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Midterm Essay |
Monday, Sept. 4 - What is philosophy? |
Wednesday, Sept. 6 - Aristotle (1) |
Monday, Sept. 11 - Aristotle (2) |
Wednesday, Sept. 13 - Aristotle (3) |
Monday, Sept. 18 - Nietzsche (1) |
Wednesday, Sept. 20 - Nietzsche (2) |
Monday, Sept. 26 - Abortion (1) |
Wednesday, Sept. 28 - Abortion (2) |
Excursus 1: Historical overview |
Excursus 2: Abortion in Judaism and Christianity |
Excursus 3: Abortion in Islam |
Excursus 4: Pro-choice argument |
Monday, Oct. 2 - Suicide (1) |
Wednesday, Oct 4 - Revision |
Monday, Oct 16 - Suicide (2) |
Wednesday, Oct 18 - Paradigm shifts |
Monday, Oct 23 - Brave New World (1) |
Wednesday, Oct 25 - Philosophical Anthropology (1) |
Monday, Oct 30 - Sexual History of the USA |
Wednesday, Nov 1 - Philosophical Anthropology (2) |
Monday, Nov 6 - Race, death, tragedy, and bad faith |
Wednesday, Nov 8 - Race, Biology, and Culture |
Monday, Nov 13 - Racism and culture |
Wednesday, Nov 15 - Existentialism |
Monday, Nov 20 - Political Obligation, Moral Duty, and Punishment |
Wednesday, Nov 22 - Kant and Moral Obligation |
Monday, Nov 27 - War and Peace |
Wednesday, Nov 29 - Non-Western Philosophies (1) |
Monday, Dec 4 - Non-Western Philosophies (2) |
Wednesday, Dec 6 - The End |
Final Paper |
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Vocabulary:
From Wikipedia
Acculturation
is the modification of the culture of a group or individual as a result of contact with a different culture. The term
originally applied only to the process concerning a foreign culture, from the acculturing or accultured recipient point of
view, having this foreign culture added and mixed with that of his or her already existing one acquired since birth. Acculturation
is the exchange of cultural features which result when groups come into continuous firsthand contact. Either or both groups
of the original cultural patterns may be changed a bit, but the groups remain distinct overall. Differs from diffusion
and can be voluntary or forced. It is a second mechanism of cultural change. Acculturation involves different levels of destruction,
survival, domination, resistance, modification, and adaptation of native cultures following interethnic contact.Traditional
conceptualizations of acculturation have take a unidimensional approach contending that individuals must lose cultural characteristic
to gain characteristics from other cultural groups for cultural and social adaptation. Contemporary conceptualizations take
a multidimensional approach that place both cultures on different continuums indicating an individual's ability to maintain
their culture of origin while adopting characteristics from other groups deemed appropriate for cultural adaptation (Berry,
2003;Conceptual approaches to acculturation from Acculturation: Advances in theory, measurement, and applied research by Chun,
Balls Organista, and Marin). Berry conceptualizes acculturation as occurring in strategies (assimilation, marginalization,
separation, and integration) where individuals make determinations about maintaining cultural characteristics and the amount
of contact needed with dominant group members to obtain a suitable means of adaptation. Research on the topic of acculturation
has indicated that individuals unable to reconcile these cultural changes often experience acculturative stress resulting
in reduced mental health outcomes among some groups(Berry, 2003; Burnam,Hough, Karno, Escobar, & Telles, 1987; Hovey,
2000). [...]
..........
Enculturation
is the process whereby an established culture teaches an individual by repetition its accepted norms
and values, so that the individual can become an accepted member of the society and find their suitable role. Most importantly,
it establishes a context of boundaries and correctness that dictates what is and is not permissible within that society's
framework.
It is the process of learning that takes the person
and teaches him or her the ways of life of their people or country. It is a life-long process, affecting not only the child,
but the adult too. Enculturation is learned through communication in the form of speech, words, and gestures. The six
things of culture that are learned are: technological, economic, political, interactive, ideological and world view.
Conrad Phillip Kottak (in Window on Humanity ) wrote:
Enculturation is the process where the culture that is currently established teaches an individual the
accepted norms and values of the culture or society in which the individual lives. The individual can become an accepted member
and fulfill the needed functions and roles of the group. Most importantly the individual knows and establishes a context of
boundaries and accepted behavior that dictates what is acceptable and not acceptable within the framework of that society.
It teaches the individual their role within society as well as what is accepted behavior within that society and lifestyle"
Enculturation
can be conscious or unconscious. There are three ways a person learns a culture. Direct teaching of a culture is done, this
is what happens when you dont pay attention, mostly by the parents , when a person is told to do something because it is right
and to not do something because it is bad. For example, when children ask for something, they are constantly asked "What do
you say?" and the child is expected to remember to say "please." The second conscious way a person learns a culture is to
watch others around them and to emulate their behavior. An example would be using different slang with different cliques in school. Enculturation also happens unconsciously, through
events and behaviors that prevail in their culture. All three kinds of culturation happen simultaneously and all the time.
Enculturation
helps mold a person into an acceptable member of society. Culture influences everything that a person does, whether they
are aware of it or not. Enculturation is a life-long process that helps unify people. Even as a culture changes, core beliefs,
values, worldviews, and child-rearing practices stay the same. How many times has a parent said "If all your friends jumped
off a bridge, would you?" when their child wanted to fit in with the crowd? Both are playing roles in the enculturation. The
child wants to be included in the subculture of their peers, and the parent wants to instill individualism in the child, through
direct teaching. Not only does one become encultured, but also makes someone else encultured.
Enculturation is sometimes referred to as acculturation, a word which originally referred only to exchanges of
cultural features with foreign cultures. [...]
.........
Cultural assimilation,
or 'assimilation' for short (but that word also had other meanings), is an intense process of consistent integration whereby
members of an ethno-cultural group, typically immigrants, or other minority groups, are "absorbed" into an established, generally larger
community. This presumes a loss of all or many characteristics which make the newcomers different. A region or society where
assimilation is occurring is sometimes referred to as a "melting pot." [...]
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Text:
Frantz Fanon, "Racism and Culture," in Toward the African Revolution.
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Guiding questions:
- What is the problem with certain cultures which see themselves
as being normative? (p. 31)
- What makes possible that one culture may dominate another? (p. 32
and 37-38)
- What description of "culture" is provided on p. 32?
- What is the difference between "primitive racism" and "cultural
racism"? (p. 32)
- If racism is but an aspect of the systematized oppression of a people,
what elements are included in the overall oppression? (p. 33)
- What is deculturation? (p. 34)
- Why can the oppress not honestly be blamed of inertia? (p. 34)
- Are cultures normally open and flexible or closed and fixed? How
can you relate this to the ongoing St. Martin discussion about "St. Martinness and St. Martin culture" (p. 35)
- What does "object man" mean? (p. 35)
- Why and how does deculturation lead to the self-alienation of the
oppressed? (p. 38)
- In which ways does deculturation encourage the acculturation of the
oppressed into the culture of the oppressors? (p. 39)
- "The racist in a culture with racism is therefore normal." (p. 40)
"A society has race prejudices or it has not. There are no degrees of prejudice." (p. 41) Do you agree with these two
statements? Why (not)?
- For Fanon, is racism a cause or a consequence of a broader dynamic?
(p. 40)
- What is the problem when traditions become a defence mechanism? (pp.
42-43)
- When can cultures be relativized and true and legitimate intercultural
dialogue and borrowing take place? (p. 44)
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To think about
"Any society that values creativity also
needs to enable criticism. If we cannot question the way we are doing things and thinking about things at present, it will
not occur to us that they could be thought of or done differently. (...) So philosophy is important partly because cultural
criticism is so important."
CHRISTENSON, Tom (2001). Wonder and Critical Reflection.
An invitation to Philosophy, p. 37. Upper Saddle River, NJ: Prentice-Hall Inc.
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This page was updated on Nov 21, 2006
at 10.00 PM St Martin Time (-4 UT)
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