DOCSLIB.ORG

Studying Your Community

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Studying Your Community STUDYING COJ^MUfcM1TY ROLAND l. WARREN Bt/SSf IX SAG£ foumMmM Digitized by the Internet Archive in 2013 http://archive.org/details/studyingyourcommOOwarr STATEMENT CONCERNING PUBLICATIONS OF RUSSELL SAGE FOUNDATION Russell Sage Foundation was established in igoy by Mrs. Russell Sage "for the improvement of social and living conditions in the United States of Amer- ica." While the general responsibility for manage- ment of the Foundation is vested in the Board of Trustees, the responsibility for facts, conclusions, and interpretations in its publications rests with the authors and not upon the Foundation, its Trustees, or its staff. Publication under the imprint of the Foun- dation does not imply agreement by the organization with all opinions or interpretations expressed. It does imply that care has been taken that the work on which a manuscript is based has been thoroughly done. STUDYING YOUR COMMUNITY By ROLAND L. WARREN Professor of Sociology, Alfred University RUSSELL SAGE FOUN DAT ION New York 1955 copy Copyright, © 1955, by Russell Sage Foundation Printed in the United States of America Library of Congress Catalog Card Number: 55-7727 Case, Lockwood & Brainard Hartford, Connecticut Contents PAGE Preface xi 1. How to Use this Book 1 2. Your Community: Its Background and Setting 5 Geography and Transportation 5 The People of Your Community 7 Local History 9 Traditions and Values 11 3. Your Community's Economic Life 15 The Economic Structure of Your Community 15 Employment and Working Conditions in Your Community 20 Your Community's Industrial Future 27 4. Government, Politics, and Law Enforcement 33 Local Governmental Units 33 Structure, Administration, and Functions 35 Personnel 39 Expenditures and Taxes 40 Civil Defense 42 Political Organization 43 Primaries and Elections 45 Voluntary Citizens' Organizations 46 Crime and Law Enforcement 49 5. Community Planning 57 * The Need for Planning 57 v Types of Planning 5 9 Planning Boards and Planning Processes 61 Intercommunity Planning 64 Zoning and Other Land-Use Controls 66 Some Special Planning Problems 69 1 VI STUDYING YOUR COMMUNITY PAGE Capital Improvement Plan 72 Citizen Participation in Planning 73 6. Housing 77 Housing Conditions in Your Community 79 Slum Clearance and Urban Redevelopment 84 Low-Rent and Limited Dividend Housing 85 Neighborhoods as Units of Housing 89 Citizen Organizations and Housing 92 7. Education 93 Structure and Administration 95 Teachers 99 Instruction and Pupil Participation 101 Special Services 104 The School and the Community 107 Adult Education 110 Libraries and Museums 111 Private Schools 113 Higher Education 114 8. Recreation 117 Public Recreation 119 Private and Semi-Public Recreation Programs and Cultural Facilities 125 Commercial Facilities 127 Informal Activities 130 Planning the Community's Recreation 131 9. Religious Activities 135 Number and Types of Churches 136 Church Location, Population Shifts, and Economic Groups 138 Buildings and Equipment 140 Services for Worship 141 Clergymen 14 Church Organizations 143 Interfaith Relations 146 Religious Action in the Community 148 Changes in Functions 150 Some Aids to the Church Survey 151 CONTENTS VII PAGE 10. Social Insurance and Public Assistance 155 Social Insurance 156 Public Assistance 161 Citizens and the Welfare Department 169 11. Aids to Family Living and Child Welfare 172 Services to Strengthen the Family 173 Family Casework 174 Social Services for Children in Their Own Homes 177 Child Placement and Adoption Services 181 Juvenile Delinquents 185 Citizen Action for Family and Child Welfare 193 12. Health 196 Health Background Factors 197 -Health Personnel 199 Hospitals 201 Public Health Services 203 Communicable Diseases 213 Chronic Diseases 216 Paying for Medical Care 219 Voluntary Health Organizations 222 -'Mental Health and the Mentally 111 225 13. Provision for Special Groups 235 The Handicapped 235 The Aging 244 Migrant Farm Workers 248 Displaced Persons 254 14. Communication 258 The Press 259 Radio and Television 262 Motion Pictures 262 Other Media of Communication 263 Propaganda and Censorship 264 15. Intergroup Relations 268 Your Community's Social Groups 269 Discrimination Against Minority Groups 271 Programs to Improve Intergroup Relations 280 VIII STUDYING YOUR COMMUNITY PAGE 16. Associations 285 Types of Associations 286 Characteristics of Individual Associations 288 The Pattern of Associations in Your Community 290 17. Community Organization 292 Community Organization Functions 294 Types of Community Organization Agency 296 18. Organizing A Community Survey 306 * Different Kinds and Uses of Surveys 307 vSteps in a Citizens' Survey 312 v'Human Relations in Survey Work 319 19. Aids to the Survey 324 V Choosing the Geographic Area for Study 324 Using the Census 328 Useful Reference Books 334 v-What You Can Do with Maps 337 Delineating the Rural Community 340 How to Delineate the Urban Neighborhood 341 s Some Hints in Interviewing 342 \ Using Questionnaires and Schedules 344 20. Some Important Aspects of the Community 348 Your Community: Rural or Urban? 348 People and Their Environment 349 . Social Classes in the Community 350 v'The Community's Informal Structure 352 Primary, Secondary, and Mass Relations in the Community 355 Social Functions and Social Agencies 358 v Social Change and Your Community's Problems 360 List of Agencies 363 Index 371 Illustrations PAGE 1. Organization of Greenwich Town Government 37 2. Perry's Plan for the Neighborhood Unit 91 3. Expenditures of the Tenafly, New Jersey, School System 95 4. Recreational Needs and Possibilities 121 5. Map Illustrating a Long-Range Recreation Plan 132 6. Services to Individuals and Families Through Federal Security Agency Programs 158-159 7. Organization Chart for a Typical Council 298 8. How the Community Tax Dollar Is Spent 316 9. Social Base Map of Part of Central Harlem, New York City 339 IX 7 believe in the beloved community and in the spirit which makes it beloved, and in the communion of all who are, in will and in deed, its members. I see no such community as yet, but none the less my rule of life is: Act so as to hasten its coming. JOSIAH ROYCE Preface In preparing this book, the author has been sensitive to certain pressures from different directions. On the one side, the professional sociologist looks over his shoulder to urge a much more scientifically rigorous methodology for community research. From a different angle, the people engaged formally in "community organization" in large cities may well feel that greater attention might have been paid to agencies, standards, and conventional community organization problems and procedures. Still another group, the "actionists," may be impatient with the time demanded in the seemingly useless cataloguing of factual material, time which might better go into improving obviously unacceptable conditions in the community. But this book, like its predecessor, must remain a broadly conceived working manual of community study which, in seeking to satisfy in part the demands of all these groups, may succeed in completely satisfying none of them. The immediate predecessor of this work, Joanna C. Colcord's Your Com- munity: Its Provision for Health, Education, Safety, and Welfare, was originally published by Russell Sage Foundation in 1939 and went through three editions and many printings. It in turn had followed Margaret F. Byington's What Social Workers Should Know About Their Own Com- munities, a pamphlet first published by the Foundation in 1911. The present book is designed to fulfill much the same need as its prede- cessor. The reason for a new book, rather than another revision of the earlier one, is largely one of orientation. Your Community grew out of a community study guide for social workers, and it has retained much of that early orien- tation. It now seems appropriate to think of a more varied group of citizens, both laymen and those professionally engaged in some branch of community service, to whose interests such a book may be germane. The result has been less emphasis on formal agencies and broader coverage in other respects. For example, more recent orientation or tools of analysis in intergroup rela- tions, informal group processes, social class, and other such matters have been included in this book if only on an elementary level. In addition, the XI XII PREFACE new book takes into account the great need for orientation of the reader in survey procedures, providing, in addition to the chapters on different com- munity topics, material on conducting the survey, both in its organizational and methodological aspects. In general, the thought has been to orient the community study process toward community "action" to a greater extent than its predecessor. Nevertheless, Colcord's Your Community has been of great use to the author as a resource book of proved usefulness in the com- munity. Occasional specific questions have been taken over verbatim. Many persons have read one or more chapters of this book or have other- wise been helpful. The author is especially indebted to Gordon Berg, Samuel W. Blizzard, Richard S. Childs, Nathan E. Cohen, Margaret E. Conrad, John P. Dean, Gunnar Dybwad, Lester J. Evans, Henry Fagin, John E. Gilmore, Shelby M. Harrison, Helen van O. Kerr, Merrill F. Krughoff, Robert D. Leigh, John Lobb, Leonard W. Mayo, John W. McConnell, James A. McLane, Arthur E. Morgan, Lawrence M. Orton, Joseph Prender- gast, Mildred Rankin Rader, Albert N. Rogers, and Cyril G. Sargent. Although the book has gained by their suggestions, they are not responsible for any of its weaknesses. Considerable aid was also given by Margaret M. Otto and Clarence M. Mitchell and the staffs of the libraries of the New York School of Social Work and Alfred University. The use of the quotation from Royce at the beginning of the book is an idea borrowed from Arthur Dunham. R. L. W. How to Use This Book This book is a working manual for people who are interested in study- ing their own community in one or all of its aspects.
Load more

Recommended publications
  • Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies
    Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies Doctorate in International Family and Community Studies Modern complex societies increasingly expect leaders to hold advanced degrees in order to bring so- phisticated research-informed analysis to bear on pressing issues in the public, private and civil society sectors. The PhD in International Family and Community Studies is being offered in the Balkans since 2012. By bringing a first-rate American doctoral program directly to the region, we hope to mobilize knowledge so as to increase the regional capacity for addressing important social issues and to do so at a highly competitive price and with minimal risk of “brain drain”. www.clemson.edu - 3 TABLE OF CONTENTS • Welcome Address • Program Overview • Why a Doctoral Program in the Balkans? • Why Choose this Doctoral Program? • Who is offering this Doctoral Degree? • Description of the Program • Curriculum • Course Descriptions • Faculty & Staff • Principal Faculty of IFNL • Adjunct Faculty of IFNL • Staff of IFNL • Admission Criteria • Application for Admission • Degree Requirements and Potential Waiver of Courses for Master’s Degree Students • Cost of Studies • Quality Assurance 4 - Doctorate in International Family and Community Studies WELCOME ADDRESS “Understanding family and community life is an important first step in improving social conditions. Consider continuing your journey with a doctorate in international family and commu- nity studies. Because a doctorate
    [Show full text]
  • Philosophy of Social Science
    Philosophy of Social Science Philosophy of Social Science A New Introduction Edited by Nancy Cartwright and Eleonora Montuschi 1 1 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © The several contributors 2014 The moral rights of the authors have been asserted First Edition published in 2014 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2014938929 ISBN 978–0–19–964509–1 (hbk.) ISBN 978–0–19–964510–7 (pbk.) Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only.
    [Show full text]
  • Anthropology Comes Part-Way Home: Community Studies In
    Ann. Rev. Anthropol. 1977. 6:349-78 Copyright @ 1977 by Annual Reviews Inc. All rights reserved ANTHROPOLOGY COMES +9598 PART-WAY HOME: COMMUNITY STUDIES IN EUROPE John W. Cole Department of Anthropology, University of Massachusetts, Amherst, Massachusetts 01003 INTRODUCTION Robert Redfield's research in the Mexican village of Tepoztlan in the late 1920s marks the expansion of field research in social anthropology into complex societies. Certainly in the decades which fo llowed this work there was a proliferation of research among peasants, pastoralists and fishermen, Anthropologists conducted field work not only in Latin America, but in the civilizations of Asia and Africa as well. In this general expansion, a few studies were conducted in Europe in the late 1920s and 1930s, notably by Arensberg in Western Ireland (5, 6), by Chapman in Sicily (30), and by Sanders (97) in the Balkans. But the cultures of contemporary Europe held little interest fo r the profession at large.! As a number of writers have noted, little social anthropological research was carried out in Europe until the 1950s (2, pp. 2-3; 5, pp. 9- 13; 56, p. 743). This was certainly not because of a lack of familiarity with the continent. The by University of British Columbia on 12/11/10. For personal use only. study of historical sources on the ancient civilizations of the Mediterranean and on the Celtic and Germanic "tribes" of antiquity played a prominent role in the Annu. Rev. Anthropol. 1977.6:349-378. Downloaded from www.annualreviews.org fo rmation of nineteenth century anthropological ideas. As John Davis (38, pp.
    [Show full text]
  • Historical Background
    MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 1 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 1 Introduction: Historical Background HISTORICAL BACKGROUND ▪ CASE IN POINT 1.2 Does Primary Social Movements Prevention Work? Swampscott Social Justice WHAT IS COMMUNITY PSYCHOLOGY? Emphasis on Strengths and Competencies Social Change and Action Research FUNDAMENTAL PRINCIPLES Interdisciplinary Perspectives A Respect for Diversity ▪ CASE IN POINT 1.3 Social Psychology, The Importance of Context and Environment Community Psychology, and Homelessness Empowerment ▪ CASE IN POINT 1.4 The Importance The Ecological Perspective/Multiple Levels of of Place Intervention ▪ A Psychological Sense of Community CASE IN POINT 1.1 Clinical Psychology, Training in Community Psychology Community Psychology: What’s the Difference? PLAN OF THE TEXT OTHER CENTRAL CONCEPTS Prevention Rather Than Therapy SUMMARY Until justice rolls down like waters, and righteousness like a mighty stream. —Martin Luther King, quoting Amos 5:24 Be the change that you wish to see in the world. —M. Gandhi 1 MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 2 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 2 Part I • Introductory Concepts My dog Zeke is a big, friendly Lab–golden retriever–Malamute mix. Weighing in at a little over 100 pounds, he can be intimidating when you first see him. Those who come to know him find a puppy-like enthusi- asm and an eagerness to please those he knows. One day, Zeke got out of the backyard. He scared off the mail delivery person and roamed the streets around our home for an afternoon.
    [Show full text]
  • Community Service and University Roles: an Action Research Based on the Philosophy of Sufficiency Economy*
    US-China Education Review B 4 (2012) 453-459 D Earlier title: US-China Education Review, ISSN 1548-6613 DAVID PUBLISHING Community Service and University Roles: An Action Research Based on the Philosophy of Sufficiency Economy* Prasart Nuangchalerm, Pacharawit Chansirisira Mahasarakham University, Mahasarakham, Thailand This study employs action research to develop community service through university roles by applying the philosophy of sufficiency economy of His Majesty the King Bhumibol Adulyadej to fulfill villagers’ way of life. Participatory learning, seminar, field trip and supervision were employed for strategic plan. Data were collected by participatory observation, questionnaires and interviewing. The findings were explained by qualitative information. Village members perceived their needs in terms of self-reliance community based on participatory learning among university, local governmental organization and village members. The results of this study could be continuously promoted in terms of participatory and action learning based on the employment of the philosophy of sufficiency economy as well. Keywords: sufficiency economy, self-reliance community, community service, service learning Introduction The university is a significant part of social movement in terms of academic support and institutional generalization of theory through instructional practices. Mahasarakham University has a responsibility to serve community that, surrounding by engaging people to fulfill way of life based on the employment of the philosophy of sufficiency economy, was initiated by His Majesty, the King Bhumibol Adulyadej of Thailand. This philosophy is guidance of sustainable economic and social development for more than 30 years for Thai. It is not only guidance for economic and social development, but also extends to cover other aspects of life (National Economic and Social Development Board, 2000).
    [Show full text]
  • Outside Course List
    OUTSIDE COURSE LIST Outside courses counting for a Cognitive Area Course An upper division (5-unit) course from any of the following courses can be used to satisfy one of the two upper division courses required in the Cognitive Area for the general psychology major OR the two outside courses required for the intensive psychology major. Anthropology Linguistics (Cont’d) 101 - Human Evolution 140 - Language Change 106 - Primate Behavior and Ecology Mathematics 110 - Anthropology of Movement 11A - Calculus with Applications Biology 11B - Calculus with Applications 20C - Ecology & Evolution 19A - Calculus for Sciences, Engineering, and 125 - Neuroscience Mathematics 140 - Behavioral Ecology 19B - Calculus for Science, Engineering, and Mathematics Computer Science 21 - Linear Algebra 140 - Artificial Intelligence 22 - Introduction to Calculus of Several Variables Economics Philosophy 11A - Mathematical Methods for Economists I 121 Knowledge and Rationality 11B - Mathematical Methods for Economists II 123 Philosophy of Language (cross-listed with Linguistics Linguistics) 101 - Phonology 125 Philosophy of Science 113 - Syntax II 133 Philosophy of Mind 116 - Semantics II 135 Philosophy of Psychology 117 - Pragmatics 123 - Philosophy of Language (Cross-listed with Philosophy) Outside courses counting for a Developmental, Social or Personality Area Course An upper-division (5-unit) course in the range 100-189 from any of the following departments can be used to satisfy one of the two upper-division courses required in either the Developmental, Social, or Personality Area for the general psychology major OR the two outside courses required for the intensive psychology major. American Studies History of Consciousness Anthropology Latin American and Latino Studies Biological Sciences Linguistics Community Studies Philosophy Education Sociology Feminist Studies *Note: no course can be used that is cross-listed with a psychology course, taught by a psychology faculty member, or one in some cases that will be used to satisfy a requirement for another major or minor .
    [Show full text]
  • Social Networks and Online Communities – Managing User Acquisition, Activation and Retention
    TECHNISCHE UNIVERSITÄT MÜNCHEN Lehrstuhl für Dienstleistungs- und Technologiemarketing Social Networks and Online Communities – Managing User Acquisition, Activation and Retention Patrick Rohrmeier Vollständiger Abdruck der von der Fakultät für Wirtschaftswissenschaften der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Wirtschaftswissenschaften (Dr. rer. pol.) genehmigten Dissertation. Vorsitzende: Univ.-Prof. Dr. Isabell M. Welpe Prüfer der Dissertation: 1. Univ.- Prof. Dr. Florian von Wangenheim 2. Prof. Dr. René Algesheimer, Universität Zürich / Schweiz Die Dissertation wurde am 27.12.2011 bei der Technischen Universität München eingereicht und durch die Fakultät für Wirtschaftswissenschaften am 02.05.2012 angenommen. I Summary Online social communities are among the most visited websites on the Internet. Although there has been enormous growth in the past years, these online venues operate in an increas- ingly saturated market with fierce competition. Community operators fight for active users, who interact and share content with other users. In order to ensure long-term success, com- munity operators need to keep a sufficient number of active users in their community. Thereby, community managers are concerned with three challenges: the acquisition of new users, the activation of their members (making them contribute more), and the retention of the existing users. Despite past research on online social communities and the broad interest in social influ- ence across different disciplines, surprisingly little is known about how the users’ social struc- tural context affects participation in online communities. Because users share relationships with each other and interact in the community, it is of specific interest to understand how these relationships and the position of the users in the overall online network influence their behavior.
    [Show full text]
  • Concepts and Meanings of Community in the Social Sciences
    Connected Communities Concepts and meanings of community in the social sciences Discussion Paper Valerie Walkerdine and David Studdert 1 CONCEPTS AND MEANINGS OF COMMUNITY IN THE SOCIAL SCIENCES Concepts and meanings of community in the social sciences Discussion Paper Valerie Walkerdine and David Studdert Executive Summary The project „Concepts and meanings of community in the social sciences‟ undertook to produce a conceptual review, linking theoretical underpinnings with the usage of the concepts of community in empirical research and describing the manner in which these conceptualisations appear in government and non-government sector policies and practices. The review mapped key academic texts across 9 disciplines and fields since the 1960s. It reviewed the ways in which key conceptualizations appeared in empirical articles within these fields and disciplines and also appeared within government, NGO and voluntary sector websites, where community was an explicit aspect of the organisation‟s brief. The review showed that while there is a sophisticated history of debate and investigation within a few key disciplines, there has been a paucity of concepts used within empirical research, applied fields and policy websites. The impact of this is to make community into a „spray-on term‟, in which there is little reference to concepts but in which implicit meanings emphasize the significance of community as an object and downplay the importance of social relations and experience. The implications of this for research, policy and practice are profound: we badly need research which allows community as action to be conceptualized in ways which understand and thus support action by community members, central to the localism agenda.
    [Show full text]
  • Urban and Community Studies (BA)
    Urban and Community Studies (BA) PROGRAM DIRECTOR: Michael Fortner CUNY School of Professional Studies Joseph S. Murphy Institute for Worker Education 25 West 43rd Street New York, NY 10036 Email Contact: Lia Papathomas, [email protected] URL: http://sps.cuny.edu/programs/cert_laborstudies THE PROGRAM The Bachelor’s Degree in Urban and Community Studies (B.A.) is designed for students with interests in urban, social, economic, and political issues, especially as they relate to diverse working-class communities. The program explores the dynamics of urban life, public policy and administration, the structure of urban government and agencies, the delivery of social services, and community and labor organization. The field of urban and community studies draws on sociology, economics, political science, and anthropology to analyze our global economy and culture. Students in the program have opportunities for experiential and applied learning, including fieldwork and workplace based projects in New York City. They study with nationally known faculty from CUNY as well as with expert practitioners in the fields of public and health care administration, municipal politics, workforce development, labor, and community organizing. Additionally, students develop their special interests within the field by selecting one of three areas of concentration: Urban Studies, Community Studies, or Labor Studies. Career Prospects The Bachelor’s Degree in Urban and Community Studies opens doors to careers in government agencies, community service and philanthropy, urban planning, law, urban design, education research, business, and finance, as well as in non-profit institutions serving urban populations. Students are also prepared for advanced study in the field, including the M.A.
    [Show full text]
  • History, Anthropology and the Study of Communities 1
    (discussi) [This is the draft of an article which appeared in Social History, vol.5, 19777] History, Anthropology and the Study of Communities 1 The belief that stable and tightly knit 'communities' have existed in the past and still survive in distant lands is an important one for highly mobile industrial societies. It is therefore no coincidence that it was in the turmoil of late nineteenth-century industrialization that the idea of 'community' as opposed to modern 'society' was developed extensively, particularly in the work on Tonnies.2It was felt that the quality of life was changing, values were being undermined, an older closeness represented by the idea of 'community' was being lost. This belief both influenced and seemed to find support in the work of anthropologists and historians working in the first half of the twentieth century. Westerners visiting remote areas of the world were able to discern those 'communities' which were already just a memory in their own society. Many would have agreed with the anthropologist Srinivas when he commented that 'nobody can fail to be impressed by the isolation and stability of these (Indian) village communities'.3The work of social and economic historians also seemed to point to a community-based past, later destroyed by industrialization and urbanization. 4If villages in late nineteenth-century Oxfordshire were as Flora Thompson described them, how much more integrated, it might seem, would earlier periods be? 5The contrast, as Tonnies described it, was between life based on bonds of kinship, geographical bonds and the sentiment of belonging to a group (blood, place, mind), which was termed 'community', and the modern phenomenon where all these links had been broken in what he termed 'society'.
    [Show full text]
  • Civic, Political, and Community Studies
    VOLUME 11 ISSUE 2 The International Journal of Civic, Political, and Community Studies __________________________________________________________________________ The Prophetic Reason for Religious and Cultural Understanding MANUEL LOSADA-SIERRA AND JOHN MANDALIOS THEHUMANITIES.COM THE INTERNATIONAL JOURNAL OF CIVIC, POLITICAL, AND COMMUNITY STUDIES www.thehumanities.com First published in 2014 in Champaign, Illinois, USA by Common Ground Publishing LLC www.commongroundpublishing.com ISSN 2327-0047 © 2014 (individual papers), the author(s) © 2014 (selection and editorial matter) Common Ground All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. The International Journal of Civic, Political, and Community Studies is peer-reviewed, supported by rigorous processes of criterion- referenced article ranking and qualitative commentary, ensuring that only intellectual work of the greatest substance and highest significance is published. The Prophetic Reason for Religious and Cultural Understanding Manuel Losada-Sierra, Griffith University, Australia John Mandalios, Griffith University, Australia Abstract: Interreligious and intercultural dialogue is supposed to be the best way to solve the conflicts arising from rival religious hermeneutics and different modes to conceive the ideal of a good life in contemporary multicultural and pluralistic societies. In regard to communicative or dialogical reason, respectful coexistence can be reached only by argumentative communication between interested people. In this sense, only rational arguments, strong enough to pass the test of the shared rationality can be valid at a discursive level.
    [Show full text]
  • Approved Ccsf General Education Courses – 2009-10 A
    APPROVED CCSF GENERAL EDUCATION COURSES – 2009-10 A. Communication and Analytical Thinking Requirement (3 units) American Sign Language 1A-1B; Biotechnology 108A; Broadcast Electronic Media Arts 101; Business English 74, 76; Business Mathematics 66, 68; Chemistry 17; Child Development 108A, 108B; Chinese 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 4, 4A, 4B, 10A, 10B, 10C, 10D, 12A, 12B, 12C, 14A, 14B, 14C, 16, 17, 22, 31A, 31B; Computer Networking and Information Technology 131, 132; Computer Science 100, 101, 105, 110A, 111A, 112A, 113A, 150A, 183A; Design 110; Economics 5; Engineering 38; Engineering Technology 50, 108A, 108B; English as a Second Language 79; French 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 4, 10A, 10B, 10C, 10D, 10E, 11A, 11B, 21, 22; German 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 4, 4A, 4B, 10A, 10B, 10C, 10D, 11A, 11B; Interdisciplinary Studies 50; Italian 1, 1A, 1B, 2, 2A, 2B, 3A, 3B, 4A, 4B, 10A, 10B, 10C, 10D, 15A, 15B; Japanese 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 4, 4A, 4B, 10A, 10B, 10C, 10D, 16; Journalism 19, 26; Labor and Community Studies 76A; Learning Assistance 50, 60, 61*, 62*; Library Information Technology 51; Mathematics 840, 850*, 855, 860, 70, 75, 80, 90, 92 , 95, 97, 100A, 110A; Microcomputer Applications for Business 160; Multimedia Studies Program 125; Music 3A, 29; Philosophy 2, 4, 12A, 40; Pilipino 1, 2, 10A, 10B, 10C; Psychology 5; Russian 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 10A, 10B, 10C, 10D, 15A, 15B, 20, 21, 21A, 21B, 22, 22A, 22B; Spanish 1, 1A, 1B, 2, 2A, 2B, 3, 3A, 3B, 4, 5, 5S, 10A, 10B, 10C, 10D, 31, 31A, 31B, 32; Speech 1A, 3, 4, 6, 11, 12, 20; Supervision and Management 234.
    [Show full text]