Discourse Analysis As Theory and Method
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Cityspace, Cyberspace, and the Spatiology of Information
Vol. 1. No. 1 ISSN: 1941-8477 “Virtual Worlds Research: Past, Present & Future” July 2008 Cityspace, Cyberspace, and the Spatiology of Information By Dr. Michael L. Benedikt, ACSA Distinguished Professor, Director, Center for American Architecture and Design,University of Texas at Austin Abstract Published in 1996* but not widely read, this article argues that space and information are so deeply related that the universe at every moment is exactly and only as large as it needs to be to “contain” the information it in fact is. Using three thought experiments—one about data visualization, one about cellular automata and consciousness, and one about the analysis of architectural space using isovists, each experiment blurring (or rather, uniting) the phenomena of psychological and physical space, the article argues that what we experience as “space” is that set of dimensions which provides the largest capacity for the world’s other qualities, objects, and events to express their variety most fully. The natural universe is incompressible, expanding only as, and because, it becomes richer in information (i.e. cools and evolves). Imaginary and virtual worlds obey the same rule: they are “naturally” as big as they are rich in information. But the possibility exists in cyberspace—as it does not in nature—to choose which dimensions will serve as the spatial framework, and which will become/appear as properties of the things themselves. Data visualizers know this well. One wonders why virtual worlds to this day look so similar to ours, then, rather than to the one envisaged by William Gibson in 1984 and 1986 and which he called “cyberspace.” A failure of architectural nerve? A constraint upon computation? Or has cyberspace proper yet to evolve? Keywords: cityspace, cyberspace, virtual worlds, architecture, information. -
Critical Discursive Psychology
Critical Discursive Psychology Ian Parker Critical Discursive Psychology Also by Ian Parker Qualitative Methods in Psychology: A Research Guide (with Peter Banister, Erica Burman, Maye Taylor and Carol Tindall) Carrying Out Investigations in Psychology (with Jeremy Foster) Deconstructing Psychopathology (with Eugenie Georgaca, David Harper, Terence McLaughlin and Mark Stowell Smith) Psychology and Society: Radical Theory and Practice (co-edited with Russell Spears) Culture, Power and Difference: Discourse Analysis in South Africa (co-edited with Erica Burman, Amanda Kottler and Ann Levett) Psychoanalytic Culture: Psychoanalytic Discourse in Western Society Social Constructionism, Discourse and Realism (edited) Critical Textwork: An Introduction to Varieties of Discourse and Analysis (with the Bolton Discourse Network) Deconstructing Psychotherapy (edited) Cyberpsychology (co-edited with Angel Gordo-López) Critical Discursive Psychology Ian Parker © Ian Parker 2002 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2002 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. -
Redeeming Philosophy: a God-Centered Approach to the Big Questions Copyright © 2014 by Vern S
REDEEMING PHILOSOPHY REDEEMING WHO AM I? WHY AM I HERE? WHERE DO I FIND MEANING? Life is full of big questions. The study of philosophy seeks to answer such questions. In his latest book, prolific author Vern Poythress investigates the foundations and limitations of Western philosophy, sketching a distinctly Christian approach to A God-Centered Approach answering basic questions about the nature of humanity, the existence of God, the search for meaning, and the basis for morality. to the Big Questions For Christians eager to engage with the timeless philosophical issues that have perplexed men and women for millennia, this is the place to begin. “This volume makes a timely and welcome contribution to the age-old debate on the relationship between Christian theology and philosophy. I commend Redeeming Philosophy to all concerned with ‘taking every thought captive to obey Christ.’” RICHARD B. GAFFIN JR., Professor of Biblical and Systematic Theology, Emeritus, Westminster Theological Seminary “Poythress has again gotten it right. This book contains a great deal of fresh thinking and REDEEMING careful Christian philosophical work.” JOHN M. FRAME, J. D. Trimble Chair of Systematic Theology and Philosophy, Reformed Theological Seminary, Orlando “Matters of philosophy are often complex and laden with challenging issues. Poythress has written a PHILOSOPHY useful introductory exploration of the relationship between philosophy and the teachings of Scripture.” J. V. FESKO, Academic Dean and Professor of Systematic and Historical Theology, Westminster Seminary California POYTHRESS \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ VERN S. POYTHRESS (PhD, Harvard University; ThD, Stellenbosch University) is professor of New Testament interpretation at Westminster Theological Seminary, where he has taught for over 35 years. -
Whitney Bauman CV
Whitney A. Bauman, Ph.D. 11200 SW 8th Street, DM 301A • Miami, FL 33199 • (305) 348-3348 • [email protected] EDUCATION GRADUATE THEOLOGICAL UNION at Berkeley, PhD, Theology and Religious Studies (2002-2007) Dissertation: “From Creatio ex Nihilo to Terra Nullius: The Colonial Mind and the Colonization of Creation.” VANDERBILT DIVINITY SCHOOL, MTS with an Emphasis on Ecological Concerns (1998- 2000) MTS Thesis: “The Illusion of the Isolated Self.” HENDRIX COLLEGE, BA, Psychology (1994-1998) PRINCIPAL FACULTY EXPERIENCE ASSOCIATE PROFESSOR OF RELIGIOUS STUDIES, Florida International University Miami, FL (Fall 2014-Present) ASSISTANT PROFESSOR OF RELIGIOUS STUDIES, Florida International University Miami, FL (Fall 2008 – Spring 2014) As Associate (and previously Assistant) Professor of Religious Studies, I teach such courses as: Methods in Religious Studies, Religion and Science, Environmental Ethics, Technology and Human Values, BioEthics, and Religion and Queer Theory. Other teaching competencies include: Process Thought, Postcolonial Thought and Religious Studies, and Philosophy of Science. In addition to advising MA Students, I am also serve as the Undergraduate Advisor for our Department. I am affiliated faculty with Women’s Studies and Environmental Studies. FELLOW, HONORS COLLEGE, Florida International University, Miami, FL, (Fall 2011- Present) As a Fellow in the Honors College, I co-teach a two-semester course for first year students that introduces students to “epistemology.” This course focuses broadly on epistemology in the history of western traditions. Whitney A. Bauman 2 OTHER TEACHING/RESEARCH POSITIONS VISITING PROFESSORSHIPS • Summer 2010/2012, Gadjah Mada University, Yogyakarta, Indonesia As Visiting Professor at Gadjah Mada University, I teach a six week graduate course on “Religion and Nature” through the University’s Center for Religious and Cross-Cultural Studies. -
University of California, Santa Cruz Department of Psychology
UNIVERSITY OF CALIFORNIA, SANTA CRUZ DEPARTMENT OF PSYCHOLOGY History and Systems of Psychology PSYC 183 Summer 2017, Session 1 Meeting time and place Tuesdays and Thursdays, 1:00 – 4:30 pm Social Sciences 2, Room 363 Instructor: Erin Toolis [email protected] Office: Social Sciences II, Room 56 Office hours: Thursdays 11:30 am – 12:30 pm or by appointment Course description In this 5-week upper division class, we will review major paradigms that have shaped the ways in which we understand human thought and behavior, from early philosophers to eugenics, psychoanalysis, behaviorism, Gestalt psychology, cognitive psychology, cultural psychology, and narrative/discursive psychology. We will discuss how these paradigms compare and contrast, and how they changed over time. This course takes a critical approach to interrogating the contributions and critiques of these perspectives and the impact they have had on society in order to better understand where we have been, where we are today, and where we may be headed. Course aims and learning outcomes The goal of this course is to help you to become a more informed, critical consumer and producer of scientific knowledge within the field of psychology. By the end of this course, students will be able to… • Understand the key questions, concepts, and paradigms that have shaped psychological inquiry, and how they have changed over time, • Consider the contributions and critiques of different theoretical and methodological approaches within the field, • Understand how the different paradigms underlying the field have shaped, and been shaped by, their cultural and historical context, • Place the diverse areas of psychology in conversation with each other and better understand the discipline as a whole, and • Use critical thinking to consider the roles psychology and scientific inquiry more broadly have played in reproducing or challenging social injustices and inequities. -
The Models of Space, Time and Vision in V. Nabokov's Fiction
Tartu Semiotics Library 5 2 THE MODELS OF SPACE, TIME AND VISION Tartu Semiootika Raamatukogu 5 Тартуская библиотека семиотики 5 Ruumi, aja ja vaate mudelid V. Nabokovi proosas: Narratiivistrateegiad ja kultuurifreimid Marina Grišakova Mодели пространства, времени и зрения в прозе В. Набокова: Нарративные стратегии и культурные фреймы Марина Гришакова University of Tartu The Models of Space, Time and Vision in V. Nabokov’s Fiction: Narrative Strategies and Cultural Frames Marina Grishakova Tartu 2012 4 THE MODELS OF SPACE, TIME AND VISION Edited by Silvi Salupere Series editors: Peeter Torop, Kalevi Kull, Silvi Salupere Address of the editorial office: Department of Semiotics University of Tartu Jakobi St. 2 Tartu 51014, Estonia http://www.ut.ee/SOSE/tsl.htm This publication has been supported by Cultural Endowment of Estonia Department of Literature and the Arts, University of Tampere Cover design: Inna Grishakova Aleksei Gornõi Rauno Thomas Moss Copyright University of Tartu, 2006 ISSN 2228-2149 (online) ISBN 978-9949-32-068-4 (online) Second revised edition available online only. ISSN 1406-4278 (print) ISBN 978–9949–11–306–4 (2006 print edition) Tartu University Press www.tyk.ee In memory of Yuri Lotman, the teacher 6 THE MODELS OF SPACE, TIME AND VISION Table of Contents Acknowledgements ................................................................... 9 Introduction ............................................................................... 11 I. Models and Metaphors.......................................................... -
How to Conduct a Psychological Discourse Analysis
How to conduct a psychological discourse analysis Copyright © 2017 Critical Approaches to Discourse Analysis across Disciplines www.cadaadjournal.com Vol 9 (2): 142 – 153 SIMON GOODMAN Coventry University [email protected] Abstract This paper provides an overview to conducting discourse analysis (DA) as used in Discursive Psychology. The purpose of this paper is to fill the gap left by there being a lack of useful accounts of how to conduct and write up this type of discourse analysis. It begins by outlining the discursive psychological approach and its claim that analysts should focus on what is accomplished in talk, rather than addressing what this talk may tell us about people's cognitions. Following this theoretical introduction there is a step by step guide to conducting discourse analysis. This eight-point guide covers 1) deciding on an appropriate question for discourse analysis, 2) picking appropriate data sources for analysis, 3) generating a corpus, 4) transcribing the data, 5) preliminary reading - searching for the action orientation, 6) generating results - discursive devices and rhetorical/interactional strategies, 7) building a case to support the findings, and finally, 8) report writing. Key words: Discourse Analysis; Discursive Psychology; Guide; Qualitative Methodology 1. Introduction The purpose of this paper is to provide a clear introduction to the psychological research method called discourse analysis. The paper will begin with an explanation of this specific version of discourse analysis and its association with the psychological theory called Discursive Psychology (DP). Following that a step by step guide to conducting discourse analysis is offered. Throughout the paper examples of good practice in published discourse analysis, and further sources of information for those interested in the method, are presented. -
Whitney Bauman CV
Whitney A. Bauman, Ph.D. 11200 SW 8th Street, DM 301A • Miami, FL 33199 • (305) 348-3348 • [email protected] EDUCATION GRADUATE THEOLOGICAL UNION at Berkeley, PhD, Theology and Religious Studies (2002-2007) Dissertation: “From Creatio ex Nihilo to Terra Nullius: The Colonial Mind and the Colonization of Creation.” VANDERBILT DIVINITY SCHOOL, MTS with an Emphasis on Ecological Concerns (1998- 2000) MTS Thesis: “The Illusion of the Isolated Self.” HENDRIX COLLEGE, BA, Psychology (1994-1998) PRINCIPAL FACULTY EXPERIENCE ASSOCIATE PROFESSOR OF RELIGIOUS STUDIES, Florida International University Miami, FL (Fall 2014-Present) As Associate (and previously Assistant) Professor of Religious Studies, I teach such courses as: Methods in Religious Studies, Religion and Science, Environmental Ethics, Technology and Human Values, Bioethics, and Religion and Queer Theory. Other teaching competencies include: Process Thought, Postcolonial Thought and Religious Studies, and Philosophy of Science. In addition to advising MA Students, I also served as the Undergraduate Advisor for our Department. I am affiliated faculty with Women’s Studies and Environmental Studies. ASSISTANT PROFESSOR OF RELIGIOUS STUDIES, Florida International University Miami, FL (Fall 2008 – Spring 2014) FELLOW, HONORS COLLEGE, Florida International University, Miami, FL, (Fall 2011- Spring 2015) As a Fellow in the Honors College, I co-teach a two-semester course for first year students that introduces students to “epistemology.” This course focuses broadly on epistemology in the history of western traditions. Whitney A. Bauman 2 OTHER TEACHING/RESEARCH POSITIONS VISITING PROFESSORSHIPS • Summer 2010/2012, Gadjah Mada University, Yogyakarta, Indonesia As Visiting Professor at Gadjah Mada University, I teach a six-week graduate course on “Religion and Nature” through the University’s Center for Religious and Cross-Cultural Studies. -
A Brief Commentary on Discursive Psychology and Talking to Others
Qualitative Research in Psychology ISSN: 1478-0887 (Print) 1478-0895 (Online) Journal homepage: https://www.tandfonline.com/loi/uqrp20 A brief commentary on discursive psychology and talking to others Sally Wiggins To cite this article: Sally Wiggins (2020): A brief commentary on discursive psychology and talking to others, Qualitative Research in Psychology, DOI: 10.1080/14780887.2020.1725953 To link to this article: https://doi.org/10.1080/14780887.2020.1725953 © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC. Published online: 09 Feb 2020. Submit your article to this journal Article views: 194 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=uqrp20 QUALITATIVE RESEARCH IN PSYCHOLOGY https://doi.org/10.1080/14780887.2020.1725953 A brief commentary on discursive psychology and talking to others Sally Wiggins Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden ABSTRACT KEYWORDS This commentary provides a short reflection on the current Discursive psychology; status of discursive psychology in a fluctuating academic land- psychology; methodology; commentary; respecification; scape. It focuses on three points: how discursive psychological qualitative methods research situates itself in relation to other research (both within and outside of psychology), how psychology itself can be respecified as a discipline (rather than only topic areas within psychology), and on the need for further development of methodological aspects and learning resources within discur- sive psychology. The piece concludes by noting the strengths of discursive psychology as a detailed analytical approach and of the benefits of talking to, and engaging with, other researchers. -
2017 Spring HAVC-H102 Topics
Spring 2017 HAVC-H102 Descriptions H102-01 Peter Nulton Ancient Art & Archaeology M/Th 4:40-6:10 An examination of developments in architecture, painting, and sculpture in Southern Europe, Northern Africa, and the Middle East from 900 B.C. to 300 A.D. Topics include Greek and Hellenistic Art, Etruscan and Roman Art, and the archaeological methods used to investigate these civilizations. H102-02 Peter Nulton Ancient Art & Archaeology Tu/Th 2:50-4:20 An examination of developments in architecture, painting, and sculpture in Southern Europe, Northern Africa, and the Middle East from 900 B.C. to 300 A.D. Topics include Greek and Hellenistic Art, Etruscan and Roman Art, and the archaeological methods used to investigate these civilizations. H102-03 Suzanne Scanlan Art in the Age of Enlightenment W/F 11:20-12:50 In this course we survey art and architecture from the era known as The Enlightenment (c. 1660- 1815), when dramatic philosophical movements emphasized reason, empiricism and the importance of the individual. Traditional institutions of power were challenged, leading to revolution on many fronts. Travelers on the Grand Tour created new art markets, while Academies and Salons became the arbiters of style and taste. We consider a variety of works (paintings, sculpture, satirical prints, and decorative arts) and spaces (buildings, gardens) that exemplify the rise of secularism, science and liberty during this era of profound social and cultural change. H102-04 Elizabeth Maynard Art and Revolution in the 20th Century M/Th 2:50-4:20 This course tracks the relationship between art and social, political, and aesthetic “revolutions,” predominantly in the Western context, through the twentieth century. -
How Content Analysis May Complement and Extend the Insights of Discourse Analysis
Special Issue International Journal of Qualitative Methods January-December 2016: 1–9 ª The Author(s) 2016 How Content Analysis may Complement Reprints and permissions: sagepub.com/journalsPermissions.nav and Extend the Insights of Discourse DOI: 10.1177/1609406915624575 Analysis: An Example of Research on ijqm.sagepub.com Constructions of Abortion in South African Newspapers 1978–2005 Tracey Feltham-King1 and Catriona Macleod2 Abstract Although discourse analysis is a well-established qualitative research methodology, little attention has been paid to how discourse analysis may be enhanced through careful supplementation with the quantification allowed in content analysis. In this article, we report on a research study that involved the use of both Foucauldian discourse analysis (FDA) and directed content analysis based on social constructionist theory and our qualitative research findings. The research focused on the discourses deployed, and the ways in which women were discursively positioned, in relation to abortion in 300 newspaper articles, published in 25 national and regional South African newspapers over 28 years, from 1978 to 2005. While the FDA was able to illuminate the constitutive network of power relations constructing women as subjects of a particular kind, questions emerged that were beyond the scope of the FDA. These questions concerned understanding the relative weightings of various discourses and tracing historical changes in the deployment of these discourses. In this article, we show how the decision to combine FDA and content analysis affected our sampling methodology. Using specific examples, we illustrate the contribution of the FDA to the study. Then, we indicate how subject positioning formed the link between the FDA and the content analysis. -
2320-5407 Int. J. Adv. Res. 5(6), 413-418
ISSN: 2320-5407 Int. J. Adv. Res. 5(6), 413-418 Journal Homepage: - www.journalijar.com Article DOI:10.21474/IJAR01/4426 DOI URL: http://dx.doi.org/10.21474/IJAR01/4426 RESEARCH ARTICLE MULTIPLE PERSPECTIVES- ISSUES OF WORLDVIEWS IN SCIENCES. Bhawana Mishra. CIE, University of Delhi. …………………………………………………………………………………………………….... Manuscript Info Abstract ……………………. ……………………………………………………………… Manuscript History Science has always engaged with the worldviews of societies and cultures (Matthews, 2009). The theme is of particular importance at Received: 09 April 2017 the present time as many national and provincial education authorities Final Accepted: 11 May 2017 are requiring that students learn about the nature of science (NOS) as Published: June 2017 well as learning science content, knowledge and process skills. Scientists, Philosophers, Educators and Theologicians share the Key words:- conviction that science education has to promote richer understanding Worldview, Perspectives of science and its relation to culture, religion, philosophy and ultimately the worldview of students. The theme for the year 2016 is the year of „Scientific Issues for development of Nation‟ which also emphasize on worldviews and the development of scientific temper. Therefore, here we have tried to address the following questions in our discussion on worldviews in the sciences: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? Guided by these quests, the present work is an attempt towards understanding worldviews in sciences and how the same can be woven together to have holistic understanding of science, its nature, content processes and the method.