From my writing course, a set of four moves that underpin many journal articles in the social sciences and humanities. Accompanies a blog post on patthomson.net
MEDIA AND WOMEN (Analysis on Gender and Sexuality in Mass Media Construction)AJHSSR Journal
ABSTRACT: Mass media plays a very important role in the introduction of values in society, it includes the
issues on sexuality. Sexploitation is a term introduced by feminists that demonstrates how the media has been
unfairly exploiting women by violating their respectability in purpose of giving a boost to the circulation of
newspapers or magazines. Applying gender studies and muted group theory, there be found the following three
entities: First, the ideological construction of women in media. Second, the domination and attractiveness of
sexuality in media. Third, the position of women in media.
From my writing course, a set of four moves that underpin many journal articles in the social sciences and humanities. Accompanies a blog post on patthomson.net
MEDIA AND WOMEN (Analysis on Gender and Sexuality in Mass Media Construction)AJHSSR Journal
ABSTRACT: Mass media plays a very important role in the introduction of values in society, it includes the
issues on sexuality. Sexploitation is a term introduced by feminists that demonstrates how the media has been
unfairly exploiting women by violating their respectability in purpose of giving a boost to the circulation of
newspapers or magazines. Applying gender studies and muted group theory, there be found the following three
entities: First, the ideological construction of women in media. Second, the domination and attractiveness of
sexuality in media. Third, the position of women in media.
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
The humanities allows people of different cultures to communicate and understand their
sometimes common pasts but present differences. The humanities shows how different
disciplines affect and complement one another. Finally, the study of the humanities shows that
this study is ongoing and continual, constantly evolving and shaping.
Highly successful executives, entrepreneurs and policy makers offer words of wisdom about the
practical value of studying the humanities. “I think if you have a good background in what it is to
be human, an understanding of life, culture and society, it gives you a good perspective on
starting a business, instead of an education purely in business...You can always pick up how to
read a balance sheet and how to figure out profit and loss, but it\'s harder to pick up the other
stuff on the fly. ”
1. The humanities prepare you to fulfill your civic and cultural responsibilities.
The
reason that John Harvard left his library to the college in Cambridge,
Massachusetts, that Jane and Leland Stanford founded Stanford University, and
that states established land-grant colleges was to educate cultured and
useful citizens. T.
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledge’s are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of “minorities” (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as “natural” and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories –not only in psychology, but in social and human sciences at large– assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a “genuinely empirical” psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term “psycho-technical” to refer to “a technical science, related to causal psychology as engineering is related to physics” (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the “national nature” as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
A Blueprint for Public Scholarship atPenn StateJerem.docxransayo
A Blueprint for Public Scholarship
at
Penn State
Jeremy Cohen and Lakshman Yapa
Editors
Laura M. Donnelly
Technical Editor
Developed for “A Blueprint for the Public Scholarship of
Service Learning”
a summit at
The Pennsylvania State University
University Park, PA
March 29, 2003
This publication is available in alternative media on request.
The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs and activ-
ities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please
contact William Ritzman, at (814) 863-0471 in advance of your participation or visit.
The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facil-
ities, admission, and employment without regard to personal characteristics not related to ability, performance, or quali-
fications as determined by University policy or by state or federal authorities. It is the policy of the University to main-
tain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University
prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap,
national origin, race, religious creed, sex, sexual orientation, or veteran status. Discrimination or harassment against fac-
ulty, staff, or students will not be tolerated at The Pennsylvania State University. Direct all inquiries regarding the
nondiscrimination policy to the Affirmative Action Director, The Pennsylvania State University, 328 Boucke Building,
University Park, PA 16802-2801; Tel 814-865-4700/V, 814-863-1150/TTY.
UGE 03-27
The editors of A Blueprint for Public Scholarship at Penn State University wish to thank and to
acknowledge Pennsylvania Campus Compact, the Corporation for National and Community
Service, and The Pennsylvania State University Office of Undergraduate Education for their finan-
cial support, which has enabled faculty, staff, and students to share their public scholarship reflec-
tions in the pages that follow. The editors also express gratitude to Laura Donnelly, who, as a grad-
uate student in Penn State’s College of Communications, provided a tireless professional contribu-
tion as technical editor, copy editor and gentle critic; to faculty member Tim Robinson in the
College of Earth and Mineral Sciences for his assistance with the cover graphics; and to staff assis-
tant Sarah Aumiller, whose organizational and administrative skills are a source of continuing sup-
port for the Public Scholarship Associates, students, and community members involved in this proj-
ect.
The March 29, 2003 Summit, A Blueprint for the Public Scholarship of Service Learning, is indebt-
ed to Penn State’s Office of Undergraduate Education, Office of Educational Equity, Office of
Student Affairs, Schreyer Honors College, Schreyer Institute, and Public Scho.
1 Working Toward the Common Good An Online Univer.docxhoney725342
1
Working Toward the Common Good:
An Online University’s Perspectives on Social Change
2
Many institutions of higher education in the United States and indeed around the world
are reaching out to their neighborhoods as a member of the community to contribute to the
common good through research, service, and educational opportunities. In this descriptive study,
the understandings and practices around this kind of activity by one university with a mission of
creating positive social change is explored. While current literature indicates that researchers are
examining campus-community engagements, very little research has been done on community
engagement when the institution works primarily online and the communities involved are
geographically dispersed and dependent on individual choices and preferences. The goal of the
study was to discover how members of one such online university currently understand and
practice the mission to provide a baseline of understandings for curriculum planning and
mentoring student research projects and service activities. Through a series of interviews
conducted with faculty members, students, and alumni, several themes were identified. These
results give rise to several implications for the university in developing its community outreach,
along with some suggestions for further research. The discussion of findings for this university
might have applicability to other institutions of higher education, both online and traditional,
with a similar commitment to the community.
Background to the Study
With the advances in online education and the significant numbers of institutions that
have campuses in multiple locations, the ease with which colleges and universities can
demonstrate mission fulfillment is more challenged. The reach of the university is broader in
such programs and mission efficacy relies on more than confirmed relationships with
constituency groups that are often local to the institution. For online education providers in
particular, the strength of mission fulfillment must rely upon intentional promotion within
3
curricular structures, student services, and philosophical expectations that allow university
members to carry out the institution’s mission in their own communities. Finding references that
speak to mission fulfillment in online and geographically dispersed programs is made
particularly difficult given the limited number of writings that deal with this topic. In fact, a
review of the literature for mission and online learning finds a greater focus on how the decision
to deliver online instruction can become part of the institution’s mission, not upon how the
existing mission can be assured through online delivery (Checkoway, 2001; Johnson, et al.,
2014; Levy, 2003). The complexity of understanding what is meant by “positive social change”,
the mission for the university in this study, adds to the difficu ...
WEAVING DEEP CONNECTIONS BETWEEN CAMPUSES AND COMMUNITIES: REFLECTIONS AND PR...Iowa Campus Compact
featuring Thomas Schnaubelt, Executive Director, Haas Center for Public Service,
Stanford University
Dr. Schnaubelt will draw from his professional experience in three different parts of
the United States (the Deep South, the Upper Midwest, and California) over the past
two decades to share some reflections and observations. He will share thoughts
about why context matters: how our work has evolved in general, how local/regional
cultures shape the relationship between campuses and communities, and how our
work with students changes over time and place. He will also consider what these deep
connections might look like in the future.
Forensic Drug Chemistry and White Powder IdentificationIn this e.docxbudbarber38650
Forensic Drug Chemistry and White Powder Identification
In this experiment you will perform a series of tests on some of the white powders commonly encountered in the crime laboratory. You will distinguish each of the powders based upon the differences in physical and chemical properties.
Materials
· baking soda
· table salt
· corn starch
· granulated sugar
· eyedropper
· iodine solution
· vinegar
· water
· measuring spoon set
· black construction paper
· silver or white marking pen
· white cups or small white bowls
· hand magnifier or preferably a pocket microscope
Note:
The eyedropper and iodine solution are readily available in most pharmacies.
The eyedropper must be carefully cleaned prior to performing each different test. The measuring spoons must be cleaned prior to the sampling of each powder.
You will be able to observe the appearance of the powders better with a pocket microscope than with a hand magnifier.
Procedure:
Place ½ teaspoon of each of the four white powders on a separate sheet of black paper.
Test # 1
Take your eyedropper and add a drop or two of warm water on to a portion of each of the powders.
Test # 2
Using your eyedropper, add about 10 to 15 drops of the iodine to about ½ cup of water and stir. The solution should look somewhat like a moderately dark tea beverage. Add ½ teaspoon of each powder to a separate small white bowl or cup. Using your eyedropper, add 1 to 2 drops of the iodine solution to the powders.
Test # 3
Place ½ teaspoon of each powder into a separate bowl or cup. Using the eyedropper, add 1 to 2 drops of the vinegar to the powders.
Deschooling Society Page # 1
DESCHOOLING
SOCIETY
IVAN ILLICH
Contents
Introduction
1 Why We Must Disestablish School
2 Phenomenology of School
3 Ritualization of Progress
4 Institutional Spectrum
5 Irrational Consistencies
6 Learning Webs
7 Rebirth of Epimethean Man
Downloaded from http://philosophy.la.psu.edu/illich/deschool/
Deschooling Society Page # 2
Introduction
I owe my interest in public education to Everett Reimer. Until we first met in Puerto Rico
in 1958, I had never questioned the value of extending obligatory schooling to all people.
Together we have come to realize that for most men the right to learn is curtailed by the
obligation to attend school. The essays given at CIDOC and gathered in this book grew
out of memoranda which I submitted to him, and which we discussed during 1970, the
thirteenth year of our dialogue. The last chapter contains my afterthoughts on a
conversation with Erich Fromm on Bachofen's Mutterrecht.
Since 1967 Reimer and I have met regularly at the Center for Intercultural
Documentation (CIDOC) in Cuernavaca, Mexico. Valentine Borremans, the director of
the Center, also .
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
The humanities allows people of different cultures to communicate and understand their
sometimes common pasts but present differences. The humanities shows how different
disciplines affect and complement one another. Finally, the study of the humanities shows that
this study is ongoing and continual, constantly evolving and shaping.
Highly successful executives, entrepreneurs and policy makers offer words of wisdom about the
practical value of studying the humanities. “I think if you have a good background in what it is to
be human, an understanding of life, culture and society, it gives you a good perspective on
starting a business, instead of an education purely in business...You can always pick up how to
read a balance sheet and how to figure out profit and loss, but it\'s harder to pick up the other
stuff on the fly. ”
1. The humanities prepare you to fulfill your civic and cultural responsibilities.
The
reason that John Harvard left his library to the college in Cambridge,
Massachusetts, that Jane and Leland Stanford founded Stanford University, and
that states established land-grant colleges was to educate cultured and
useful citizens. T.
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledge’s are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of “minorities” (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as “natural” and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories –not only in psychology, but in social and human sciences at large– assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a “genuinely empirical” psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term “psycho-technical” to refer to “a technical science, related to causal psychology as engineering is related to physics” (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the “national nature” as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
A Blueprint for Public Scholarship atPenn StateJerem.docxransayo
A Blueprint for Public Scholarship
at
Penn State
Jeremy Cohen and Lakshman Yapa
Editors
Laura M. Donnelly
Technical Editor
Developed for “A Blueprint for the Public Scholarship of
Service Learning”
a summit at
The Pennsylvania State University
University Park, PA
March 29, 2003
This publication is available in alternative media on request.
The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs and activ-
ities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please
contact William Ritzman, at (814) 863-0471 in advance of your participation or visit.
The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facil-
ities, admission, and employment without regard to personal characteristics not related to ability, performance, or quali-
fications as determined by University policy or by state or federal authorities. It is the policy of the University to main-
tain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University
prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap,
national origin, race, religious creed, sex, sexual orientation, or veteran status. Discrimination or harassment against fac-
ulty, staff, or students will not be tolerated at The Pennsylvania State University. Direct all inquiries regarding the
nondiscrimination policy to the Affirmative Action Director, The Pennsylvania State University, 328 Boucke Building,
University Park, PA 16802-2801; Tel 814-865-4700/V, 814-863-1150/TTY.
UGE 03-27
The editors of A Blueprint for Public Scholarship at Penn State University wish to thank and to
acknowledge Pennsylvania Campus Compact, the Corporation for National and Community
Service, and The Pennsylvania State University Office of Undergraduate Education for their finan-
cial support, which has enabled faculty, staff, and students to share their public scholarship reflec-
tions in the pages that follow. The editors also express gratitude to Laura Donnelly, who, as a grad-
uate student in Penn State’s College of Communications, provided a tireless professional contribu-
tion as technical editor, copy editor and gentle critic; to faculty member Tim Robinson in the
College of Earth and Mineral Sciences for his assistance with the cover graphics; and to staff assis-
tant Sarah Aumiller, whose organizational and administrative skills are a source of continuing sup-
port for the Public Scholarship Associates, students, and community members involved in this proj-
ect.
The March 29, 2003 Summit, A Blueprint for the Public Scholarship of Service Learning, is indebt-
ed to Penn State’s Office of Undergraduate Education, Office of Educational Equity, Office of
Student Affairs, Schreyer Honors College, Schreyer Institute, and Public Scho.
1 Working Toward the Common Good An Online Univer.docxhoney725342
1
Working Toward the Common Good:
An Online University’s Perspectives on Social Change
2
Many institutions of higher education in the United States and indeed around the world
are reaching out to their neighborhoods as a member of the community to contribute to the
common good through research, service, and educational opportunities. In this descriptive study,
the understandings and practices around this kind of activity by one university with a mission of
creating positive social change is explored. While current literature indicates that researchers are
examining campus-community engagements, very little research has been done on community
engagement when the institution works primarily online and the communities involved are
geographically dispersed and dependent on individual choices and preferences. The goal of the
study was to discover how members of one such online university currently understand and
practice the mission to provide a baseline of understandings for curriculum planning and
mentoring student research projects and service activities. Through a series of interviews
conducted with faculty members, students, and alumni, several themes were identified. These
results give rise to several implications for the university in developing its community outreach,
along with some suggestions for further research. The discussion of findings for this university
might have applicability to other institutions of higher education, both online and traditional,
with a similar commitment to the community.
Background to the Study
With the advances in online education and the significant numbers of institutions that
have campuses in multiple locations, the ease with which colleges and universities can
demonstrate mission fulfillment is more challenged. The reach of the university is broader in
such programs and mission efficacy relies on more than confirmed relationships with
constituency groups that are often local to the institution. For online education providers in
particular, the strength of mission fulfillment must rely upon intentional promotion within
3
curricular structures, student services, and philosophical expectations that allow university
members to carry out the institution’s mission in their own communities. Finding references that
speak to mission fulfillment in online and geographically dispersed programs is made
particularly difficult given the limited number of writings that deal with this topic. In fact, a
review of the literature for mission and online learning finds a greater focus on how the decision
to deliver online instruction can become part of the institution’s mission, not upon how the
existing mission can be assured through online delivery (Checkoway, 2001; Johnson, et al.,
2014; Levy, 2003). The complexity of understanding what is meant by “positive social change”,
the mission for the university in this study, adds to the difficu ...
WEAVING DEEP CONNECTIONS BETWEEN CAMPUSES AND COMMUNITIES: REFLECTIONS AND PR...Iowa Campus Compact
featuring Thomas Schnaubelt, Executive Director, Haas Center for Public Service,
Stanford University
Dr. Schnaubelt will draw from his professional experience in three different parts of
the United States (the Deep South, the Upper Midwest, and California) over the past
two decades to share some reflections and observations. He will share thoughts
about why context matters: how our work has evolved in general, how local/regional
cultures shape the relationship between campuses and communities, and how our
work with students changes over time and place. He will also consider what these deep
connections might look like in the future.
Forensic Drug Chemistry and White Powder IdentificationIn this e.docxbudbarber38650
Forensic Drug Chemistry and White Powder Identification
In this experiment you will perform a series of tests on some of the white powders commonly encountered in the crime laboratory. You will distinguish each of the powders based upon the differences in physical and chemical properties.
Materials
· baking soda
· table salt
· corn starch
· granulated sugar
· eyedropper
· iodine solution
· vinegar
· water
· measuring spoon set
· black construction paper
· silver or white marking pen
· white cups or small white bowls
· hand magnifier or preferably a pocket microscope
Note:
The eyedropper and iodine solution are readily available in most pharmacies.
The eyedropper must be carefully cleaned prior to performing each different test. The measuring spoons must be cleaned prior to the sampling of each powder.
You will be able to observe the appearance of the powders better with a pocket microscope than with a hand magnifier.
Procedure:
Place ½ teaspoon of each of the four white powders on a separate sheet of black paper.
Test # 1
Take your eyedropper and add a drop or two of warm water on to a portion of each of the powders.
Test # 2
Using your eyedropper, add about 10 to 15 drops of the iodine to about ½ cup of water and stir. The solution should look somewhat like a moderately dark tea beverage. Add ½ teaspoon of each powder to a separate small white bowl or cup. Using your eyedropper, add 1 to 2 drops of the iodine solution to the powders.
Test # 3
Place ½ teaspoon of each powder into a separate bowl or cup. Using the eyedropper, add 1 to 2 drops of the vinegar to the powders.
Deschooling Society Page # 1
DESCHOOLING
SOCIETY
IVAN ILLICH
Contents
Introduction
1 Why We Must Disestablish School
2 Phenomenology of School
3 Ritualization of Progress
4 Institutional Spectrum
5 Irrational Consistencies
6 Learning Webs
7 Rebirth of Epimethean Man
Downloaded from http://philosophy.la.psu.edu/illich/deschool/
Deschooling Society Page # 2
Introduction
I owe my interest in public education to Everett Reimer. Until we first met in Puerto Rico
in 1958, I had never questioned the value of extending obligatory schooling to all people.
Together we have come to realize that for most men the right to learn is curtailed by the
obligation to attend school. The essays given at CIDOC and gathered in this book grew
out of memoranda which I submitted to him, and which we discussed during 1970, the
thirteenth year of our dialogue. The last chapter contains my afterthoughts on a
conversation with Erich Fromm on Bachofen's Mutterrecht.
Since 1967 Reimer and I have met regularly at the Center for Intercultural
Documentation (CIDOC) in Cuernavaca, Mexico. Valentine Borremans, the director of
the Center, also .
Forensic Drug Chemistry and White Powder IdentificationIn this e.docx
What is Philanthropic Studies
1. Roll 1
Abe Roll
PHST P450
Definition and Case for Philanthropic Studies as a Discipline
Since the United States came into existence, philanthropy has been a key characteristic of
the nation’s identity. From the “associations”1
de Tocqueville observed in the nineteenth century
to the nonprofit organizations, advocacy groups and university-student movements of today,
“voluntary action aimed at the public good”2
remains an American tradition. Recently,
“philanthropic studies” has emerged as an academic discipline focused on this philanthropy, both
domestically and abroad. Steeped in the humanities, philanthropic studies (PHST) can be
understood as the inquiry into the cumulative “why” of voluntary action,3
and the subsequent
application of this inquiry to any philanthropic/voluntary action. As a discipline, PHST ought to
be given serious consideration, as it transcends the traditional restraints of academic disciplines,
and allows for a diverse expression of values in its application.
Many who engage in PHST as a path of study do so with the intent of pursuing careers in
the nonprofit sector, whether in management, advocacy or other roles. While a traditional
academic preparation for these students would teach them “how” to meet these goals effectively
– through management science, accounting practices, etc. – PHST instead focuses on the “why.”
This means that students will engage in a systematic, pragmatic analysis of philanthropy’s
historical traditions and trends, psychology’s study of pro-social behavior and motivations of
giving, the effect of nonprofits and volunteers on a societal level, and so forth. Ultimately, PHST
1
David C. Hammack, Making the Nonprofit Sector in the United States. (Bloomington: Indiana University Press,
1998), 142 - 153
2
Robert L Payton and Michael P. Moody, Understanding Philanthropy: It’s Meaning and Mission (Bloomington and
Indianapolis: Indiana University Press, 2008), 27.
3
Lilly Family School of Philanthropy. BA in Philanthropic Studies Checklist. Indianapolis: IUPUI, n.d. Print.
Accessed: http://www.philanthropy.iupui.edu/doc/academics/sop_overview_sheet_undergraduate_studies-final.pdf
2. Roll 2
students attempt to understand the “why” of philanthropy in order to better the “how” of
philanthropy.
Various scholars have noted this multi-faceted approach of philanthropic studies. Peter
Dopkin Hall notes this approach as a historical trend, and states that “between 1895 and 1970,”
academics engaged in studying philanthropy produced dissertations from thirteen various fields.4
These fields spanned the disciplines, encompassing history and education, sociology and
economics, as well as disciplines of engineering and law. This historical trend in studying
philanthropy correlates with the historical trends of philanthropy itself. Not only have scholars
diversified their focus in studying philanthropy, but philanthropists have long diversified their
application of philanthropy to bettering the world. Carnegie’s “Gospel of Wealth” is a prime
example. In his 1889 article, Carnegie offered aspiring philanthropists his idea of “quality”
philanthropic investments: the founding of universities, creation of free libraries, founding and
extension of hospitals and medical research, public parks and beautification, meeting/concert
halls, public baths, and churches.5
Both in the study and in application of philanthropy, this multidimensional approach is a
distinguishing characteristic. According to Richard Turner, this is such a distinguishing
characteristic that PHST ought to be considered a “central and centering discipline in the
humanities.”6
Humanities, according to the Stanford Humanities Center, are the study of how
people process and document the human experience.7
The very notion of PHST encapsulates the
humanities, both defining and being defined by them. The discipline not only utilizes the
4
Peter Dobkin Hall, “The Work of Many Hands: A Response to Stanley N. Katz on the Origins of ‘Serious Study’
of Philanthropy,” Nonprofit and Voluntary Sector Quarterly 28, no 4 (December 1999) 523.
5
Andrew Carnegie, “Gospel of Wealth” North American Review (June 1889) 14 – 23.
6
Richard C. Turner, “Philanthropic Studies as a Central an Centering Discipline in the Humanities” International
Journal of the Humanities vol. 2, no 3 (July 2004)
7
Stanford Humanities, 2016. "Stanford Humanities Center". http://shc.stanford.edu/what-are-the-humanities.
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knowledge of human experience, but aims at improving it in a multitude of ways, be it through
social justice advocacy, cultural/arts enrichment or other mediums.
Instrumental in this type of inquiry is the understanding and practice of collaboration,
which Turner suggests out to be the distinguishing educational tactic of PHST.8
As a student in
the discipline, the idea of collaborating with other students simply makes sense for PHST.
Again, the distinguishing nature of the discipline is its utilizing of a variety of fields in the
humanities and social sciences to understand and better philanthropy. This characteristic lends
itself to collaborative work. Different PHST students have particular interests and focuses in
their studies, and it is the sharing of these unique perspectives, experiences and understandings
that create a well-rounded academic experience in PHST. As such, collaboration should be
considered a defining characteristic of PHST.
While an interdisciplinary approach in the humanities and emphasis on collaboration are
definitive of PHST, it is the applicable nature and transferable skills from these characteristics
that make PHST a discipline worthy of inquiry. The multidisciplinary approach is essential
preparation for any student wishing to engage effectively in voluntary action, especially in
management positions. In my work the FACE Low Cost Animal Clinic, I saw various examples
of managers utilizing various approaches to philanthropic understanding. The volunteer manager
was effective in using her knowledge of philanthropic motivations to find and use volunteers.
The Executive Director’s knowledge of historical trends in giving to the environment/animal
subsector allowed her to target new major donors effectively. Though neither studied PHST
formally, their general understanding of philanthropy in a number of contexts provided
continuous support for their professional work.
8
Richard C. Turner, Collaboration: a Signature Pedagogy for Philanthropic Studies, January 13 2016.
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The collaborative nature of PHST is also of benefit for a number of career paths.
Students wishing to engage in social justice advocacy – particularly in politics – will assuredly
need to collaborate with others. This skill not only allows them to work well with those whom
they agree with, but also encourages effective negotiation and collaboration with those whom
they oppose. In the workplace, this is an invaluable skill. At my internship with FACE, the Indy
Mega Adoption Event – the state’s largest adoption event – was a collaborative effort between
FACE and a number of local nonprofit leaders. The over 700 animals adopted at the event
would still be homeless, or euthanized, if not for a collaborative event with different parties.
Informal philanthropy, too, benefits from PHST, as students are able to apply their
knowledge to their own personal giving and volunteering. By learning the “ins-and-outs” of
philanthropic engagement, students are not only able to articulate their passion for improving
their world and the value system behind it, but also learn how to execute this voluntary action in
the most effective manner possible. This is evidenced in the sheer volume of PHST students
participating in political movements, volunteer work, and civic engagement outside of their
professional experience.
Overall, its humanities core and its collaborative nature can best define PHST. These
traits set the discipline apart as an important field of study that deserves serious consideration
from students and academics. Particularly, the utilization of PHST to students’ career aspirations
shows the discipline’s validity as an applicable, sound field of study. As the discipline continues
to expand and gain expertise, the social problems facing the world are one-step closer to
solution.