The abstract of my text (rus)
https://elenagrebenyuk.wordpress.com/2015/07/07/%D0%BF%D0%BE%D1%81%D1%82%D1%81%D1%82%D1%80%D1%83%D0%BA%D1%82%D1%83%D1%80%D0%B0%D0%BB%D0%B8%D0%B7%D0%BC-%D0%B8-%D1%82%D0%B5%D0%BB%D0%B5%D1%81%D0%BD%D0%BE%D1%81%D1%82%D1%8C/
This document discusses the intersection of somatics and politics. Somatics approaches view the body as perceived from within through first-person experience, countering the mind-body split in Western culture. Some principles of somatics include experiential learning through perception, movement and sensation; dialogical learning through attention to relationships; and re-patterning through efficient movement. Somatics can strengthen awareness of social construction and oppression through conscious unpacking of how environments and discourses shape bodies. It supports diversity, respect, relationships and personal agency. Narrative practice and somatics can mutually inform each other by incorporating post-structuralist ideas and somatic methods respectively. Practical applications include individual, group and community work exploring bodies, narratives
this powerpoint presentation is for better understanding of Ethnomethodology. In this presentation ethnomethodology is compared with phenomenology and mainstream social science .the criticism of mainstream sociology by ethnomethodologist is also a part of the presentation. the last slide consist of criticism of enthomethodology
Ethnomethodology (EM) emerged from the work of Harold Garfinkel in the 1960s as an approach interested in how social order is actively constructed by members in everyday life using commonsense knowledge and methods. Unlike functionalists who see social order as imposed from above, EM views it as achieved from below as members produce meanings and order through language and descriptions that make situations seem clear and organized. EM uses experiments like breaching interactions to disrupt taken-for-granted assumptions and demonstrate that order is accomplished, not inevitable. However, EM has been criticized for potentially trivial findings and for ignoring wider social structures that influence meaning construction.
The document discusses critical theory and its focus on critique of who controls educational institutions and processes, as well as reform to challenge the status quo. It outlines key proponents of critical theory like Gramsci, Habermas, Marcuse, and Freire, and examines implications for philosophy of education like empowering students and facilitating authentic learning. Critical theory seeks to spark debate over education and its role in society.
Ethnomethodology is an approach introduced by Harold Garfinkel that studies the everyday methods people use to produce social order. It examines how people make sense of their world through common practices and language. Ethnomethodology focuses on the practical activities and reasoning processes that people use in their everyday lives and views social reality as an ongoing accomplishment. Researchers use methods like interviews, observation, and experiments to understand these everyday methods of sense-making.
This document provides an overview of key sociological theories and research methods. It discusses positivism, which takes a scientific approach to studying social facts, and interpretivism, which rejects studying society scientifically due to humans having free will. Other theories covered include functionalism, Marxism, interactionism, phenomenology, feminism, and postmodernism. Regarding methods, it contrasts quantitative positivist methods like experiments and surveys with qualitative interpretivist methods like interviews and participant observation.
Ethnomethodology is an approach to studying human interaction that focuses on how people make sense of their social world and communicate shared understandings. It assumes that members of society have shared methods to construct meaningful social situations. A key method is "breaching experiments" where sociologists violate social norms to study how people respond. The document discusses breaching experiments, key theorists like Garfinkel and Sacks, and areas of focus for ethnomethodology like institutional settings, challenges to record keeping, and conversational analysis. It raises questions about whether ethnomethodology is a valid form of sociology and how it addresses power.
This document discusses the intersection of somatics and politics. Somatics approaches view the body as perceived from within through first-person experience, countering the mind-body split in Western culture. Some principles of somatics include experiential learning through perception, movement and sensation; dialogical learning through attention to relationships; and re-patterning through efficient movement. Somatics can strengthen awareness of social construction and oppression through conscious unpacking of how environments and discourses shape bodies. It supports diversity, respect, relationships and personal agency. Narrative practice and somatics can mutually inform each other by incorporating post-structuralist ideas and somatic methods respectively. Practical applications include individual, group and community work exploring bodies, narratives
this powerpoint presentation is for better understanding of Ethnomethodology. In this presentation ethnomethodology is compared with phenomenology and mainstream social science .the criticism of mainstream sociology by ethnomethodologist is also a part of the presentation. the last slide consist of criticism of enthomethodology
Ethnomethodology (EM) emerged from the work of Harold Garfinkel in the 1960s as an approach interested in how social order is actively constructed by members in everyday life using commonsense knowledge and methods. Unlike functionalists who see social order as imposed from above, EM views it as achieved from below as members produce meanings and order through language and descriptions that make situations seem clear and organized. EM uses experiments like breaching interactions to disrupt taken-for-granted assumptions and demonstrate that order is accomplished, not inevitable. However, EM has been criticized for potentially trivial findings and for ignoring wider social structures that influence meaning construction.
The document discusses critical theory and its focus on critique of who controls educational institutions and processes, as well as reform to challenge the status quo. It outlines key proponents of critical theory like Gramsci, Habermas, Marcuse, and Freire, and examines implications for philosophy of education like empowering students and facilitating authentic learning. Critical theory seeks to spark debate over education and its role in society.
Ethnomethodology is an approach introduced by Harold Garfinkel that studies the everyday methods people use to produce social order. It examines how people make sense of their world through common practices and language. Ethnomethodology focuses on the practical activities and reasoning processes that people use in their everyday lives and views social reality as an ongoing accomplishment. Researchers use methods like interviews, observation, and experiments to understand these everyday methods of sense-making.
This document provides an overview of key sociological theories and research methods. It discusses positivism, which takes a scientific approach to studying social facts, and interpretivism, which rejects studying society scientifically due to humans having free will. Other theories covered include functionalism, Marxism, interactionism, phenomenology, feminism, and postmodernism. Regarding methods, it contrasts quantitative positivist methods like experiments and surveys with qualitative interpretivist methods like interviews and participant observation.
Ethnomethodology is an approach to studying human interaction that focuses on how people make sense of their social world and communicate shared understandings. It assumes that members of society have shared methods to construct meaningful social situations. A key method is "breaching experiments" where sociologists violate social norms to study how people respond. The document discusses breaching experiments, key theorists like Garfinkel and Sacks, and areas of focus for ethnomethodology like institutional settings, challenges to record keeping, and conversational analysis. It raises questions about whether ethnomethodology is a valid form of sociology and how it addresses power.
Meaning, Nature & Subject matter of SociologyKamal Subedi
This document discusses the meaning, nature, and subject matter of sociology. It defines sociology as the scientific study of human society and social behavior. Sociology emerged as an independent social science in the 19th century to study and describe social phenomena and the relationships between individuals in society. The document outlines that sociology is a generalizing science that studies society as a whole rather than individuals. It examines the primary units of social life, institutions like family and religion, fundamental social processes, and various topics within specialized areas of sociology.
sociological foundations of education hand_in_philosophyLexter Adao
This document provides an overview of the branches of study covered in an MA in Educational Foundations, including philosophical theories of human existence from ancient Greece to modern times, theories of human behavior and development, important historical eras, and sociological theories of society. It then discusses some of the major figures and ideas in the fields of philosophy, psychology, and sociology that provide the foundation for studying education, including thinkers from Plato and Aristotle to Freud, Piaget, and modern theorists. The document traces the development of these fields over centuries and their implications for how we understand human learning and society.
The document discusses interpretive sociology and the study of culture. It outlines that interpretive sociology focuses on how meaning and interpretation shape social life, as opposed to external observable factors. Culture is a central factor for interpretations, as it involves shared meanings and values. While Weber advocated for value-neutral sociology, he recognized that meaning and cultural systems matter. The study of culture draws from fields like anthropology, literary studies, and history. It treats culture as a system of shared meanings that shape identity and social practices.
Symbolic Interactionism by George Herbert MeadAnne Cortez
Symbolic interactionism is a theory that views society as a complex system of symbolic communications between individuals. It proposes that 1) people act based on the meanings symbols have for them, 2) meanings arise through social interactions where people define and redefine symbols, and 3) people's thoughts and their views of themselves are modified through an internal interpretation of one's own and others' actions. According to this view, the self develops as people learn to see themselves through the eyes of others and their perceptions are internalized.
This document provides an overview of key concepts in sociology. It defines sociology as the scientific study of human social behavior and society. Some important concepts discussed include social interaction, social organization, social structure and agency. It also summarizes sociological perspectives on society from prominent thinkers and outlines different subdisciplines and methods in sociology such as positivism, anti-positivism, and qualitative vs. quantitative approaches.
Auguste Comte and Functionalism
Auguste Comte and Biology
Auguste Comte and his application of Early Physics
Herbert Spencer and Functionalism
Spencer’s Organismic Analogy
The Functional Basics in Organic Analogy
Emile Durkheim and Functionalism
The Transition into Modern Functionalism
Anthropology and Functionalism
Bronislaw Malinowski and Functionalism
A. R. Radcliffe Brown and Functionalism
Talcott Parson and Functionalism
Talcott Parson System of Social Action
AGIL paradigm and Functionalism of Parson
Criticism of Functionalism
www.sociology.plus
Critical theory originated with the Frankfurt School to uncover oppression and bring about liberation. It aims to abolish social injustices like inequality and exploitation by analyzing the mechanisms of domination and power used by authorities in schools and society. To understand critical theory's assumptions, this document discusses Pierre Bourdieu's concepts of habitus, which refers to a person's cultural background and dispositions transmitted through the family, and cultural capital, which is the knowledge that allows one to address problems in a particular way. Bourdieu viewed society as composed of people with different types of capital, including economic, social, cultural and symbolic.
Identity is a process formed both biologically and culturally that involves how we see ourselves (self-identity) and how others see us (social identity). There are two views on identity - essentialism sees it as fixed, while anti-essentialism sees it as flexible and formed by changing cultural discourses. Subjectivity and identity are constituted through language and shaped by power relations within society. The subject is seen as decentered, multiple, and changing across contexts rather than having a fixed core identity.
This document discusses different definitions and understandings of ideology:
1) Ideology refers to a systematic set of ideas held by a group, like professional or class ideologies.
2) Some see ideology as distorting or concealing reality and producing "false consciousness."
3) Ideology shapes how cultural texts like films present the world.
4) For Barthes, ideology operates through unconscious meanings and naturalizing social constructs.
5) For Althusser, ideology is a material social practice reproduced through institutions like education, not just ideas. It constructs subjects and resolves contradictions in lived experience through illusions of free will.
This document outlines four variations of micro sociology: social action, symbolic interactionism, phenomenology, and ethnomethodology. It discusses the views of key theorists such as Weber, Mead, Goffman, Schutz, and Garfinkel. Specifically, it examines how these perspectives see individuals as consciously acting based on meanings and symbols, with reality being constructed through social interactions and typifications.
Sociology of education is the study of how social institutions and individual experiences affect education and its outcomes. It recognizes education as a social process that is determined by social forces and has a social function. The document discusses key concepts in sociology and education, including definitions of sociology as the study of human society and social behavior. It explores the relationship between education and society, and defines educational sociology as the application of sociological concepts to education. The scope of sociology of education includes analyzing how social factors influence educational situations and outcomes.
Functionalism was the first school of thought in American psychology, founded by William James in the late 19th century. It grew out of Darwin's theory of evolution and focused on how the mind helps humans adapt and function in their environment. Functionalists studied mental processes and consciousness with the goal of understanding their practical utility, rejecting the idea of breaking down consciousness into elements as structuralists did. They wanted psychology to have diverse methods and real-world applications rather than being a narrow, formal science.
Sociology is the study of human society and social interaction. It was coined by Auguste Comte in 1839 and is considered the youngest of the social sciences. There are two main perspectives on the scope of sociology - the specialist/formalistic school views it as studying specific aspects of human relationships, while the synthetic school sees it as studying all aspects of society. Sociology is important for nursing as most illnesses have social causes and consequences. Understanding sociology helps nurses deal with patients by comprehending their habits, norms, culture and behaviors. It also aids in understanding the social factors influencing health and barriers to treatment. Nurses can apply sociological knowledge to approach patients on emotional, cultural and intellectual levels.
Cultural anthropology is most relevant to organizational behavior as it deals with how people's learned behaviors relate to culture. It studies the origins, development, and structures of human cultures throughout history. When applied to organizations, culture refers to the attributes and specific characteristics of a particular group within the organization. Every organization has its own type of culture that helps explain employee behavior.
This document provides an overview of sociological theory, outlining its early origins with thinkers like Auguste Comte, Emile Durkheim, Karl Marx, and Max Weber. It then discusses later developments with George Herbert Mead and Talcott Parsons, before examining present-day approaches including the continuation of functionalism, structuralism, symbolic interactionism, and Marxism. Key concepts from different theorists are summarized for each approach.
Critical theory originated from the work of the Frankfurt School in the 1920s. It aims to critique society, social structures, and systems of power in order to foster egalitarian social change. The Frankfurt theorists drew on Marx's critique of economy and society as well as Freud's work to develop an interdisciplinary approach. Key figures like Horkheimer, Adorno, Marcuse, and Habermas analyzed how power and domination operate through ideological and cultural forces. They sought to build a rational and just society through democratic politics and overcoming present oppression. While delivering important social criticisms, critical theory also faces some criticisms around its relationship to political practice.
A discussion about the early history of functionalism and its proponents as well as the concept of structuralism and Merton's concept of Manifest and Latent Functions and Dysfunctions in social elements
Definition of Social Psychology
Nature of Social Psychology
Scope of Social Psychology
Social Psychology and Social Sciences
Approaches to Social Psychology.
This document discusses perspectives on the self from philosophy, sociology, and anthropology. In philosophy, thinkers like Socrates, Plato, and Aristotle viewed the self as consisting of both a physical body and an immortal soul or essence. In sociology, theorists such as Mead, Cooley, and Goffman examined how the self is socially constructed through interaction with others. Anthropology studies various aspects of human culture, language, biology, and archaeology to understand what it means to be human.
Meaning, Nature & Subject matter of SociologyKamal Subedi
This document discusses the meaning, nature, and subject matter of sociology. It defines sociology as the scientific study of human society and social behavior. Sociology emerged as an independent social science in the 19th century to study and describe social phenomena and the relationships between individuals in society. The document outlines that sociology is a generalizing science that studies society as a whole rather than individuals. It examines the primary units of social life, institutions like family and religion, fundamental social processes, and various topics within specialized areas of sociology.
sociological foundations of education hand_in_philosophyLexter Adao
This document provides an overview of the branches of study covered in an MA in Educational Foundations, including philosophical theories of human existence from ancient Greece to modern times, theories of human behavior and development, important historical eras, and sociological theories of society. It then discusses some of the major figures and ideas in the fields of philosophy, psychology, and sociology that provide the foundation for studying education, including thinkers from Plato and Aristotle to Freud, Piaget, and modern theorists. The document traces the development of these fields over centuries and their implications for how we understand human learning and society.
The document discusses interpretive sociology and the study of culture. It outlines that interpretive sociology focuses on how meaning and interpretation shape social life, as opposed to external observable factors. Culture is a central factor for interpretations, as it involves shared meanings and values. While Weber advocated for value-neutral sociology, he recognized that meaning and cultural systems matter. The study of culture draws from fields like anthropology, literary studies, and history. It treats culture as a system of shared meanings that shape identity and social practices.
Symbolic Interactionism by George Herbert MeadAnne Cortez
Symbolic interactionism is a theory that views society as a complex system of symbolic communications between individuals. It proposes that 1) people act based on the meanings symbols have for them, 2) meanings arise through social interactions where people define and redefine symbols, and 3) people's thoughts and their views of themselves are modified through an internal interpretation of one's own and others' actions. According to this view, the self develops as people learn to see themselves through the eyes of others and their perceptions are internalized.
This document provides an overview of key concepts in sociology. It defines sociology as the scientific study of human social behavior and society. Some important concepts discussed include social interaction, social organization, social structure and agency. It also summarizes sociological perspectives on society from prominent thinkers and outlines different subdisciplines and methods in sociology such as positivism, anti-positivism, and qualitative vs. quantitative approaches.
Auguste Comte and Functionalism
Auguste Comte and Biology
Auguste Comte and his application of Early Physics
Herbert Spencer and Functionalism
Spencer’s Organismic Analogy
The Functional Basics in Organic Analogy
Emile Durkheim and Functionalism
The Transition into Modern Functionalism
Anthropology and Functionalism
Bronislaw Malinowski and Functionalism
A. R. Radcliffe Brown and Functionalism
Talcott Parson and Functionalism
Talcott Parson System of Social Action
AGIL paradigm and Functionalism of Parson
Criticism of Functionalism
www.sociology.plus
Critical theory originated with the Frankfurt School to uncover oppression and bring about liberation. It aims to abolish social injustices like inequality and exploitation by analyzing the mechanisms of domination and power used by authorities in schools and society. To understand critical theory's assumptions, this document discusses Pierre Bourdieu's concepts of habitus, which refers to a person's cultural background and dispositions transmitted through the family, and cultural capital, which is the knowledge that allows one to address problems in a particular way. Bourdieu viewed society as composed of people with different types of capital, including economic, social, cultural and symbolic.
Identity is a process formed both biologically and culturally that involves how we see ourselves (self-identity) and how others see us (social identity). There are two views on identity - essentialism sees it as fixed, while anti-essentialism sees it as flexible and formed by changing cultural discourses. Subjectivity and identity are constituted through language and shaped by power relations within society. The subject is seen as decentered, multiple, and changing across contexts rather than having a fixed core identity.
This document discusses different definitions and understandings of ideology:
1) Ideology refers to a systematic set of ideas held by a group, like professional or class ideologies.
2) Some see ideology as distorting or concealing reality and producing "false consciousness."
3) Ideology shapes how cultural texts like films present the world.
4) For Barthes, ideology operates through unconscious meanings and naturalizing social constructs.
5) For Althusser, ideology is a material social practice reproduced through institutions like education, not just ideas. It constructs subjects and resolves contradictions in lived experience through illusions of free will.
This document outlines four variations of micro sociology: social action, symbolic interactionism, phenomenology, and ethnomethodology. It discusses the views of key theorists such as Weber, Mead, Goffman, Schutz, and Garfinkel. Specifically, it examines how these perspectives see individuals as consciously acting based on meanings and symbols, with reality being constructed through social interactions and typifications.
Sociology of education is the study of how social institutions and individual experiences affect education and its outcomes. It recognizes education as a social process that is determined by social forces and has a social function. The document discusses key concepts in sociology and education, including definitions of sociology as the study of human society and social behavior. It explores the relationship between education and society, and defines educational sociology as the application of sociological concepts to education. The scope of sociology of education includes analyzing how social factors influence educational situations and outcomes.
Functionalism was the first school of thought in American psychology, founded by William James in the late 19th century. It grew out of Darwin's theory of evolution and focused on how the mind helps humans adapt and function in their environment. Functionalists studied mental processes and consciousness with the goal of understanding their practical utility, rejecting the idea of breaking down consciousness into elements as structuralists did. They wanted psychology to have diverse methods and real-world applications rather than being a narrow, formal science.
Sociology is the study of human society and social interaction. It was coined by Auguste Comte in 1839 and is considered the youngest of the social sciences. There are two main perspectives on the scope of sociology - the specialist/formalistic school views it as studying specific aspects of human relationships, while the synthetic school sees it as studying all aspects of society. Sociology is important for nursing as most illnesses have social causes and consequences. Understanding sociology helps nurses deal with patients by comprehending their habits, norms, culture and behaviors. It also aids in understanding the social factors influencing health and barriers to treatment. Nurses can apply sociological knowledge to approach patients on emotional, cultural and intellectual levels.
Cultural anthropology is most relevant to organizational behavior as it deals with how people's learned behaviors relate to culture. It studies the origins, development, and structures of human cultures throughout history. When applied to organizations, culture refers to the attributes and specific characteristics of a particular group within the organization. Every organization has its own type of culture that helps explain employee behavior.
This document provides an overview of sociological theory, outlining its early origins with thinkers like Auguste Comte, Emile Durkheim, Karl Marx, and Max Weber. It then discusses later developments with George Herbert Mead and Talcott Parsons, before examining present-day approaches including the continuation of functionalism, structuralism, symbolic interactionism, and Marxism. Key concepts from different theorists are summarized for each approach.
Critical theory originated from the work of the Frankfurt School in the 1920s. It aims to critique society, social structures, and systems of power in order to foster egalitarian social change. The Frankfurt theorists drew on Marx's critique of economy and society as well as Freud's work to develop an interdisciplinary approach. Key figures like Horkheimer, Adorno, Marcuse, and Habermas analyzed how power and domination operate through ideological and cultural forces. They sought to build a rational and just society through democratic politics and overcoming present oppression. While delivering important social criticisms, critical theory also faces some criticisms around its relationship to political practice.
A discussion about the early history of functionalism and its proponents as well as the concept of structuralism and Merton's concept of Manifest and Latent Functions and Dysfunctions in social elements
Definition of Social Psychology
Nature of Social Psychology
Scope of Social Psychology
Social Psychology and Social Sciences
Approaches to Social Psychology.
This document discusses perspectives on the self from philosophy, sociology, and anthropology. In philosophy, thinkers like Socrates, Plato, and Aristotle viewed the self as consisting of both a physical body and an immortal soul or essence. In sociology, theorists such as Mead, Cooley, and Goffman examined how the self is socially constructed through interaction with others. Anthropology studies various aspects of human culture, language, biology, and archaeology to understand what it means to be human.
The document discusses the concept of holism and whether culture and society determine who we are. It defines holism as the idea that a system's properties cannot be fully understood by its parts alone, and that the whole system influences how the parts behave. It provides examples of different types of holism and compares holism to related concepts like reductionism and atomism. While holism views culture and society as determining individuals, the document argues that individuals also have agency and can transform culture and society through processes like structuration. It concludes that whether culture and society fully determine people depends on how key concepts are defined, and that individuals and social systems likely have an interdependent relationship.
This document provides an overview of different philosophical perspectives on the self, including:
1) Socrates, Plato, Augustine, and Thomas Aquinas viewed the self as dualistic, composed of both body and soul or mind.
2) Descartes defined the self as the mind and thought separate from the body.
3) Hume saw the self as a "bundle of impressions" with no unified essence.
4) Mead and Vygotsky argued that language and social interaction shape cognitive development and the emergence of self-concept during childhood.
5) Psychology defines the self as a sense of personal identity developed through interactions with others and social/cultural influences over time.
The document discusses the integral dimensions of human life from multiple perspectives. It addresses that humans have biological, psychological, social, and spiritual dimensions that interact. Humans are both products of their genes and culture, but also actively shape their own identities and biographies. Adolescence involves discovering one's identity while pursuing independence. Motivation and autonomy are important for writing one's own biography. Interpersonal relationships and communication within families are also discussed.
This document discusses disorders of self and provides information on key concepts related to self, including:
1. It defines self and discusses levels of self-awareness, self-concept, body image, and theories of self such as self-awareness theory and self-discrepancy theory.
2. It explores the history of perspectives on individual identity versus community and discusses how mirrors encouraged greater self-inspection.
3. It examines the brain regions involved in self-referential processing and the role of serotonin in regulating self-esteem.
Here are the questions from the passage:
1. What are the two main lessons we should learn from cultural relativism according to the author?
The two main lessons are:
1) Cultural relativism warns us that not all of our practices are based on some absolute rational standard, and some are merely conventional to our society.
2) Cultural relativism keeps an open mind and reminds us that our feelings are not necessarily perceptions of truth, but may be due to cultural conditioning. This helps broaden our minds.
2. How does the author say we can understand the appeal of cultural relativism despite its shortcomings?
The author says we can understand the appeal of cultural relativism despite its shortcomings
The human person is both an embodied spirit and a rational being with self-awareness and free will. As embodied spirits, humans have both a physical body and a non-physical spirit or soul that allows for things like thought, emotion, and will. The body and spirit are united and integrated in a person. Key traits that define humans as persons include self-awareness, rational thought, free will, dignity, and the ability to interact with others and the external world. Humans are able to transcend physical limits through imagination, reflection, and will.
This document discusses the social construction of the human body. It addresses how bodies are shaped by cultural and social factors like gender, age, and techniques of the body. While the body has a natural substrate, aspects like appearance, movement, and activity are culturally influenced. The document also examines representations of bodies in areas like masculinity, sexuality, and how consumer culture and medicine can fragment the view of the body. Emerging technologies may challenge conventional views of bodies and blur the distinctions with machines through notions like cyborgism.
This document provides an overview of Module 1 which introduces the concept of understanding the self. It covers 3 main sections: 1) social, environmental, and other life factors that influence the self, 2) what philosophy says about the self, and 3) what science says about the self. Section 1 defines key terms like identity, nature vs nurture, and dimensions of self/identity. Section 2 discusses classical philosophy and its concepts of the self. Section 3 examines the biological, physiological, and social scientific perspectives on the self.
This document discusses Gordon Allport's definition and theory of personality. It begins by outlining Allport's 1961 definition of personality as "the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought." It then examines key aspects of Allport's view of personality, including his emphasis on the uniqueness of individuals, the idiographic approach, traits/dispositions, and the development of the self or "proprium" through seven functions from early childhood through adulthood.
The document discusses various aspects of the spiritual self, including spirituality, rituals, ceremonies, religion, and magic/witchcraft. It defines spirituality as one's search for ultimate meaning and notes there can be different types depending on one's life experiences. Rituals and ceremonies are described as ways to connect with one's inner self and the world. Religion is defined as a system relating humanity to the supernatural or transcendent. Magic involves using special words or actions to do impossible things, while witchcraft broadly refers to magical skills and abilities exercised by individuals.
This document discusses self-awareness and the different aspects of the self. It begins by describing the physical, spiritual, darker, social, and private aspects of the self. It then discusses self-concept in psychology, including the existential self, categorical self, self-image, self-esteem/worth, and ideal self. The document also covers self-awareness theory and why developing self-awareness is important, such as for improving relationships and becoming more effective.
This document discusses sociological perspectives on the self, including how society and culture shape the self. It describes Mead's theory of how children develop a self through 3 stages - preparation, play, and games. During these stages, children internalize social norms and learn to see from others' perspectives. The document also discusses how gender, language, families, and other social institutions influence identity development and the relationship between personal identity ("moi") and social identity ("personne").
This document provides an introduction to the author's book "Transacting Sites of the Liminal Bodily Spaces" which examines spaces within and around the human body. The author defines key concepts like "transacting" to refer to the coexistence of hidden and unhidden zones within and around the body. The document discusses how illness can alter one's bodily identity and sense of belonging. It also examines debates around defining health and debates the desire to return the body to its pre-illness condition. The author aims to better understand bodily spaces affected by illness through analyzing works where characters experience life-altering illnesses.
(1) A human person possesses characteristics like freedom that allow them to direct their own development and self-fulfillment. Freedom is the capacity to act or not act by one's own choice without compulsion.
(2) There are philosophical insights on freedom, including that it is a gift inherent to humans, complementary to reason by requiring practical rationality, and absolute though still existing within restrictions. Freedom also demands responsibility for one's choices and their consequences.
(3) Culture influences moral development by defining norms, setting boundaries, generating identity and moral character, and identifying authorities through shared experiences, beliefs, values, and norms transmitted across generations.
The document discusses how culture and society can influence adolescents' perception of their physical selves during puberty. It notes that adolescents often feel pressure to adhere to cultural standards of beauty promoted by social media and celebrities. This can negatively impact teenagers' body image and self-esteem development if they do not meet unattainable ideals. The document stresses that true beauty comes from within and individuals should not base their self-worth solely on others' definitions or standards of appearance.
The document discusses the concepts of culture and worldview. It defines culture as the behaviors, beliefs, values and practices that are unique to a particular group and shape how they live and view reality. Worldview refers to the common perspective and assumptions shared by a cultural group that underlie how they perceive and interpret the world. The document contrasts the cultural worldviews of African and European societies, noting differences in their religious/spiritual beliefs, approaches to the natural world, and views of human agency and control over destiny.
This document discusses the human person. It defines the human person as having awareness of self, self-determination, and the ability to interact with others. The human person is described as an embodied spirit, meaning the body and soul are inseparable. While humans have limitations due to being biological beings, such as not being able to fly or breathe underwater, humans can also transcend limitations through intellect and technology. The document explores categories of limitations like facticity, being spatial and temporal, and the body serving as an intermediary. It emphasizes that acknowledging limitations allows one to identify possibilities for growth and self-improvement.
Self-concept is made up of our actual self, which is how we see ourselves presently, and our ideal self, which is how we aspire to be. It is shaped by social comparisons to others, feedback and criticisms from others, and the cultural values we are raised with. Developing self-knowledge through self-introspection and observing our own behavior helps us understand how close or far our actual self is from our ideal self.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. I The experience of body is socially constructed
One’s body is experienced and interpreted in
certain ways depending on what culture he or
she lives in, on gender, social status, natural and
urban environment, etc. We learn from other
people: how to move and hold ourselves, how to
name our bodily sensations and expressions,
and how to evaluate them. Bodies are different
– but the meaning of the differences is created
by people.
It means that we used to take for granted some
assumptions and ways of being, treat them as
“natural”, while they are are quite optional.
3. II The construction of body is politics
At the same time each way of body construction includes some evaluation points, processes of normalization
and marginalization. Quoting Foucault: “The soul is the prison of the body”. The field of “body politics”
investigates and uncovers how it becomes a disciplinary object.
We can notice these politic acts in many usual moments of everyday life: in momentary assessments of the
appearance and feelings of shame, in details of self-presentation and in the way of how space is organized.
Maybe the implicit perception of body as separate and inferior object habituates us to live with the ideas
“opposition is normal", "obedience is normal" and "violence is okay". Than the different body perception can
become a path to a freer society.
4. III Body overflows any of its descriptions
The way I experience my body is not the only
option: it’s just a usual one I can choose, but I
don’t have to. Culture and my own life
experience offers plenty of possibilities, which
don’t fit to this general line. Body is a dynamic,
changeable diversity, and it’s impossible to
grasp it. So, the new practice, language and
focus of attention can make the experience of
body qualitatively different.
5. IV None of the body descriptions is «the correct one»
Some of the models claim to give unambiguous interpretations about body and prescriptions: what the
particular symptom means, what types of bodies are exist, what is right and what is wrong. It doesn’t
look like a good idea, because it reduces one’s agency. Every way of experiencing and describing the
body is relational: it can be useful, but it can be revised and chosen.
6. V Through the new body experience the new
versions of self can become available
Because of its marginal position in our culture on
the one hand - and its ability to go beyond the
borders of any definition on the other, body can be
a guide for the deconstruction and exploration of
the other possible ways of being.