This paper sought to re-evaluate value systems for Kenyan youths in order to experience social transformation. This discourse takes a moralist perspective and believes that there is an ideal body of values, one that over-rides others. In this paper, it would be appropriate to ask pertinent questions such as; what forms societies’ value systems? What value systems are there for Kenyan youths? How can value systems of youths be useful for social transformation? The first two questions concern a present analysis of value basis of societies while the last question is a positivist futuristic question of building a gap. Using a qualitative approach, this study sought for relevant literature from other scholarly articles which formed the basis of conclusions and recommendations. In overall sense, value systems are good, and if re-evaluated, social transformation is bound to occur. This transformation is likely measured by the meaningful socio-eco-political input to the society and the acceptance thereof. Value systems of Kenyan youths have been influenced by; one, familial relations; two, peer pressure; and three, the external factors. This study recommends that for social transformation to occur, re-evaluation of such value systems ought to take place both horizontally and vertically.
In this presentation, academic scholar, John Slifko includes key research findings in cognitive science from Mark Johnson's book, "Moral Imagination: Implications of Cognitive Science for Ethics" to reveal how imagination has an essential role in ethical deliberation. By a ‘Moral Law theory’ Johnson shows how every aspect of morality is imaginative— our fundamental moral concepts, our understanding of situations, and our reasoning about those situations are all imaginatively structured and based on metaphor.
This slides are meant ti introduce a course on moral philosophy. All photos in it came from the net. Sources are not included though they are mainly from Google images.
A paper I wrote on "What is the most moral perspective?" for my Ethical Leadership class at Northeastern University, MA.
I argued that Kant's perspective on duty-based ethics is the most moral in light of strong ethical leadership.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
Rethinking Racism Toward a Structural InterpretationAuthor(.docxronak56
Rethinking Racism: Toward a Structural Interpretation
Author(s): Eduardo Bonilla-Silva
Source: American Sociological Review, Vol. 62, No. 3 (Jun., 1997), pp. 465-480
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/2657316 .
Accessed: 20/10/2014 16:31
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
American Sociological Association is collaborating with JSTOR to digitize, preserve and extend access to
American Sociological Review.
http://www.jstor.org
This content downloaded from 169.229.32.36 on Mon, 20 Oct 2014 16:31:21 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=asa
http://www.jstor.org/stable/2657316?origin=JSTOR-pdf
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http://www.jstor.org/page/info/about/policies/terms.jsp
RETHINKING RACISM:
TOWARD A STRUCTURAL INTERPRETATION *
Eduardo Bonilla-Silva
The University of Michigan
The study of race and ethnic conflict historically has been hampered by in-
adequate and simplistic theories. I contend that the central problem of the
various approaches to the study of racial phenomena is their lack of a struc-
tural theory of racism. I review traditional approaches and alternative ap-
proaches to the study of racism, and discuss their limitations. Following the
leads suggested by some of the alternative frameworks, I advance a struc-
tural theory of racism based on the notion of racialized social systems.
"The habit of considering racism as a men-
tal quirk, as a psychological flaw, must be
abandoned."
-Frantz Fanon (1967:77)
he area of race and ethnic studies lacks a
_ sound theoretical apparatus. To compli-
cate matters, many analysts of racial matters
have abandoned the serious theorization and
reconceptualization of their central topic: rac-
ism. Too many social analysts researching
racism assume that the phenomenon is self-
evident, and therefore either do not provide a
definition or provide an elementary definition
(Schuman, Steeh, and Bobo 1985; Sniderman
and Piazza 1993). Nevertheless, whether im-
plicitly or explicitly, most analysts regard rac-
ism as a purely ideological phenomenon.
*
Direct correspondence to Eduardo Bonilla-
Silva, Department of Sociology, University of
Michigan, 3012 Literature, Science, and Arts
Building, Ann Arbor, MI 48109-1382 ([email protected]
umich.edu). This research was supported in part
by the Rockefeller Foundation (1995-1996 Post-
doctoral Fellowship at W ...
This paper sought to re-evaluate value systems for Kenyan youths in order to experience social transformation. This discourse takes a moralist perspective and believes that there is an ideal body of values, one that over-rides others. In this paper, it would be appropriate to ask pertinent questions such as; what forms societies’ value systems? What value systems are there for Kenyan youths? How can value systems of youths be useful for social transformation? The first two questions concern a present analysis of value basis of societies while the last question is a positivist futuristic question of building a gap. Using a qualitative approach, this study sought for relevant literature from other scholarly articles which formed the basis of conclusions and recommendations. In overall sense, value systems are good, and if re-evaluated, social transformation is bound to occur. This transformation is likely measured by the meaningful socio-eco-political input to the society and the acceptance thereof. Value systems of Kenyan youths have been influenced by; one, familial relations; two, peer pressure; and three, the external factors. This study recommends that for social transformation to occur, re-evaluation of such value systems ought to take place both horizontally and vertically.
In this presentation, academic scholar, John Slifko includes key research findings in cognitive science from Mark Johnson's book, "Moral Imagination: Implications of Cognitive Science for Ethics" to reveal how imagination has an essential role in ethical deliberation. By a ‘Moral Law theory’ Johnson shows how every aspect of morality is imaginative— our fundamental moral concepts, our understanding of situations, and our reasoning about those situations are all imaginatively structured and based on metaphor.
This slides are meant ti introduce a course on moral philosophy. All photos in it came from the net. Sources are not included though they are mainly from Google images.
A paper I wrote on "What is the most moral perspective?" for my Ethical Leadership class at Northeastern University, MA.
I argued that Kant's perspective on duty-based ethics is the most moral in light of strong ethical leadership.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
Rethinking Racism Toward a Structural InterpretationAuthor(.docxronak56
Rethinking Racism: Toward a Structural Interpretation
Author(s): Eduardo Bonilla-Silva
Source: American Sociological Review, Vol. 62, No. 3 (Jun., 1997), pp. 465-480
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/2657316 .
Accessed: 20/10/2014 16:31
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
American Sociological Association is collaborating with JSTOR to digitize, preserve and extend access to
American Sociological Review.
http://www.jstor.org
This content downloaded from 169.229.32.36 on Mon, 20 Oct 2014 16:31:21 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=asa
http://www.jstor.org/stable/2657316?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
RETHINKING RACISM:
TOWARD A STRUCTURAL INTERPRETATION *
Eduardo Bonilla-Silva
The University of Michigan
The study of race and ethnic conflict historically has been hampered by in-
adequate and simplistic theories. I contend that the central problem of the
various approaches to the study of racial phenomena is their lack of a struc-
tural theory of racism. I review traditional approaches and alternative ap-
proaches to the study of racism, and discuss their limitations. Following the
leads suggested by some of the alternative frameworks, I advance a struc-
tural theory of racism based on the notion of racialized social systems.
"The habit of considering racism as a men-
tal quirk, as a psychological flaw, must be
abandoned."
-Frantz Fanon (1967:77)
he area of race and ethnic studies lacks a
_ sound theoretical apparatus. To compli-
cate matters, many analysts of racial matters
have abandoned the serious theorization and
reconceptualization of their central topic: rac-
ism. Too many social analysts researching
racism assume that the phenomenon is self-
evident, and therefore either do not provide a
definition or provide an elementary definition
(Schuman, Steeh, and Bobo 1985; Sniderman
and Piazza 1993). Nevertheless, whether im-
plicitly or explicitly, most analysts regard rac-
ism as a purely ideological phenomenon.
*
Direct correspondence to Eduardo Bonilla-
Silva, Department of Sociology, University of
Michigan, 3012 Literature, Science, and Arts
Building, Ann Arbor, MI 48109-1382 ([email protected]
umich.edu). This research was supported in part
by the Rockefeller Foundation (1995-1996 Post-
doctoral Fellowship at W ...
Respond by clarifying or expanding your understanding of the role of.docxcarlstromcurtis
Respond by clarifying or expanding your understanding of the role of a theoretical or conceptual framework in qualitative research. Search and locate a relevant article that uses a similar lens or an article that takes a different approach to support your response. Use proper APA format and citations.
Looking from a Theoretical Lens Perspective
Theory and research are interrelated in many ways: Theory frames what we look at, how we think and look at it. It provides basic concepts and directs us to the important questions. It suggests ways for us to make sense of research data. Theory enables us to connect a single study to the immense base of knowledge to which other researchers contribute. It helps a researcher see the forest instead of just a single tree. Theory increases a researcher’s awareness of interconnections and of the broader significance of data (Neuman, 1997).
Theories are, by their nature, abstract and provide a selective and one-sided account of the many-sided concrete social world. The theory allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements etc.
Social theory informs our understanding of issues, which, in turn, assists us in making research decisions and making sense of the world. Theories play an important role in the development of the research questions and the goals of the study as well as throughout the entire process designing and engaging the research (Ravitch & Riggan, 2012).
We can examine issues of race and ethnicity, which is my point of interest through three major sociological perspectives: functionalism, conflict theory, and symbolic interactionism. For this discussion, I will only develop the Conflict theory as an example of a theory in Race and ethnicity.
Under conflict theory, in order to hold onto their distinctive social status, power, and possessions, privileged groups are invested in seeing that no competition for resources arises from minority groups. The powerful may even be ready to resort to extreme acts of violence against others to protect their interests. Thus, members of underprivileged groups may retaliate with violence in an attempt to improve their circumstances.
Conflict theories are often applied to inequalities of gender, social class, education, race, and ethnicity. A conflict theory perspective of U.S. history would examine the numerous past and current struggles between the white ruling class and racial and ethnic minorities, noting specific conflicts that have arisen when the dominant group perceived a threat from the minority group. In the late nineteenth century, the rising power of black Americans after the Civil War resulted in draconian Jim Crow laws that severely limited black political and social.
For example, Vivien Thomas (1910–1985), the black surgical technician who helped develop the groundbreaking surgical technique that saves ...
As we continue to consider the nuances of researching sexuality, onemurgatroydcrista
As we continue to consider the nuances of researching sexuality, one issue of vital consideration is
research ethics
, particularly given the sensitive nature of the kinds of issues sexuality researchers are studying, and the often vulnerable status of the people with whom they may be collaborating on this research (i.e. sexual minorities, sex workers, etc.).
Choose
one of the course readings
TOPIC:
Racism and Research: The Case of the Tuskegee Syphilis Study
Explain the potential ethical considerations/complications/challenges of doing research on that particular community or subject.
a)
How might power dynamics between the researcher and “human subjects” impact the data collected, whether in interviews, surveys, or ethnography?
b)
How would the context in which research might be done impact the researcher and/or human subject?
c)
Explain why, despite these challenges (ethical and logistical), scholars should still study the community or subject in the selected reading. What insights does it offer about sexuality not only in that particular community or context, but also more broadly?
d)
Finally, as a broader question, what are the responsibilities of the sexuality researcher when working with vulnerable/marginalized populations, and how might he or she go about ensuring that those responsibilities are met? our course schedule, and explain the potential ethical considerations/complications/challenges of doing research on that particular community or subject.
...
307 2nd Midterm review outline Professor Wendy Wang 2013
The second midterm emphasizes on (1) lecture notes, (2) the three book chapters 7, 8, and 9 (pay attention to the green concepts), as well as (3) video “LA county central jail” .
Although lecture notes especially theories are the most important, I give some guidance for chapter reading as well.
1. Critically evaluate Dr. Bonacich’s “split labor market” and “middleman minority” theories; Dr. Gordon’s “assimilation” theory; the “pluralist” theory; the “push – pull” , “human capital” , and “world system” theories.
2. Central arguments of the book chapters and how did the authors support their concepts through using data and charts?
3. Conclusions of the authors
4. Marxist Conflict theory: major arguments and weaknesses
5. Davis and Moore’s Functionalist theory: major arguments and weakness
6. Wilson’s declining significance of race vs. Duncan and Blau’s empirical comparisons of Black and White occupational mobility, variables used.
7. Intergenerational vs. Intragenerational mobilities.
8. Dr. Mario Barrera’s arguments on Deficiency vs. Bias theories, variables used in the two different models (see lecture notes).
9. Push and pull theories in migration
10. Demographic theory in migration
11. Human capital theory in migration (including “brain drain”)
12. World system theory
13. Globalization
14. Outsourcing
15. Hispanic American’s history and migration patterns
16. Why most of them serve as “cheap labors”?
17. Their social, familial, and income characteristics
18. Which three ethnic groups of Hispanic and Asian have the highest population percentage?
19. Why Mexican Americans are also called “sojourners”?
20. Why they transferred from “colonized minority” to “immigration minority” (page 288)
21. Push and pull factors for Mexican Americans (page 289)
22. Immigration, colonization and intergroup competition (page 294-295)
23. Continuing colonization (295-296)
24. Protest and resistance (296)
25. Immigration (push and pull) (304)
26. The ethnic enclave (305-306)
27. Assimilation and pluralism (316-320)
28. Asian American’s history and migration patterns
29. Why Asian’s “model minority” image is wrong?
30. Which two Asian groups have the highest population percentages?
31. Chinese Americans (339-340)
32. Second generation (340-341)
33. Ethnic enclave (342-343)
34. An American success story and critique (344)
35. Korean American (352)
36. Pilipino American (353)
37. Prejudice and discrimination against Asian American (354-355)
38. Assimilation and pluralism of Asian Americans (355-365)
39. Weak political power of Asian Americans (lecture and textbook)
40. Arab American’s migration pattern and educational/occupational characteristics
41. Arab’s contribution to the world (lecture notes)
42. Middle east and Arab Americans (384-386)
43. 9-11 and after (387-388)
44. Views toward immigrants (392-393)
45. Is contemporary assimilatio.
1Introduction The Multicultural PersonBoth the nature of what.docxdrennanmicah
1
Introduction: The Multicultural Person
Both the nature of what we take to be a self and its expression are inherently cultural (Bhatia & Stam, 2005, p. 419).
Each individual’s many aspects are not fragmented and distanced from one another or hierarchically ordered on behalf of a ruling center but remain in full interconnectedness and communication (Sampson, 1985, p. 1209).
There are a great variety of categories to which we simultaneously belong … Belonging to each one of the membership groups can be quite important, depending on the particular context … the importance of one identity need not obliterate the importance of others (Sen, 2006, p. 19).
Each of us is a multicultural human being. This simple and basic proposition, most descriptive of those of us who live in contemporary heterogeneous societies, constitutes the basic (though complex) theme of this book. Within its pages the reader will find attempts to explain, illustrate and argue for the value of this assertion. A major stimulus for pursuit of this is the belief that the study and understanding of behavior, when guided by the premise of individual multiculturalism, will increase the authenticity of our knowledge and the reliability of our predictions. This, in turn, should enhance the relevance and efficacy of the applications of our work to significant life situations – in the interest of advancing human welfare.
Multicultural Psychology and Cross-Cultural Psychology
This book needs to be distinguished from those that are in the tradition of cross-cultural psychology or mainstream multicultural psychology. The latter, as defined by Mio, Barker-Hackett, and Tumambing (2006, p. 32) “is the systematic study of all aspects of human behavior as it occurs in settings where people of different backgrounds encounter one another.” Multicultural psychologists prefer a salad bowl rather than a melting pot as metaphorical image, viewing the United States, for example, as a society in which groups maintain their distinctiveness (Moodley & Curling, 2006). They stress and argue for the necessary development of multicultural competence by psychologists and others. Such competence includes understanding of your own culture, respect for other cultures, and acquiring appropriate culturally sensitive interpersonal skills. To this end, professional guidelines have been proposed (and adopted) for education, training, and practice. Such guidelines are approved by the American Psychological Association (APA) for practice with persons of color (APA, 2003), practice with sexual minorities (APA, 2000), and practice with girls and women (APA, 2007).
The emphases in cross-cultural psychology are two-fold: first, to understand and appreciate the relationships among cultural factors and human functioning (Wallace, 2006); and second, to compare world cultures as well as subcultures within a single society. Cultures are compared on values, world-views, dominant practices, beliefs, and structures in order to re.
Evidence Based Practice Paper Sample. NUR2300 Evidence-based Nursing Practice Assignment Sample | Evidence .... Stroke: Evidence-Based Practice Essay Example | Topics and Well Written ....
Students must draw on all of the readings for the particular selec.docxdeanmtaylor1545
Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading.
Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection.
Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world.
Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable.
All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA.
Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references).
Unit reference notes below
https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic
Pg 117-142
Unit 5 Notes: Geographies of Culture and Identity
The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways.
Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.
Students must draw on all of the readings for the particular selec.docxorlandov3
Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading.
Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection.
Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world.
Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable.
All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA.
Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references).
Unit reference notes below
https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic
Pg 117-142
Unit 5 Notes: Geographies of Culture and Identity
The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways.
Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Race and racial cognition page 1 of 41printed from oxfo
1. Race and Racial Cognition
Page 1 of 41
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The Moral Psychology Handbook
John M. Doris and The Moral Psychology Research Group
Print publication date: 2010
Print ISBN-13: 9780199582143
Published to Oxford Scholarship Online: September 2010
DOI: 10.1093/acprof:oso/9780199582143.001.0001
Race and Racial Cognition
Daniel Kelly
Edouard Machery (Contributor Webpage)
Ron Mallon
DOI:10.1093/acprof:oso/9780199582143.003.0014
Abstract and Keywords
This chapter argues that current work on racial cognition is
relevant to many of
philosophers' concerns about race. It first examines several
2. positions within the
philosophy of race, pointing out where facts about the
psychology of race could
have an impact upon the feasibility of reform proposals offered
by philosophers.
It then reviews two relatively separate sets of psychological
literature. The first
shows that the content of racial thought is not a simple product
of one's social
environment, but is also shaped by the operation of certain
evolved
psychological mechanisms. After drawing out implications of
this work for
several types of proposals made by philosophers, it turns to the
question of
racial evaluation. Recent studies suggest that implicit racist
biases can exist and
influence behavior even in persons sincerely professing tolerant
or even anti-
racist views, and that implicit racial evaluations can be
insulated in important
ways from more explicitly held beliefs. The chapter then argues
that these
findings bear on the feasibility of proposals made in the
philosophical literature
on race, and may be useful in shaping novel proposals.
Keywords: racism, eliminativism, conservationism, racial
categorization, social reform, implicit
attitudes, implicit association test, modern racism scale,
prejudice, weapon bias
A core question of contemporary social morality concerns how
we ought to
handle racial categorization. By this we mean, for instance,
classifying or
3. thinking of a person as black, Korean, Latino, white, etc. While
it is widely
agreed that racial categorization played a crucial role in past
racial oppression,
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Race and Racial Cognition
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there remains disagreement among philosophers and social
theorists about the
ideal role for racial categorization in future endeavors. At one
extreme of this
disagreement are short‐ term eliminativists who want to do
away with racial
categorization relatively quickly (e.g. Appiah, 1995; D'Souza,
1996; Muir, 1993;
Wasserstrom, 2001/1980; Webster, 1992; Zack, 1993, 2002),
typically because
they view it as mistaken and oppressive. At the opposite end of
the spectrum,
long‐ term conservationists hold that racial identities and
communities are
beneficial, and that racial categorization—suitably reformed—is
essential to
fostering them (e.g. Outlaw, 1990, 1995, 1996). While extreme
forms of
conservationism have fewer proponents in academia than the
most radical
eliminativist positions, many theorists advocate more moderate
positions. In
between the two poles, there are many who believe that racial
categorization is
valuable (and perhaps necessary) given the continued existence
of racial
inequality and the lingering effects of past racism (e.g.
5. Haslanger, 2000; Mills,
1998; Root, 2000; Shelby, 2002, 2005; Sundstrom, 2002;
Taylor, 2004; Young,
1989). Such authors agree on the short‐ term need for racial
categorization in at
least some domains, but they often differ with regard to its
long‐ term value. (p.
434)
Our purpose here is not to delve into the nuances of this debate,
nor is it to
weigh in on one side or the other. Rather, we want to explore
the intersection of
these normative proposals with recent empirical work on the
psychology of
racial cognition. Race theorists often trade in normative
arguments for
conservationist or eliminativist agendas, and these normative
arguments
typically involve evaluations of the costs and benefits attached
to those agendas
(e.g. Boxill, 1984; Appiah, 1995; Muir, 1993; D'Souza, 1996;
Outlaw, 1990, 1995,
1996). For instance, these types of evaluations are present in
Outlaw's
discussions of the benefits of racial communities (1995),
Appiah's (1996)
weighing of the costs and benefits of racial identification,
Sundstrom's (2002)
insistence on the value of racial categorization in social science,
and Taylor's
(2004) exploration of the social and ethical dimensions of racial
classification,
which weighs the value of employing racial categories in
different ways against
the costs. Such evaluations invariably involve background
6. assumptions
regarding the feasibility of the proposals, and the ease with
which racial
categorization and racism can be eliminated or reformed.
Given how pervasive these appeals to feasibility are, one might
expect
discussions regarding the role of human psychology in
constraining or
facilitating various reform proposals. Instead, contemporary
race theory is
nearly devoid of effort to engage the burgeoning literature from
social
psychology and cognitive science on racial categorization and
racial prejudice.
This is unfortunate, for, as we show, the surprising
psychological forces at work
in racial cognition and related behavior often bear directly on
the revisionist
goals of conservationists and eliminativists. Our aim, then, is to
demonstrate the
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Race and Racial Cognition
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need for normative racial philosophy to more closely engage the
contemporary
psychology of racial categorization and racial prejudice.
We begin Section 1 by examining several positions within the
philosophy of race
in more detail, in the process pointing out where hitherto
unappreciated facts
about the psychology of race could have an impact upon the
feasibility of reform
proposals offered by philosophers. In Sections 2 and 3, we
review two relatively
separate sets of psychological literature: one from evolutionary
cognitive
psychology and the other from social psychology. Section 2
focuses on recent
research on racial categorization, and argues that a large body
of evidence
shows that the content of racial thought is not a simple product
of one's social
10. environment, but is also shaped by the operation of certain
evolved
psychological mechanisms. Moreover, we show that this
research has substantial
implications for assessing the feasibility of eliminativist and
conservationist
proposals.
In Section 3, we turn to the question of racial evaluation, and
consider recent
studies of divergences between implicit and explicit racial
cognition. (p.435)
This research program suggests that implicit racist biases can
persist even in
persons sincerely professing tolerant or even anti‐ racist views,
and that implicit
racial evaluations can be insulated in important ways from more
explicitly held
beliefs. We then argue, once again, that these findings bear on
the feasibility of
proposals made in the philosophical literature on race, and may
be used to help
shape novel suggestions proposed in the conservationist spirit.
We conclude
that, although it has not received much discussion in the
philosophy of race, the
recent empirical work on racial cognition can have a direct
impact upon the
normative projects of race theory.
1. Race, Philosophy, and Psychological Research
1.1. Thick Racialism and the Ontological Consens us
The late nineteenth and early twentieth centuries were marked
by the
widespread endorsement of biologically rooted racialist
11. doctrines—doctrines
that divided human beings into putatively natural categories.2
Such doctrines
held that “natural” races exist, and that sorting people into
racial groups on the
basis of phenotypic features like skin color, hair type, and body
morphology also
served to sort them according to a range of other underlying
properties that
expressed themselves in a variety of physical, cultural, moral,
and emotional
differences among the various races. We shall call this view
thick racialism. With
the advent of modern genetics in the early twentieth century, it
seemed obvious
that the appropriate interpretation of such thick racialist claims
was in terms of
this emerging science of human heredity. In particular, it
seemed that beliefs
about the putative cultural, moral, and emotional differences
between races
would be vindicated by the discovery of specific and systematic
genetic
differences between races. However, subsequent research in
biology,
anthropology, social theory, as well as cognitive, social, and
evolutionary
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13. identifying some important genetic differences or other
biological properties—
for example, properties that might be useful for epidemiology,
medicine, and
forensic science.4 Nevertheless, the important point for present
purposes is that
this ontological consensus against thick racialism is a point of
agreement for all
the authors we discuss below, and we shall take it for granted
what follows.
1.2. Eliminativism, Conservationism, and Psychology
We shall call the normative philosophic position that
recommends we do away
with racial categories eliminativism. Eliminativists envisage a
society in which
there are no racial categorizations at all, typically because they
believe that such
categorizations are arbitrary and oppressive. For example, K.
Anthony Appiah
writes:
The truth is that there are no races: there is nothing in the world
that can
do all we ask “race” to do for us. The evil that is done is done
by the
concept and by easy—yet impossible—assumptions as to its
application.–
(1995: 75)
Here Appiah articulates both of the ideas central to many
contemporary eliminativist
positions: the first being that thick racialism is false; the second
that continued use of
racial classification is oppressive.
14. In contrast, conservationism is the position that recommends we
conserve racial
categories, but do as much as we can to jettison their pernicious
features.
Conservationists are best understood as offering proposals for
(at least short‐
term) rehabilitation of racial thinking, for conservationists
typically advocate
both the rejection of thick racialism and the eradication of
racism, but hold that
racial categories themselves should not be completely
eliminated.5 Outlaw, for
example, agrees that “the invidious, socially unnecessary,
divisive forms and
consequences of thought and practice associated with race ought
to be
eliminated to whatever extent possible” (1995: 86), but thinks
that “the
continued existence of discernible racial/ethnic communities of
meaning is
highly desirable even if, in the very next instant, racism and
invidious
ethnocentrism in every form and manifestation were to
disappear forever” (ibid.:
98; italics in original). Conservationists like Outlaw appear to
recommend a
system composed of discernible racial groups, but one wherein
those groups
share equal social worth, as opposed to being hierarchically
ranked. (p.437)
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Eliminativists and conservationists are best understood as
revisionist: both
suggest we reform current practices of racial categorization, but
differ in
whether it would be best to eliminate or rehabilitate them.
Commitment to
either type of reform, however, appears to entail commitment to
substantive, if
often tacit, psychological assumptions as well.
Consider first eliminativism. What exactly would eliminativists
like to eliminate?
Politically conservative eliminativists (e.g. D'Souza, 1996) are
committed to the
elimination of racial categorization in public policy. But many
eliminativists
(including a variety of liberal thinkers) have something much
more sweeping in
mind, and suggest reform extending from large‐ scale features
of social
16. organization all the way to individual habits of thought and
action. In such
normative proposals the psychological assumptions of
eliminativism are fairly
close to the surface. Consider, for example, a classic paper in
which Richard
Wasserstrom writes:
A nonracist society would be one in which the race of an
individual would
be the functional equivalent of the eye color of individuals in
our society
today. In our society no basic political rights and obligations
are
determined on the basis of eye color. No important institutional
benefits
and burdens are connected with eye color. Indeed, except for
the mildest
sort of aesthetic preferences, a person would be thought odd
who even
made private, social decisions by taking eye color i nto
account.–(2001,
[1980]: 323)6
Clearly, Wasserstrom's ideal involves a substantial reordering
not only of contemporary
social policies, but also of the patterns of categorization
underwriting even personal
behaviors and thoughts. Given this goal and the assumptions
involved, work on the
psychology of racial categorization and racism is obviously
relevant to assessing the
ease with which (or the extent to which) such ideals can be
realized. Moreover, if it
turns out that certain ideals cannot be realized, that same
psychological work will be
17. useful in determining what sort of less‐ than‐ ideal goals are
more attainable.
With conservationism, the connections with psychology are
more complicated,
but it seems clear that conservationists, like Outlaw above, are
typically
committed to retaining racial categorization while eliminating
racism and thick
racialism.7 Indeed, to the extent that individuals or groups can
reap the
(supposed) benefits of racial identification and categorization
while avoiding
harmful and distorting implications of racism, conservationism
enjoys
considerable appeal. But is this division of racial categorization
from racial
evaluation (p.438) really, or even practically, possible? Here,
too, there is
strong reason to think information about human psychology is
relevant to
assessing conservationists' proposals.
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In sum, both eliminativist and conservationist agendas include,
often tacitly,
goals of psychological reformation. In particular:
Eliminativists' Goal: Reducing the use of racial categories in
thought
and behavior.
Conservationists' Goal: The retention of racial categorization
together
with a rejection of thick racialism and pernicious racial
discrimination.
As we shall go on to show, the extent to which these
psychological aims can be
achieved depends on the particular facts of racial cognition.
1.3. Normative Proposals, Feasibility, and the Disregard of
Psychology
Costs of normative proposals can be evaluated along various
dimensions,
including economic, legal, and social ones. Naomi Zack (1998:
16), for example,
considers whether completing the project of racial eliminativism
is politically
feasible given the protection the First Amendment provides to
even mistaken
19. thoughts and speech. We'll continue talking about the costs in
terms of a
proposal's “feasibility”: the feasibility of a proposal is a
function of the ease with
which its goal can be reached. Neither “feasibility” nor “ease”
is terribly precise,
but we take the basic idea behind each to be clear enough to get
our discussion
going. Indeed, since we need some way to talk about different
types of
conditions that are relevant to assessing a proposal (economic,
legal, social,
psychological, etc.), insisting on greater precision would hinder
the terms'
usefulness.
One dimension that is rarely considered in these assessments is
their
psychological feasibility, the ease with which eliminativist and
conservationist
goals can be reached given the psychological facts about human
racial cognition.
This is puzzling. As we have seen, both eliminativist and
conservationist
proposals depend in substantial ways on our ability to reform
our practices of
racial categorization, and these in turn depend in part on the
character of the
psychology that underwrites these practices. Why, then, is there
almost no
engagement with the psychology of racial categorization by
philosophers of
race? The question is not one that can be simply answered by
reference to
disciplinary boundaries, for philosophical racial theorists
typically engage
20. research from a variety of sources, including history, sociology,
and
anthropology. Yet these same theorists make almost no (p.439)
effort to engage
with psychological research, despite its obvious prima facie
relevance.8
Rather than speculate on what motivates this disregard of
psychology, we
instead devote our efforts to showing how recent findings about
racial cognition
are indeed relevant to assessing the feasibility of both
eliminativism and
conservationism. Realistically evaluating eliminativist and
conservationist goals
can be accomplished only if one takes into account some of the
more robust and
surprising results in current psychology. Below, we shall
describe two such areas
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21. 2021
of research and illustrate how they make the disregard of
psychology in the
normative racial literature untenable. Along the way, we also
draw out some
more detailed conclusions about how specific psychological
results affect the
feasibility of competing normative proposals.
2. Racial Categorization and Evolutionary Psychology
Both eliminativists and conservationists want to modify our
practices of racial
categorization: eliminativists by eliminating them,
conservationists by doing
away with thick racialism and mitigating the more unsavory
evaluations that
may accompany the use of racial categories. In this section, we
shall review
recent work in evolutionary cognitive psychology on racial
categorization, and
show how this work bears on the normative debates.
2.1. Racial Categorization and Specialized Cognitive
Mechanisms
Racial categorization presents a puzzle for
evolutionary‐ minded psychologists
and anthropologists (Hirschfeld, 1996; Gil‐ White, 1999, 2001;
Kurzban et al.,
2001; for a critical review, see Machery and Faucher, 2005a).
People classify
themselves and others on the basis of physical, putatively racial
properties, and
seem to assume that these classifications group together people
who share (p.
22. 440) important biological properties (and perhaps also
important psychological
and moral properties). However, it is hard to account for this
phenomenon with
the explanatory resources favored by evolutionary
psychologists, namely by
appeal to something like a “race module”—an evolved cognitive
system devoted
to race and racial membership. First, it is difficult to identify a
selection
pressure that would have driven early humans to pay attention
to physical
properties now associated with race and putative racial
differences, like skin
color, body shape, etc. Long‐ distance contacts were probably
rare during most of
the evolution of human cognition, and our ancestors would have
had little direct
contact with groups whose members had substantially different
physical
phenotypes from their own. Moreover, as pointed out in the first
section, there is
an ontological consensus among researchers from a variety of
disciplines that
whatever else they might be, racial categories do not
systematically map onto
any biological categories that support robust physical, social,
psychological, and
behavioral generalizations.9 Thus, even if contacts with people
with substantially
different phenotypical properties had been common during the
evolution of
humans, the adaptive benefit of classifying others on the basis
of these
properties would still be unclear.
23. Thus, rather than postulating a race module on the standard
grounds,
evolutionary psychologists …