Wider World (wider + world)

Distribution by Scientific Domains

Selected Abstracts

Legal Autonomy as Political Engagement: The Ladakhi Village in the Wider World

LAW & SOCIETY REVIEW, Issue 1 2006
Fernanda Pirie
Local systems of law are constantly forced to adapt to powerful external legal orders. As well as employing tactics of resistance and accommodation, some communities respond by maintaining boundaries around their legal sphere, safeguarding a measure of judicial autonomy. This article examines one such instance, from the Indian Himalayas. It argues that, much more complex than a case of domination and resistance, this autonomy represents a long history of deference and distance toward external forces. The maintenance of legal autonomy ultimately represents community ontology, but it is also a means of engaging with wider forces within the modern world. [source]

African Connections: Archaeological Perspectives on Africa and the Wider World

Adria LaViolette
African Connections: Archaeological Perspectives on Africa and the Wider World. Peter Mitchell. New York: AltaMira Press, 2005. 307 pp. [source]

African Connections: Archaeological Perspectives on Africa and the Wider World by Peter Mitchell

Augustin Holl
No abstract is available for this article. [source]

Higher Education Communities and Academic Identity

Maurice Kogan
The slippery use to which the word ,community' is applied in higher education studies and pronouncements makes it desirable that it should be better defined and related to more bounded assumptions about individual academic identity and relationships within academe. There is discussion of the academic communities of the invisible colleges and their modes of internal governance by elites and the communitarian implications of the changing pattern of institutional management. The relationship of academics and their institutions to the wider world of society and the economy is considered. It is concluded that external connections are not best pursued through assumptions of shared community but of acceptance of differentiation and exchange. [source]

School Art Education: Mourning the Past and Opening a Future

Dennis Atkinson
This article begins with a brief summary of the findings of a recent research project that surveyed the content of the art curriculum in a selection of English secondary schools. The research findings suggest a particular construction of pedagogised subjects and objects rooted in ideas of technical ability and skill underpinned by a transmission model of teaching and learning. Drawing upon psychoanalytic and social theory reasons for passionate attachments to such curriculum identities are proposed, when in the wider world of art practice such identities were abandoned long ago. Working with the notion of the subordination of teaching to learning and the difficulties of initiating curriculum practices within increasingly complex social contexts, the article argues for learning through art to be viewed as a productive practice of meaning-making within the life-worlds of students. The term, ,encounters of learning' is employed to sketch a pedagogical quest in which an ethics of learning remains faithful to the truth of the learning event for the student. [source]

Investigating the effect of erectile dysfunction on the lives of men: a qualitative research study

,,The aim of this project was to identify and explore the issues facing men who live with erectile dysfunction (ED), in particular men's' relationships with women partners and men's interactions with the wider world. ,,In order to gain an understanding of their everyday lives, a qualitative research design was used. This is an account of the interpretation and analysis of nine interviews with men living with ED that were carried out during the autumn of 1997. ,,The analysis identified two main themes, `loss' and `being alone with it'; with meta-categories `making sense of it' and `telling other people', and `place of sex'. The latter acts as a bridge between the two themes. ,,The implications for nursing practice are considered and recommendations are made for practice, education and research. [source]

The Creation of Equals

Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students ,will learn next to nothing' from a university education. In this paper I shall argue that, while Jaspers' model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the needs of the student qua employee or qua citizen or even qua rounded human being) and pays even less attention, or perhaps none at all, to the needs and expectations of third parties such as employers. In terms of the political context universities now find themselves in, this is an uncomfortable and embarrassing truth for faculty to admit, for it appears to epitomise a self-regarding and inward looking academy. Yet, despite this, perhaps it is a truth that academics should be prepared to accept, even to welcome. At least, in starting any serious discussion on the nature of a university education, it should be a truth we are prepared to admit. [source]

Some limitations of analysis

Richard Mizen
Abstract:, This paper, considers some of the difficulties that exist in reconciling the ,treatment' and the ,cultural' aspects of analytic ideas and practice; the extent, for example, to which analysis is both ordinary, and extra-ordinary in more than one way. The implications for this for the place of analysis and analytical psychotherapy in the mental health services is considered along with the ways in which there is a diversity of views about the importance of maintaining the presence of analytic ideas and analytic practice in hospitals and clinics. Some of the limitations of analysis are discussed where analytic ideas and methods move away from their application to patients and patients' material into the wider world. Translations of Abstract Cet article envisage certaines des difficultés à concilier la « cure » et les aspects « culturels » des idées et pratiques analytiques; comment, par exemple, la psychanalyse est, à plus d'un titre, à la fois ordinaire et extraordinaire. La place de l'analyse et de la psychothérapie analytique dans les services de santé mentale est donc envisagée sous cet angle, de même que l'est la diversité des points de vue quant à l'opportunité du maintien des idées et de la pratique analytique en milieu hospitalier et en clinique. Certaines des limitations de l'analyse sont ici évoquées, notamment lorsque les idées et la méthode analytique s'extraient de leur application au patient et au matériau qu'il apporte, pour s'exporter vers le vaste monde. Dieser Text behandelt einige der Schwierigkeiten die bei dem Versuch auftreten, die ,behandlerischen' und die ,kulturellen' Aspekte analytischer Ideen und Praxis miteinander zu versöhnen; das Ausmaß, z.B., in welchem die Analyse sowohl gewöhnlich als auch außergewöhnlich in mehr als einer Hinsicht ist. Die sich hieraus ergebenden Implikationen für die Bestimmung der Rolle, die Analyse und Analytische Psychotherapie im Gesundheitswesen spielen, werden parallel mit der Vielfalt der Ansichten über die Wichtigkeit der Erhaltung der Anwesenheit von analytischem Denken und analytischer Behandlung in Krankenhäusern und Praxen untersucht. Einige der Beschränktheiten der Analyse werden diskutiert die sich zeigen, wenn analytische Vorstellungen und Methoden von ihrem Bezug zu Patienten und dem Material von Patienten wegdriften in die weitere Welt. In questo lavoro si considerano alcune delle difficoltà che esistono nel conciliare gli aspetti di ,cura' e di ,cultura' delle idee e della pratica analitica; fino a che punto, ad esempio, l'analisi è sia ordinaria che straordinaria da più punti di vista. Vengono prese in considerazione le implicazioni di ciò riguardo al posto dell'analisi e della psicoterapia analitica nei servizi di salute mentale insieme ai modi in cui si riscontra una diversità di vedute sull'importanza di mantenere le idee analitiche e la pratica analitica negli ospedali e nelle cliniche. Vengono discussi alcuni dei limiti dell'analisi laddove le idee e i metodi psicoanalitici si allontanano dall'essere applicati ai pazienti e al materiale dei pazienti in un mondo più ampio. Este papel considera algunas de las dificultades que existen para reconciliar el tratamiento y los aspectos culturales de las ideas y la práctica analítica; el grado, por ejemplo, al cual el análisis es ambos, ordinario, y extraordinario en más que una forma. Se consideran las implicaciones de ello en la ubicación del análisis y la sicoterapia analítica en los Servicios Médicos de Salud Mental junto con las diversas maneras y la diversidad de opiniones sobre la importancia de mantener la presencia de ideas analíticas y la práctica analítica en hospitales y clínicas. Se discuten algunas de las limitaciones del análisis donde las ideas y los métodos analíticos se alejan de su utilidad para los pacientes y su material clínico en un mundo mas amplio. [source]

Neuroscience, education and special education

Usha Goswami
The discipline of neuroscience draws from the fields of neurology, psychology, physiology and biology, but is best understood in the wider world as ,brain science'. Of particular interest for education is the development of techniques for ,imaging' the brain as it performs different cognitive functions. Cognitive neuroimaging has already led to advances in understanding some of the basic functions involved in learning and raised implications for education and special education in particular. For example, neuroimaging has enabled scientists to study the very complex processes underpinning speech and language, thinking and reasoning, reading and mathematics. In this article, Professor Usha Goswami of the University of Cambridge Faculty of Education first reviews basic information on brain development. She provides a brief introduction to the tools used in neuroimaging then considers recent findings from neuroscience that seem relevant to educational questions. Professor Goswami uses this review to suggest particular ways in which neuroscience research could inform special education. In its closing sections, this article provides authoritative perspectives on some of the ,neuromyths' that seem to have taken root in the popular imagination and argues for increased dialogue, in the future, between the disciplines of neuroscience and education. [source]