...Rousseau begins the “Discourse on Inequality” with a metaphor in which he uses a statue to describe the human race. The statue can be molded and weathered, resulting in change over time. His argument on inequality is based in human nature, which, like the statue, changes. He tries to examine the root of human characteristics and develops the idea of perfectibility. Perfectibility is the mental and physical power that differentiates humans from their animal counterparts, and Rousseau uses this to support his account of the breakdown of inequalities in humans. Perfectibility is derived socially. Rousseau believes there’s a limit to perfectibility, and once reached, perfectibility can cause some negative qualities. To begin to define Perfectibility,...
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...Rousseau was sceptical of the progress that humans have made, unlike Pico de Mirandola. Pico celebrated human progress and humans’ ability to learn, while Rousseau believed that learning philosophy has made man less selfless and willing to help others in need. Rousseau stated that “reason engenders vanity and reflection fortifies it…Philosophy isolates [man]; because of it he says in secret, at the sight of a suffering man: Perish if you will, I am safe.” Rousseau, explains that the philosopher does not worry about the suffering people around him. Attaining knowledge becomes a priority to him instead of the well being of others. According to Rousseau, that is the flaw of education, progress and the foundation of a modern civilized society. He believes that education, philosophy has infected the current population of the Earth and has removed the natural, substratal human instincts that involved pity, empathy compassion. Philosophy animalized the Noble savage and made humans exist in pain and...
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...Sydney Bourdon Prof. Savage ENGL-250-021 12 April 2024 The American Dream In Cold Blood, by Truman Capote, is a true crime novel that tells the true story of the brutal murder of the Clutter family in Kansas and the subsequent investigation and even the capture of the killers. Not only does the book connect to a variety of themes, but it also tells a story of the way things occurred at that time. The harrowing account of the Clutter family murders in 1959 in Kansas serves as a stark reflection of the dark underbelly of the American Dream during the 1950s. As the nation basked in post-war prosperity and suburban idealism, the brutal slaying of the seemingly idyllic Clutter family shattered the illusion of safety and security in small-town America....
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...crucial aspect of the Harlem Renaissance. Artists like Aaron Douglas, known for his modernist style and depictions of African American life, played a significant role. Douglas' work was characterized by bold colors and geometric shapes, often reflecting themes of African heritage and contemporary black life. His murals, such as those in the New York Public Library’s Schomburg Center for Research in Black Culture, are iconic representations of the era (Haygood, 2018). Romare Bearden and Jacob Lawrence also made significant contributions, using their art to comment on the African American experience and the struggle for civil rights (Patton, 1998). Women also made significant strides in the visual arts during the Harlem Renaissance. Augusta Savage, a sculptor, and educator, was a prominent figure. Her work, which included the famous sculpture *The Harp*, showcased her technical prowess and deep engagement with African American culture and history. Savage's role as an educator at the Harlem Community Art Center allowed her to influence a new generation of African American artists, ensuring that the legacy of the Harlem Renaissance would continue (Powell and Mecklenburg, 2012). MUSIC AND PERFORMANCE Music, particularly jazz, was perhaps the most influential element of the Harlem Renaissance. Jazz legends like Duke Ellington and Louis Armstrong rose to fame during this period, performing in Harlem's vibrant nightclubs such as the Cotton Club. Jazz was more than just entertainment;...
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...Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education Paul C. Gorski Founder, EdChange Assistant Professor, Integrative Studies George Mason University http://www.EdChange.org gorski@EdChange.org December 2010 Unlearning Deficit Ideology and the Scornful Gaze 2 It is popular in the education milieu today to talk about the dangers of assuming a deficit perspective, approaching students based upon our perceptions of their weaknesses rather than their strengths. Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators....
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...Nina Wohl Columbia University Graduate School of Arts and Sciences AHIS W4855 African American Artists in the 20th and 21st Centuries Spring 2012 Research Paper – African American Art & the Great Depression The Great Depression was the worst economic downturn of the twentieth century. The federal government took unprecedented action to provide relief, recovery and reform. No group was harder hit by the Great Depression than African Americans. The New Deal was slow to deal with the unique situation faced by African Americans. The struggles of the Great Depression laid the foundation for the civil rights movement of the 1950s and 1960s. Art would play an important role in influencing the future. Despite its limitations, the New Deal, through the Works Progress Administration’s (WPA) Federal Arts Program (FAP), was responsible for reshaping the cultural agenda and “marked a significant turning point in the production of black culture.”1 The artists of the Great Depression built upon the work done during the Harlem Renaissance. New Deal art extended and affirmed art that translated “politics into cultural terms.”2 The FAP looked for a “new sense of authentic American culture – one that championed national values and traditions by celebrating regional and racial diversity.”3 As a result, many artists worked to place African Americans in the historical narrative of the United States while combating long held stereotypes. None were less important than Aaron Douglas...
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...PGCE Secondary Mathematics: Assignment 1 – The Teaching and Learning of Mathematics Part 1: The Nature and Place of Mathematics in the School Curriculum When I studied maths at secondary school I had no real understanding of its importance in our society, I enjoyed the satisfaction of solving problems but, like many young people, believed that maths was going to be unnecessary in the real world. As an adult it became abundantly clear to me that mathematics was a vital component in not just personal success but in the success of society. The notion of what mathematics should be taught and how it should be taught differs dramatically between different educational ideologies; Industrial Pragmatist, Mathematical Purists, Progressive Educator and Social Reformer. These ideologies are not real groups or organisations but represent the competing influences in mathematics education. “The industrial pragmatists see mathematics as an established collection of very useful techniques and skills that can be applied to a large range of technical and scientific contexts.” (Johnston-Wilder, Johnston-Wilder, Primm, & Lee, 2011) Mathematics is needed in the school curriculum for the prosperity of our country; industry needs the future workforce to have the necessary skills to push the economy forward. For this reason it is seen as important for education to provide good standards of numeracy, data handling skills and use of ICT. Although I acknowledge this is an important requirement...
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...ESSAY: THOMAS MALTHUS Born: 13-Feb-1766 Birthplace: Rookery, near Dorking, Surrey, England Died: 29-Dec-1834 Location of death: St. Catherine, near Bath, England Cause of death: unspecified Remains: Buried, Bath Abbey, Bath, England Gender: Male Race or Ethnicity: White Occupation: Economist Nationality: England What many know, at least those with an elementary knowledge of economics or politics, is that Malthus is the surname of a man, who, a couple of hundred years back, said that man, sooner or later, universally, will run up against himself; that the population of mankind will eventually outstrip man's ability to supply himself with the necessities of life. The Malthusian doctrine, as stated in "Essay on the Principle of Population," was expressed as follows: "population increases in a geometric ratio, while the means of subsistence increases in an arithmetic ratio." Well, that seems plain enough, and perfectly understandable, if there is too many people and not enough food, then, certainly, there is going to be problems. Malthus developed his theory, at least to this extent: that left alone, no matter all the problems short of worldwide catastrophe, humankind will survive, as, nature has a natural way to cut population levels: "crime, disease, war, and vice," being, the necessary checks on population." This proposition, as was made by Malthus in 1798, was to cause quite a public stir, then, and yet today. The English economist Thomas Robert Malthus, b....
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...AVI-YONAHFINAL.DOC FEBRUARY 26, 2002 2/26/02 5:38 PM Book Review Why Tax the Rich? Efficiency, Equity, and Progressive Taxation Reuven S. Avi-Yonah† Does Atlas Shrug? The Economic Consequences of Taxing the Rich. Edited by Joel B. Slemrod.∗ Cambridge: Harvard University Press, 2000. Pp. 524. $57.95. In Greek mythology, Atlas was a giant who carried the world on his shoulders. In Ayn Rand’s 1957 novel Atlas Shrugged, Atlas represents the “ prime movers” —the talented few who bear the weight of the world’s economy.1 In the novel, the prime movers go on strike against the oppressive burden of excessive regulation and taxation, leaving the world in disarray and demonstrating how indispensable they are to the rest of us (the “ second handers” ). Rand wrote in a world in which the top marginal federal income tax rate in the United States was 91% (beginning at taxable income of $400,000).2 This is an unimaginably high rate by today’s standards, when the dominant view in Washington is that a marginal rate of 39.6% (the top † Irwin I. Cohn Professor of Law, University of Michigan. I would like to thank Yossi Edrey, Allen Graubard, David Hasen, Judy Herman, Don Herzog, Jim Hines, Bob Kuttner, Doron Lamm, Jeff Lehman, Kyle Logue, Dan Shaviro, Joel Slemrod, Dennis Ventry, and Larry Zelenak for their extremely helpful suggestions. All errors are mine. * Paul W. McCracken Collegiate Professor of Business Economics and Public Policy, University of Michigan. 1. AYN RAND, ATLAS...
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...SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in...
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...Noam Chomsky on Anarchism, Marxism & Hope for the Future The following are excerpts of an interview with Noam Chomsky published in Issue 2 of Red & Black Revolution. RBR can be contacted at Red & Black Revolution, PO Box 1528, Dublin 8, Ireland. The interview was conducted in May 1995 by Kevin Doyle. RBR:First off, Noam, for quite a time now you've been an advocate for the anarchist idea. Many people are familiar with the introduction you wrote in 1970 to Daniel Guerin's Anarchism, but more recently, for instance in the film Manufacturing Consent, you took the opportunity to highlight again the potential of anarchism and the anarchist idea. What is it that attracts you to anarchism? CHOMSKY: I was attracted to anarchism as a young teenager, as soon as I began to think about the world beyond a pretty narrow range, and haven't seen much reason to revise those early attitudes since. I think it only makes sense to seek out and identify structures of authority, hierarchy, and domination in every aspect of life, and to challenge them; unless a justification for them can be given, they are illegitimate, and should be dismantled, to increase the scope of human freedom. That includes political power, ownership and management, relations among men and women, parents and children, our control over the fate of future generations (the basic moral imperative behind the environmental movement, in my view), and much else. Naturally this means a challenge to the huge institutions of coercion...
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...ENCOUNTERING SOCIAL CLASS DIFFERENCES AT WORK: HOW “CLASS WORK” PERPETUATES INEQUALITY Using a microsociological lens, we develop a theoretical framework that explains how social class distinctions are sustained within organizations. In particular, we intro- duce the concept of “class work” and explicate the cognitions and practices that members of different classes engage in when they come in contact with each other in cross-class encounters. We also elucidate how class work perpetuates inequality, as well as the consequences of class work on organizations and those at the lower end of the organizational hierarchy. By examining microlevel interactions and how they become institutionalized within organizations as prevailing rules and practices, we contribute to both institutional theory and the sociology of social class differences. We encourage future research on social class and discuss some of the challenges inher- ent in conducting it. Several contemporary developments—includ- ing the financial crisis of 2008 (Rajan, 2010), the shrinking of the middle class (Leicht & Fitzger- ald, 2007), and the rise of the “new poor” in America (Cohen, 2010)— have reinjected the is- sue of social class differences and inequality (Stiglitz, 2012) into contemporary discourse. Within organization studies, however, social class has received only scant consideration (cf. Castilla & Benard, 2010; Dacin, Munir, & Tracey, 2010; Scully & Blake-Beard, 2006). While two re- cent exceptions...
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...Analyse & Kritik 29/2005 ( c Lucius & Lucius, Stuttgart) p. xxx–xxx Herbert Gintis Behavioral Game Theory and Contemporary Economic Theory Abstract: It is widely believed that experimental results of behavioral game theory undermine standard economic and game theory. This paper suggests that experimental results present serious theoretical modeling challenges, but do not undermine two pillars of contemporary economic theory: the rational actor model, which holds that individual choice can be modeled as maximization of an objective function subject to informational and material constraints, and the incentive compatibility requirement, which holds that macroeconomic quantities must be derived from the interaction and aggregation of individual choices. However, we must abandon the notion that rationality implies self-regarding behavior and the assumption that contracts are costlessly enforced by third parties. 1. Introduction The articles that serve as the focus of this Symposium on Altruism are among the best of a new genre. The genre is behavioral game theory, which may be loosely defined as the application of game theory to the design of laboratory experiments. Behavioral game theory aims to determine empirically how individuals make choices under conditions of uncertainty and strategic interaction. It is widely believed that experimental results of behavioral game theory undermine standard economic and game theory. This paper suggests that experimental results present...
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...Society for the Study of Social Problems Social Stratification and Health: Education's Benefit beyond Economic Status and Social Origins Author(s): John R. Reynolds and Catherine E. Ross Source: Social Problems, Vol. 45, No. 2 (May, 1998), pp. 221-247 Published by: University of California Press on behalf of the Society for the Study of Social Problems Stable URL: http://www.jstor.org/stable/3097245 Accessed: 27/02/2009 14:10 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucal. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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