The Metaethics of Multiculturalism Joseph Thompson University of Alaska Faribanks, [email protected]
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Cross-Cultural Universals and Cultural Relativities G E R Lloyd Needham Research Institute, Cambridge
INTERDISCIPLINARY SCIENCE REVIEWS, Vol. 35 No. 3–4, 2010, 201–14 History and Human Nature: Cross-cultural Universals and Cultural Relativities G E R Lloyd Needham Research Institute, Cambridge Recent studies in a wide range of different, if overlapping, fields of research have converged on a number of issues concerning the cross-cultural universality, or the cultural relativity, of human cognition. Those fields include social anthropology, linguistics, history, philosophy, developmental psychology, evolutionary psychology, and neurophysiology as well as cognitive science, the synoptic discipline, itself. The conclusions that have been proposed differ sharply. Some researchers (for example, Nisbett 2003) are convinced that there are radical differences in the ways in which different groups of humans perceive and reason — and in the ways in which earlier humans have done so in the past insofar as their thought patterns can be reconstructed from the evidence available to us. Others insist that, despite surface differences, there are robust underlying cross-cultural universals in such areas as colour perception (Berlin and Kay 1969), the basic emotions (Wierzbicka 1999) and even the ‘common-sense’ classification of animals (Atran 1990). A first question that arises concerns whether or how far the parties to the disputes are merely talking past one another. Certainly there are major differences in the data cited and the methodologies used in those different areas of research. Social anthropologists analyse ethnographic field reports, including those stemming from questionnaires designed to elicit responses to key issues to do with how their subjects perceive and reason. These may relate to matters that do not form part of the ordinary experience of the people investigated, such as how they would classify animals or artefacts that they have never seen. -
Cultural Universals
Course Name (Course Number): SOC 210- Introduction to Sociology This course includes the scientific study of human society, culture, and social interactions. Topics include socialization, research methods, diversity and inequality, cooperation and conflict, social change, social institutions, and organizations. Upon completion, students should be able to demonstrate knowledge of sociological concepts as they apply to the interplay among individuals, groups, and societies. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in social/behavioral sciences. (3 credit hours, 3 contact hours) No prerequisites, no co-requisites, no entry test requirements. The ability to comprehend college-level reading and express through written assignments is imperative for success in the course. Activity and Author Name: What is a cultural universal? Developed by Cate Shiles, Caldwell Community College & Technical Institute (correspondence: [email protected]) Activity Description: Cultural universals are best described as concepts, social constructs, or patterns of behavior that are common to ALL human cultures; meaning every society in existence exhibits some form of the universal. Some examples of other cultural universals include: gift-giving, marriage, bodily adornment, incest taboo, and rules of hygiene. That said, how a cultural universal is expressed varies widely according to the given society. For instance, some form of bodily adornment is exhibited in every culture and society, but how this is accomplished varies widely. Some societies adorn their bodies with tattoos and body piercings; others adorn their body with scarification or elaborate costume. Social institutions can be described as large-scale patterned behaviors or ideas of a society that heavily structure and influence the everyday lives of individuals in the given culture. -
NPTEL Moocs Multiple Choice Questions Assignment – Week II
NPTEL MOOCs Multiple Choice Questions Assignment – Week II Answer the following multiple choice questions (1 marks each) 15x1 1. Which of the following statement is correct? a) Culture is a way of life which is created by human beings and necessarily includes dimensions of both material or objective and symbolic or subjective b) Culture is a way of life shared by certain groups of people within certain value system and norms and does not necessarily include material or objective dimension c) Culture is a way of defining human body through its physical features d) None of the above 2. The study of the relationships and interactions among humans, their biology, their cultures, and their physical environments is known as? a) Ecology b) Human ecology c) Deep ecology d) All of the above 3. The study of the biological aspect of the human-environment relationship is known as? a) Human biological ecology b) Cultural ecology c) Human ecology d) All of the above 4. Who among the following developed the concept of cultural ecology? a) Julian Steward b) Herbert Spencer c) Charles Darwin d) Roy Rappaport 5. Which of the following is not part of economic system? a) Production (produce the things they need) b) Exchange (exchange things with each other and people of other societies c) Consumption (consume things) d) Distribution (distribute things) 6. In order to survive human beings collectively produce the means of subsistence and enhance their social being with the use of available technology is known as a) Means of production b) Reproduction c) Mode of production d) All of the above 7. -
Importance of Learning Culture and Cultural Universal in Early Grade Education
International (Humanities, Social Sciences and Arts) Veridian E-Journal, Silpakorn University Volume 11 Number 4 January-June 2018 ISSN 1906 – 3431 Importance of Learning Culture and Cultural Universal in Early Grade education Sasipat champa* Kornphassorn Intarabumrung** Abstract Human society in globalization world nowadays, there are rapidly communicated and traveled. So learning is cultivated to learners since early grade education, should learning skills and practices to capably application in real life, besides learning content knowledge. Purpose of this article is demonstrated definition, importance and relationship of curriculum to engaged in culture and cultural universals between Thai and USA (by NCSS). Including, presentation integrated and demonstrated to learners for study subject matters which related to community and universe. And study in depth and created understanding knowledge in universal theme concepts from subject sources about culture and cultural universals. Keywords: Culture, Cultural Universal, Early education * Lecturer, Dr. Department of Curriculum and Instruction, Faculty of Education Silpakorn University ** Assist Professor, Dr. Department of Curriculum and Instruction, Faculty of Education Silpakorn University 848 Veridian E-Journal, Silpakorn University International (Humanities, Social Sciences and Arts) ISSN 1906 – 3431 Volume 11 Number 4 January-June 2018 Culture and Cultural Universals What is culture? The word culture is a notoriously difficult term for definition. However, commonly term to define about culture which come from anthropologists and other behavioral scientists and it was used in the way that culture is the full range of learned human behavior patterns. The term was first used in this way by pioneer English. Anthropologists Edward B. Tylor in his book, Primitive Culture, published in 1871. -
Culture and 2 Social Structures
Unit Culture and 2 Social Structures 68 Chapter 3 Culture Chapter 4 Socialization Chapter 5 Social Structure and Society Chapter 6 Groups and Formal Organizations Chapter 7 Deviance and Social Control 69 Chapter 3 Culture Sections 1. The Basis of Culture 2. Language and Culture 3. Norms and Values 4. Beliefs and Material Culture 5. Cultural Diversity and Similarity Learning Objectives After reading this chapter, you will be able to • explain how culture and heredity affect social behavior. • describe how language and culture are related. • name the essential components of culture. • discuss how cultural diversity is promoted within a society. • understand the role of ethnocentrism in society. • identify similarities in cultures around the world. 70 Applying Sociology The crowing rooster wakes Jabu very early. Already her mother has carried a bucket of water from the village tap and put it on the fire to heat. Bread is laid out on a newspaper on the ground, ready to be cut and spread with jam. Meanwhile, Jabu wraps her baby brother in a blanket and ties him on her back, soothing him with a melody as she begins her chores. The goats must be milked and the cattle need to be watered. After her chores, Jabu dresses for the two-mile walk to school. On the way, she stops to greet a village elder who asks about her father who works in the distant diamond mines. By the time she arrives at school, Jabu sees that school assem- bly has already begun. The headmistress decides to set an example of Jabu and calls her up front to slap her hand with a ruler. -
Transmitting Values to the Young: a Cross-Cultural Perspective
DOCUMENT RESUME ED 260 020 SO 016 861 AUTHOR Schwartz, Henrietta; Wynne, Edward A. TITLE Transmitting Values to the Young: A Cross-Cultural Perspective. INSTITUTION New York Univ., N.Y. Dept. of Psychology. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 15 Jul 85 GRANT NIE-G-84-0012 NOTE 20p.; Section 2, Part 1 of Equity in Values Education: Do the Values Education Aspects of Public School Curricula Deal Fairly with D. verse Belief Systems? Final Report, July 1985 (SO 016 857). PUB TYPE Viewpoints (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Cross Cultural Studies; *Cultural Awareness; Cultural Education; *Educational Anthropology; Elementary Secondary Education; Equal Education; Moral Values; Public Schools; *Religion; Social History; Social Studies; Traditionalism; *Values Eiucation ABSTRACT This section, from a larger report describing a project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, addresses the question of why values should be taught, and if so, what rationale for teaching values is most defensible. Education systems have conducted enculturation through thousands of years of history and pre-history. On the basis of anthropology it is argued that values are an inescapable part of any culture or subculture, including schools. To fulfill the socialization functions, schools must transmit the cultural heritage, the technology and the skills and tools necessary for survival, the norms of the mainstream culture, the -
Radical Diversity in a Global Context -Theoretical Reflections on International Education
a OCCMICPT at Stilt ED 032 568 cc 004 376 By-Frelick. John Paul Radical Diversity in a 'Global Context: Theoretical Reflections on International EduCation-- American Personnel and Guidance Association. Washington. D.C. Pub Date Jan 69 Note-19p.: Paper prepared for the American Personnel and Guidance Association Convention. Las Vegas. Nevada. March 30 -April 3. 1969. EDRS Price ME 3025 HC -S1.05 Descriptors -*College Role. Cultural Factors. Cultural Interrelationships. Cultural Pluralism. Educational Philosophy. Ethnic Groups. Foreign Students. Social Change. Social Values The author discusses the current role of the university and its relationship to the whole of society in a global context. To the student personnel worker a particular problem is posed; how to encourage cultural contact. particularly with foreign and minority students while at the same time encouraging the conformity necessary for effective functioning. both in society and in the university. In our pluralistic society. we should recognize diversity as shared opportunity but in reality we partition society off into the two culture streams--the humanist and the scientific. Cultural pluralism tends to become cultural imperialism whereby the dominant culture seeks to absorb the subsidiary one to provide commonality. The role of the university is such that it can become more relevant to the world in which it functions by seeking cutural encounters beyond itself rather than by merely defending the majority culture and its ideological rationale. (CJ) 11 U.S DEPARTMENT Of HEALTH, EDUCATION i WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS KEN REPRODUCED EXACTLY AS RECEIVED FROM THE CO PERSON 01 ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS %CO STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION 111 POSITION OR POLICY. -
PDF Download Intercultural Communication for Global
INTERCULTURAL COMMUNICATION FOR GLOBAL ENGAGEMENT 1ST EDITION PDF, EPUB, EBOOK Regina Williams Davis | 9781465277664 | | | | | Intercultural Communication for Global Engagement 1st edition PDF Book Resilience, on the other hand, includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness. This textbook is suitable for the following courses: Communication and Intercultural Communication. Along with these attributes, verbal communication is also accompanied with non-verbal cues. Create lists, bibliographies and reviews: or. Linked Data More info about Linked Data. A critical analysis of intercultural communication in engineering education". Cross-cultural business communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication management and facilitation, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. September Lewis Value personal and cultural. Inquiry, as the first step of the Intercultural Praxis Model, is an overall interest in learning about and understanding individuals with different cultural backgrounds and world- views, while challenging one's own perceptions. Need assistance in supplementing your quizzes and tests? However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. Acculturation Cultural appropriation Cultural area Cultural artifact Cultural -
Beyond Cultural Relativism: an Ecological Model for Rhetorical Ethics
DOCUMENT RESUME ED 314 807 CS 507 036 AUTHOR Mackin, Jim TITLE Beyond Cultural Relativism: An Ecological Model for Rhetorical Ethics. PUB DATE Nov 89 NOTE 8p.; Paper presented at the Annual Meeting of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). PUB TYPE Speeches/Conference Papers (150)-- Viewpoints (120) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Communication Research; Cultural Context; Ecclogy; *Ethics; *Models; Moral Values; Research Nee0s; *Rhetoric IDENTIFIERS Aristotle; Communication Theory; *Cultural Relativism ABSTRACT A model intended to overcome the cultural relativism of determining what is an ethical act draws an analogy to environmental studies. Beginning with the concepts of "telos" (final purpose) and "archai" (priority), the notion ofan ecosystem of ethics avoids limitation to a particular historical definitionof good. Since the telos of human life is the quest for the good,a communicative ecosystem's virtues are those which enable its members to seek the good. An ideal communicative system supports all parts equally, and the parts in turn support the system. The telosof the individual and of the system are interrelated; both must be taken into account in making ethical decisions. The practice of living ethically will include system building and transforming. How to help the present system become more like the ideal without making the system less viable is the central question. Combining the notionsof public and private into a systems relationship should increase understanding of the problem of morality, but also will raisenew inquiries. (Twenty-five notes are included.) (SG) ****************************.****************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. -
Elaine Hatfield & Richard L. Rapson
12 Culture and Passionate Love Elaine Hatfield and Richard L. Rapson University of Hawaii, USA Abstract For more than 4,000 years, poets and storytellers have sung of the delights and sufferings of love and lust. This chapter reviews what scholars from various disciplines have discovered about the nature of passionate love and sexual desire. Anthropologists and evolutionary psychologists have assumed that passionate love is a cultural universal. Cultural researchers, historians, and social psychologists have emphasized the stunning diversity in the way passionate love and sexual desire have been viewed and experienced. Culture, ethnicity and the rules passed down by political and religious authorities have a profound impact on the way people think about and act out love and sex. Marriage for love and sex for pleasure have always been deeply threatening to political and religious leaders who have feared the individualistic implications of permissive approaches to romance and passion. Individualism and personal choice are seen as the enemies of order and authority; such freedom are deemed heretical, sinful, dangerous, and an invitation to chaos, selfishness, and anarchy. The fight over the rules governing love, marriage, divorce, and sex stands as one of history’s central and most powerful themes. Today, however, in the era of widespread travel, global capitalism, and the World Wide Web, many of these traditional cross-cultural differences seem to be disappearing. Authority is giving way nearly everywhere to increased freedom, particularly in the personal realm, in the world of passion. Is the erosion of traditional authority and strict personal rules really happening—and if so what does that portend for personal and societal futures? 13 In all cultures, men and women feel the stirrings of passionate love and sexual desire. -
A Scientific Theory of Culture and Other Essays
BRONISLAW MALINOWSKI With a Preface by Huntington Cairns A GALAXY BOOK New York OXFORD UNIVERSITY PRESS 1960 Copyright 1944 by The University of North Carolina Press First published, 1944 First published as a Galaxy Book, by arrangement with The University of North Carolina Press, 1960 Second Printing, 1961 PRINTED IN THE UNITED STATES OF AMERICA PREFACE THIS VOLUME is both a summing up and a reformulation of Professor Bronislaw Malinowski's functional theory of culture. Some of its ideas in embryonic form may be found on the first page of his first book, published more than thirty years ago; others, at least in their developments, are new. Altogether the work presents the mature views in a field of great importance of one of the most brilliant and influential anthropologists who has appeared in the history of that subject. Those views, as they are here set forth, are the product of fierce controversy. Their lot has thus been the happiest that can befall ideas: they have been subjected to the minute scrutiny of experts attached to rival positions. That they have withstood, except for minor modifications, the analysis they have undergone is evidence of their vitality. Bronislaw Malinowski was born in Cracow, Poland, on April 7, 1884. His first training was in mathematics and the physical sciences; the results of this discipline are clearly apparent in his sure grasp of the basic elements of scientific method. At the same time he remained free from the dogmatism usually associated with the study of the exact sciences. His interests were diverted to cultural an thropology by Wilhelm Wundt. -
The Utility and Efficacy of Human Materialism As an Anthropological Research Strategy for the Analysis of Sociocultural, Economic, and Political History
THE UTILITY AND EFFICACY OF HUMAN MATERIALISM AS AN ANTHROPOLOGICAL RESEARCH STRATEGY FOR THE ANALYSIS OF SOCIOCULTURAL, ECONOMIC, AND POLITICAL HISTORY By BURTON JAMES BROWN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2010 1 © 2010 Burton James Brown 2 To Professor Paul Magnarella for staying with me long enough to see this dissertation completed. 3 ACKNOWLEDGMENTS First, I need to thank Paul Magnarella for his patience, encouragement, mentorship and for the model, Human Materialism. Without Paul’s unending help I would have never finished this long process. I also would like to thank Robert Carneiro for his unfailing friendship and all the private lessons in the history and theory of anthropology over the last 16 years. I very much need to thank Elizabeth A. “Buzzy” Guillette for being willing to jump in late in the game and co-chair my dissertation committee. I thank Pedro Malavet for remembering who I was after so long and still being willing to be my outside member. I also thank Lonn Lanza-Kaduce for being a great boss in the Criminology Department and for his membership on my committee. I also need to thank Lance Gravlee for also being willing to join the committee late and for being helpful and eager to do so. I would also like to thank my brother for accompanying me on numerous agonizing trips to the Florida Keys for field work. I owe a very special thanks to my day boss Susan Stewart for allowing me to finish my dissertation while I was supposed to be working.