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Particular Cultures (particular + culture)
Selected AbstractsGLOBAL BIOETHICS: UTOPIA OR REALITY?DEVELOPING WORLD BIOETHICS, Issue 2 2008SIRKKU K. HELLSTEN ABSTRACT This article discusses what ,global bioethics' means today and what features make bioethical research ,global'. The article provides a historical view of the development of the field of ,bioethics', from medical ethics to the wider study of bioethics in a global context. It critically examines the particular problems that ,global bioethics' research faces across cultural and political borders and suggests some solutions on how to move towards a more balanced and culturally less biased dialogue in the issues of bioethics. The main thesis is that we need to bring global and local aspects closer together, when looking for international guidelines, by paying more attention to particular cultures and local economic and social circumstances in reaching a shared understanding of the main values and principles of bioethics, and in building ,biodemocracy'. [source] Critical Thinking and LearningEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2007Mark Mason Abstract This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. [source] Ethnography, Comparison, and Changing TimesETHOS, Issue 4 2005ROBERT I. LEVY This article, based on Levy's Distinguished Lecture at the 2001 meeting of the Society for Psychological Anthropology, summarizes his views on how the psychologies of actors and the community forms and structures in which they are embedded, dancers and their dances, are mutually constituted. In particular, he contrasts two distinct communities where he did field research: Piri, a small village in French Polynesia; and Bhaktapur, a religious city in the Kathmandu Valley of Nepal, suggesting that the particular cultures of these two places give rise to different forms of public life and childrearing, resulting in differing kinds of learning during childhood and ultimately in distinctive experiences of the self. [source] Hegel, Human Rights, and ParticularismJOURNAL OF LAW AND SOCIETY, Issue 4 2003Richard Mullender Hegel's political philosophy gives prominence to the theme that human beings have a need for recognition of those qualities, characteristics, and attributes that make them distinctive. Hegel thus speaks to the question whether human rights law should recognize and accommodate the nuances of individual make-up. Likewise, he speaks to the question whether human rights law should be applied in ways that are sensitive to the cultural contexts in which it operates. But Hegel's political philosophy evaluates norms and practices within particular cultures by reference to the higher-order and universal criterion of abstract right. In light of this point and the inadequacies of political philosophy that privileges local norms and practices, a third approach to the protection of human rights is canvassed. This approach prioritizes neither universal nor local norms. Its aim is to ensure that both human rights and the cultures in which they are applied are taken seriously. [source] Culture and Women's SexualitiesJOURNAL OF SOCIAL ISSUES, Issue 2 2000Evelyn Blackwood Anthropological studies of women's same-sex relations in non-Western societies provide an important source for theorizing women's sexuality because they allow us to go beyond a narrow focus on Western cultures and concepts. Looking at studies from groups other than the dominant societies of Europe and America, I explore the diversity of women's sexualities and the sociocultural factors that produce sexual beliefs and practices. This article argues that sexual practices take their meaning from particular cultures and their beliefs about the self and the world. Cultural systems of gender, in particular, construct different sexual beliefs and practices for men and women. I conclude the article by suggesting some broad patterns at work in the production of women's sexualities across cultures. [source] Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and CaliforniaMODERN LANGUAGE JOURNAL, Issue 1 2009JULIA MENARD, WARWICK Based on qualitative research conducted in 3 university English as a foreign language classrooms in Chile and 3 community college English as a second language classrooms in California, this article examines the approaches used in teaching culture in these classrooms, the differences in how particular cultures (usually national cultures) were represented depending on teaching context, the processes by which these representations of culture were co-constructed by teachers and students, and the extent to which the observed cultural pedagogies seemed to cultivate interculturality. In particular, this article focuses on discursive faultlines (Kramsch, 1993), areas of cultural difference or misunderstanding that became manifest in classroom talk. Although teaching culture was not the primary goal in any of these classes, the teachers generally provided space for students to problematize cultural issues; however, this problematization did not necessarily lead to interculturality. The article concludes with implications for cultural pedagogies based on the observed interactions. [source] | ||||||||||