This chapter discusses some of the central theoretical perspectives on culture and cultural practices implied in Pragmatism and interactive constructivism. The first part of the chapter highlights three major perspectives on cultural theory to be found in Dewey's thought: culture and experience, culture and habit, and culture and communication. The chapter then compares basic conceptual tools and interpretive approaches and shows that Dewey's work continues to provide fundamental resources in this field. Through this connection, it (...) presents a brief introduction to theories of discourse and power and discusses some implications for current controversies regarding multiculturalism. It argues that Dewey's Pragmatism and the Cologne program of interactive constructivism share a robust interest in culture and cultural diversity. (shrink)

How did the events of the early modern period affect the way gender and the self were represented? This collection of essays attempts to respond to this question by analysing a wide spectrum of cultural concerns - humanism, technology, science, law, anatomy, literacy, domesticity, colonialism, erotic practices, and the theatre - in order to delineate the history of subjectivity and its relationship with the postmodern fragmented subject. The scope of this analysis expands the terrain explored by feminist theory, while (...) its feminist focus reveals that the subject is always gendered - although the terms in which gender is conceived and represented change across history. Feminist Readings of Early Modern Culture not only explores the representation of gendered subjects, but in its commitment to balancing the productive tensions of methodological diversity, also speaks to contemporary challenges facing feminism. (shrink)

This authoritative but concise guide describes the most significant cultural theories from the 19th to the 21st century and their originators, as well as the links between them and their mutual influences. -/- This guide explores ideas around what culture is, when and why cultures change over time and whether there are any rules or principles behind culture-related phenomena and processes. For those seeking to answer questions on culture, familiarity with these topics is essential. From refugee movements (...) caused by wars, to the ongoing demographical changes in regions of the world like sub-Saharan Africa or the Indian subcontinent, understanding the underlying mechanisms of culture-related processes has become an immediate and essential task. Covering everything from the processes of cultural change to counterculture and destabilisation, the book explains different ideas in a clear and objective fashion and includes approaches that have been unduly neglected but which have high explanatory value regarding culture and its phenomena. -/- Providing readers with an up-to-date idea of what culture is, and how our understanding of it has been established over the past century, this text is the perfect companion for advanced undergraduates, postgraduates and researchers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

The paper discusses various aspects of the concept of “cultural memory” coined by Jan Assmann and related both to the problem of determining the categories of culture that became the first objects of philosophical reflection in the era of the Axial Age and to the issues of the modern crisis of the ideology of globalism and multiculturalism. Using the example of some categories of an archaic myth that have not lost their cultural and social relevance at present, the variability (...) of the genesis of philosophy in various civilizations of the epoch of the “Axial Age” is demonstrated - both those in which it arises as an independent form of worldview and those where this process stops at the stage of a highly speculative myth. Special attention is paid to the cultural and social aspects of memory and recollection of the past as forms of spiritual “resistance” to external cultural influences and the preservation of religious and ethnic identity, which is equally relevant both during the genesis of philosophy and in modern post-industrial society during the crisis of globalist ideology and the philosophy of multiculturalism. (shrink)

This book demonstrates that ancient Christian Gnosticism was an ancient form of cultural criticism in a mythological garb. It establishes that, much like modern forms of critical theory, ancient Gnosticism was set on deconstructing mainstream discourses and cultural premises. Strains of critical theory dealt with include the Frankfurt School, queer theory, and poststructural philosophy. The book documents how in both ancient Gnosticism and modern critical theories issues that used to serve as premises for discussion or as concepts (...) relegated to the realms of the “natural” and the “given” in their respective historical contexts, are transformed into objects of contention. The main aim of this book is to salvage the historical category of Gnosticism from its present scholarly disavowal, if only because Gnosticism, when read as a cultural, and not only a religious phenomenon, presents us an ancient form of culture criticism which would be hard to parallel until (post) modernity. While Hans Jonas remarked many years ago that “something in Gnosticism knocks at the door of our Being and of our twentieth-century Being in particular,” by the 21st century global world this something has already entered and lives with us. We can thus still benefit from another perspective, even if it comes from Mediterranean people who lived almost 2,000 years ago. (shrink)

In the target article, we presented the hypothesis that parasite-stress variation was a causal factor in the variation of in-group assortative sociality, cross-nationally and across the United States, which we indexed with variables that measured different aspects of the strength of family ties and religiosity. We presented evidence supportive of our hypothesis in the form of analyses that controlled for variation in freedom, wealth resources, and wealth inequality across nations and the states of the USA. Here, we respond to criticisms (...) from commentators and attempt to clarify and expand the parasite-stress theory of sociality used to fuel our research presented in the target article. (shrink)

The evolutionary synthesis of the 1930s and 1940s integrated the study of biological microevolution and biological macroevolution into the theoretically consistent and hugely productive field of evolutionary biology. A similar synthesis has yet to occur for the study of culture, and the social sciences remain fragmented and theoretically incompatible. Here, it is suggested that a Darwinian theory of cultural evolution can promote such a synthesis. Earlier non-Darwinian theories of cultural evolution, such as progress theories, lacked key elements of (...) a Darwinian theory of cultural evolution that are necessary to promote a synthesis, while other contemporary theories of cultural evolution, such as memetics, make too stringent neo-Darwinian assumptions that are inconsistent with evidence regarding cultural transmission. Several examples are given which indicate the beginnings of an evolutionary synthesis for culture, where patterns of cultural macroevolution have been explained in terms of underlying cultural microevolutionary forces. Finally, it is argued that experimental simulations of cultural evolution can play an important role in this emerging synthesis. (shrink)

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

The ascription of desires or beliefs to other people is a milestone of human sociality. It allows us to understand, explain, and predict human behaviour. During the last years, research on children's knowledge about the mental world, better known as theory of mind research, has become a central topic in developmental psychology and the role of cultural impact is subject of various theoretical yet hitherto few empirical accounts. This book is the result of intensive collaboration between anthropologists and psychologists (...) in the field of cross-cultural research on social cognitive development. Five interdisciplinary research teams, coming from the University of Heidelberg, were investigating five Pacific Island societies. All together, they were interested in the question of how and when children in these different cultures come to assign mental states to others. This unique research project combines sound ethnography of different Pacific cultures with thoroughly conducted experimental work, done by developmental psychologists; it presents a shared, thoughtful analysis of the results and provides deeper insight into current debates on the ontogeny of theory of mind competencies. (shrink)

Our thinking is still the captive of the dichotomy “national/ international.” The reaction to nationalism takes the form of an abstract internationalism, and reaction to internationalism leads to the rebirth of nationalism. However, this dichotomy was only true (and that relatively) in 19th century Europe, or at the latest, at the beginning of the twentieth century, when subnational cultures seemed on the way to disappearing, and everything European was considered “universal” (two hypotheses that the facts prove to be untrue). As (...) H. Frey observes, “Today, the decline or decadence of the West is part of the contemporary view of the world, like the electron or the dinosaur.” The linear outline of progress, with Europe at the head, did not withstand the test of the First World War. The year 1918 marked the beginning of the end of Europeanism. Since then, we have begun to speak of “areas of civilization” (Splengler), “civilizations” (Toynbee), “cultural coalitions” (Lévi-Strauss). The existence of “areas of civilization” (regions) is commonly admitted today; it has entered journalistic language and even the structure of regional commissions and agencies of the United Nations (Europe, Near East, Southern Asia, South-east Asia, and the Far East). New communities have inserted themselves between nations and humanity. What do they represent? Are they something unique, or are they divided into a certain number of types in opposition to each other because of some characteristic? And in what way have they modified our view of universal history? (shrink)

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

The theories of Pierre Bourdieu and Theodor Adorno both conceive culture as legitimating the inequalities of modern societies. But they postulate different mechanisms of legitimation. For Bourdieu, modern culture is a class culture, characterized by socially ranked symbolic differences among classes that make some seem superior to others. For Adorno, modern culture is a mass culture, characterized by a socially imposed symbolic unity that obscures class differences behind a facade of leveled democracy. In his later (...) writings, however, Bourdieu’s theory converges with that of Adorno. He too begins to privilege the high culture of intellectuals over mass culture by employing the universal standard of autonomy from economic interests. But there remains one vital difference between these theories. Bourdieu grounds the origins of a critical, autonomous culture in specific social structures, while Adorno grounds it in technology. (shrink)

The application of evolutionary ideas to socioeconomic systems has been an increasingly prominent theme in the work of Friedrich Hayek, and the motif has become dominant in his recent book. In an earlier issue of this journal, Viktor Vanberg raises two substantive criticisms of Friedrich Hayek' theory of cultural evolution that invoke some important questions concerning use of the evolutionary analogy in social science.

The acclaimed American sociologist and cultural philosopher Philip Rieff gained great academic prestige with his thesis on the emergence of 'Psychological Man' in western culture and with his classic book, Freud: The Mind of the Moralist, published in 1959. In this work and the later The Triumph of the Therapeutic (1966) he not only offered a highly original interpretation of the work of Sigmund Freud, but critically evaluated the enormous influence of psychotherapeutic thinking on Western culture. However, Rieff's (...) later work on the theory of culture did not garner the same attention, and his most recent writings have received very little critical engagement. In Sociology and the Sacred, Antonius A.W. Zondervan sets out to remedy this neglect, arguing that Rieff's work is ripe for intellectual reconsideration. (shrink)

ABSTRACTMy paper aims to situate and contextualize György Márkus’s key writings on cultural modernity on the one hand in relation to their theoretical antecedents in Kant and Hegel’s conception of modern society as a society of culture and in Lukacs’s reception of Kant and Hegel in his early pre-Marxist works, and on the other hand in relation to an examination of the contemporary ramifications of certain tendencies in modern culture highlighted in Márkus’s writings. The paper is accordingly divided (...) into two parts. Part I sets out to reconstruct the presuppositions of Márkus’s theory of the high culture of classical modernity in order to bring out the descriptive strength and the analytic contribution of his approach in relation to the tradition of cultural critique in modernity, in particular in Western Marxism. Part II aims to show how Márkus’s theory of modern culture from the late eighteenth century to the end of World War II contains elements crucial to the theorization of contemporary culture, characterized by new forms of paradoxicality that go beyond his own model. (shrink)

From which evaluative base should we develop public policies designed to promote wellbeing among different cultural groups in different circumstances? This article attempts to advance an objective, universal theory of cultural evaluation grounded in a eudaemonistic account of human wellbeing. The approach evaluates cultures on the success with which they enable societies to promote the wellbeing of individuals through provision of needs and capabilities within their given, determinate circumstances. This provides the basis for a normative functionalism capable of identifying (...) and explaining cultural deficits. (shrink)

S.N. Eisenstadt’s theory of culture has remained little examined as such. This article starts by assessing the place given to theorizing culture in the vast corpus of his writings, and the part played by successive theoretical influences, as well as shifting research priorities in that regard. The following section delineates the core arguments or ‘key ideas’ that arise from his most explicit theoretical writings with respect to culture. The article ends by positioning Eisenstadt’s approach relative to (...) some major trends and issues in contemporary cultural sociology at large and drawing some implications for the further elaboration of a ‘strong’, modular and multi-level approach to culture. (shrink)

Presents the fundamental ideas of Indian thinkers that have shaped the mind of Indian from 1770 to the post-modern era in the middle of 20th century in India. Lists the most Indian influential figures in the field of philosophy, political theory, activicism such as Rabindranath Tagore, Ram Mohan Roy, Swami Vivekananda, and Mohandas Karamchand Gandhi.

ABSTRACTAt the time of his death in 2016 György Márkus’s magnum opus on the culture of modernity that he laboured on throughout his post-Budapest period remained unfinished. This paper attempts to reconstruct the theory of Cultural Pragmatics that lay at the core of this immense project. The intention is to retrieve the key ideas of Márkus’s understanding of modern cultural relations by reviewing the terms of his critique of Roland Barthes and Michel Foucault on the issue of authorship. (...) A distinctive Márkus road in the study of cultural modernity offers itself as a rich contemporary research programme for the future. (shrink)

Growing research evidence on the ethic of care suggests that caring should be an integral part of the pedagogical methods implemented in schools. However, the colour blind ‘community of care’ often described in the literature does not disaggregate lines of ethnicity or race and much of this existing literature concerns elementary‐ and middle‐school students. This phenomenological study examined teacher care for African American secondary students, through a theoretical lens of critical race and care theory, as it was represented through (...) the counter stories of eight ‘successful’ African American teachers. Findings revealed that teachers’ definitions and perceptions of care reflected a blend of traditional care literature, critical race theory and the literature on African American teachers before and after the US Supreme Court’s landmark Brown decision on integration. Findings also reveal the possibility of a pedagogy that I refer to as ‘culturally relevant critical teacher care’. (shrink)

The book focuses on the modern understanding of human life-forms as constructs that followed an evolutionary history. The author thus finds science confronted with two questions: firstly, how the transgression of the virtual threshold between natural and cultural history was possible, secondly, how the socio-cultural constructs were able to develop in the course of history the way they did. The discussion concentrates on the problem of determining a processual logic in the development of societal structures as well as in the (...) development of cognition. The focus of attention is the historico-genetic reconstruction of cognition. The book was originally published in German as Historisch-genetische Theorie der Kultur. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2018 Heft: 224 Seiten: 135-163.

A certain tension underlies any account of how we engage the thought of another culture. In order to learn from another culture, we must be able to judge what is of value to us, which means we must retain some criterion for judgment. At the same time, in so far as we presuppose some criterion, we place that criterion itself out of question. In my dissertation, I approach this tension through Wilhelm Gottfried Leibniz, concentrating on two related aspects (...) of his philosophy. The first is that perfection requires the maximization of diversity and order. In uniting diversity and order, Leibniz lays the foundation for uniting an order allowing judgment with the actual diversity of cultures. The second aspect is the characterization of the relationship between experience and the universe as expression, rather than representation. The maximization of order and diversity yields a system in which each substance expresses the same universe from a different perspective. ;What do substances with diverse perspectives share? We might expect Leibniz to posit necessary truths as the common ground, but although necessary truths are universal, our access to them is limited. The specific form these limitations take depends on our concrete placement in the universe, and thus our perspective. I examine four ways in particular that our perspectival experience conditions our access to necessary truths. For example, our finitude requires that our discovery of necessary truths follow a concrete order, determined by experience. Thus a contingent encounter with a geometry school makes us more likely to learn necessary truths about geometry. ;The first half of my dissertation provides a broad interpretation of Leibniz's philosophy, setting up this foundation for cultural exchange. The second half is a comprehensive study of Leibniz's writings on China, in which this foundation is expressed. Through this study, I show how Leibniz himself conceives of understanding across cultures, while also showing how Leibniz's interests in China follow from foundations in his philosophy. I conclude by arguing that Leibniz's vision of different substances as expressions of the same universe provides a fruitful foundation for cultural exchange. (shrink)

Abraham Drassinower takes a fresh look at Freud, countering his prevalent image as a man pessimistically renouncing the possibility of social, political, and cultural change.