Entanglements in Legal History: Conceptual Approaches
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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. -
Personal Laws and Religious Practice Joby Bhasker*
Scholars International Journal of Law, Crime and Justice Abbreviated Key Title: Sch Int J Law Crime Justice ISSN 2616-7956 (Print) |ISSN 2617-3484 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://scholarsmepub.com/sijlcj/ Review Article Personal Laws and Religious Practice Joby Bhasker* Assistant Pofessor, Government Law College, Thrissur, Law College Road, Madona Nagar, Ayyanthole, Thrissur, Kerala 680003, India DOI: 10.36348/sijlcj.2019.v02i12.001 | Received: 03.12.2019 | Accepted: 10.12.2019 | Published: 22.12.2019 *Corresponding author: Joby Bhaskar Abstract The paper explores the historical panorama of the personal law system in India and scrutinizes the social and political factors that contributed towards the expansion and preservation of personal laws in India over the period of time. Keywords: Indian legal system, Personal Law, Constitution. Copyright @ 2019: This is an open-access article distributed under the terms of the Creative Commons Attribution license which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use (NonCommercial, or CC-BY-NC) provided the original author and source are credited. NTRODUCTION During the six hundred years of Muslim rule, the I legislature did not interfere with Hindu Law [2]. Even The Indian legal system has to deal with after two hundred years of European domination, demands of a multicultural society where each group especially of British, the fundamental areas of Muslim follow their own personal law which governs their and Hindupersonal laws enjoyed complete immunity personal matters. The uniqueness of personal law lies in from legislation [3]. The British implemented the policy the fact that there validity and scope is not derived from of non-interference in the personal laws of the local legislative or judicial intervention. -
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. -
Fl Lit 1 6L Il TABLE of CONTENTS
A SURVEY OF SIGNIFICANT AND RADICAL CHANGE IN THE FAMILY A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY IVAN PHILIP HAKEEM DEPARTMENT OF SOCIOLOGY ATLANTA, GEORGIA AUGUST 196^ fl lit 1 6l Il TABLE OF CONTENTS Page ACKNOWLEDGMENTS il Chapter I. INTRODUCTION AND THEORETICAL FRAMEWORK 1 II. THE TRADITIONAL JOINT FAMILY IN INDIA 9 III. THE FAMILY IN TRANSITION 22 IV. THE CHANGING STATUS OF WOMEN 30 V. NEW GOALS Ul VI. CONCLUSION 55 BIBLIOGRAPHY 59 iii CHAPTER I INTRODUCTION AND THEORETICAL FRAMEWORK During the last hundred and fifty years, the traditional joint family and the familistic rural framework have been undergoing a qualitative transformation. The basis of the rural family relation¬ ships is shifting from that of status to that of contract. The rule of custom is being replaced by the rule of law. The family is being transformed from a unit of production to a unit of consumption. The cementing bond of the family is being changed from consanguinity to conjugality. From a massive joint family, composed of members be- longinging to a number of generations, the family is increasingly shaping as tiny unit, composed of husband, wife and unmarried children.^- The object of this thesis is to show that the joint family system in India has been constantly in transition from its traditional form in which the behavior patterns were rigidly controlled by unwritten rules and public opinion, to the nuclear form where mutual affection among its members predominated. The family in its traditional form and the family in its nuclear form present two polar types. -
Persistence of Caste in South India - an Analytical Study of the Hindu and Christian Nadars
Copyright by Hilda Raj 1959 , PERSISTENCE OF CASTE IN SOUTH INDIA - AN ANALYTICAL STUDY OF THE HINDU AND CHRISTIAN NADARS by Hilda Raj Submitted to the Faculty of the Graduate School of The American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Signatures of Committee: . Chairman: D a t e ; 7 % ^ / < f / 9 < r f W58 7 a \ The American University Washington, D. 0. ACKNOWLEDGEMENTS I am deeply thankful to the following members of my Dissertation Committee for their guidance and sug gestions generously given in the preparation of the Dissertation: Doctors Robert T. Bower, N. G. D. Joardar, Lawrence Krader, Harvey C. Moore, Austin Van der Slice (Chairman). I express my gratitude to my Guru in Sociology, the Chairman of the above Committee - Dr. Austin Van der Slice, who suggested ways for the collection of data, and methods for organizing and presenting the sub ject matter, and at every stage supervised the writing of my Dissertation. I am much indebted to the following: Dr. Horace Poleman, Chief of the Orientalia Di vision of the Library of Congress for providing facilities for study in the Annex of the Library, and to the Staff of the Library for their unfailing courtesy and readi ness to help; The Librarian, Central Secretariat-Library, New Delhi; the Librarian, Connemara Public Library, Madras; the Principal in charge of the Library of the Theological Seminary, Nazareth, for privileges to use their books; To the following for helping me to gather data, for distributing questionnaire forms, collecting them after completion and mailing them to my address in Washington: Lawrence Gnanamuthu (Bombay), Dinakar Gnanaolivu (Madras), S. -
Customs and Gender in the Context of Hindu Laws
International Journal of Law and Legal Jurisprudence Studies :ISSN:2348-8212:Volume 4 Issue 2 86 CUSTOMS AND GENDER IN THE CONTEXT OF HINDU LAWS Dr. Paroma Sen1 Abstract There has been an influence of customs in the evolution of Hindu Laws. Hindu laws at times confronted, in other instances incorporated and in few cases overrode customary laws of different regions, however it could not in in any way change the caste based social prejudices. With the context of Haryana in the backdrop this article looks into the influence of customs in the region in the construction of gender identity and to what extent could Hindu Law influence the customs followed. Key words: customary laws, gender, hindu, dayabhaga, mitakshara, inheritance Hindu Law in the Pre-colonial period Origin of Hinduism has given rise to various interpretations. However, there could not be any denying that the consciousness of Hinduism as a religion among its followers arose in countering the identity of Muslims or Islamic presence in different parts of the country with the rise of the Sultanate followed by the Mughal rule. The word Hindu is a Persian term which was used to refer to the inhabitants across river Indus. This reference, points out a strong ethno-geographic2 connotation attached to the rise, development and continuance of Hinduism.The distinctions separating one religion from the followers of the other finally culminated into the partition of the country and eventual division of land based on the religion of its followers. Against this backdrop of the political invasion of the country and conflict among the religious groups, there was also the presence of laws influencing the social spheres of the family and community. -
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 -
A Shift in Dharma
A Shift in Dharma Changes in Conceptualisations of Faith Among Second-Generation Hindus in Oslo By Ram E. Gupta A thesis presented to the Department of Culture Studies, University of Oslo, in partial fulfillment of the requirements for the Cand.Philol. degree in History of Religion Autumn semester 2002 (Reprint Edition) 2 ABSTRACT This is a study of a Hindu community in diaspora. Based on analysis of fieldwork data that was collected among second-generation North Indian Hindus in the city of Oslo, the thesis identifies various tendencies among informants that are described as changes in their conceptualisation of religion. The thesis argues that these changes amount to a convergence with conceptualisations of religion that are common in their Norwegian host society. The way that informants think about religion, in other words, appears to be approaching the way that many Norwegians think about religion. One of the conclusions drawn from this observation is that although informants retain a clear sense of Hindu identity in terms of observable praxis and self-understanding, their concept of the category of religion displays structural similarities with concepts of religion found in Western European thought. The transition between different types of conceptualisation is analysed as a shift between the Hindu notion of dharma, and Western conceptualisations of religion, such they are found in e.g. the traditions of Protestantism, and which are influential in Norway. While discussing this shift, the Hindu notion of dharma is proposed as a yardstick for important aspects of conceptualisations of religion among Hindus. The justification for doing so is taken from the argument that the notion of dharma is a supplier of assumptions and premises for concepts of religion that are common among Hindus. -
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