The Postmodern Condition: a Report on Knowledge
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دوﻣﺎﻫﻨﺎﻣﺔ ﻋﻠﻤﻲ - ﭘﮋوﻫﺸﻲ 9د ، ش 1 (ﭘﻴﺎﭘﻲ 43 )، ﻓﺮوردﻳﻦ و اردﻳﺒﻬﺸﺖ 1397 ، ﺻﺺ 81 - 111 ﺗﺤﻠﻴﻞ ﻛﺎرﻛﺮد ﮔﻔﺘﻤﺎﻧﻲ ﻃﻨﺰ در ﺑﺎب اول ﮔﻠﺴﺘﺎن ﺳﻌﺪي؛ روﻳﻜﺮد ﻧﺸﺎﻧﻪ ﻣﻌﻨﺎﺷﻨﺎﺳﻲ ﻗﻬﺮﻣﺎن ﺷﻴﺮي1 ، ﻧﺠﻤﻪ ﻧﻈﺮي2 ، ﻧﻮﺷﻴﻦ ﺑﻬﺮاﻣﻲ ﭘﻮر3* 1 . اﺳﺘﺎد ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺎرﺳﻲ داﻧﺸﮕﺎه ﺑﻮﻋﻠﻲ ﺳﻴﻨﺎ، ﻫﻤﺪان، اﻳﺮان 2 . اﺳﺘﺎدﻳﺎر ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺎرﺳﻲ داﻧﺸﮕﺎه ﺑﻮﻋﻠﻲ ﺳﻴﻨﺎ ، ﻫﻤﺪان، اﻳﺮان 3 . داﻧﺸﺠﻮي دﻛﺘﺮي زﺑﺎن و ادﺑﻴﺎت ﻓﺎرﺳﻲ داﻧﺸﮕﺎه ﺑﻮﻋﻠﻲ ﺳﻴﻨﺎ ، ﻫﻤﺪان، اﻳﺮان درﻳﺎﻓﺖ: /4/24 96 ﭘﺬﻳﺮش: /8/6 96 96 ﭼﻜﻴﺪه ﻫﺪف اﻳﻦ ﻣﻘﺎﻟﻪ ﭘﻴﺎده ﺳﺎزي روش ﻧﺸﺎﻧﻪ ﻣﻌﻨﺎﺷﻨﺎﺳﻲ ﺑﺮاي دﺳﺘ ﻴﺎﺑﻲ ﺑﻪ اﻟﮕﻮ ﻳﺎ اﻟﮕﻮﻫﺎي ﺣﺎﻛﻢ ﺑﺮ ﻓﺮاﻳﻨﺪﻫﺎي ﻣﻌﻨﺎﻳ ﻲ ﻛﻨﺸﻲ و ﺗﻨﺸﻲ و ﻧﺸﺎن دادنِ ﺗﺄﺛﻴﺮ ﺟﺮﻳﺎن زﻳﺒﺎﻳﻲ ﺷﻨﺎﺧﺘﻲ ﺑﺮ ﻓﺮاﻳﻨﺪﻫﺎي ﻣﺬﻛﻮر در ﺑﺴﺘﺮ ﮔﻔﺘﻤﺎن ﻃﻨﺰ ﺑﺎب اول ﮔﻠﺴﺘﺎن ﺳﻌﺪي اﺳﺖ واز اﻳﻦ ﺟﻬﺖ، ﻧﺨﺴﺘﻴﻦ ﻛﻮﺷﺶ ﺑﻪ ﺷﻤﺎر ﻣﻲ آﻳﺪ. ﻣﻘﺼﻮد از ﻃﻨﺰ، ﺳﺨﻦ ﻣﻄﺎﻳﺒﻪ آﻣﻴﺰِ اﻧﺘﻘﺎدي اﺳﺖ ﻛﻪ ﺑ ﺎ ﻫﺪف اﺻﻼح اﺟﺘﻤﺎﻋﻲ و ﺑﻪ ﻛﻤﻚ ﺟﺮﻳﺎن زﻳﺒﺎﻳﻲ ﺷﻨﺎﺧﺘﻲ در ز ﺑﺎن ﺷﻜﻞ ﻣﻲ ﮔﻴﺮد و ﺑﺎ ﻫﺰل و ﻫﺠﻮ ﻓﺮق دارد. روش ﻧﺸﺎﻧﻪ ﻣﻌﻨﺎﺷﻨﺎﺳﻲ در ﭘﻲ ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ ﮔﻔﺘﻤﺎن ﺑﺮاي ﭘﻲ ﺑﺮدن ﺑﻪ ﺷﺮاﻳﻂ ﺗﻮﻟﻴﺪ و درﻳﺎﻓﺖ آن اﺳﺖ. ﻧﺸﺎﻧﻪ ﻣﻌﻨﺎﺷﻨﺎس ﺑﺎ ﻣﺠﻤﻮﻋﻪ اي ﻣﻌﻨﺎدار روﺑﻪ روﺳﺖ ﻛﻪ در ﻣﺮﺣﻠﺔ ﻧﺨﺴﺖ ﻓﺮﺿﻴﻪ ﻫﺎي ﻣﻌﻨﺎﻳﻲ و ﻧﻮع ارﺗﺒﺎط آن ﻫﺎ ﺑﺎ ﻳﻜﺪﻳﮕﺮ را در ﻧﻈ ﺮ ﻣﻲ ﮔﻴﺮد . ﺳﭙﺲ ، ﺑﻪ ﺟﺴﺖ وﺟﻮي ﺻﻮرت ﻫﺎﻳﻲ ﻛﻪ ﺑﺎ اﻳﻦ ﻓﺮﺿﻴﻪ ﻫﺎي ﻣﻌﻨﺎﻳﻲ ﻣﻄﺎﺑﻘﺖ دارﻧﺪ، ﻣﻲ ﭘﺮدازد ﺗﺎ اﺛﺒﺎت آن ﻓﺮﺿﻴﻪ ﻫﺎ ﻣﻴﺴﺮ ﺷﻮد. ﻓﺮﺿﻴﺔ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اﻳﻦ اﺳﺖ ﻛﻪ ﻓﺮاﻳﻨﺪ ﻣﻌﻨﺎﻳﻲ در ﮔﻔﺘﻤﺎن ﻃﻨﺰ ﻧﻈﺎم ﻛﻨﺸﻲ را ﺑﻪ ﺗﻨﺸﻲ ﺗﺒﺪﻳﻞ ﻣﻲ ﻛﻨﺪ و ﺑﺎ ﺑﺮﻗﺮاري ﺗﻌﺎﻣﻞ ﺑﻴﻦ اﺑﻌﺎد ﻓﺸﺎره اي (ﻋﺎﻃﻔﻲ، دروﻧﻲ) و ﮔﺴﺘﺮه اي (ﺷﻨﺎﺧﺘﻲ، ﺑﻴﺮوﻧﻲ) ﻓﻀﺎﻳﻲ ﺳﻴﺎل را ﻣﻲ آﻓﺮﻳﻨﺪ ﻛﻪ ﺧﻠﻖ ﻣﻌﻨﺎﻳﻲ ﺑﺪﻳﻊ را ﻣﻤﻜﻦ ﻣﻲ ﺳﺎزد. -
Collective Expression a Radical Pragmatics
_____________________________ Collective Expression A Radical Pragmatics Brian Massumi Department of Communication, University of Montreal _____________________________ Now it is undeniably conceivable that a beginningless series of successive utterers should all do their work in a brief interval of time, and that so should an endless series of interpreters. Still, it is not likely to be denied that, in some cases, neither the series of utterers nor that of interpreters forms an infinite collection. When this is the case, there must be a sign without an utterer and a sign without an interpreter. ... Neither an utterer, nor even, perhaps, an interpreter is essential to a sign. … I am led to inquire whether there be not some ingredient of the utterer and some ingredient of the interpreter which not only are so essential, but are even more characteristic of signs than the utterer or interpreter themselves. – C.S. Peirce (1998: 403-404) A Technique 1. Choose a generative text. 2. Choose a minor concept weaving through the generative text. 3. Ask each person in the group to count off as a 1 or a 2. 4. Instruct the 1s that they are “posts.” 5. Instruct the 2s that they are “flows.” 6. Ask the posts to find a post: a spot in the room where they would like to have a conservation. 7. Ask the flows to pair up with a post. 8. Direct everyone to a page in the text where the minor concept occurs. Brian Massumi. “Collective Expression: A Radical Pragmatics.” Inflexions 8, “Radical 59 Pedagogies” (April 2015). 59-88. www.inflexions.org 9. -
The Postmodern Condition of Sociology of Knowledge
THE POSTMODERN CONDITION OF SOCIOLOGY OF KNOWLEDGE Alejandro Romero Reche University of Granada, Department of Sociology [email protected] When Karl Mannheim1 formulated the basis for his sociology of knowledge he engaged in a theoretical dialogue with Scheler, Luckács and particularly Marx, whom he regarded as the true founding father of that branch of the discipline. Mannheim understood that classic Western epistemology could not reflect the complex nature of reality, which can only be gained access to taking into account the social conditions from where all knowledge emerged. His contributions to the theory of ideologies are essential to such project of epistemological refoundation, in particular the opposition between the special conception of ideology, as defined by Marxism, and the general conception that he proposes. If Marxists regard their class adversary’s ideas as socially conditioned, while their own are objective and even absolute, Mannheim’s general conception leads to a sort of panideologism that regards all thought as ideology, socially conditioned by the position within social structure in which it is produced. Marxism may be characterized as a modern Enlightened project, which enquires about the relation between valid knowledge, error and social circumstances, and points to a particular social group that should find itself in the most favourable objective conditions to achieve a correct perspective on reality and set itself up as the liberating class. Mannheim’s proposal tries to refine the Marxist diagnosis in order to better grasp the complexity of reality and, therefore, is in that sense a continuation of the modern Enlightened project. In the end, it intends to correct classic epistemology so it can get closer to reality. -
CRITICAL THEORY INSTITUTE University of California, Irvine CTI
CRITICAL THEORY INSTITUTE University of California, Irvine CTI 2011 Wellek Library Lecture Series Donna Haraway Professor Emerita, History of Consciousness, University of California, Santa Cruz Playing Cat’s Cradle with Companion Species Monday, May 2nd, 5-7pm Tuesday, May 3rd, 5-7pm Thursday, May 5th, 5-7pm Humanities Gateway, 1030 Contact Information: Critical Theory Institute University of California, Irvine 433 Krieger Hall Irvine, CA 92697-5525 Phone (949) 824-5583 Fax (949) 824-2767 Director: Kavita Philip Admin. Coordinator: Lisa Clark [email protected] www.humanities.uci.edu/critical For information concerning accommodations for disabilities, please contact Lisa Clark at 949-824-5583 Donna Haraway: A Bibliography for the Occasion of the 31st Wellek Library Lectures Compiled by John Novak, UCI Research Librarian An electronic version of this and previous Wellek Library Lecture bibliographies with working electronic links will be maintained at this Web site: http://www.lib.uci.edu/about/publications/wellek/wellek-series.html Direct links to electronic materials may be accessed on-campus. Off-campus access is for the UCI community via the VPN. For more information, visit the following Web site: http://www.lib.uci.edu/how/connect-from-off-campus.html Table of Contents for Bibliography Works by Haraway ..................................................... 1 Haraway Interviews and Biographies ....................... 16 Selected Works About or Utilizing Haraway ............. 18 Works by Haraway 1975 "The Transformation of the Left in Science: Radical Associations in Britain in the 30s and the U.S.A. in the 60s." Soundings 58 4 (1975): 441-62. Print. Call Number: Langson Bound Periodicals BV 1460 C6 1976 Crystals, Fabrics, and Fields: Metaphors of Organicism in Twentieth-Century Developmental Biology. -
Creation of an Hgis Database
A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE A Thesis by JESSE ANDREWS Submitted to the Graduate School at Appalachian State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS DECEMBER 2017 Department of Geography and Planning A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE A Thesis by JESSE ANDREWS December 2017 APPROVED BY: Kathleen Schroeder, Ph.D. Chairperson, Thesis Committee Kara Dempsey, Ph.D. Member, Thesis Committee Jessica Mitchell, Ph.D. Member, Thesis Committee Kathleen Schroeder, Ph.D. Chairperson, Department of Geography and Planning Max C. Poole, Ph.D. Dean, Cratis D. Williams School of Graduate Studies Copyright by Jesse Andrews 2017 All Rights Reserved Abstract A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE Jesse Andrews B.A., University of North Carolina Greensboro Chairperson: Kathleen Schroeder Integrating Geographic Information Systems (GIS) historical sources and geospatial technology offers a fruitful new approach to mapping, analyzing, and modeling the past. This project employs sources freely available online to create a historical geodatabase of the A Line of the Mexican National Railroad circa 1910. The project utilizes satellite imagery, census data, historical maps, train schedules along with postcards and photography from the period, to reconstruct the rail line and its stations shortly before the Mexican Revolution. These sources are combined in a GIS to create a highly accurate map and associated historical database of the system as it existed in the first decade of the 20th Century. The database suggests the potential of future scholarship combining GIS software, satellite imagery, and online source materials. -
Manning What Things Do When They Shape Each Other
Erin Manning WHAT THINGS DO WHEN THEY SHAPE EACH OTHER The Way of the Anarchive In order to discover some of the major categories under which we can classify the infinitely various components of experience, we must appeal to evidence relating to every variety of occasion. Nothing can be omitted, experience drunk and experience sober, experience sleeping and experience waking, experience drowsy and experience wide-awake, experience self- conscious and experience self-forgetful, experience intellectual and experience physical; experience religious and experience sceptical, experience anxious and experience care-free, experience anticipatory and experience retrospective, experience happy and experience grieving, experience dominated by emotion and experience under self-restraint, experience in the light and experience in the dark, experience normal and experience abnormal (Whitehead 1967: 222) Bolder adventure is needed - the adventure of ideas, and the adventure of practice conforming itself to ideas (Whitehead 1967: 259) 1. METHOD "Every method is a happy simplification," writes Whitehead (1967: 221). The thing is, all accounting of experience travels through simplification - every conscious thought, but also, in a more minor sense, every tending toward a capture of attention, every gesture subtracted from the infinity of potential. And so a double-bind presents itself for those of us moved by the force of potential, of the processual, of the in-act. How to reconcile the freshness, as Whitehead might say, of processes underway with the weight of experience captured? How to reconcile force and form? This was the challenge SenseLab (www.senselab.ca) gave itself when we decided, a few years ago, to develop a concept we call "the anarchive." For us, the concept was initially an attempt to reconsider the role documentation plays in the context of the event. -
Thought in the Act: Passages in the Ecology of Experience Pdf Free
THOUGHT IN THE ACT: PASSAGES IN THE ECOLOGY OF EXPERIENCE PDF, EPUB, EBOOK Erin Manning,Brian Massumi | 224 pages | 01 May 2014 | University of Minnesota Press | 9780816679676 | English | Minnesota, United States Thought in the Act: Passages in the Ecology of Experience PDF Book Want to Read Currently Reading Read. Sign in. Greg marked it as to-read Jan 19, To paint: a thinking through color. Lisa Banu rated it it was amazing Dec 18, N Filbert rated it it was amazing Sep 09, Manning and Massumi, however, depart from the vast scope of their predecessors, limiting their sources to a narrow range, predominantly William James and Alfred North Whitehead, engaged as much for their poetics as for their ideas. Explores the intimate connections between thinking and creative practice. The result is a thinking-with and a writing-in-collaboration-with these processes and a demonstration of how philosophy co-composes with the act in the making. This book feels very timely. Thanks for telling us about the problem. Average rating 4. Kate rated it really liked it Aug 09, Daniella rated it it was amazing Feb 04, We have a verbal travel through the experience of receiving their work, experiencing their re-configuration of spaces and intervention into the physicality of our lives. Keywords: philosophy of art , process philosophy , art and activism , political philosophy , neurodiversity , embodied cognition , art-based research. Drawing from the idiosyncratic vocabularies of each creative practice, and building on the vocabulary of process philosophy, the book reactivates rather than merely describes the artistic processes it examines. Search Site only in current section. -
A Diagrammatic Approach to Peirce's Classifications of Signs
A diagrammatic approach to Peirce’s classifications of signs1 Priscila Farias Graduate Program in Design (SENAC-SP & UFPE) [email protected] João Queiroz Graduate Studies Program on History, Philosophy, and Science Teaching (UFBA/UEFS) Dept. of Computer Engineering and Industrial Automation (DCA/FEEC/UNICAMP) [email protected] © This paper is not for reproduction without permission of the author(s). ABSTRACT Starting from an analysis of two diagrams for 10 classes of signs designed by Peirce in 1903 and 1908 (CP 2.264 and 8.376), this paper sets forth the basis for a diagrammatic understanding of all kinds of classifications based on his triadic model of a sign. Our main argument is that it is possible to observe a common pattern in the arrangement of Peirce’s diagrams of 3-trichotomic classes, and that this pattern should be extended for the design of diagrams for any n-trichotomic classification of signs. Once this is done, it is possible to diagrammatically compare the conflicting claims done by Peircean scholars re- garding the divisions of signs into 28, and specially into 66 classes. We believe that the most important aspect of this research is the proposal of a consolidated tool for the analysis of any kind of sign structure within the context of Peirce’s classifications of signs. Keywords: Peircean semiotics, classifications of signs, diagrammatic reasoning. 1. PEIRCE’S DIAGRAMS FOR 10 CLASSES OF SIGNS In a draft of a letter to Lady Welby composed by the end of December 1908 (dated 24-28 December, L463:132-146, CP 8.342-76, EP2:483-491; we will be referring to this diagram 1. -
Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea -
Postmodernism: Theorising Fragmentation and Uncertainty
Chapter contents Friedrich Nietzsche 213 Bauman as postmodernist 234 `Gloss' and `disclaimers' in the What is a modern person? 237 writings of Jean-FrancËois The modern identity 238 Lyotard 217 Bauman: the critique of life Lyotard, The DiffeÂrend: in the postmodern condition 243 Phrases in Dispute (1988) 219 Deleuze and Guattari 244 Critique of Lyotard 221 Jean Baudrillard (1929± Richard Rorty 223 present) 259 Zygmunt Bauman 226 Gianni Vattimo (1936±present) 262 The creation of a Critiques of postmodernism 265 postmodernist 229 In conclusion: living in the Bauman as modernist 230 postmodern condition 270 Postmodernism: Theorising Fragmentation 6 and Uncertainty By the end of this chapter you should: · have a critical understanding of · be familiar with the key the notions of postmodernism and postmodern writers: Lyotard, postmodernity; Bauman, Baudrillard, Vattimo, · appreciate the signi®cance of Deleuze and Guattari, Rorty, and Nietzsche to postmodern Fish; theorising; · be aware of some of the central critiques of postmodernism: Sokal, Habermas, Giddens, Philo, Kellner. Friedrich Nietzsche riedrich Nietzsche (1844±1900) invented many of the central ideas and concepts which postmodern- F ism raises about the foundations of society. In particular, Nietzsche's anti-foundationalist ideas, built upon the assumption that `God is dead', together with his refusal to privilege his own position, have in¯uenced most of the postmodern writers that we shall review in this chapter. According to Anthony Giddens: `Nietzsche offers a refuge for those who have lost their modernist illusions without relapsing into complete cynicism or apathy' (Giddens, 1995: 261). Nietzsche attempted to undermine the foundations of truth, morality, science, identity and religion. -
Power Structures, Change, and the Illusion of Democracy: a Semiotic Study of Leadership and Policy-Making
DOCUMENT RESUME ED 413 647 EA 028 734 AUTHOR Spielmann, Guy; Radnofsky, Mary L. TITLE Power Structures, Change, and the Illusion of Democracy: A Semiotic Study of Leadership and Policy-Making. PUB DATE 1997-03-00 NOTE 19p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Leadership; *Policy Formation; Power Structure; Professional Autonomy; Professional Development; School Restructuring; *Semiotics; *Teacher Empowerment; Teacher Influence; *Teaching (Occupation) ABSTRACT There is ample evidence that the success or failure of school reform lies not only in the soundness and appropriateness of the reform model chosen, but primarily in its perception, acceptance, and endorsement by teachers. This essay expresses the concept of power as it applies to school reform that focuses on teacher empowerment and professionalization. The paper is based on a grounded theory developed from a qualitative case study that assessed the impact of a newly implemented, districtwide staff-development program. The data are analyzed using an ethnosemiotic approach to explain how a fundamental ambivalence in the concepts of "power" and "professionalism" may prevent the reform from succeeding, even in the absence of overt crisis or resistance. Data were gathered through interviews with and observations of 80 teachers and administrators over 7 months. The paper defines power qualitatively in four different modalities--power ("being-able-to-do"), independence ("being-able-not-to-do"), powerlessness ("not-being-able-to-do"), and submission ("not-being-able-not-to-do"). -
UC Santa Cruz Other Recent Work
UC Santa Cruz Other Recent Work Title "It Became My Case Study": Professor Michael Cowan's Four Decades at UC Santa Cruz Permalink https://escholarship.org/uc/item/3j5438d7 Authors Cowan, Michael Reti, Irene Publication Date 2013-01-11 Supplemental Material https://escholarship.org/uc/item/3j5438d7#supplemental eScholarship.org Powered by the California Digital Library University of California University of California, Santa Cruz University Library “It Became My Case Study” Professor Michael Cowan’s Four Decades at UC Santa Cruz Interviewed and Edited by Irene Reti Santa Cruz 2013 This manuscript is covered by copyright agreement between Michael Cowan and the Regents of the University of California dated December 3, 2012. Under “fair use” standards, excerpts of up to six hundred words (per interview) may be quoted without the Regional History Project’s permission as long as the materials are properly cited. Quotations of more than six hundred words require the written permission of the University Librarian and a proper citation and may also require a fee. Under certain circumstances, not-for-profit users may be granted a waiver of the fee. To contact the Regional History Project: [email protected] or Regional History Project McHenry Library, UC Santa Cruz 1156 High Street Santa Cruz, CA 95064 Phone: 831-459-2847 Table of Contents Introduction vii Early Life 12 Yale University 23 Senior Thesis on the Boy Scouts of America 34 Graduate Work in American Studies at Yale 37 Teaching at Yale University 43 Coming to the University of California,