Everyday Terrorism: How Fear Works in Domestic Abuse

Total Page:16

File Type:pdf, Size:1020Kb

Everyday Terrorism: How Fear Works in Domestic Abuse Everyday Terrorism: How Fear Works in Domestic Abuse Professor Rachel Pain Centre for Social Justice and Community Action, Durham University and Scottish Women’s Aid Centre for Social Justice and Community Action Everyday Terrorism: How Fear Works in Domestic Abuse Everyday Terrorism: How Fear Works in Domestic Abuse Contents Acknowledgements ............................................................................................................. 5 Summary ............................................................................................................................ 6 Introduction ....................................................................................................................... 8 Methodology ...................................................................................................................... 9 1. The feeling of fear .......................................................................................................... 10 1.1 Terror: fear in the moment 1.2 Chronic fear: “Treading on eggshells” 1.3 Entrapment: physical and social isolation 1.4 Fear of leaving: “If I’m scared of him now...” 2. How fear works ............................................................................................................... 14 2.1 Fear and control 2.2 The abusers voice 2.3 Doublethink: “It made me feel I was going crazy” 2.4 Doing the emotional housework 2.5 Layers of constraint: social inequality and fear 3. Fear for Children ............................................................................................................ 20 3.1 Children as victims and witnesses 3.2 The deliberate use of children in partner abuse 3.3 Give me a reason 4. Finding security: Strength and Fear ................................................................................. 22 4.1 Mixed feelings 4.2 Strength and resisting domestic abuse 4.3 Critical moments 5. After Separation: Fear, Trauma and Restoration ............................................................. 25 5.1 Fear as a result of continuing abuse 5.2 Trauma: the effects of chronic fear 5.3 Restoration: living with and past fear Conclusions ........................................................................................................................ 28 References ............................................................................................... 29 Acknowledgements e are very grateful to the women and men who shared their experiences of fear and domestic Wabuse for this research. We would also like to acknowledge the help of staff working for organisations providing services to people experiencing domestic abuse in Scotland, who assisted in arranging interviews. Rachel would like to thank Lucy Berrington, Peter Hopkins, Lynn Staeheli, Lynne Bargewell, Dot Kirkham and Tamlynn Fleetwood for their help and support during the research. This research was funded by a British Academic Small Research Grant (SG111095). 5 Everyday Terrorism: How Fear Works in Domestic Abuse Summary Aim his report presents the findings of research conducted in 2012 by the Centre for Social Justice Tand Community Action at Durham University in collaboration with Scottish Womens Aid. While there have been improvements in recognition of the harm that domestic abuse causes, it is still quite poorly understood in wider society and among some service providers. A question still commonly asked is: why don’t people who are being abused in intimate relationships simply leave? In answer to this, this research focuses on the fear that is experienced by adults suffering domestic abuse. It aims to explore the multi-faceted nature and effects of fear. Methodology The methodology included a wide-ranging literature review of existing research on fear, domestic abuse and national/international terrorism, and 18 in-depth qualitative interviews with 16 survivors of domestic abuse. They included women and men who are heterosexual, gay and lesbian, as well as migrant and non-migrant women. The research investigated: • how fear operates both in the immediate moment of abusive incidents and in the long term, • the ways in which domestic abuse entraps people through fear, • how children are implicated in this process, • how people being abused resist and manage both abuse and fear, • how fear relates to other emotions, • the role of emotions in resistance and the long process by which some of those who are abused become survivors. Key findings The research suggests that domestic abuse can be considered a form of everyday terrorism. It creates long-lasting fear and trauma, which reinforce the abuser’s control over the abused person. It affects vastly greater numbers of people than global terrorism, and it has impacts on many aspects of society as well as on the individual. The frequency and prolonged nature of domestic abuse, the psychological aspects of this control, and the setting in which domestic abuse takes place all help to explain these higher levels of fear and trauma. The research demonstrates that: 1.Fear in situations of domestic abuse is distinctive: • Being abused in a domestic setting, by an intimate partner, shapes the nature of the immediate fear during violent incidents. It also leads to chronic fear which builds up over the long term and leads to significant trauma and negative effects on health and wellbeing. • The social and physical entrapment and isolation which often accompanies abuse reinforce these fears, and make help-seeking more difficult. • Fear is often a key reason for not leaving, and this fear is rational and justified. 2. The psychological and emotional control that result from fear are a key way in which domestic abuse ‘works’: • Keeping another person in a state of chronic fear does not require physical violence to be used all of the time, or at all. • Using and playing on fear is common by abusers, and is made possible because of their intimate knowledge of the person they are abusing. 6 Everyday Terrorism: How Fear Works in Domestic Abuse • Abusers tell powerful stories about the abuse to the person they are abusing, often saying it is the fault of the person being abused. Many interviewees experience a state of ‘doublethink’ as a result. • Gender roles within intimate relationships – in other words, who it is who usually does the domestic and emotional work - make abuse easier to perpetrate and harder to escape. • Other social inequalities, especially those of sexual orientation, income, class, ethnicity, migrant status and disability, can also increase fear of domestic abuse and its effects. • All of these factors explain why it is so difficult for people who are abused to leave. 3. Concern for children is central to the fears of many people who experience domestic abuse: • Children are sometimes victimised by the abusive parent, and frequently witness abuse. • Children are sometimes deliberately used in one parent’s abuse of another. • Children are often a key reason for the parent being abused not leaving, as well as eventually being a key reason for leaving. This apparently contradictory situation is explained by the complex and risky nature of the decision to leave. 4. People experiencing domestic abuse are not passive victims, but take many actions to improve their security: • Considerable strength and courage are required to live with domestic abuse, and these emotions are experienced alongside fear. • Those interviewed tried to resist and manage abuse and fear in different ways. • While love of their partner turned to dislike or hate once abuse became established, many still feel some sense of duty and responsibility and some try to ‘fix’ the abuse. Humiliation and shame at being abused are also powerful emotions for some. • All interviewees describe a critical moment, a major or minor event which precipitates an emotional shift in fear/strength which had been building for a long time. Often this helped them to eventually separate from the abusive partner. 5. After separation, fear often continues. Recovery and restoration are long processes: • Abuse often continues after separation, and leads to continuing or heightened fear. • Trauma, an effect of chronic fear, may fully surface only after separation from the abuser. • All interviewees also describe positive outcomes of separation for themselves and their children. 7 Everyday Terrorism: How Fear Works in Domestic Abuse Introduction “Domestic abuse is the mental, physical and/or sexual abuse by a partner or ex-partner. In most cases, it is experienced by women and children, and is perpetrated by men. Domestic abuse is often serious and sustained and can be life threatening.” (Scottish Womens Aid, 2008) omestic abuse is a widespread, everyday phenomenon in higher and lower income countries Dalike, that cuts across boundaries of class, age, race, ethnicity and sexual orientation (McCue, 2008). A widely cited review of European studies suggests that around one in four women experience domestic abuse over their lifetime, and between 6-10% in any given year (Council of Europe, 2002). Domestic abuse does not only consist of acts of violence, although these are often present. It also commonly includes a range of tactics including threats, isolation, and undermining self confidence and self esteem. The severity of its impacts rest on the common operation of fear, terror and control (Dobash and Dobash, 1979; Johnson 2008; Stark, 2007). Domestic abuse is marked by its repeated and long-term nature: a large UK study showed that the average number of incidents
Recommended publications
  • Tall Poppies, Cut Grass, and the Fear of Being Envied
    Chapter Seven Tall Poppies, Cut Grass, and the Fear of Being Envied Just mention the words “beauty pageant” to some women and watch the claws come out. —Tamara Henry, former Miss Arkansas USA I have this beautiful engagement ring that my fiancé gave me and I won’t show it to any of my family because I know that there’s going to be static around it. —Roberta, 30-something professional TALL POPPY SYNDROME Throughout this book, there are instances of phenomena surrounding envy for which we don’t have exact English expressions, such as schadenfreude (defined in Chapter 1) or the lack of a word for “benign envy” (discussed in Chapter 4). Another example is the concept of “tall poppy syndrome,” which is more commonly discussed in Australia and New Zealand than in the United States. A “tall poppy” is anyone who stands out because of rank, success, good looks, or any other characteristic that might incite envy in other people. To “tall poppy” someone is to cut this person down to size, and “tall poppy syndrome” refers to the tall poppying of tall poppies. We had a similar expression on the kibbutz. We commented bitterly about the need to “cut the grass to uniform height,” referring to the kibbutz’s tendency to reward those who went along with the flow and to punish those who tried to do something differently or stand out in any way. It is interesting the way in which both metaphors portray the chopping down of something 63 64 Chapter 7 naturally beautiful to conform to someone else’s sense of how things should be.
    [Show full text]
  • DOUBLE THINK Originally Drawn in the 1960S in Yugoslavia As a Logo
    ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, , , , DOUBLE THINK , , , , originally drawn in the , , , , 1960s in Yugoslavia as , , a logo for the shopfronts , , , , of the state-owned , , , , clothes company , , STANDARD KONFEKCIJA , , , , by Vinko Ozic-Pajic. , , NOW AVAILABLE IN , , , , medium & bold inline , , , ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, , DOUBLETHINK 1 MEDIUM 500PT 19 BOLD INLINE 500PT 84DOUBLETHINK 2 10PT The name Doublethink comes from the book 1984 by George Orwell. It means 'the power of holding two contradictory beliefs, simultaneously, in one’s mind and accepting both of them.' An appropriate name for a font prduced in a Communist regime. Medium 54PT A210PT e 36 82 50 19 43 f 72PT 48PT 2006 600PT 90PT DOUBLETHINK 3 THE SHOPS NO LONGER EXIST, HAVING ALL BEEN CLOSED AROUND 2001, AFTER THE FALL OF COMMUNISM. THERE ARE NOT MANY THAT HAVE MOURNED THE PASSING OF COMMUNISM, BUT VIRUS CAN'T HELP FEELING THAT A HUGE AMOUNT OF VALUABLE VISUAL CULTURE HAS BEEN THROWN AWAY ALONG WITH EVERY- THING ELSE. DOUBLETHINK 4 Bold Inline Bold 36 82 50 43 19 72PT 48PT 200690PT 720PT 72PT STANDARD KONFEKCIJA ITSELF STARTED OFF AS A MILITARY FABRIC COMPANY AND THEN BECAME THE FIRST FASHION BRAND IN COMMUNIST YUGOSLAVIA. IT IS FAMOUS FOR HAVING THE FIRST EVER PLASTIC CARRIER BAG IN THE COUNTRY AT THE TIME A MUCH COVETED ITEM. IT WAS ALSO HIGHLY UNUSUAL FOR ITS USE OF ORANGE AS ITS MAIN COLOUR, RATHER THAN THE OFFICIAL RED. K210PT n l11PT DOUBLETHINK 5 he power of holding two contradictory beliefs in one's mind simultaneously, and accepting both of them… To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, Tand then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies – all this is indispensably necessary.
    [Show full text]
  • The Art of Communication in a Polarized World This Page Intentionally Left Blank the Art of Communication in a Polarized World
    The Art of Communication in a Polarized World This page intentionally left blank The Art of Communication in a Polarized World KYLE CONWAY Copyright © 2020 Kyle Conway Published by AU Press, Athabasca University 1200, 10011 – 109 Street, Edmonton, AB T5J 3S8 https://doi.org/10.15215/aupress/9781771992930.01 Cover image © Suchat Nuchpleng / Shutterstock.com Cover design by Natalie Olsen Interior design by Sergiy Kozakov Printed and bound in Canada Library and Archives Canada Cataloguing in Publication Title: The art of communication in a polarized world / Kyle Conway. Names: Conway, Kyle, 1977- author. Description: Includes bibliographical references and index. Identifiers: Canadiana (print) 20200162683 | Canadiana (ebook) 20200162691 ISBN 9781771992930 (softcover) | ISBN 9781771992947 (pdf) ISBN 9781771992954 (epub) | ISBN 9781771992961 (Kindle) Subjects: LCSH: Intercultural communication. | LCSH: Translating and interpreting. LCSH: Communication and culture. | LCSH: Language and culture. Classification: LCC P94.6 C66 2020 | DDC 303.48/2—dc23 This book has been published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by the Social Sciences and Humanities Research Council of Canada. We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities and the assistance provided by the Government of Alberta through the Alberta Media Fund. This publication is licensed under a Creative Commons licence, Attribution–Noncommercial–No Derivative Works 4.0 International: see www.creativecommons.org. The text may be reproduced for non-commercial purposes, provided that credit is given to the original author. To obtain permission for uses beyond those outlined in the Creative Commons licence, please contact AU Press, Athabasca University, at [email protected].
    [Show full text]
  • The Centre for Living with Dying
    the Centre for Living with Dying Grief & Mourning The death of someone close to us throws us into a sea of chaotic feelings. Sometimes, the waves of emotions seem powerful enough to threaten our very survival; sometimes they feel relentless and never-ending; sometimes they quiet down only to arise months or even years later when we least expect them. Grief is not something we ever really "get over" -our loss remains a fact for a lifetime. Nothing about grief’s journey is simple; there is no tidy progression of stages and its course is long and circular. While there is no clear roadmap, there are some features common to almost everyone's experience. Some of the dimensions presented below may ebb and flow within a natural healing process. The walk down grief’s road requires time, patience, attention, hard work and lots of loving care. Grief is the natural human response to any loss, not only death. An illness, a job change, divorce and separation, unfulfilled dream, a move to a new location, or any other change can bring about a grief response. Grief is not a problem. It is a normal, healthy process of healing. SHOCK AND SURPRISE Even if death is expected, you may feel numb or anesthetized for several weeks afterward. Your actions may be mechanical and you may get things done (for example, handle all the funeral details) but you are not "all there". People around you may be saying "Isn't he strong?" or "She's handling this so well". The impact or reality of the death has not fully reached you.
    [Show full text]
  • Nineteen Eighty-Four
    MGiordano Lingua Inglese II Nineteen Eighty-Four Adapted from : http://en.wikipedia.org/wiki/Nineteen_Eighty-Four Nineteen Eighty-Four, sometimes published as 1984, is a dystopian novel by George Orwell published in 1949. The novel is set in Airstrip One (formerly known as Great Britain), a province of the superstate Oceania in a world of perpetual war, omnipresent government surveillance, and public manipulation, dictated by a political system euphemistically named English Socialism (or Ingsoc in the government's invented language, Newspeak) under the control of a privileged Inner Party elite that persecutes all individualism and independent thinking as "thoughtcrimes". The tyranny is epitomised by Big Brother, the quasi-divine Party leader who enjoys an intense cult of personality, but who may not even exist. The Party "seeks power entirely for its own sake. We are not interested in the good of others; we are interested solely in power." The protagonist of the novel, Winston Smith, is a member of the Outer Party who works for the Ministry of Truth (or Minitrue), which is responsible for propaganda and historical revisionism. His job is to rewrite past newspaper articles so that the historical record always supports the current party line. Smith is a diligent and skillful worker, but he secretly hates the Party and dreams of rebellion against Big Brother. As literary political fiction and dystopian science-fiction, Nineteen Eighty-Four is a classic novel in content, plot, and style. Many of its terms and concepts, such as Big Brother, doublethink, thoughtcrime, Newspeak, Room 101, Telescreen, 2 + 2 = 5, and memory hole, have entered everyday use since its publication in 1949.
    [Show full text]
  • From the on Inal Document. What Can I Write About?
    DOCUMENT RESUME ED 470 655 CS 511 615 TITLE What Can I Write about? 7,000 Topics for High School Students. Second Edition, Revised and Updated. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-5654-1 PUB DATE 2002-00-00 NOTE 153p.; Based on the original edition by David Powell (ED 204 814). AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 56541-1659: $17.95, members; $23.95, nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010) Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS High Schools; *Writing (Composition); Writing Assignments; *Writing Instruction; *Writing Strategies IDENTIFIERS Genre Approach; *Writing Topics ABSTRACT Substantially updated for today's world, this second edition offers chapters on 12 different categories of writing, each of which is briefly introduced with a definition, notes on appropriate writing strategies, and suggestions for using the book to locate topics. Types of writing covered include description, comparison/contrast, process, narrative, classification/division, cause-and-effect writing, exposition, argumentation, definition, research-and-report writing, creative writing, and critical writing. Ideas in the book range from the profound to the everyday to the topical--e.g., describe a terrible beauty; write a narrative about the ultimate eccentric; classify kinds of body alterations. With hundreds of new topics, the book is intended to be a resource for teachers and students alike. (NKA) Reproductions supplied by EDRS are the best that can be made from the on inal document.
    [Show full text]
  • Borat in an Age of Postironic Deconstruction Antonio López
    Taboo: The Journal of Culture and Education Volume 11 | Issue 1 Article 10 December 2007 Borat in an Age of Postironic Deconstruction Antonio López Follow this and additional works at: https://digitalcommons.lsu.edu/taboo Recommended Citation López, A. (2017). Borat in an Age of Postironic Deconstruction. Taboo: The Journal of Culture and Education, 11 (1). https://doi.org/ 10.31390/taboo.11.1.10 Taboo, Spring-Summer-Fall-WinterAntonio López 2007 73 Borat in an Age of Postironic Deconstruction Antonio López The power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them. ... To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies—all this is indispensably necessary. Even in using the word doublethink it is necessary to exercise doublethink. For by using the word one admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on indefinitely, with the lie always one leap ahead of the truth. —George Orwell, 19841 I will speak to you in plain, simple English. And that brings us to tonight’s word: ‘truthiness.’ Now I’m sure some of the ‘word police,’ the ‘wordinistas’ over at Webster’s are gonna say, ‘hey, that’s not really a word.’ Well, anyone who knows me knows I’m no fan of dictionaries or reference books.
    [Show full text]
  • “They Tried to Bury Us, but They Didn't Know We Were Seeds.” “Trataron De Enterrarnos, Pero No Sabían Que Éramos Semil
    "They Tried to Bury Us, But They Didn't Know We Were Seeds." "Trataron de Enterrarnos, Pero No Sabían Que Éramos Semillas" - The Mexican American/Raza Studies Political and Legal Struggle: A Content Analysis Item Type text; Electronic Dissertation Authors Arce, Martin Sean Citation Arce, Martin Sean. (2020). "They Tried to Bury Us, But They Didn't Know We Were Seeds." "Trataron de Enterrarnos, Pero No Sabían Que Éramos Semillas" - The Mexican American/Raza Studies Political and Legal Struggle: A Content Analysis (Doctoral dissertation, University of Arizona, Tucson, USA). Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 20:52:15 Link to Item http://hdl.handle.net/10150/656744 “THEY TRIED TO BURY US, BUT THEY DIDN’T KNOW WE WERE SEEDS.” “TRATARON DE ENTERRARNOS, PERO NO SABÍAN QUE ÉRAMOS SEMILLAS.” - THE MEXICAN AMERICAN/RAZA STUDIES POLITICAL AND LEGAL STRUGGLE: A CONTENT ANALYSIS by Martín Arce ______________________________ Copyright © Martín Arce 2020 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING & SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2020 3 ACKNOWLEDGEMENTS Without the love and support of my familia, the completion of this dissertation would not have been possible. My brothers Tom Arce, Gil Arce, and Troy Arce are foundational to my upbringing and to who I am today.
    [Show full text]
  • Detecting Digital Fingerprints: Tracing Chinese Disinformation in Taiwan
    Detecting Digital Fingerprints: Tracing Chinese Disinformation in Taiwan By: A Joint Report from: Nick Monaco Institute for the Future’s Digital Intelligence Lab Melanie Smith Graphika Amy Studdart The International Republican Institute 08 / 2020 Acknowledgments The authors and organizations who produced this report are deeply grateful to our partners in Taiwan, who generously provided time and insights to help this project come to fruition. This report was only possible due to the incredible dedication of the civil society and academic community in Taiwan, which should inspire any democracy looking to protect itself from malign actors. Members of this community For their assistance in several include but are not limited to: aspects of this report the authors also thank: All Interview Subjects g0v.tw Projects Gary Schmitt 0archive Marina Gorbis Cofacts Nate Teblunthuis DoubleThink Lab Sylvie Liaw Taiwan FactCheck Center Sam Woolley The Reporter Katie Joseff Taiwan Foundation for Democracy Camille François Global Taiwan Institute Daniel Twining National Chengchi University Election Johanna Kao Study Center David Shullman Prospect Foundation Adam King Chris Olsen Hsieh Yauling The Dragon’s Digital Fingerprint: Tracing Chinese Disinformation in Taiwan 2 Graphika is the network Institute for the Future’s The International Republican analysis firm that empowers (IFTF) Digital Intelligence Lab Institute (IRI) is one of the Fortune 500 companies, (DigIntel) is a social scientific world’s leading international Silicon Valley, human rights research entity conducting democracy development organizations, and universities work on the most pressing organizations. The nonpartisan, to navigate the cybersocial issues at the intersection of nongovernmental institute terrain. With rigorous and technology and society.
    [Show full text]
  • 1984 Final Project Assignment
    1984 Final Project George Orwell’s 1984 is so widely read because it raises many interesting and important questions. In a live or recorded presentation, examine (#1) a central theme or issue in Orwell’s fictional 1984, and compare it to (#2) things that have happened, or are happening, in the real world since the novel was written. In choosing your topic, as well as how to present it, you – unlike the characters in 1984 – have a lot of freedom. Most of these topics will be new to you, so ask yourself right away which ones appeal to you. Then, read 1984 with the focus of a researcher. It is important that you begin researching your topic early, as you’ll need your reading notes on 1984 to help you make your case. The sooner in the reading schedule that you narrow down to one or two favorite topics, the better your final project experience will be. A successful presentation: ü follows a design approved by the teacher. ü lasts roughly five minutes. ü explains the topic in 1984 in accurate detail. ü supports your work with specific passages from the text. ü explicitly connects Orwell’s writings with a real-world issue o (“Explicitly” means “don’t just hint at it, come out and say it!”) ü explains the real-world topic, defining terms as necessary. o (Explain similarities and differences to Orwell’s vision.) ü supports your major claim/s with research. Format Every project requires research. Present your findings in a speech, video, song, collage, sculpture, guest speaker or interview, short film, or almost anything other format.
    [Show full text]
  • Soviet Political Parties and Leadership
    ABSTRACT Title of Dissertation: EMANCIPATION FROM DOUBLETHINK? POST- SOVIET POLITICAL PARTIES AND LEADERSHIP Peter Voitsekhovsky, Doctor of Philosophy, 2013 Dissertation directed by: Professor Vladimir Tismaneanu Department of Government and Politics This study examines the phenomenon of doublethink as a core feature of the “mental software” that continues to define the character of post-Soviet societies. It is revealed in patterns of prevarication and equivocation that characterize the thinking and behavior of both the elites and the masses. Doublethink is also manifested in incongruous values and duplicitous rules that prevail in society. It accounts for the perpetuation of simulative and fake institutions of “façade democracy.” Political parties in post-Soviet Ukraine are analyzed as a major example of simulative and imitative institutions. Here, traditional ideology-based party taxonomies prove misleading. Political parties are quasi-virtual entities with the character of “post- Orwellian political machines”: they operate in a topsy-turvy world of imitated supply and deluded demand. The study employs three levels of analysis: macro (surveys data and “Tocquevillean” observations); meso (biographical data and political discourse analysis); and micro (in-depth interviews). EMANCIPATION FROM DOUBLETHINK? POST-SOVIET POLITICAL PARTIES AND LEADERSHIP Peter Voitsekhovsky Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor
    [Show full text]
  • PHIL-1000: Critical Thinking 1
    PHIL-1000: Critical Thinking 1 PHIL-1000: CRITICAL THINKING Cuyahoga Community College Viewing: PHIL-1000 : Critical Thinking Board of Trustees: 2018-05-24 Academic Term: Fall 2021 Subject Code PHIL - Philosophy Course Number: 1000 Title: Critical Thinking Catalog Description: This course serves as an introduction to principles of critical and creative thinking with an emphasis on real-world practical applications. Formal and informal tools of logical analysis will be applied to controversial topical issues. Credit Hour(s): 3 Lecture Hour(s): 3 Lab Hour(s): 0 Other Hour(s): 0 Requisites Prerequisite and Corequisite ENG-0995 Applied College Literacies, or appropriate score on English Placement Test. Note: ENG-0990 Language Fundamentals II taken prior to Fall 2021 will also meet prerequisite requirements. Outcomes Course Outcome(s): Acquire the tools of critical thinking for the deployment of skillful analysis, assessment and communication in the problem solving process. Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. Develop the paradigmatic characteristics of a critical thinker. 2. Recognize and discuss barriers to critical thinking caused by personal biases and by misuses of language. 3. List common types of meaning and definitions and apply them to rational arguments. 4. Determine the difference between reason and emotion and explain how that distinction impacts the ability to think critically. 5. Identify common errors that occur when evaluating knowledge and evidence. 6. Criticize arguments by applying the knowledge of various informal fallacies of ambiguity, relevance and unwarranted assumptions.
    [Show full text]