Western Models of Intercultural Philosophy
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The Existentialism of Martin Buber and Implications for Education
This dissertation has been microfilmed exactly as received 69-4919 KINER, Edward David, 1939- THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION. The Ohio State University, Ph.D., 1968 Education, general University Microfilms, Inc., Ann Arbor, Michigan THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Edward David Kiner, B.A., M.A. ####*### The Ohio State University 1968 Approved by Adviser College of Education This thesis is dedicated to significant others, to warm, vital, concerned people Who have meant much to me and have helped me achieve my self, To people whose lives and beings have manifested "glimpses" of the Eternal Thou, To my wife, Sharyn, and my children, Seth and Debra. VITA February 14* 1939 Born - Cleveland, Ohio 1961......... B.A. Western Reserve University April, 1965..... M.A. Hebrew Union College Jewish Institute of Religion June, 1965...... Ordained a Rabbi 1965-1968........ Assistant Rabbi, Temple Israel, Columbus, Ohio 1967-1968...... Director of Religious Education, Columbus, Ohio FIELDS OF STUDY Major Field: Philosophy of Education Studies in Philosophy of Education, Dr. Everett J. Kircher Studies in Curriculum, Dr. Alexander Frazier Studies in Philosophy, Dr. Marvin Fox ill TABLE OF CONTENTS Page DEDICATION............................................. ii VITA ................................................... iii INTRODUCTION............................ 1 Chapter I. AN INTRODUCTION TO MARTIN BUBER'S THOUGHT....... 6 Philosophical Anthropology I And Thou Martin Buber and Hasidism Buber and Existentialism Conclusion II. EPISTEMOLOGY . 30 Truth Past and Present I-It Knowledge Thinking Philosophy I-Thou Knowledge Complemented by I-It Living Truth Buber as an Ebdstentialist-Intuitionist Implications for Education A Major Problem Education, Inclusion, and the Problem of Criterion Conclusion III. -
Martin Buber's for the Sake of Heaven: Prophetic Education
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2013 Martin Buber's For the Sake of Heaven: Prophetic Education Joseph Lee Hall University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Social and Philosophical Foundations of Education Commons Recommended Citation Hall, Joseph Lee, "Martin Buber's For the Sake of Heaven: Prophetic Education. " PhD diss., University of Tennessee, 2013. https://trace.tennessee.edu/utk_graddiss/2575 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Joseph Lee Hall entitled "Martin Buber's For the Sake of Heaven: Prophetic Education." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education. Barbara Thayer-Bacon, Major Professor We have read this dissertation and recommend its acceptance: Joy DeSensi, Diana Moyer, Scott Ellison Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Martin Buber’s For the Sake of Heaven Education as Prophetic A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Joseph Lee Hall December 2013 Copyright © 2013 by Joseph L. -
Awareness of Self As a Cultural Being
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Foundations of Infant Mental Health Training Program 2013/2014 Central California Children’s Institute, Fresno State November 2013 Awareness Of Self as a Cultural Being Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) 2) How does race/ethnicity continue to impact infant mental health practice in 2013? The role of modern oppression • Video clip II • Identifying 5 kinds of "modern isms" Activity 3: Identifying isms • Video clip III • Identifying 5 "survival behaviors"/internalized oppression Activity 4: Identifying survival or i.o. behaviors • 11:45 - 12:45 Working lunch 3) Understanding my multiple identities, Part II Activity 5: Understanding how power impacts identity 4) Identifying alternative behaviors Activity 6: Identifying options in cross cultural infant mental health interactions 5) Closure: Appreciation, Regrets, Learnings and Re-learnings Multicultural Process of Change (at all levels) Monoculturalism Pluralism Rejection of differences and a .Recognize Acceptance, appreciation, belief in the superiority of the .Understand utilization and celebration of dominant group at the following .Appreciate similarities and differences at levels: .Utilize Differences these levels: • Personal • Personal • Interpersonal • Interpersonal • Institutional/Systemic • Institutional/Systemic • Cultural • Cultural (“Emancipatory Consciousness”) Social/Economic Justice Monoculturalism Pluralism (“Melting Pot”) (“Salad Bowl/Fruit Salad”) Assimilation Diversity Exclusion Inclusion *Designed by: Valerie A. -
Multiculturalism Vs Interculturalism: New Paradigm? (Sociologic and Juridical Aspects of the Debate Between the Two Paradigms)"?
Journal of Education & Social Policy Vol. 4, No. 2; June 201 "Multiculturalism vs Interculturalism: New Paradigm? (Sociologic and Juridical Aspects of the Debate between the two Paradigms)"? Shkelzen Hasanaj PhD PhD student Department of Social Sciences University of Pisa Italy Abstract This paper retraces the debate between the main scholars of the multicultural approach and those of the intercultural approach, recently developed in the United Kingdom. After emphasizing the peculiari-ties and the criticism of multiculturalism, concerning the recognition of diversities and the inclusion of foreigners, the comparison of such model with the actual challenges faced by the United Kingdom, marked by the dynamicity and differentiation of the ethnic minori-ties, leads to consider some of the intercultural theses as a better approach for representing and reacting to the ethnic and religious diver-sities. Finally, the applicability of inter culturalism was tested on the case study of Quebec, through a revision of the theories of Gerard Bouchard and Charles Taylor. Keywords: Minorities, Diversity, Identity, Multiculturalism, Interculturalism Introduction Today's society is becoming increasingly diverse, to the point that cultural homogeneity and national belonging are losing their importance. The question we ask today is not so much how to live with diversity, but how to live in diversity (Antonsich, 2012). It is a conceptual change in which the term diversity no longer refers to the arrival of migrants in the host communities, which often provoke shock and turmoil, but the ongoing demographic change in these communities that gradually changes the very meaning of identity and group membership, including that of traditional nationalities. -
The Discourse of Transculturality and Mohsin Hamid's the Reluctant
Southeast Asian Review of English, Vol. 53, no.1, 2016, pp:1-11. Multiculturalism, Interculturalism, Transculturalism and The Reluctant Fundamentalist1 JOSÉ MANUEL ESTÉVEZ-SAÁ University of A Coruña, Spain Abstract The most influential theorists of multiculturalism and interculturalism have attempted a rigorous re-examination of their proposals, as demonstrated by recent publications such as “Interculturalism versus multiculturalism –The Cantle-Modood debate” (2015) and Multiculturalism and Interculturalism: Debating the Dividing Lines (2016). Both Ted Cantle and Tariq Modood have acknowledged the need to revise the concepts of interculturalism and multiculturalism as a response to the rapidly changing circumstances of contemporary societies. This paper seeks to: briefly review recent assessments of interculturalism and multiculturalism; attempt to establish a dialogue between the interculturalism-multiculturalism debate and the precept of transculturalism (Dagnino 2012, McLeod 2011); and exemplify the usefulness of the transcultural approach in the exegesis of literary fictions such as Mohsin Hamid’s The Reluctant Fundamentalist (2007), a novel that because it operates at the level of both multicultural and intercultural encounters is able to richly contribute to these debates and discourses. The paper argues for the salience of critical terms such as “transnational writer”, “transnational literature”, “transculturality” and “transculturalism” as they offer a critical vocabulary particularly appropriate for the study of the movements and migrations of people that are depicted with increasing regularity in twenty-first century literature in English. Keywords: Multiculturalism, interculturalism, transculturalism, contemporary literature in English, Mohsin Hamid, The Reluctant Fundamentalist Many changes and inevitable readjustments have taken place in Western societies (specifically the UK and the USA) since they began to be considered exponents of multiculturalism in the 1960s. -
MODULE 1. Unit 2. INTERCULTURAL COMPETENCE and SENSITIVITY to DIVERSITY Additional Information
Training packages for health professionals to improve access and quality of health services for migrants and ethnic minorities, including the Roma MEM‐TP MODULE 1. Unit 2. INTERCULTURAL COMPETENCE AND SENSITIVITY TO DIVERSITY Additional Information Prepared by: Ainhoa Rodriguez and Olga Leralta Andalusian School of Public Health © European Union, 2015 For any reproduction of textual and multimedia information which are not under the © of the European Union, permission must be sought directly from the copyright holders. © Cover Illustrations: Observatorio de la Infancia de Andalucía, Escuela Andaluza de Salud Pública. Junta de Andalucía. Migrants & Ethnic Minorities Training Packages Funded by the European Union in the framework of the EU Health Programme (2008‐2013) in the frame of a service contract with the Consumer, Health, Agriculture and Food Executive Agency (Chafea) acting under the mandate from the European Commission. The content of this report represents the views of the Andalusian School of Public Health (EASP) and is its sole responsibility; it can in no way be taken to reflect the views of the European Commission and/or Chafea or any other body in the European Union. The European Commission and/or Chafea do not guarantee the accuracy of the data included in this report, nor do they accept responsibility for any use made by third parties thereof. 1 September, 2015 MEM‐TP Module 1, Unit 2: Additional Information 1. Multiculturalism, Interculturalism, Intercultural Dialogue, Cultural Competence, Intercultural Competence, Difference Sensitivity and Diversity Sensitivity: Concepts A broad theoretical discussion1,2,3,4,5 related to “multiculturalism” and “interculturalism” is ongoing. Some authors6,7 conceive both concepts as differentiated. -
Becoming Dialogue; Martin Buber's Concept of Turning to the Other As Educational Praxis
BECOMING DIALOGUE; MARTIN BUBER'S CONCEPT OF TURNING TO THE OTHER AS EDUCATIONAL PRAXIS by Charles Scott Bachelor of Home Economics, University of British Columbia, 1983 DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Faculty of Education © Charles Scott 2011 SIMON FRASER UNIVERSITY Spring 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for Fair Dealing. Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Charles Scott Degree: Doctor of Philosophy Title of Thesis: Becoming dialogue; Martin Buber’s Concept of Turning to the Other as Educational Praxis Examining Committee: Chair: Dr. Robin Brayne Director, Graduate Programs, Faculty of Education ___________________________________________ Dr. Carolyn Mamchur, Professor Senior Supervisor ___________________________________________ Dr. Sean Blenkinsop, Assistant Professor Supervisor ___________________________________________ Dr. Celeste Snowber, Associate Professor [Internal - External] Examiner __________________________________________ Dr. Maurice Friedman, Professor Emeritus, San Diego State University [External] Examiner Date Defended/Approved: ___________________________________________ ii Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. -
Interculturalism in the Cultural Policies of European Cities
INTERCULTURALISM IN THE CULTURAL POLICIES OF EUROPEAN CITIES Interculturalism in the cultural policies of European cities – Pascale Bonniel Chalier C K N O W L E D G M E N T S A C K N O W L E D G M E N T S . Jordi Pascual from the United Cities and Local Governments Committee on Culture for his wise advice. Elise Courouble from La Terre est ronde consultants for her documentary research. Jacques Bonniel from the Université Lumière Lyon 2 for rereading the text. La Terre est ronde – October 2009 2 / 31 Interculturalism in the cultural policies of European cities – Pascale Bonniel Chalier C O N T E N T S D) The role of interculturalism in cities’ strategic planning E) Cross-subsidisation Introduction F) New types of policy engineering for ‘intercultural culture’ 1 – Conceptual approaches G) Interculturalism: a challenge for local democracy 2 – Method and sustainable development 3 – Interculturalism in urban dynamics H) Defining culture means defining a cultural policy A) The arts, culture and social inclusion 5 – Recommendations on intercultural urban governance B) Memory, identity and culture 6 – Select bibliography C) Cultures, public spaces and artists at work D) Diversity of cultures, cultural and arts education E) Interculturalism and international cooperation F) One active ingredient: recognition 4 – Cultural diversity in city policies A) Forms providing a higher profile B) Forms encouraging participation C) Centrality and marginality La Terre est ronde – October 2009 3 / 31 Interculturalism in the cultural policies of European cities – Pascale Bonniel Chalier Introduction the benefit of the human race as a whole. -
The Role of Acculturation and White Supremacist Ideology
American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 143–155 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000368 Racial Trauma, Microaggressions, and Becoming Racially Innocuous: The Role of Acculturation and White Supremacist Ideology William Ming Liu and Rossina Zamora Liu Yunkyoung Loh Garrison, Ji Youn Cindy Kim, University of Maryland Laurence Chan, Yu C. S. Ho, and Chi W. Yeung The University of Iowa Acculturation theories often describe how individuals in the United States adopt and incor- porate dominant cultural values, beliefs, and behaviors such as individualism and self- reliance. Theorists tend to perceive dominant cultural values as “accessible to everyone,” even though some dominant cultural values, such as preserving White racial status, are reserved for White people. In this article, the authors posit that White supremacist ideology is suffused within dominant cultural values, connecting the array of cultural values into a coherent whole and bearing with it an explicit status for White people and people of color. Consequently, the authors frame acculturation as a continuing process wherein some people of color learn explicitly via racism, microaggressions, and racial trauma about their racial positionality; White racial space; and how they are supposed to accommodate White people’s needs, status, and emotions. The authors suggest that acculturation may mean that the person of color learns to avoid racial discourse to minimize eliciting White fragility and distress. Moreover, acculturation allows the person of color to live in proximity to White people because the person of color has become unthreatening and racially innocuous. The authors provide recommendations for research and clinical practice focused on understanding the connections between ideology, racism, microaggressions and ways to create psychological healing. -
Multicultural Education As Community Engagement: Policies and Planning in a Transnational Era
Vol. 14, No. 3 International Journal of Multicultural Education 2012 Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era Kathryn A. Davis Prem Phyak Thuy Thi Ngoc Bui University of Hawai`i at Mānoa U. S. A. Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era. Transnationalism, Neoliberalism, and Education Resisting Monoculturalism in Nepal Reimagining Globalization, Multiculturalism and Education in Vietnam Multicultural Education as Community Engagement Notes References Indigenous and multicultural education across borders reveals ongoing debate over policies affecting achievement among students from linguistically-diverse and socioeconomically-marginal communities (Davis, 2009; Luke, 2008, 2011). Researchers (Evans & Hornberger, 2005; Luke, 2011; Wiley & Wright, 2004) document the negative impact on students of global trends towards one-size-fits-all approaches to basic skills, textbooks, and standardized assessment. These and other scholars from multilingual countries such as Australia, Canada, Namibia, New Zealand, and the Republic of South Africa (Beukes, 2009; Luke, 2011) have argued for policies of inclusion which promote community ideologies and language choice in schools through culturally responsive and linguistically responsible education. -
Flexible Acculturation
FLEXIBLE ACCULTURATION HSIANG-CHIEH LEE National Science and Technology Center for Disaster Reduction, Taiwan “Flexibility” has become an important concept in studies of globalization and transnationalism. Most academic discus- sions fall into the literature of global capitalist restructuring: e.g., Piore and Sabel’s (1984) notion of flexible specialization and David Harvey’s concept (1991) of flexible accumulation. These discussions are centered on economic production and market logics. Theoretical discussions of flexibility about other regimes of power — such as cultural reproduction, the nation- state and family — are relatively insufficient. In this paper, I explore the concept of “flexible acculturation,” first proposed by Jan Nederveen-Pieterse (2007), to show a cultural aspect of transnational flexibility. I situate my discussion in the literature of transmigration studies and define flexible acculturation as having four important virtues: (1) it has diverse social players, rather than just political and economic elites; (2) it refers to interac- tions, not just differences; (3) it involves multiple processes; and (4) it is not just about agency but also about social regulations. These definitions help to explain why flexible acculturation is different from other concepts that have been proposed. I further argue that definitions of important social actors are contingent on a specific set of flexible acculturation processes. Social ac- tors discussed in this paper include governments, the public, transmigrants, and women. “Flexibility” has become an important concept in studies of globalization and transnationalism, especially after David Harvey’s Hsiang-Chieh Lee (PhD, University of Illinois at Urbana-Champaign, 2008) is a senior assistant research fellow in National Science and Technology Center for Disaster Reduction in Taiwan. -
The Influence of Socio-Psychology Model of Well-Being for Multicultural Environment in the Russian Higher Education System
WELLSO 2015 - II International Scientific Symposium on Lifelong Wellbeing in the World The Influence of Socio-psychology Model of Well-being for Multicultural Environment in the Russian Higher Education system Nataliya Pogukaeva a*, Hatem Hasanin b * Corresponding author: Nataliya Pogukaeva, [email protected] a National Research Tomsk Polytechnic University, 30 Lenin Ave., Tomsk, Russia, [email protected], +79138258853 b National Research Tomsk Polytechnic University, 30 Lenin Ave., Tomsk, Russia, [email protected], +79234231123 Abstract http://dx.doi.org/10.15405/epsbs.2016.02.55 The article discusses the development of a multicultural environment as a factor of improving the well-being context and competitiveness of the higher education system. We believe that the scale of what is happening today in the world at different levels leads to a substantial change in national structure of Russia. Given an extensive review of the Russian and foreign literature on multiculturalism. The concept of Interculturalism, Polyculturalism and multiculturalism was reviewed. We also argue that the formation of the elite and the content of the state national policy are interrelated. We believe that, it is the level of higher education institutions, the results of their research and technology development activities, determines not only their place in the international rankings, but also the dynamics of economic and innovative development of individual territories and entire countries. The process of forming new paradigm to develop the role of higher education system, there are many factors effect on this process especially in some countries like Russia and Belarus. © 2016 Published by Future Academy www.FutureAcademy.org.uk Keywords: National policy, international relations, the system of higher education, the institutionalization, polyculturalism, human capital, Interculturalism, multiculturalism, internationalization.