...issues, the interdependence of local, urban, national and global communities and the importance of psychological, artistic, religious and scientific inquiry. This program is designed to give the student the opportunity to interact with the multifaceted forces that are continually transforming and reshaping our world. The broad based, interdisciplinary scope of the area requirements is designed to help students acquire the knowledge, perspective, skill and professional acumen that is necessary to become thoughtful and responsible citizens and leaders in an increasingly complex world. The General Education curriculum is focused on fostering urban leadership by developing the cross-curricular emphases of writing effectively, thinking critically, managing information successfully, valuing diversity, practicing social justice, presenting orally and visually and learning to learn. Curricular Emphases: To accomplish these goals the general education curriculum, through its cross-disciplinary approach, provides exposure to a wide variety of disciplines while focusing on developing the essential, broad based, intellectual abilities of problem solving, decision making and leadership with a commitment to lifelong learning. The general education program emphasizes the development of oral and written communication skills; knowledge of the arts, sciences and technology; the effective use of information and critical thinking skills; the value of diversity; the promotion...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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...political instability, economic under-development and deprivation, scientific and technological backwardness, and cultural dislocation. The situation for the Muslim world is further aggravated because of the multifarious challenges confronting it on the external front. The need of the hour is for the Muslim intelligentsia and leaders to realise the gravity of the situation and present to their compatriots well-considered views on overcoming the political, economic, social and cultural hindrances blocking the way to progress, prosperity and internal stability. The present condition of the Muslim world needs to be analysed in correct historical perspective. The Muslim civilisation, which had been in the vanguard of human intellectual and economic progress for several centuries after its birth, started showing signs of slackening around the seventeenth century A. D. Muslim scholars lost the appetite for intellectual enquiry. Instead of opening new horizons for intellectual growth, they simply became the followers of dogmas inherited from the past. The Muslim civilisation thus lost the vitality and dynamism which had characterised its earlier periods when it was at the zenith of its glory. This loss of intellectual vigour and development resulted in stagnation in political, economic, cultural, scientific, industrial and technological fields putting the Islamic civilisation at a disadvantage vis-à-vis the Western nations which were surging...
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...during his time but it soon formed the foundation of modern scientific attempts to understand the origin and development of life on earth. Forming part of the reason for his success was his passionate personality concerning science and the nature in general. According to Gutek (1995, p.5), Darwin was a great naturalist whose theory exerted a profound outlook on the European as well as American intellectuals. For example, by questioning the traditional conceptions of human origin, the theory brought about changes in the manner of thinking among many intellectuals. Darwin’s personal accomplishments were shaped by a number of factors chief among them his early interest in nature. From childhood, Charles Darwin collected different things such as beetles and stones and carried out experiments together with his brother inside a garden shed. However, it is his five year voyage aboard HMS Beagle (1831-1836) which provided him with an opportunity to make observations and investigations that culminated in his theory of natural selection (Sulloway, 1982, p.1). Historical Context There are a number of historical events that significantly shaped Charles Darwin’s era and ultimately his ideologue. For example, although Charles Darwin was initially enrolled to study Medicine as his father preferred the career, he decided to change career and pursue natural history and geology after undergoing traumatic experience of observing a non-anaesthetized surgical operation being carried out on a...
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...Metaethics Metaethics is a branch of analytic philosophy that explores the status, foundations, and scope of moral values, properties, and words. Whereas the fields of applied ethics and normative theoryfocus on what is moral, metaethics focuses on what morality itself is. Just as two people may disagree about the ethics of, for example, physician-assisted suicide, while nonetheless agreeing at the more abstract level of a general normative theory such as Utilitarianism, so too may people who disagree at the level of a general normative theory nonetheless agree about the fundamental existence and status of morality itself, or vice versa. In this way, metaethics may be thought of as a highly abstract way of thinking philosophically about morality. For this reason, metaethics is also occasionally referred to as “second-order” moral theorizing, to distinguish it from the “first-order” level of normative theory. Metaethical positions may be divided according to how they respond to questions such as the following: * Ÿ What exactly are people doing when they use moral words such as “good” and “right”? * Ÿ What precisely is a moral value in the first place, and are such values similar to other familiar sorts of entities, such as objects and properties? * Ÿ Where do moral values come from—what is their source and foundation? * Ÿ Are some things morally right or wrong for all people at all times, or does morality instead vary from person to person, context to context...
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........................................................................................................... 9 Strategy for translation ................................................................................................................. 11 Conclusion ..................................................................................................................................... 13 2 Abstract This paper will attempt to highlight in what manner western museums curate contemporary indigenous art in this modern setting. The main focus of this paper is how current means of understanding of non-western indigenous art does not completely allow to translate the culture successfully in order for museums to represent other cultures not just to appreciate art but also translate it accurately. Ruth B. Phillips took a personal interest into this matter after travelling to West Africa and documenting the practices and the culture of the Sande society. After her journey Phillips felt that non-western indigenous art such as the Sowei mask which was not represented precisely when displayed in North American and...
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...Describe the key characteristics of the biomedical model Define some of the key concepts that inform a sociological approach to health and illness Consider the value of a sociological approach to health and illness for health workers. Let’s start with some questions … o Why do people stop taking antibiotics before they have finished the packet? o Why do people smoke even when they know its unhealthy? o Why are women more likely to be diagnosed with depression than men? o Why are poor people sicker than rich people? o Why do people seek complementary and alternative remedies rather than going to the doctor? o Why do migrants to Australia have more accidents at work? o Why is there a 15‐20 year life expectancy gap between Indigenous and non‐Indigenous Australians? 2 2/17/2016 What is sociology? “The study of society” Links between individual lives & social forces Systematic patterns in groups of people – Behaviour – Meanings – Beliefs How do aspects of social life influence others? How does the distribution of power affect social life? Sociology offers: A ‘second opinion’ about common sense ideas...
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...(disambiguation). The scale of the universe mapped to the branches of science and the hierarchy of science.[1] Science[nb 1] is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe.[nb 2] In an older and closely related meaning, "science" also refers to this body of knowledge itself, of the type that can be rationally explained and reliably applied. Ever since classical antiquity, science as a type of knowledge has been closely linked to philosophy. In the West during the early modern period the words "science" and "philosophy of nature" were sometimes used interchangeably,[2]:p.3 and until the 19th century natural philosophy (which is today called "natural science") was considered a branch of philosophy.[3] In modern usage "science" most often refers to a way of pursuing knowledge, not only the knowledge itself. In the 17th and 18th centuries scientists increasingly sought to formulate knowledge in terms of laws of nature. Over the course of the 19th century, the word "science" became increasingly associated with the scientific method itself, as a disciplined way to study the natural world, including physics, chemistry, geology and biology. It is in the 19th century also that the term scientist began to be applied to those who sought knowledge and understanding of nature.[4] Modern science is typically subdivided into the natural sciences which study the material world, the social sciences which study people...
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...Secularism and religion Secularism and Religion Religion and Secularism have been around for years. People have many different views and thoughts about secularism. Secularism as a philosophy owes its origins to George Jacob Holyoake (1860), who introduced the idea that life should be lived by reference to ethical principles, and the world understood by processes of reasoning, rather than by reference to God or gods, or other supernatural concepts. From the perspective of government and governance, secularism refers to a policy that separates religious authority from the state .The opposite of secularism is usually theocracy; that is, where religion has a major role in government. Religion in the Civil War pervaded virtually all aspects of American society. Not all Americans held religious beliefs and values, but many did. Religion was not confined to one particular group, but soldiers and civilians, Northerners and Southerners, freed and slave, males and females, and Jews and Christians all made use of religion. Furthermore, a reciprocal relationship existed between the Civil War and religion, with both influencing and being influenced by each other. As a result, religion during the Civil War did not remain a static entity during 1861-1865; instead, it became an institution that constantly changed and adapted itself, as well as its devotees. Americans used religion to interpret their experiences during and after...
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...with the culture, population & urbanization, and introduction to sociology. Not all these materials were covered in class and not all the materials covered in class are to be found in these notes. But you will find a generally close correspondence between class and readings in what follows. Be aware that these notes are not intended to replace reading the text. Also, these are “rough” notes. They were devised initially for my own use. They are not polished and stand open to correction. But I think you want them, so here they are. Dr V What is culture? A complex system of meaning and behavior that defines the way of life of a given group or society. Material and non-material Characteristics of culture: Shared Learned Taken for granted Symbolic (meaningful) Defining idea: transmission by non-biological means Distinctions(?) between human and animal cultures (language & tools). Elements of culture: Language: symbol systems. Does language shape culture? Norms: cultural expectations for how to behave in a given situation. Implicit vs. explicit; ideal vs. real. Folkways/mores/laws/taboos Social sanctions Ethnomethodology and the study of norms. Beliefs. Values: Value-orientations Institutions. Cultural diversity: Dominant culture. Most support from major institutions. Function of power. Subcultures. Often develop as a result of exclusion from mainstream society and culture. Counter-cultures Rejection of dominant cultural values, often...
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...found about the concept of Hereafter. Some people say that there is nothing left of man after death, and that after that after life-ending event there is no other life. According to these people, belief in life after death has no reality. They say it scientifically impossible. This is the view of atheist who also claims to be scientific in their approach and bring it Western sciences to support their arguments. Meanwhile, other people maintain that man, in order to bear the consequences of his deeds, is repeatedly regenerated in this world. If he lives a bad life, he will assume in the next generation the shape of some animal, such as a dog or a cat, or some lower kind of man. If he acts have been good, he will be reborn as a man in higher class. This view point is found in some Eastern religions. There is a third view point which calls for believe in the Day of Judgement, the Resurrection, man’s presences in Divine Court, and the meting out of reward and punishment. This is the common belief of the all Prophet. From the above, we could said that Hereafter could be derived a lot responds. This is because many of them had some wrong conceptions towards Hereafter. Therefore, we had been assigned to do this topic in order to understand the differences between secularism and Islamic viewpoint regarding the Hereafter. In addition, this is to correct these wrong conceptions and help those who want to know more about the Hereafter. Allah said, “And the stupor of death comes...
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...Academic Year: 2015-2016 Presented to: Ms. Elizabeth Persaud 2015 lucky 10/1/2015 Table of Content Introduction………………………………………………………………………………..2-3 Description………………………………………………………………………………..4-16 Analysis………………………………………………………………………………………17- Conclusion…………………………………………………………………………………… Bibliography…………………………………………………………………………………. Introduction Management theories have evolved over a number of centuries. According to (Koontz and Weihrich 1990, p 4), management is the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims. Theories are perspectives with which people make sense of their world experiences (Stoner et.al 1995, p 31-32). Theory is a systematic grouping of interdependent concepts and principles that give a significant area of knowledge. Theory is in its lowest form a classification, a set of pigeon holes, a filing cabinet in which fact can accumulate. Nothing is more lost than a loose fact, (Homans 1958, p 5). Management theories are the set of general rules that guide the managers to manage an organization. Management theories are implemented to help increase organizational productivity and service quality. Not many managers use a singular theory or concept when implementing strategies in the workplace. They commonly use a combination of a number of theories, depending on the workplace, purpose and workforce. Some scholars have called this situation “the management...
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...social constructivism that are drawn from both Vygotsky and Piaget (Anning et al 2008:153) Typically, traditional child development theory is thought to give order and meaning to a child’s progression in terms of physical, social, emotional, cognitive and language development and provides practitioners with a set of normative descriptors from which a child’s development can be measured. However, more recently these notions have been questioned and there has been a growth of theory from a socio-cultural perspective: recent challenges to ways of understanding and living in the world have included issues of difference, identity, culture, intellect, and economy…Early Childhood Educators have responded in various ways to such diversity. Many continue to support the developmentalist notion of the universal child…still others merge a variety of perspectives in efforts to meet the challenges of diversity in its various forms (Grieshaber & Cannella 2001:3) These perspectives hold particular relevance for childhood practitioners, influencing both policy and practice. For the purposes of this essay there will be recognition of the influence of traditional development theory, its location within current policy, with particular...
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...Purpose The purpose of this paper is to gain an understanding of marine protection areas within Australian waters and to analyse its policy from an environmental and economic viewpoint, in order to forward policy recommendations for future consideration. A Background to Environmental Policy The underlying assumption behind environmental policy is that by designing social intervention we can bring about environmental improvement. However, designing a policy that actually produces the changes you seek is extremely difficult. Chiefly, planning and policy attempt to exercise control, to develop a desired future (Thomas 2007, p.7). But control is difficult enough to achieve over people, let alone trying to control the physical environment (Thomas 2007, p.7). Another fundamental issue for policy-makers is the direction of the policy. In particular they have to consider whether they are attempting to prevent environmental impacts that result from human action, or whether they are attempting to adapt to such changes, consciously or unconsciously (Thomas 2007, p.8). Natural Resources Natural resources have been critical for human welfare since people first started to walk the earth several million years ago (Field 2005 p.27). Natural resource economics is the study of how the flow of goods and services derived from natural resources is, and should be, managed in today’s world (Field 2005 p.37). Field continues to state that resource management problems derive from the underlying...
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...Running head: KNOWLEDGE DOMAINS AND DOMAIN LEARNING Knowledge Domains and Domain Learning Liliana Maggioni and Patricia A. Alexander University of Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants...
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