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The purpose of this article is to compare teachers' and students' interpretations of citizenship education (CE) across different communities in conflict-affected societies. By drawing on qualitative research that was conducted in four different schools in Northern Ireland and Israel (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), we show what may be universal and particular about teaching and learning CE in these different contexts and why variations occur. Despite being a compulsory subject with a common curriculum in both jurisdictions, CE was subject to multiple and competing interpretations by teachers and students. It was variously deemed to be an empowering subject that teaches critical thinking and is relevant to students' lives, a political tool that both stirs and silences controversies, and a subject that focuses on performance and whose importance was routinely underplayed. The findings illustrate the complex entanglement of CE with the particular political and community context that shapes its interpretations.

Reflects on a special issue section containing essays written by European intellectuals responding to the terrorist attacks on 11 Sept 2001 & how the topic engages the problematic relation of critical theory to politics. Critical theory's intersection with the Left, the gradual evolution of the Frankfurt school's stance toward Soviet communism (& Adorno & Horkheimer's ultimate retreat from political commentary), & Telos's own challenges of Marxist/leftist orthodoxy are discussed, followed by a critique of the contributions. None of the essays on the terrorist attacks addresses the individual ethical or psychological implications of the hijackers' deeds, which is characteristic of poststructuralism & 21st-century political discourse. Instead, immediate leaps of logic are made from the act to the responsibility of US foreign policy, regardless of the importance of the ethical aspects of the attacks themselves. The commentaries on the attacks also cite -- & often conflate -- globalization & universalism; the subsuming of states by transnational "networks"; US exploitation of the situation toward solidifying its own state power; & a quasi-Romantic view of Islam vs an American culture that is at once too secular & too religious. Yet criticism of US universalism is belied by the current Bush administration's tendency toward unilateralism. However empirically inaccurate at times, the essays demonstrate the inevitably intertwining of cultural criticism & politics. K. Coddon

This paper aims to reintroduce the guidelines and courses of action promoted by Centro Studi "Paolo e Rita Borsellino", now in its tenth year, in the field of citizenship education. Following the path set out by magistrate Borsellino, there has been a constant commitment over the years to develop educational guidelines for new gen-erations that are designed to encourage projects that foster social cohesion, freedom and self-determination for those who actively participate in any democracy. Centro Studi's desire to contribute to citizens' development, a greater awareness of the constitution and the pro-motion of democratic values has resulted in its involvement in trialling educational practices. This activity focuses on participation, inclusion and the tackling of educational poverty regarding, more specifically, the active school and popular education experience inspired by the values of democratic legality, antimafia and associations. Safe-guarding memory, which is all the more important if understood in its 'operating' dimension, thus becomes a primary means of educating to increase the spread of a culture of active citizenship and democratic cohesion. ; Il contributo intende restituire, nel decennale dalla sua fondazione, le linee di indirizzo e di intervento promosse dal Centro studi "Paolo e Rita Borsellino" sul terreno dell'educazione alla cittadinanza. Nel solco tracciato dal magistrato Borsellino, costante è stato negli anni l'impegno nell'indicare condizioni formatrici per le nuove gene-razioni atte a nutrire progetti di vita ispirati alla coesione, alla libertà, all'autodeterminazione dei soggetti all'interno di ogni, realmente partecipata, democrazia. Nel desiderio di contribuire alla formazione del cittadino, alla cono-scenza della Costituzione, alla promozione dei valori della democrazia, il Centro Studi è impegnato nella speri-mentazione di interventi formativi finalizzati alla partecipazione, all'inclusione e al contrasto delle povertà educative, con particolare riferimento ad esperienze di ...

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Contents -- Transaction Introduction -- Acknowledgments -- Foreword -- Introduction -- Chapter One: Care as Culture -- THE FLUID WORLD OF MENTAL HEALTH CARE -- THE STATE-OF-THE-ART IN DIAGNOSIS -- SCHOOLS OF CARE AS CULTURES -- SO WHAT? -- How TO THINK ABOUT CULTURES OF HEALING -- WHAT WE MIGHT WISH FOR -- WHERE WE WILL COME OUT -- Chapter Two: Problems and Patients, 1844-1963 -- INSANITY, THE ASYLUMS, AND THE FIRST MEDICAL SPECIALTY -- DOCTORS FOR THE INSANE -- NERVE DOCTORS, A NEW DISEASE, AND THE DREAM OF SCIENCE -- URBANIZING PSYCHIATRY AND EXPANDING ITS SCOPE -- THE RISE OF NEW MENTAL HEALTH PROFESSIONS -- TREATING INSANITY: BASTION OF MEDICINE -- THE GREAT TRANSFORMATION: POST-WORLD WAR II CRUSADES FOR MENTAL HEALTH -- Chapter Three: The Faded Glory of Psychoanalysis -- DEFINING PSYCHOANALYSIS -- THE PSYCHOANALYTIC PROCESS -- PSYCHOANALYTIC ENCULTURATION -- BEING A PERSON IN PSYCHOANALYTIC CULTURE -- PSYCHOANALYTIC VALUES -- THE SCIENTIFIC POVERTY OF PSYCHOANALYSIS -- A CULTURE IN CHAOS -- Chapter Four: Behaviorism's Failed Imperialism -- PRINCIPLES OF BEHAVIORISM -- CULTURAL DISPARITIES -- THE BEHAVIORIST VIEW OF LIFE -- BEHAVIORIST VALUES -- THE SCIENTIFIC STATUS OF BEHAVIORISM -- BEHAVIOR THERAPY AND MENTALISM -- THE PLACE OF BEHAVIOR THERAPY -- CULTURE AND TEMPERAMENT -- Chapter Five: The Middlebrow Land of Cognitive Therapy -- BECK'S COGNITIVE THERAPY -- THE TAMING OF MIND -- THE VALUES OF COGNITIVE CULTURE -- THE SCIENTIFIC STATUS OF COGNITIVE THERAPY -- THE APPEAL OF COGNITIVE THERAPY -- EVALUATING COGNITIVE THERAPY -- COGNITIVE THERAPY AND CULTURAL CRITICISM -- Chapter Six: Biological Psychiatry's Confusion of Tongues -- HOW BIOLOGICAL PSYCHIATRY RALLIED -- BIOLOGICAL PSYCHIATRY'S CONCEPT OF MENTAL ILLNESS -- THE CLINICAL PRACTICE OF BIOLOGICAL PSYCHIATRY

The values conveyed by plurilingual, intercultural and inclusive education include "social cohesion and solidarity, participatory democracy, mutual understanding, respect and appreciation of linguistic and cultural diversity" (Beacco et al., 2009: 7). However, didactic interventions, carried out with young children, do not always take into account the elements that are essential to ensure the emancipation of each individual, the construction of one's own identity and the understanding of the identity of the other. In this perspective, language learning is an effective motor for access to the culture of the other and therefore for the acceptance and mutual respect of languages and cultures within Europe, leading to the foundation of a convivial society.The aim of our paper is to present some of the results of the research we are currently conducting on the impact of language and cultural awareness activities on a young audience of learners, with the aim of proposing ways to promote the development of their plurilingual and intercultural competence in today's European space.In our paper we will present didactic interventions, carried out in nursery and elementary schools in Thessaloniki, based on plural approaches as defined by FREPA, whose aim is to bring out, activate and raise awareness of the learners' representations of the languages and cultures with which they are in contact, to stimulate their reflexivity and to develop their plurilingual and intercultural competence.Based on the observations made during the didactic interventions and the analysis of visual and sound recordings of the sessions, findings are made regarding the impact of language awareness on the plurilingual competence of the learners as well as the influence it has on the development of their intercultural competence. We envisage that the results of the research will contribute to the promotion of plurilingual and pluricultural education in Greece, which can be integrated into curricula and accompany learners throughout their school life, ...

pt. I. Law and economics and neoclassical economic theory. 1. Economic rhetoric, economic individualism, and the law and economics school / Terence Dougherty -- 2. The demoralization of economics: can we recover from Bentham and return to Smith? / Deirdre McCloskey -- 3. Separative and soluble selves: dichotomous thinking in economics / Paula England -- pt. II. Feminism confronts neoclassical economic theory and law and economics. 4. Playing with fire: feminist legal theorists and the tools of economics / Neil H. Buchanan -- 5. Feminism and eutrophic methodologies / Douglas A. Kysar -- 6. Private property, the private subject, and women: can women truly be owners of capital? / Elizabeth Mayes -- 7. Nest eggs and stormy weather: law, culture, and black women's lack of wealth / Regina Austin -- 8. Deconstructing the state-market divide: the rhetoric of regulation from workers' compensation to the World Trade Organization / Martha T. McCluskey -- pt. III. The costs of the free market: theories of collective responsibility and the withering away of public goods. 9. Cracking the foundational myths: independence, autonomy, and self-sufficiency / Martha Albertson Fineman -- 10. The politics of economics in welfare reform / Martha T. McClusky -- 11. Deterring "irresponsible" reproduction through welfare reform / Linda C. McClain -- 12. Feminist economics: implications for education / Myra H. Strober -- pt. IV. Feminism, economics, and labor. 13. The new face of employment discrimination / Katherine V.W. Stone -- 14. Contingent labor: ideology in practice / Risa L. Lieberwitz -- 15. Commodification and women's household labor / Katherine B. Silbaugh -- 16. Is there agency in dependency? Expanding the feminist justifications for restructuring wage work / Laura T. Kessler -- pt. V. Economics and intimacy: gendered economic roles and the regulation of intimate relationships. 17. What do women really want? Economics, justice, and the market for intimate relationships / June Carbone -- 18. Can families be efficient? A feminist appraisal / Ann Laquer Estin -- 19. Some concerns about applying economics to family law / Margaret F. Brinig -- 20. The business of intimacy: bridging the private-private distinction / Martha M. Ertman

В статье с философской и социальной точек зрения анализируются требующие незамедлительного решения проблемы отечественной высшей профессиональной школы. Показано, что ее положение и перспективы дальнейшего развития нельзя рассматривать в отрыве от сложных, болезненных процессов, протекающих в обществе, и без учета кардинальных социально-экономических преобразований, происшедших в конце XX начале XXI в. Современное российское общество, находящееся в ситуации культурного кризиса, столкнулось с необходимостью поиска новых направлений развития в культурном, политическом, экономическом и социальном контекстах. Кризис компетентности специалистов явился следствием снижения требований к их образованности и ослабления роли профессионального образования как феномена культуры. Усиление культурологического аспекта профессиональной деятельности становится условием становления ее носителей, осознающих общественную значимость своей профессии, и актуализирует проблему качественной профессиональной подготовки, результатом которой должна стать сформированная компетентность. Авторами статьи доказывается, что культурологический аспект -один из важнейших в реализации проектов гуманизации и гуманитаризации профессионального образования, поскольку современная культура выступает, с одной стороны, эффективным фактором созидания и совер шенствования мира, а с другой инструментом самопознания и самоизменения человека. ; The paper looks at the urgent problems of the Russian higher vocational school from a philosophical and social viewpoint, and maintains that its current situation and prospects should be analyzed in the context of complicated social processes and socio-economic reorganizations undertaken at the turn of the 20th 21st centuries. Facing the cultural crisis, the Russian society requires new cultural, political, economic and social ways out. The research shows that a considerable decline in the specialists' competence level results from the low education quality requirements and decreasing social status of vocational education. The authors emphasize the culture study aspects of professional activity and regard them as the basis for vocational training quality assurance and professional competence acquisition. In authors' opinion, the aspect of culture studies remains the most important in the process of liberalization and humanization of vocational education, since the modern culture is an effective instrument of world perfection as well as students' self-development and self-understanding.

В статье с философской и социальной точек зрения анализируются требующие незамедлительного решения проблемы отечественной высшей профессиональной школы. Показано, что ее положение и перспективы дальнейшего развития нельзя рассматривать в отрыве от сложных, болезненных процессов, протекающих в обществе, и без учета кардинальных социально-экономических преобразований, происшедших в конце XX начале XXI в. Современное российское общество, находящееся в ситуации культурного кризиса, столкнулось с необходимостью поиска новых направлений развития в культурном, политическом, экономическом и социальном контекстах. Кризис компетентности специалистов явился следствием снижения требований к их образованности и ослабления роли профессионального образования как феномена культуры. Усиление культурологического аспекта профессиональной деятельности становится условием становления ее носителей, осознающих общественную значимость своей профессии, и актуализирует проблему качественной профессиональной подготовки, результатом которой должна стать сформированная компетентность. Авторами статьи доказывается, что культурологический аспект -один из важнейших в реализации проектов гуманизации и гуманитаризации профессионального образования, поскольку современная культура выступает, с одной стороны, эффективным фактором созидания и совер шенствования мира, а с другой инструментом самопознания и самоизменения человека. ; The paper looks at the urgent problems of the Russian higher vocational school from a philosophical and social viewpoint, and maintains that its current situation and prospects should be analyzed in the context of complicated social processes and socio-economic reorganizations undertaken at the turn of the 20th 21st centuries. Facing the cultural crisis, the Russian society requires new cultural, political, economic and social ways out. The research shows that a considerable decline in the specialists' competence level results from the low education quality requirements and decreasing social status of vocational education. The authors emphasize the culture study aspects of professional activity and regard them as the basis for vocational training quality assurance and professional competence acquisition. In authors' opinion, the aspect of culture studies remains the most important in the process of liberalization and humanization of vocational education, since the modern culture is an effective instrument of world perfection as well as students' self-development and self-understanding.

Intro -- Foreword: Leadership Really Matters -- References -- Introduction -- Contents -- About the Authors -- Part I: The Academic Medical Center (AMC): How It Really Works -- Chapter 1: The AMC: The Formal and Informal Organization -- The AMC -- Simplified Mental Schemas -- The Three Governing Systems -- Hierarchical Systems -- Compensation and Other Resources -- Culture -- The Creative Society Versus the Efficient Society -- Summary -- References -- Chapter 2: Culture Is King -- Culture Is King -- Values and Cultural Norms: Distinguishing Between Schools -- Values and Norms: Differences Within Faculty of the Same School -- Values and Norms: Critical to a Strategy for a Change Agenda -- Values and Norms: Determining If the New Leader Is a Fit or a Misfit -- Core Values: The "Super Values" that Trump Others -- Archetypes -- References -- Chapter 3: Authority Is Earned, Not Bestowed -- Power Versus Earned Authority -- Earning Authority Is an Emotional Process -- Authority Is Only Bestowed When It's Approved by the Informal Organization -- Authority Is Distributed -- References -- Part II: The Role of Personality -- Chapter 4: Personality Traits and Leadership -- Biographical Approaches: What Biography Teaches Us About the Important Role of Context -- Psychometric Approaches: What the Big Five and Myers-Briggs Teach Us About Personality Traits -- The Big Five -- Myers-Briggs -- Extraversion/Introversion and How It Plays Out in the AMC -- Conscientiousness: Organized, Systematic, Punctual, Achievement Oriented, and Dependable, and How Conscientiousness Plays Out in the AMC -- Openness: Curious, Original, and Open to New Ideas, and How Openness Plays Out in the AMC -- Myers-Briggs and How It Plays Out in the AMC -- References -- Chapter 5: Managing Personality Disorders in the Workplace -- Narcissism -- Passive-Aggressive Personality.

Open-access edition: DOI 10.6069/9780295804101 The state of Tibetan culture within contemporary China is a highly politicized topic on which reliable information is rare. But what is Tibetan culture and how should it be developed or preserved? The Chinese authorities and the Tibetans in exile present conflicting views on almost every aspect of Tibetan cultural life. Ashild Kolas and Monika Thowsen have gathered an astounding array of data to quantify Tibetan cultural activities--involving Tibetan language, literature, visual arts, museums, performing arts, festivals, and religion. Their study is based on fieldwork and interviews conducted in the ethnic Tibetan areas surrounding the Tibetan Autonomous Region--parts of the Chinese provinces of Sichuan, Gansu, Yunnan, and Qinghai. Aware of the ambiguous nature of information collected in restricted circumstances, they make every effort to present a complete and unbiased picture of Tibetan communities living on China's western frontiers. Kolas and Thowsen investigate the present conditions of Tibetan cultural life and cultural expression, providing a wealth of detailed information on topics such as the number of restored monasteries and nunneries and the number of monks, nuns, and tulkus (reincarnated lamas) affiliated with them; sources of funding for monastic reconstruction and financial support of clerics; types of religious ceremonies being practiced; the content of monastic and secular education; school attendance; educational curriculum and funding; the role of language in Tibetan schools; and Tibetan news and cultural media. On the Margins of Tibet will be of interest to historians and social scientists studying modern China and Tibetan culture, and to the many others concerned about Tibet's place in the world.

SUMMARY:
The article focuses on the structure and functionality of visual content in new forms of mass media in post-Soviet Russia. The visual culture of post-Soviet society is studied in its relation to the socialist school visual subculture of the previous period. Soviet (and thus post-Soviet) mass consciousness was formed through specific emblematic media, e.g., the school textbook. This mnemonic and persuasive tool had all-Union general application and is responsible for the specific configuration of collective emblematic memory of several generations. The article is aimed at following literally "visual traces" of this school's classical material in a new media environment.

Mass visual culture in the former Soviet space, of course, has been subjected to dramatic changes. First, the most striking difference is that the main part of visual ideological propaganda has been replaced with commercial (or pseudo-commercial) advertisements. And second, completely new forms of mass communicative (but also figurative) culture have appeared, e.g., the Internet. The Internet has gained major importance among the most active strata (young intellectuals, "the children of 70s") during the last 10 years and can be considered an extremely dynamic experimental field generating new forms of mentality, communication, representation, and languages. It is also remarkable that the Internet connects Russian-speaking "former Soviet people" all over the world, which makes it in a paradoxical way a kind of replacement for the USSR. This new "Union" lives according to new laws and speaks new forms of language, but still, old propaganda patterns and motives can be discovered even there. These forms are considered as a new kind of folklore discourse.

Народные училища образовательные учреждения дореволюционной России. Согласно Уставу о народных училищах для всех городов Российской империи от 5 августа 1786 г. были организованы Главные и Малые народные училища. Во время школьной реформы 1804 г. Главные народные училища преобразованы в гимназии, а Малые в Уездные училища. Начальные народные училища были созданы в 1864 г. и давали только начальное образование. К ним относились земские школы, различные ведомственные и частные школы, а также церковно-приходские и воскресные школы. Их деятельность регулировалась Положением о начальных народных училищах, принятом в 1874 г. В условиях колонизации Северного Кавказа постоянно ощущалась необходимость кадрового обеспечения во всех сферах общественной жизни и государственного управления, включая просвещение, а также стремление обеспечить поддержку политики власти со стороны местных жителей. Одной из попыток решения этой проблемы было развитие народных училищ, ориентированных не только на подготовку мальчиков к писарским должностям, но и просвещение населения. Эта задача приобретала особую важность в контексте потребностей образования и воспитания населения региона в традициях православной культуры через познание Закона Божия. С привлечением широкого круга источников проведен анализ положения священнослужителей в начальных школах Северного Кавказа, определен их статус в решении вопросов образовательного процесса и участие в управлении. ; Public schools are educational establishments of pre-revolution Russia. According to Charter about public schools for all cities of the Russian empire from 5th August, 1786 Main and Small public schools were organized. During school reform in 1804 Main public schools were regenerated in gymnasiums and Small in district schools. Initial public schools were created in 1864 and could give primary education only. State schools, different department and private schools, and also church-parish and Sunday schools, referred to them. Their activity was regulated by Statute about initial public schools, accepted in 1874. In the conditions of colonization of North Caucasus the necessity of the skilled providing was constantly felt for all spheres of public life and state administration, including enlightenment and also aspiration to provide support of politics of power from the side of locals. One of attempts of this problem's decision was development of the public schools oriented not only on preparation of boys to copyist positions but also on enlightenment of the population. This task acquired the special importance in the context of necessities of education and population's education of region in traditions of the Orthodox culture through cognition of Law of the Lord. With bringing in the wide circle of sources an analysis is conducted from the position of clergymen in initial schools of North Caucasus, their status in the decision of questions of educational process and participation in management.

"This collection brings together the ideas of key global scholars focusing on the lives of youth and young adults, examining their visual and cultural identity constructs and the impacts of place, gender, sexuality, race, culture, and class on these identities. Embracing an international perspective encompassing the Global North and Global South, chapters explore expressions and performances of youth and young adults as shifting and entangled, in and through the clothed body, gender, sexuality, race, artistic and pedagogical making practices, in spaces and places, framed by new materialism, social media, popular and material culture. The overarching emphasis of the collection is on youth and young adults' strategies for engaging in and with the world, becoming a someone, and belonging, in settings that include a juvenile arbitration program, an artist community, high schools, universities, families and social media. This truly interdisciplinary and international collection will have resonance not just within cultural and media studies, but also in education, anthropology, sociology, gender studies, child and youth studies, visual culture, and communication studies"--

Alfred Irving Hallowell (1892–1974), a seasoned researcher of the Ojibwe culture, is known today primarily as a precursor of the anthropological theory of the "new animism". A student of Franz Boas and a friend of Edward Sapir, he was not only a prominent figure of the culture and personality school, but also proved to be one of the most interesting psychological anthropologists of the 20th century. His works on the Ojibwe indigenous taxonomy prefigured the achievements of ethnoscience, and those on the evolution ofhuman behaviour adumbrated the development of sociobiology. Conducted in the 1930s, Hallowell's fieldwork among the Berens River Ojibwe resulted in numerous academicpapers, one of which – the 1960 Ojibwa Ontology, Behaviour, and World View – years later became particularly influential in anthropological research on animism. This article presents Hallowell's intellectual biography and discusses his research on the Ojibwe culture along with the concepts he used or developed, concepts that for many researchers became the key to unlocking new conceptualizations of the problem of animism.

The purpose of teaching English as a foreign language is learners are able use it both in spoken and written language, as well as understand the culture of the target language. Cultural material is seen as important as a learning medium to improve language skills, cultural understanding, and appreciation for diversity. English textbooks carried two important missions, namely language and cultural learning media. This study explores cultural materials in two English textbooks in Kota Metro - Indonesia as a city of education. The research used qualitative approach with content analysis technique. The research object was seven English textbooks used in high schools. Data analysis is done descriptively used Miles and Huberman model. The findings as follow: (1) The cultural materials were divided into three types of source information. (2) The culture materials were mostly presented into text rather than audio-visual. (3) There were four elements of culture in English textbooks: products, persons practices, and perspectives. The cultural materials can create students who have character, moral values who then live and interact in multicultural society.