The Power of Humiliation
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The Crucifix and the Christian Cross
Present Day Idols: The Crucifix and the Christian Cross Author: Pierre Dungee www.getyouranswersonline.com This article is going to be very difficult for many people to stomach and to comprehend as they have been taught over the centuries that what Jesus did on the cross was significant and that we should commemorate what he did by constantly showing Him on a cross. This is the thinking of lunatics, as you will see shortly. To really understand what is being said here, let’s take a look at what crucifixion really was, and what it really represented. So, let’s go to Wikipedia to see what it says: Crucifixion is a method of capital punishment in which the victim is tied or nailed to a large wooden beam and left to hang for several days until eventual death from exhaustion and asphyxiation. The crucifixion of Jesus is a central narrative in Christianity, and the cross (sometimes depicting Jesus nailed onto it) is the main religious symbol for many Christian churches. Crucifixion was most often performed to dissuade its witnesses from perpetrating similar (usually particularly heinous) crimes. Victims were sometimes left on display after death as a warning to any other potential criminals. Crucifixion was usually intended to provide a death that was particularly slow, painful (hence the term excruciating, literally "out of crucifying"), gruesome, humiliating, and public, using whatever means were most expedient for that goal. Crucifixion methods varied considerably with location and time period. The Greek and Latin words corresponding to "crucifixion" applied to many different forms of painful execution, including being impaled on a stake, or affixed to a tree, upright pole (a crux simplex), or (most famous now) to a combination of an upright (in Latin, stipes) and a crossbeam (in Latin, patibulum). -
Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement
Guilt, Shame, and Grief: An Empirical Study of Perinatal Bereavement by Peter Barr 'Death in the sickroom', Edvard Munch 1893 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Behavioural Sciences Faculty of Medicine University of Sydney November, 2003 Preface All of the work described in this thesis was carried out personally by the author under the auspices of the Centre for Behavioural Sciences, Department of Medicine, Faculty of Medicine, University of Sydney. None of the work has been submitted previously for the purpose of obtaining any other degree. Peter Barr OAM, MB BS, FRACP ii The investigator cannot truthfully maintain his relationship with reality—a relationship without which all his work becomes a well-regulated game—if he does not again and again, whenever it is necessary, gaze beyond the limits into a sphere which is not his sphere of work, yet which he must contemplate with all his power of research in order to do justice to his own task. Buber, M. (1957). Guilt and guilt feelings. Psychiatry, 20, p. 114. iii Acknowledgements I am thankful to the Department of Obstetrics and Department of Neonatology of the following hospitals for giving me permission to approach parents bereaved by stillbirth or neonatal death: Royal Prince Alfred Hospital, Royal Hospital for Women, Royal North Shore Hospital and Westmead Hospital. I am most grateful to Associate Professor Susan Hayes and Dr Douglas Farnill for their insightful supervision and unstinting encouragement and support. Dr Andrew Martin and Dr Julie Pallant gave me sensible statistical advice. -
Slaves, Servants, and Motives in Early Virginia
Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Jamin P. Riley Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the History Commons Repository Citation Riley, Jamin P., "Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia" (2012). Browse all Theses and Dissertations. 537. https://corescholar.libraries.wright.edu/etd_all/537 This Thesis is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts By JAMIN PAUL RILEY B. A., Hampden-Sydney College, 2010 2012 Wright State University March 9, 2012 WRIGHT STATE UNIVERSITY GRADUATE SCHOOL I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY Jamin Paul Riley ENTITLED Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Masters of Arts . ____________________________ Noeleen McIlvenna, Ph. D. Thesis Director ____________________________ Carol Herringer, Ph. D. Chair, Department of History Committee on Final Examination _________________________ Noeleen McIlvenna, Ph. D. _________________________ Edward Haas, Ph. D. _________________________ Nancy Garner, Ph. D. _________________________ Andrew Hsu, Ph. D. Dean, Graduate School iii ABSTRACT Riley, Jamin Paul. M.A., Department of History, Wright State University 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Violence has frequently been connected to the history of slavery. -
Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING
Journal of Prison Education and Reentry Vol. 6 No. 3, 2020 FEATURE–HISTORICAL VIGNETTE Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING The brutal death of George Floyd on May 25, 2020, while in police custody in Minne- apolis, Minnesota, focused attention in the U.S. on the problem of racism. Black Lives Matter and other organizations helped frame subsequent protests around the relationships between racial slavery, incarceration, and policing. Our task as prison educators is to stretch toward clarity. There is a strong parallel between the dehumanization of slaves and the dehumanization of prisoners. One way this dehumanization has been enacted was by blaming individuals for their plight with no consideration for historical context. Genocide against Indigenous Amer- icans, racial slavery, and penitentiaries all began during the British watch, before American independence. Just as slaves were perceived as lazy and incapable, prisoners were reported to be inclined toward “universal riot and debauchery” (Freedman, E. 1981. Their sister’s keepers: Women’s prison reform in America, 1830-1930. Ann Arbor: University of Michigan Press, p. 47). Prisons had a long history, but they were places where torture and executions took place, mostly for political prisoners. This is particularly evident in American prisons: “The penitentiary was seen as an American invention” (Hughes, R. 1987. The fatal shore. New York: Alfred A. Knopf, p. 426). In 1773, Philadelphia’s Walnut Street Jail was established for everyday criminals, by Quakers who advocated it as a holding facility, to replace harsh punishments such as mutilation, staggering fines, and public humiliation (Carney, L.P. -
Losing Trust in the World: Humiliation and Its Consequences Phil Leask*
Psychodynamic Practice, 2013 Vol. 19, No. 2, 129–142, http://dx.doi.org/10.1080/14753634.2013.778485 Losing trust in the world: Humiliation and its consequences Phil Leask* Department of German, University College London, London, UK (Received 20 May 2011; final version received 17 January 2013) The author identifies acts of humiliation as a specific and often traumatic way of exercising power, with a set of consistently occurring elements and predictable consequences, including a loss of the ability to trust others. It is argued that these consequences are serious and long-lasting. The article makes a distinction between ‘shame’ as a state of mind and ‘humiliation’ as an act perpetrated against a person or group. The interplay between humiliation and shame after a humiliating act is discussed. It is argued that the patient’s recovery of the capacity to resume a relatively normal life is made more likely if the therapist acknowledges the specificity of humilia- tion, the impossibility of reversing a humiliating act and the importance of focussing on the consequences of humiliation. Keywords: humiliation; shame; trauma; abuse; rage; revenge; injustice Introduction Hartling and Luchetta (1999) describe humiliation as ‘a relational form of human behaviour stemming from interpersonal dynamics that cannot be adequately explained by individualistic, intra-psychic theories’ (p. 260). In this article, I sug- gest that there is a need to see humiliation as an act which objectively takes place and which has a victim whose suffering is likely to be substantial and long-last- ing. This perspective makes a distinction between humiliation and related concepts such as shame. -
The Evolution of Animal Play, Emotions, and Social Morality: on Science, Theology, Spirituality, Personhood, and Love
WellBeing International WBI Studies Repository 12-2001 The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_sata Part of the Animal Studies Commons, Behavior and Ethology Commons, and the Comparative Psychology Commons Recommended Citation Bekoff, M. (2001). The evolution of animal play, emotions, and social morality: on science, theology, spirituality, personhood, and love. Zygon®, 36(4), 615-655. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado KEYWORDS animal emotions, animal play, biocentric anthropomorphism, critical anthropomorphism, personhood, social morality, spirituality ABSTRACT My essay first takes me into the arena in which science, spirituality, and theology meet. I comment on the enterprise of science and how scientists could well benefit from reciprocal interactions with theologians and religious leaders. Next, I discuss the evolution of social morality and the ways in which various aspects of social play behavior relate to the notion of “behaving fairly.” The contributions of spiritual and religious perspectives are important in our coming to a fuller understanding of the evolution of morality. I go on to discuss animal emotions, the concept of personhood, and how our special relationships with other animals, especially the companions with whom we share our homes, help us to define our place in nature, our humanness. -
Supporting Grieving Students | a Handbook for Teachers & Administrators | Vii Viii | Stanfordchildrens.Org Introduction
Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS ii | stanfordchildrens.org Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS Supporting Grieving Students | iii iv | stanfordchildrens.org Created by the Family Guidance and Bereavement Program, Lucile Packard Children’s Hospital Stanford. This content was created by Stanford Children’s Health with information courtesy of the Dougy Center. Special thanks to the LPCH Auxiliaries Program for sponsorship. Supporting Grieving Students | v CONTENts Introduction ix MODULE 1 | Understanding Grieving Children 2 Common Responses of the Grieving Child or Teen 4 How to Tell When Students Need Additional Help 5 MODULE 2 | Developmental Issues of Grieving Students 6 The Grieving Infant and Toddler 8 The Grieving Preschool Child 9 The Grieving Elementary School Student 10 The Grieving Middle School Student 12 The Grieving High School Student 13 MODULE 3 | How Teachers Can Help Grieving Students 14 Your Important Role In Helping Students Cope with a Death 15 Groundwork for Dealing with Grieving Students in Your Class 15 MODULE 4 | Optimal Support for Grieving Students at School 16 Helping All Students Understand Death 17 Ongoing Support for a Grieving Student 17 How Teachers Can Help Grieving Families 21 Words and Actions that Offer Comfort and Invite Communication 23 Words and Actions that Don’t Offer Comfort 24 Common Difficult-to-Manage Behavioral Grief Reactions 25 Key Points to Remember 26 Frequently Asked Questions 28 What Administrators Can Do to Help -
Humiliation – Part II: Historicizing Humiliation
Chapter 5: Humiliation – Part II: Historicizing Humiliation Melantha: Truce with your doceur, good servant; you see I am addressing to the princess; pray do not embarrass me – Embarrass me! What a delicious French word you make me lose upon you too! - John Dryden, Marriage à la Mode PHILOLOGY AND HUMILIATION Our emotional vocabulary it would be greatly impoverished if we lacked the words embarrass and humiliate.1 Such words as awkward or uncomfortable could, I suppose, fill in partially for embarrass, and shame or mortify, though sounding a bit formal and old-fashioned could do service for humiliation. But we would feel we had lost two very useful words for getting at important features of our emotional life. It should then come as a surprise that both words were rather late additions to English in the sense indicating the uncomfortable emotions we are all very familiar with. According to the Oxford English Dictionary the earliest recorded use of to humiliate meaning to mortify or to lower or depress the dignity or self-respect of someone does not occur until 1757.2 Its usual sense prior to the mid-eighteenth century is more closely related to the physical act of bowing, of prostrating oneself as in “Such a religious man may not… humiliate himselfe to execute the right of homage” from 1602. The metaphoric underpinning of humiliate connected it more to humility and making humble then to what we now think of humiliation. The OED nowhere actually defines humiliation or related words as an emotion but brings it into the orbit of the emotions of self-attention by linking it to modification and the lowering of self-respect.3 Under humiliation the listed usages tend to be examples of displays of humility or of humble condition clustering around religious devotions. -
Teaching American Literature: a Journal of Theory and Practice Fall 2017 (9:2)
Teaching American Literature: A Journal of Theory and Practice Fall 2017 (9:2) Ascending the Scaffold: Knowing and Judging in Hawthorne's The Scarlet Letter David Rampton, University of Ottawa, Canada Abstract: Reminding students that Hawthorne's The Scarlet Letter begins with an exercise in public shaming helps them relate to the novel. It is set in the mid-17th century, a long time ago, yet the continuities persist. Hester Prynne is forced to mount the scaffold and expose herself and her child to the citizens of Boston, who want to see her degraded and to learn the name of her partner in moral crime. Today convicted criminals in the American justice system are routinely required to make a similar sort of public display. The desire to know how the battle between good and evil is going in Puritan Boston, Hawthorne says, is something that binds the community together and threatens to tear it apart. Knowing can mean sympathy and compassion, but it can also involve a pernicious desire to trespass in the interior of another's heart. Our exercises in close reading reveal that the desire to "know" someone, as the novel's slow motion "whodunit" clearly shows, can lead to deeper intimacy, or a denial of their quintessential humanity. Analyzing the shaming scenes that organize the narrative means helping students to see more clearly the structure of the novel, the issues at stake in it, and the ambiguities of guilt and innocence that dominate in our meditations on our own lives. Teaching The Scarlet Letter is one of the great experiences in the career of any teacher, for reasons that are not far to seek: it is arguably the most widely read 19th-century American novel; its subject, adultery, still has a magnetic attractiveness for us; and the story it narrates is firmly inscribed in the history of America and its culture. -
Arrested Development Discrimination and Slavery in the 21St Century
Arrested Development Discrimination and slavery in the 21st century Mike Kaye Anti-Slavery International 2008 © Anti-Slavery International 2008 ISBN: 978 0 900918 66 7 Written by Mike Kaye Design & layout by Becky Shand Cover image: 60 year old Shyari’s hands are bound in cloth in an attempt to protect them against the bricks she has to shift for twelve hours a day. Photographer: Pete Pattisson - www.petepattisson.com Printed by The Printed Word, UK August 2008 Arrested Development: Discrimination and slavery in the 21st century Contents page Introduction 1 What is slavery? 2 The global link between slavery and discrimination 5 Bonded labour in Asia 5 Forced labour in South America 7 Descent based slavery in Africa 8 The trafficking of people to developed countries 10 Equal before the law? 12 Legislation that is part of the problem 12 Accessing justice 14 Making the law work 19 Poverty and prejudice 21 Roma and Egyptian communities in Albania 22 Indigenous people in the Republic of Congo 23 Indigenous people in Paraguay 26 Dalits, ‘low’ caste and indigenous people in India 26 Gender discrimination and slavery 27 Multiple discrimination and slavery 32 Kicking them when they’re down: discrimination based on enslavement 34 Breaking the cycle of discrimination and social exclusion 35 Education 35 Sustainable livelihoods 36 The double edged sword of development policy 37 Conclusions and solutions 39 1 Arrested Development: Discrimination and slavery in the 21st century “No individual, no community, and no country can remain silent in the face of this evil. Slavery is a problem for all regions and for all governments. -
Crime and Punishment C.1250-Present
Crime and Punishment c.1250-Present Name ………………………………… 1 hour 45 minutes Section A is worth 20% of the overall assessment for this specification Section A is worth a total of 40 marks This paper will also include the Elizabethans Crime and Punishment Through Time Revision Checklist Time Period Subject Content Revised Confidence (tick) Medieval The characteristic features of Medieval Britain Britain: an overview c. 1250– Crimes and criminals in Medieval Britain c.1500 Enforcing law and order including policing and different types of court Punishing offenders: capital punishment, fines, whipping, public humiliation and imprisonment Early Major religious, political and social Modern changes: an overview Britain The changing nature of crime including c.1500- vagrancy, moral crime and witchcraft c.1750 Enforcing law and order including secular and church courts and the roles of different law enforcers Changes in punishment including the introduction of the ‘Bloody Code’ Industrial The enlightenment, urbanisation and Britain political change: an overview c.1750- Crimes and criminals in industrial Britain c.1900 including the increase in crime in the first half of the nineteenth century The introduction and development of the police force Changes in punishment including the growth of prisons, transportation to Australia and prison reform Britain Major technological, social and political since changes: an overview c.1900 Changes in the crime rate and in types of crime Changes in law enforcement including the use of new technology Changes in punishment including the abolition of capital punishment and changes in prisons The Middle Ages/Medieval Period (1250-1500) Food and Tools and famine technology Religion Home and leisure Overview of Medieval Period Kings and people Wars and Rebellions Land Medieval Crimes Minor Crimes Felonies The most common crime was: Most homicides were a result of: Match up the headings and definitions: Outlaws 1351 Act. -
Donald Thesis Legitimacy of Grief.Pdf
Legitimacy of grief: Fathers’ experience of suffering after pregnancy loss in cultural context. A Literature review Donald Eboru Bachelor Thesis Förnamn Efternamn Degree Programme in Nursing 2018 DEGREE THESIS Arcada Degree Programme: Nursing Identification number: 15695 Author: Donald Eboru Title: Legitimacy of grief: Fathers’ experience of suffering after pregnancy loss in cultural context. A Literature review Supervisor (Arcada): Pamela Gray Commissioned by: Arcada uas: Department of Nursing Abstract: Background: Presently, the role of men in the timeline of a pregnancy through labor to delivery and finally to childhood is constantly evolving, for the past five and a half decades fathers have been given the opportunity to bear witness the birth of their babies due to the development of maternity care and technology. This has created a deeper connection and attachment for both fathers and their unborn babies and when pregnancy loss occurs there is a silent sense of grief which is suffered by fathers that is unknown. With regards to this study, the aims were to identify (1) Do fathers experience suffering after a perinatal loss? (2) What are the types of suffering do they go through? (3) To identify the kind of support men, receive during or after a pregnancy loss? Two theoretical frame-works were selected from the caring science Katie Eriksson’s theory of “The suffering human being” to pinpoint that everybody experiences suffering as grief especially during the loss and nursing science Madeleine Leininger’s “Culture Care Diversity and Universality” theory to pinpoint that people from different cultures express suffering or loss differently and are bonded by values and believes.