No full textMagaly García Ram is is cleverly able to include the study of a text which is frequently forgotten by the academy: the famously known yearbooks from the University of Puerto Rico, Río Piedras campus, published between 1926 and 1935. García Ramis\u27s collection was kept by her aunt- the first woman who established a technology laboratory in the island. The author not only analizes the form, but also the content of these "books of memories", and points out: "it is a plurality of identities that are sometimes linked, and that sometimes collide, and yet, they dwelled in the mind and soul of those who were soon to be graduates".Magali García Ramis incorpora, de manera ingeniosa, el estudio de un texto hasta el momento poco estudiado por los investigadores de la Academia: los llamados anuarios o álbumes de las clases graduandas de la Universidad de Puerto Rico, Recinto de Río Piedras. La muestra se compone de anuarios publicados entre los años 1926 y 1935, guardados por su tía, la primera mujer en establecer un laboratorio tecnológico en la Isla. La autora analiza estos libros de recuerdos, tanto en su forma como en su contenido, destacando, como ella señala, "una pluralidad de identidades, a veces interconectadas, a veces enfrentadas, que anidaron en el intelecto y el alma de los graduandos"
Pioneering an integral Christian philosophy : the approach and methodological contributions of H.G. Stoker (1899-1993)
No full textMA (Philosophy), North-West University, Potchefstroom Campus, 2017The purpose of this project is to critically reflect on the approach H.G. Stoker
espoused as a pioneer of an integral Christian philosophy and to evaluate the
contributions he made to reformational methodology. Reservations as to whether, or
to what extent, Stoker’s philosophy can be truly characterised as integrally Christian
cast a shadow over his achievements and promising contributions. Disappointingly,
the dialogues and debates about these issues have thus far been insufficient, and
sometimes unsatisfactory. This makes it difficult to undertake an accurate evaluation
of his methodological and other contributions.
In the hope of bringing more clarity to the character of his philosophical project, it
will be argued in the first article that Stoker employed a modified theology‐based
approach. By showing that this approach served to reconcile his dual commitment to
reformed scholasticism and reformational philosophy, certain problems with
Stoker’s philosophy will be highlighted. Some of these problems include an
insufficient anti‐synthetic attitude, the consequences of which appear not only in his
encyclopaedia of the sciences and his ontology, but also in his theory of methods (see
the second article).
In his methodology, the problem manifests as an inability to fully cast off a
rationalist heritage that misconstrued method as more than merely a means to an
end. Construing method in such a way is diametrically opposed to the deeper
intentions behind Stoker’s own methodological perspective. Moreover, his
perspective can be appreciated precisely for underscoring the limited role of method
as merely a means. The perspective he proposed also gives full recognition to the
plurality and complementarity of methods, and attempts to disclose the normative
dimension in which they function.
KeyMaster
Sharing Beliefs, Sharing Education: policy and curricular responses to plurality of beliefs in Ireland, North and South
No full textThis project primarily centred on two symposia designed to facilitate dialogue among stakeholders from across the island of Ireland on issues of Sharing Beliefs Sharing Education in Primary schools. One symposium was held in Dublin City University (St Patrick’s Campus, Drumcondra) and another in Queen’s University Belfast. Each symposium consisted of twelve invited participants who were policy-makers or teacher educators with a particular interest in issues of religion, beliefs and values in education. The focus for each symposium were briefing papers provided by the participants on the project theme. The briefing papers and transcripts of the discussion were analysed by the researchers and, with the help of MaxQDA software, were coded and annotated with memos to work towards the identification of patterns and core conceptual categories. These were developed further through the use of diagrams, reflection on relevant literature and the elaboration of qualitative commentary on the categories to develop a model of religion, education and learning on the island of Ireland. The findings from this study show that while the political systems of North and South are distinct there are significant historical areas of similarity in the approaches taken to teaching about religion, beliefs and values as well as common issues arising from the increasing plurality of religions, cultures and beliefs in classrooms. It is concluded that in both jurisdictions there is a reluctance for state actors to intervene in matters of religion and education with the result that: churches retain significant levels of control over religious education curricula; there is a disconnect between communities of belief, other than Christianity, and curriculum programmes raising issues of fairness and equality; the position of the teacher in relation to identity, belief and professional integrity is not well defined and, as a result, this can cause personal and professional difficulties for teachers. It was also observed that inclusive pedagogical approaches have yet to be confidently owned by teachers in plural classrooms. Finally, the researchers noted an enthusiasm for the development of new ‘spaces’ for religious, beliefs and values education among participants as well as a common view that, considering the religiously separate nature of most education on the island, the opportunities to cultivate shared values of welcome, equality, sharing and reconciliation should be maximised
Sharing Beliefs, Sharing Education: policy and curricular responses to plurality of beliefs in Ireland, North and South
No full textThis project primarily centred on two symposia designed to facilitate dialogue among stakeholders from across the island of Ireland on issues of Sharing Beliefs Sharing Education in Primary schools. One symposium was held in Dublin City University (St Patrick’s Campus, Drumcondra) and another in Queen’s University Belfast. Each symposium consisted of twelve invited participants who were policy-makers or teacher educators with a particular interest in issues of religion, beliefs and values in education. The focus for each symposium were briefing papers provided by the participants on the project theme. The briefing papers and transcripts of the discussion were analysed by the researchers and, with the help of MaxQDA software, were coded and annotated with memos to work towards the identification of patterns and core conceptual categories. These were developed further through the use of diagrams, reflection on relevant literature and the elaboration of qualitative commentary on the categories to develop a model of religion, education and learning on the island of Ireland. The findings from this study show that while the political systems of North and South are distinct there are significant historical areas of similarity in the approaches taken to teaching about religion, beliefs and values as well as common issues arising from the increasing plurality of religions, cultures and beliefs in classrooms. It is concluded that in both jurisdictions there is a reluctance for state actors to intervene in matters of religion and education with the result that: churches retain significant levels of control over religious education curricula; there is a disconnect between communities of belief, other than Christianity, and curriculum programmes raising issues of fairness and equality; the position of the teacher in relation to identity, belief and professional integrity is not well defined and, as a result, this can cause personal and professional difficulties for teachers. It was also observed that inclusive pedagogical approaches have yet to be confidently owned by teachers in plural classrooms. Finally, the researchers noted an enthusiasm for the development of new ‘spaces’ for religious, beliefs and values education among participants as well as a common view that, considering the religiously separate nature of most education on the island, the opportunities to cultivate shared values of welcome, equality, sharing and reconciliation should be maximised
Housing provision systems and power dynamics : the case of Khutsong
No full textPhD (Sociology), North-West University, Potchefstroom Campus, 2017“Who dominates whom?” This is a perennial and most contested question in power studies. The researcher conducted a qualitative case study focusing on a housing project in Khutsong. The aim was to develop a deeper understanding of the way in which power relationships amongst actors, evident in their conflicting interpretations, actions and inactions, may have contributed to the outcome of the said project. To this end, in-depth interviews and focus-group discussions were held with community members and leaders, local politicians, contractors and municipality officials, in order to grasp how their power relationships impacted the Khutsong housing project.
A critical scholarly examination was done of Lukes’ political theorising, as well as urban power political and housing discourses in an attempt to understand housing provision in urban South Africa and how power relationships affect housing delivery. Lukes (2005), chosen as the main theoretical anchor of the study, would have proposed that the power relations are dominated by powerful actors through their ability to shape the cognitions, preferences and perceptions of the powerless to such an extent that the latter wilfully consent to being dominated. However, evidence from the case study indicates that in pluralistic and radicalised contexts such as Khutsong, different actors’ interpretations and varying expectations influence their actions and inactions in the praxis of housing policies. This context has engendered power to be fluid, dynamic and multi-directional, which shift power dynamics from conceptions of domination as binary, asymmetric and uni-directional, to an understanding that in local development contexts there can be a plurality of actors. These actors influence policies through active (re)interpretations and reciprocation, which contribute to more volatile and multi-directional power exercises. In this way, the thesis broadens scholarly understandings of hegemony and how it is counter-acted by multiple interest groups’ reinterpretations of the localised processes of development policy.
These mentioned volatile and unsettled relationships in power exercises within policy spaces, are found to be based largely on the internalisation of radicalised democratic ideals and the fact that actors in local development can be identified easier. The rife contestations and over-politicisation of housing provision in South Africa has been characterised by incessant community protests and violence. This has become the normative urban political dynamics for inhabitants perceiving and pursuing their entitlement. Khutsong is a typical example, as a township which is well documented for its aggressive and severe community struggles over varying societal issues.
In the new South African dispensation, Khutsong community members have internalised radical democratic values, and as such they have viewed the housing provision as spaces for struggle through contestations over rights and entitlements. Their active reinterpretations and violent reciprocation in the praxis of the housing project have challenged the initial interpretations of the project to a fluid and more dynamic understanding. This ultimately contributed to unexpected outcomes in the project. In this regard, the thesis reveals that it is through varying interpretations and reciprocations in contexts of radicalised local democracy that domination becomes more fluid, dynamic and multi-directional by various actorsDoctora
The ecological value of urban regeneration. Green as a founding element of the project
No full textStarting from interpretative and functional matters, the paper analyzes the complexity and the themes of the regeneration, focusing the attention on the possible ecological strategies that the project must face. It is necessary to frame the regenerative approach from a terminological point of view, underlining the peculiarities and differentiating it from the other terms used in past: recovery, renewal and rehabilitation; not to incur in a fast trivialization. The regeneration must face and accept the experimental and innovative character of its process, with a long term sense-making vision, seeking equity and integration through unpublished formal and functional situations. The green public spaces will have a key role how innovative elements for new forms of interaction between “urban” and “nature”. The regeneration will look for a new cohesion considering the public spaces through a multi-level and multi-disciplinary approach. The “Cities and Biodiversity Outlook” reports questions and challenges to the urban design. It points out, in the biodiversity investigation, a strategic element to develop urban resilience, building up complex natural habitats, rich and attractive, redefining the environmental governance agenda. The core of the paper is the experience of the “Re-active Strategies” project, started in 2016 at Politecnico di Milano, Mantua Campus. The reading of around eighty projects has delineated some themes that focus the characters of urban regeneration, between a plurality of actions and activities to revitalize marginal places inside the cities. Starting from the development of the social and ecological resilience strategy and promote a network of urban spaces is underlined the necessity to insert strong natural elements in the urban centers, facing the attention to the design of the contact frame between city and nature. The regenerative approach needs to know the characters of the places pay attention to verify the design coherence of the urban actions, both to the local and territorial scale. The research ultimately underline five strategy and work themes, in which it is deduced the needs to: assume the history and the historical evidence as a design materials; recognize the value and the role of the new ecosystem; deeply integrate the project in the policy agenda; adopt a multi-scale approach to generate attractiveness on the main points of the urban grid and start a progressive planning process refers to a multiple visions, defining what is called “open design”
About a Fruitful Misunderstanding: From Souriau’s Modes of Existence to Latour’s Ecologizing Inquiries
No full textInternational audienceThis article examines the particular way Souriau’s concepts of instauration and modes of existence have been inherited by Bruno Latour in his Inquiry into Modes of Existence. It suggests that Bruno Latour has hacked some key-aspects of Souriau’s general ontology in order to regionalize it and, by doing so, to give the Moderns an accurate depiction of the plurality of beings they hold dear. It then shows how Souriau’s concept of instauration is crucial to Latour’s project of rethinking and repopulating modern institutions, in a gesture aimed at making metaphysics a vital practice that has the power to make the world worth of worrying and caring for
A oferta do esporte para os alunos com deficiência no Instituto Federal do Paraná - IFPR, campus Paranaguá : um movimento de reprodução ou resistência?
No full textOrientador : Prof. Dr. Wanderley Marchi JuniorDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Biológicas, Programa de Pós-Graduação em Educação Física. Defesa: Curitiba, 12/12/2017Inclui referências : f. 136-144Resumo: A área da pesquisa ligada ao esporte para as pessoas com deficiência tem um histórico relacionado às perspectivas de reabilitação e treinamento físico, mas que, no entanto, tem apresentado uma mudança nos objetivos condicionados a esses processos, a partir da incorporação do objeto pela área das ciências sociais em função da pluralidade de temas que se originam a partir do fenômeno cultural do esporte. Gradativamente, percebe-se uma série de medidas governamentais que visam assistir esses indivíduos, condições de igualdade em diversos segmentos da sociedade para que possam suprir as suas necessidades na plenitude. No campo educacional, observamos a meta 4 do PNE, que visa assegurar o acesso da pessoa com deficiência à rede regular de ensino. Desse modo, considerando a criação do sistema de cotas para a pessoa com deficiência, em 2016, nos processos de seleção do IFPR, estabelecemos como objetivo principal do nosso trabalho: verificar como se constitui a oferta do esporte para a pessoa com deficiência no IFPR, campus Paranaguá. Visando atingir o objetivo proposto, o presente estudo é uma pesquisa qualitativa, de cunho descritivo e analítico, com as informações orientadas a partir de uma revisão histórica da legislação esportiva no país e dos seguintes documentos: site da Rede Federal EPCT, Plano de Desenvolvimento Institucional (PDI) do IFPR (2014-2018), Projeto Político Pedagógico (PPP) do campus Paranaguá e os Planos de Ensino Curriculares da Educação Física (PECEFs). Para subsidiar a análise, utilizamo-nos dos pressupostos teórico-metodológicos de Pierre Bourdieu a partir da Teoria dos Campos que nos possibilitou identificar as estruturas e os agentes inseridos no processo e, também, do conceito de Violência Simbólica, que, a partir dos enunciados do autor, afirmam que o sistema de ensino tende a reproduzir a cultura de classe dominante, legitimando-as através de mecanismos de dominação oculta. A partir das informações encontradas, foi possível identificar os agentes e as instituições que compõem o subcampo do esporte escolar, bem como verificar a imposição de uma cultura dominante que valoriza os princípios do rendimento esportivo. Selecionamos três categorias para a análise de conteúdo dos documentos consultados: Oferta do Esporte; Cotas de Inclusão ou Exclusão; Reprodução ou Resistência: Os atores locais. Destacamos que o IFPR apresenta duas Políticas de Ensino voltadas para o esporte.1) A realização dos Jogos Estudantis Locais e o incentivo a participação dos estudantes nas etapas, regionais e nacional. 2) Programa Estudante-Atleta (PEA) que visa oportunizar aos estudantes a participação nos Jogos Internos do IFPR, Regionais e Nacionais da Rede Federal. Constatamos também a ausência de ações para a prática esportiva, na perspectiva do aluno com deficiência e a reprodução da cultura esportiva dominante do subcampo escolar no interior das suas relações. No entanto, encontramos nos PECEFs do campus Paranaguá, ações diferenciadas para o esporte, a partir da prática de vivências inclusivas. Concluímos que a posição ocupada pelo campus Paranaguá, no subcampo do esporte escolar, pode representar um movimento de resistência quanto à cultura esportiva dominante na instituição, que valoriza os princípios do rendimento e desconsidera a perspectiva do aluno com deficiência, reduzindo as possibilidades de pleno atendimento dos seus direitos. Palavras-chave: Esporte. Rede Federal. IFPR, campus Paranaguá. Pessoa com Deficiência. Violência Simbólica.Abstract: The area of sport-related research for people with disabilities has a history related to the perspectives of rehabilitation and physical training, but, nevertheless, it has presented a change in the objectives conditioned to these processes, from the incorporation of the object by the area of the social sciences due to the plurality of themes that originate from the cultural phenomenon of sport. Gradually, we perceive a series of governmental measures aimed at assisting these individuals, conditions of equality in various segments of society so that they can supply their needs to the full. In the educational field, we observed PNE goal 4, which aims to ensure the access of the disabled to the regular network of education. Thus, considering the creation of the quota system for the disabled in 2016, in the processes of selection of the IFPR, we established as main objective of our work: to verify how constitutes the offer of the sport for the disabled person in the IFPR, Paranaguá campus. Aiming to achieve the proposed objective, this study is a qualitative research, descriptive and analytical with information oriented from a historical review of sports legislation in the country, and the following documents: Federal Network EPCT website, Institutional Development Plan (IDP) of the IFPR (2014-2018), the Political Project Pedagogical (PPP) of the Paranaguá campus and the Curricular Plans of Physical Education (PECEFs). To support the analysis, we used Pierre Bourdieu's theoretical-methodological assumptions from the Field Theory that enabled us to identify the structures and agents involved in the process and also the concept of Symbolic Violence, which, based on the statements of the author affirm that the education system tends to reproduce the culture of the ruling class, legitimizing them through mechanisms of hidden domination. From the information found, it was possible to identify the agents and institutions that make up the subfield of school sports, as well as verify the imposition of a dominant culture that values the principles of sports performance. We selected three categories for the content analysis of the documents consulted: Sports Offer; Inclusion or Exclusion Quotas; Reproduction or Resistance: Local actors. We emphasize that the IFPR presents as two Sports-oriented Teaching Policies.1) The implementation of the Local Student Games and the encouragement of student participation in the regional and national stages. 2) Student-Athlete Program (PEA) that aims to provide students with participation in the IFPR, Regional and National Games of the Federal Network. We also note the absence of actions for sports practice from the perspective of the disabled student and the reproduction of the dominant sports culture of the school subfield within their relationships. However, we found in the PECEFs of the Paranaguá campus, different actions for sports, based on the practice of inclusive experiences. We conclude that the position occupied by the campus Paranaguá in the subfield of school sports can represent a resistance movement as the dominant sports culture in the institution, which values the principles of income and disregards the perspective of the disabled student, reducing the possibilities of full attendance of their rights. Keywords: Sport. Federal Network EPCT. IFPR, campus Paranaguá. Person with Disability. Symbolic Violenc
- …
