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Immunology asserts that an individual can be defined through self and nonself. Thomas Pradeu argues that this theory is inadequate, because immune responses to self constituents and immune tolerance of foreign entities are the rule, not the exception.
"Not then, men and their moments. Rather, moment and their men," writes Erving Goffman in the introduction to his groundbreaking 1967 Interaction Ritual, a study of face-to-face interaction in natural settings, that class of events which occurs during co-presence and by virtue of co-presence. The ultimate behavioral materials are the glances, gestures, positionings, and verbal statements that people continuously feed into situations, whether intended or not. A sociology of occasions is here advocated. Social organization is the central theme, but what is organized is the co-mingling of persons and the temporary interactional enterprises that can arise therefrom. A normatively stabilized structure is at issue, a "social gathering," but this is a shifting entity, necessarily evanescent, created by arrivals and killed by departures. The major section of the book is the essay "Where the Action Is," drawing on Goffman's last major ethnographic project observation of Nevada casinos. Tom Burns says of Goffman's work "The eleven books form a singularly compact body of writing. All his published work was devoted to topics and themes which were closely connected, and the methodology, angles of approach and of course style of writing remained characteristically his own throughout. Interaction Ritual in particular is an interesting account of daily social interaction viewed with a new perspective for the logic of our behavior in such ordinary circumstances as entering a crowded elevator or bus." In his new introduction, Joel Best considers Goffman's work in toto and places Interaction Ritual in that total context as one of Goffman's pivotal works: "His subject matter was unique. In sharp contrast to the natural tendency of many scholars to tackle big, important topics, Goffman was a minimalist, working on a small scale, and concentrating on the most mundane, ordinary social contacts, on everyday life.'"
This work remains a pioneer sociological treatise on American culture. By understanding the individual not as the product of society but as its mirror image, Cooley concludes that the social order cannot be imposed from outside human nature but that it arises from the self. Cooley stimulated pedagogical inquiry into the dynamics of society with the publication of Human Nature and the Social Order in 1902. Human Nature and the Social Order is something more than an admirable ethical treatise. It is also a classic work on the process of social communication as the "very stuff" of which the self is made.
Identity is one of the most extensively studied constructs in the social sciences. Yet, despite the wealth of findings across many disciplines, identity researchers remain divided over such enduring fundamental questions as: What exactly is identity, and how do identity processes function? Do people have a single identity or multiple identities? Is identity individually or collectively oriented? Personally or socially constructed? Stable or constantly in flux? The Handbook of Identity Theory and Research offers the rare opportunity to address the questions and reconcile these seeming contradictions, bringing unity and clarity to a diverse and fragmented literature. This exhaustive reference work emphasizes the depth and complexity of identity processes and domains and presents perspectives from many different theoretical schools and empirical approaches. Contributing authors provide perspectives from psychology (e.g., narrative, social identity theory, neo-Eriksonian) and from other disciplines (e.g., sociology, political science, ethnic studies); and the editors highlight the links between chapters that provide complementary insights on related subjects. In addition to covering identity processes and categories that are well-known to the field, the Handbook tackles many emerging issues, including: - Identity development among adopted persons. - Identity processes in interpersonal relationships. - Effects of globalization on cultural identity. - Transgender experience and identity. - Consumer identity and shopping behavior. - Social identity processes in xenophobia and genocide. The Handbook of Identity Theory and Research lends itself to a wealth of uses by scholars, clinicians, and graduate students across many disciplines, including social, developmental, and child/school psychology; human development and family studies; sociology; cultural anthropology; gender, ethnic, and communication studies; education; and counseling.
The relationship between personal identity and ethics remains on of the most intriguing yet vexing issues in philosophy. It is commonplace to hold that moral responsibility for past actions requires that the responsible agent is in some respect identical to the agent who performed the action. Is this true? On the other hand, can ethics constrain our account of personal identity? Do the practical requirements of moral theory commit us to the view that persons do remain identical over time? For example, does the moral status of abortion or stem cell research depend on whether personal identity is based on psychological or biological properties? Or is it the case that personal identity is not, in fact, relevant to ethics? Personal Identity and Ethics provides the first comprehensive examination of these issues. Topics include personal identity and prudential rationality; personal identity’s significance for moral responsibility and ethical theory; and the practical consequences of accounts of personal identity for issues such as abortion, stem cell research, cloning, advance directives, population ethics, multiple personality disorder, and the definition of death.
Society in the Self: A Theory of Identity in Democracy shows how society is working in the deeper regions of self and identity. This book is an exploration of the democratic potentials of self and identity in a globalizing and localizing society.
This thought-provoking and accessible book provides an overview of key issues in the education of children with Special Educational Needs and Disabilities. Written by highly experienced practitioners and educationalists, the book explores a range of approaches for working with this diverse group of learners and invites you to consider your possible responses. The book begins with an historical overview of Special Educational Needs and Disabilities and a critical guide to current policy. The contributors then expertly explore and summarise many of the fascinating topics which arise in practice and scholarly research in this area, including: Ethical and practical implications of labelling children and young people with forms of special educational needs or disability The role of special schools, particularly in light of enduring debates about inclusion/exclusion What increased student participation, student voice and other facets of a democratic classroom mean for students with Special Educational Needs and Disabilities The contributions psychology can make to developing and enriching educational practice Understanding ‘behaviour’ in relation to children and young people with Special Educational Needs and Disabilities Case studies are used to illustrate these discussions and the book includes suggested protocols for good practice throughout. Throughout the book the reader is asked to reflect on the issues presented and come to their own decisions about what represents good practice in their setting.The journey concludes with a look at a possible ‘ideal’ school or educational setting for children with Special Educational Needs and Disabilities. Contemporary Issues in Special Educational Needs is an invaluable guide for trainee and qualified teachers, learning support staff, SENCO’s, local authority officers, educational consultants and educational psychologists. “This book presents a stimulating and up-to-date overview of the context of education in SEN and suggests how educators can address special needs most effectively by keeping in mind an image of the development of the whole child.” Tony Cline, Educational Psychology Group, University College London, UK. “This book provides readers with a fresh, often incisive approach to many perennial issues in education.” Dr Victor Martinelli, University of Malta, Malta. “This book provides a welcome overview and commentary on current complex issues and problems affecting all those with an interest in children and young people with special educational needs. This book is an excellent compilation of relevant contemporary pieces thoughtfully woven together by highly skilled, well-placed editors.” Jane Leadbetter, University of Birmingham, UK.
Theorizing gender is more urgent and highly political than ever before. These are times, in many countries, of increased visibility of women in public life and high-profile campaigns against sexual violence and harassment. Challenges to fixed, traditional gender norms have paved the way for the recognition of gay marriage and gender recognition acts allowing people to change the gender assigned to them at birth. Yet these are also times of religious and political backlash by the alt right, the demonization of the very term ‘gender’ and a renewed embrace of the ‘naturalness’ of gendered difference as ordained by God or Science. A follow-up to the authors’ 2002 text, Theorizing Gender, this timely and necessary intervention revisits gender theory for contemporary times. Refusing a singular ‘truth about gender’, the authors explore the multiple strands which go into making our gendered identities, in the context of materialist and intersectional perspectives interwoven with phenomenological and performative ones. The resulting critical overview will be a welcome and invaluable guide for students and scholars of gender across the social sciences and humanities.
Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.
Nonlinear Evolution Equations and Dynamical Systems (NEEDS) provides a presentation of the state of the art. Except for a few review papers, the 40 contributions are intentially brief to give only the gist of the methods, proofs, etc. including references to the relevant litera- ture. This gives a handy overview of current research activities. Hence, the book should be equally useful to the senior resercher as well as the colleague just entering the field. Keypoints treated are: i) integrable systems in multidimensions and associated phenomenology ('dromions'); ii) criteria and tests of integrability (e.g., Painlevé test); iii) new developments related to the scattering transform; iv) algebraic approaches to integrable systems and Hamiltonian theory (e.g., connections with Young-Baxter equations and Kac-Moody algebras); v) new developments in mappings and cellular automata, vi) applications to general relativity, condensed matter physics, and oceanography.