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Nowadays, the increasing social consciousness on the protection of nature and, at the same time, the seeking for comfort and easiness caused by the pandemic, increase the interest in easy-to-use, comfortable textile products produced with natural raw materials. Seersucker woven fabrics are highly preferred in recent years due to their features such as providing wearing comfort and being user-friendly by not requiring ironing. However, in order to provide the three-dimensionality/wrinkle effect in woven seersucker fabrics in the currently used methods, it is necessary to use elastane in the weft/warp or to use double beams during production. At this point, it is not possible to produce completely natural fabric in the method using elastane, and in the other method, a special several warp and machine requirements are emerging. In this study, the literature on seersucker fabrics was reviewed and experimental seersucker weaving applications were carried out. Studies have been carried out in order to produce fabrics using completely natural raw materials (cotton), to improve production efficiency and to increase design possibilities. In this context, instead of the traditional methods used in seersucker fabric creation, seersucker fabric production was carried out with a single beam on the weaving machine by using different weaves in the dobby for fabric design. In this way, it has been provided that the seersucker weaving process can be performed with a single beam on any desired machine by using existing direct warps without the need for a special warp preparation. [ABSTRACT FROM AUTHOR]

The foundations of education, knowledge, information and the formation of social consciousness in the spirit of sustainable development of states, economies, societies, is currently regarded as one of the most important and urgent tasks facing the social, environmental and philosophical sciences. These aspects include the behavioural perception of the world with social individualism, subjective determinants and perceptual limitations of individuals. The main objective of the study is to identify the role and importance of education about the economics of sustainability and to highlight the fact that its dimension is also determined by subjective aspects. The specific objective is to analyse the public's opinion on the willingness to pay extra for the protection of the natural environment. The thesis of the article is:: "The role of education on sustainable development is significant, and the knowledge accumulated in the education-information process contributes significantly to generating a high level of natural-ecological awareness in society." The results of the study confirmed the importance of education, but the respondents did not show a high level of natural-ecological awareness, as they did not expand their knowledge in this area. The higher education played the smallest role in the education process. [ABSTRACT FROM AUTHOR]

This article examines the role of intellectuals in building and sustaining engaged African universities. These intellectuals have enormous roles in conjuring and nourishing the vision of enhanced, working institutions. As guardians of nationalism and progress, they cannot and should not eschew aspects such as the politics of identity, social consciousness as well as other pertinent philosophies. It would, for example, be inconceivable to contemplate the African institutions' transformation without reflecting on concepts such as decolonisation and Pan-Africanism, and these are scrutinised in the ensuing discussion. The article also explores the dynamic, painstaking roles that intellectuals have to engage in. The topic on relevance and community engagement will always be important as debates on decolonisation continue. Intellectuals inside and outside the academe will always be useful in transforming society and its institutions. Yet, the work of intellectuals and their influence are buoyed by the characteristics that intellectuals possess. Whether one is a denialist, loyalist, knower or planetary intellectual will inform society of their role in mobilising communities and universities for transformation. Furthermore, the article examines the role of all intellectuals rather than those based at higher education institutions only. Oftentimes when society speaks of intellectuals, it is not the subaltern that they refer to -- people outside the university who have been dominated by the hegemony displayed in higher education institutions regarding knowledge ownership. Antonio Gramsci postulates that this hegemony encompasses cultural, moral and ideological leadership over the subaltern. The findings in this debate demonstrate that it will be conscientious and selfless intellectuals who will fortify intellectual engagement for transformation of higher education institutions. The conclusions demonstrate that intellectuals have a judicious responsibility in safeguarding stability and meaningful transformation. [ABSTRACT FROM AUTHOR]

Trust management has become a fundamental requirement for Social Internet of Things (SIoT) to enable a trustworthy social network of smart objects necessary for enhancing the security and reliability of cyber-physical systems. To increase the credibility scores in trust management, AI (Artificial Intelligence) has been adopted. However, the current need for digital acceleration has brought ethical concerns related to the smartness and social consciousness of autonomous objects, which leads to a question whether AI-based trust management is ready to deal with these concerns. In this paper, we consider 11 ethical dimensions within the context of trust management in SIoT. Then, we examine the existing AI-based trust models in the context of SIoT and its related application domains to assess their maturity in terms of the 11 ethical dimensions. The evaluation results show how trust management can be improved by AI ethical principles in vehicular networks and underwater acoustic sensor networks. [ABSTRACT FROM AUTHOR]

Background: Literature indicates the need to prepare health professionals who are clinically competent and socially conscious. Engagement in community projects, as an extension of workplace learning, can build professional competence and social awareness. Aim: To interrogate one such engagement; an emergency first aid responder training course was orchestrated by undergraduate students studying Emergency Medical Care. Setting: The intervention was offered in response to a community need emerging from the research project being conducted in a community in the Western Cape, South Africa. Method: Qualitative data were gathered as narrative texts from participants in the intervention and student reports about their learning experience. The data were interrogated through the application of reflexive thematic analysis and the theoretical lens of asymmetrical reciprocity. Findings: The three themes that emerged were: from research to a student led intervention, deep authentic learning, and learning as a shared experience. Benefit accrued to the students and community through a partnership of asymmetrical participants. The community offered a learning experience while students offered desired skills acquisition to community members. Conclusion: Through this interaction, students learnt respect for local knowledges, and gained enhanced social awareness, in a transdisciplinary partnership, that aimed to create a learning environment where academics, students, and community members are partners in a project delivered with a core value of social justice. Contribution: A pedagogy of partnership describes an education model arising from community-based research that enabled a social programme intervention as a relevant learning project for health science students. [ABSTRACT FROM AUTHOR]

One of the modern challenges in education society is to educate the future generation about sustainability goals. The challenge lies also, in how to decide, due to the multifaceted embeddedness within scientific, ethical, and moral domains. To better understand these decisions, I will rely on critical thinking (CT). In this article, the poststructuralist lens has been used along with positioning theory as theoretical and methodological perspectives to understand the discourse of primary teachers when they are discussing Education for Sustainable Development (ESD) tasks. I explore how through a critical discourse analysis (CDA) positioning theory enlightens ESD as a form of social consciousness. This social consciousness is understood through the way two teachers in a focus group interview are positioning themselves when they are engaged in ESD tasks. How are teachers using the pronouns, such as I/me, and we/us when discussing environmental and sustainability issues is discussed from a Derridean perspective, as highlighting the formation of the "we" in terms of actions and its limitations. [ABSTRACT FROM AUTHOR]

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

American culture's emphasis on individualism has been identified by those directly engaged with fighting the COVID-19 pandemic and by popular cultural commentators as problematic in mustering the collective social consciousness and self-sacrifice necessary to mount a successful pandemic response. This concern is supported by emerging academic research which postulates a relationship between a culture's relative balance between individualism and collectivism and the success of its pandemic response. Big data analysis suggests an inverse relationship between individualistic cultural traits and success in pandemic mitigation. Although the relative advantages and disadvantages of American individualism have been debated since Tocqueville, a recent rise in the dominance of individualism within the American psyche has been noted by both sides of the political spectrum with conservative commentary expressing concern over radical individualism and more left-leaning commentary finding increasing acceptance of libertarian principles perilous to the common good. Paralleling this rise in individualism are neo-liberal efforts at education reform that culminated in No Child Left Behind and its successor Every Student Succeeds. Such comprehensive neo-liberal reform efforts engender increased cultural individualism in three ways: by narrowing curriculum definitions and content to a core that excludes issues of citizenship; by increasing direct instruction that limits students' opportunities to engage with others in meaningful educational tasks; and most importantly, by creating an accountability superstructure based solely on decontextualized evaluations of isolated students, educators, and schools. The decades-long dominance of neo-liberal reform efforts create an educational environment which reinforces the cultural individualism hampering a successful American response to COVID-19. [ABSTRACT FROM AUTHOR]

Copyright of Collegium Antropologicum is the property of Croatian Anthropological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Twenty-first century citizenship has become more demanding than ever as both the concept and the social behavior reflecting it have developed impressively. More and more people are becoming aware of the interconnected world around them with its positive and negative aspects. One aspect of social consciousness, which must be represented by the security culture, should become a priority at the present moment. Security culture and social responsibility should go hand in hand, as the whole social system has been changing a lot lately and not for the better. Food security represents one basic aspect of contemporary society and the basis for the future process of development. Everybody seems to know about E-numbers but the question is connected to their effect. How safe are they? More and more people discover every day the negative effects that many of these substances have on our health. Mr. Wonka's factory, an innocent dream filled with humor, has been multiplied all over the world, producing more and more synthetic food for those who are in a hurry to avoid meeting themselves. The social satire has become a nightmare. From a utopian project, it has been revealing itself as a dystopian reality. [ABSTRACT FROM AUTHOR]

Copyright of Turkbilig/Turkoloji Arastirmalari Dergisi is the property of Turkbilig/Turkoloji Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The field of social work has a professional and ethical commitment to social justice. However, scholars have identified potential dangers that may threaten that commitment. To transform dangers into opportunities that strengthen social justice service, schools of social work could incorporate critical pedagogy within the Master of Social Work (MSW) curriculum. By training future social workers in critical social work practice, social work education becomes an advocate for marginalized populations. If not educated from an anti-oppressive framework, social workers have the potential to harm, oppress, and control rather than support and serve. The weight of this responsibility and firsthand social work education experiences led to the development and implementation of an elective course in critical social work informed by the Critical Transformative Potential Development (CTPD) Framework. The course follows a method that puts the CTPD theory into practice to bridge the micro-macro divide by engaging students in actively dismantling ideologies and practices of dominance. The course aims to produce anti-oppressive social workers who can better navigate social justice terrain. A student’s perspective on the course highlights strengths and areas for improvement. Future iterations of this class or similar courses of study could be adapted by and adopted for other social work education institutions. Because social work education is fertile ground to plant seeds that will grow social workers rooted in anti-racism and anti-White supremacy, there is the opportunity, with a radical education, to transform the field in a critical direction, better prepared to overcome the social justice challenges of the era. [ABSTRACT FROM AUTHOR]

As it stands today, social work education falls short in providing critical theories and frameworks that reflect the experiences of Black, Indigenous, and People of Color (BIPOC). Such insufficiencies maintain racism and other forms of oppression that plague both social work pedagogy and praxis. To challenge and dismantle hegemonic curricula, social work education needs to do more to provide the knowledge and tools necessary for anti-racist social work. The purpose of this article is to present five critical theories and frameworks written by Indigenous and People of Color scholars that social work educators, researchers, and practitioners can integrate into their teaching and practice to raise the critical consciousness of social work students. These five postulations are Compa Love, Racial Triangulation Theory, Breath of Life Theory, kapwa, and cultural wealth. The article will also discuss implications for social work education and practice. Centering the voices of under-represented scholars whose epistemologies are rooted in the lived experiences and communities that the field of social work traverses provides a pathway for social work education and practice to be tailored towards self-determination for all. [ABSTRACT FROM AUTHOR]

This study investigated the influence of contemplative curricular experiences on civic-minded among elementary school children in Thailand. The research was separated into 2 phases. In phase 1, the 725 students (children) gave their opinion with survey responses about civic-mindedness. In phase 2, the researchers investigated the transformative educational experiences with contemplative practices (e.g., mindfulness, meditation, and yoga) for 125 elementary school children from grades 4-6 in private schools in Thailand. Significant changes was found in civic-minded “awareness”, “motivation”, and “behavior” among children after a year of contemplative educational experiences in school. Boys reported significantly more change in civic-minded “behavior” than girls. The cultivation of civic learning among children was the implications of findings. The development of civic-mindedness is a major goal of schooling in Thailand. Contemplative practices help to develop social consciousness and a sense of responsibility toward each other and the community. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to highlight the influence of the work of William I. Thomas and Florian Znaniecki on the perception of social reality by sociologists. I focus on the social practice of creating personal documents (memoirs, autobiographies, and letters) as a form of enacting individual agency and speaking their voice in the social space. I show the contribution of various social classes in this memorializing practice in Poland, reaching back to the 17th and 18th centuries. While doing so, I emphasize that a big part of society was practically muted in literary discourses. The voices of peasants and working-class were silenced as they had no access to the means which would enable them to speak and be represented in the discourse. Against this background, we can see how the "memoir competitions"--a very popular research practice being introduced in Poland by Znaniecki in 1921--have changed the power relations in the field of generating knowledge about social reality. The institution of Polish Memoirism that systematically gathered a huge number of autobiographies, enabled the poor and voiceless to speak and be heard by social researchers. In this sense, the monumental work of Thomas and Znaniecki was a trigger to the gradual process of revealing "blind spots" on the map of social reality and giving voice to the muted. Throughout the article, I return again and again to the main methodological questions, that is, what does it mean to include the consciousness of the participants of social life in sociological research, how to represent them in sociological theorizing, and how they can regain their voice in the scientific narrations about them. [ABSTRACT FROM AUTHOR]

This study explores the roles of social media and their potential to become a robust tool for raising social consciousness, educating, informing, and preparing users to become active citizens through an increase in social engagement. Data were collected through individual interviews with 25 American students at Southern Illinois University (SIU). The findings demonstrate that using social media improves people's lives. In addition, social media can create a platform for citizens' voices to be heard that can positively impact their lives. [ABSTRACT FROM AUTHOR]

This paper seeks to illuminate the Christocentric themes and elements found within critical pedagogy. This work looks to Jesus as a pioneer in the development of some of the essential theories and works brought about by many critical scholars, namely Paulo Freire's social concept of conscientization and teaching as an act of love. Jesus' pedagogy offers love not as a political force, but as a spiritual command that is unconditional in scope and application. [ABSTRACT FROM AUTHOR]

The slavic community played and still is playing a significant role in forming European civilization and the geopolitical situation on the continent. The purpose of the study is to reveal the scientific and methodological foundations and the basic tendencies in its coverage in the educational literature for Ukrainian higher educational institutions devoted to the social history of the Western and South Slavic communities of Central and Eastern Europe (CEE) during the postsocialist era (1991-2000s). The research method of historiographical analysis was mainly applied to the set of the given textbooks. The author strongly opines that the evolution and diversity of societies and public relations hold the priority within the extreme diversity of areas in the recent interpretation of the issues such as gender history, labor history, history of memory, family history, urban studies, history of everyday life, etc. The author concludes that the issues that the national and regional challenges Slavic communities faced with were mostly neglected by the authors of the textbooks. The evolution of Slavic states is depicted through the reproduction of political processes, whereas some aspects of social life are still reflected in the books for the higher educational institutions. For instance, such concerns as revolutions of 1989-1991, the social toll caused by the rejection of the "socialist choice", the reflection of the general situation of instability and change, the state of social consciousness, the problems of refugees, the reflection of the socio-psychological aspects of ethnic-social conflicts and the elucidation of their roots, and the human economic activity were highlighted in the textbooks. The reflection of the history of Slavic communities is important to analyze when illustrating the dramatic nature of the transitive era and the subsequent historical time in the life of the Slavic communities of the region. The diversity of interpretations of the social life is complex and reflects ambiguous views on the historical transformations that national collectives of the European continent have undergone during the contemporary era. Given this the scientific and methodological content of educational editions are corrected continuously year after the year, therefore, the dynanic transformation also constitutes a priority for further scientific study. [ABSTRACT FROM AUTHOR]

Nowadays, as we are living in the 21st century, far from the 'primitive' epochs, most of us consider we are much better than our predecessors and, of course, much more civilized than they had ever been. Are we really better and more civilized in comparison with those who lived before us? Is the difference in technology to equal the superiority we claim to have as our prominent difference between our more 'modest' ancestors? What about our consciousness, our respect for ourselves and for the others. What about the impressive number of 'marginals', of poor and ignorant, illiterate, non-fortunate human beings who officially, according to The Universal Declaration of Human Rights, are all our equal fellows, In spite of the many state institutions or private ones, there are many, still too many, human beings living at the 'margin' of our society, without a home, without food, without medical care or education or even a word of comfort. As long as we tolerate social injustice and inequality we cannot call ourselves 'civilized', 'modern' or even real human beings. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational institutions are the place where the significance of social consciousness and activeness can be made evident to society. Institutional libraries have an indisputable role to do this wellness. The paper tries to highlight and focus on some successful design and implementation of various services for the extension at the Rajagiri Centre for Business Studies Libraries. The study examines the challenges and opportunities of a library within the capacity of a B-school institution. In addition, the study also discusses the role of academic libraries and librarians in using their resources for the betterment of society. The aim of the study is to put light on the practical aspect with the case study of how to correlate the involvement of the library staff and its resources for the socially relevant academic extension programmes. The main focus of the paper is to enrich the role of socially responsible librarianship within the ability of a business school Library. [ABSTRACT FROM AUTHOR]

The Kalihi Valley Instructional Bike Exchange (KVIBE) is an innovative youth bike program housed in Kokua Kalihi Valley Family Comprehensive Services (KKV), a community health center in Honolulu, Hawai'i. KVIBE utilizes a popular education model to raise the social consciousness of its youth participants, who are primarily working class, Indigenous, and native to the Philippines or the Pacific Islands, especially Micronesia. Initially designed as a bike repair program where youth could earn a bicycle through sweat equity, KVIBE has grown into an educational space that teaches bicycle mechanics as well as personal history and identity. The KVIBE curriculum incorporates a social determinants of health approach with the Four Connections Framework, an Indigenous health framework developed by KKV and the Islander Institute. This article shares details of this program, as a pedagogical model for programs to engage underserved and marginalized Asian, Pacific Islander and Native Hawaiian youth who suffer from displacement and historical trauma via colonization. Additionally, this article speaks to the importance of seeing marginalized youth not as an at-risk group but as agents in creating community health. [ABSTRACT FROM AUTHOR]

"Honors Work: Seeing Gaps, Combining Gifts, Focusing on Wider Human Needs" describes the authors' collaborative work with high school girls to bring Canadian activist Leigh Boyle and "The Lipstick Project" story to Maine in April, 2017. "The Lipstick Project," which Boyle founded and directs, is a women-run volunteer organization based in Vancouver that provides free, professional spa care services to terminally ill patients. The authors contend that their collective efforts with the high school girls to organize "The Lipstick Project" events in Maine brought together a number of community constituencies in important ways, reflecting qualities and values central to honors education. The authors cite the writings of the late Samuel Schuman, a widely involved and highly respected honors administrator and teacher, for their characterization of honors education as, at its best, engaged, imaginative, and socially conscious. The authors note how, through Boyle's visit and "The Lipstick Project" gatherings, they confronted significant and bridgeable gaps: gaps between high school girls and college women, gaps among care providers and the university community, gaps in understanding the need for creative care. They conclude that identifying and addressing notable gaps can be an excellent starting point for an honors undertaking, particularly gaps that cross disciplines, form links to the local community, and focus on broader humanist concerns. They offer their experience as a replicable model for other honors communities to consider. [ABSTRACT FROM AUTHOR]

This article discusses the professional writing of those medical practitioners who have taken a particular interest in malingering--i.e., the feigning or exaggeration of disease--and the interdependence between these writers' accounts of their strategies for the detection of malingering on the one hand, and the strategies of malingerers themselves on the other. A reading of four medicolegal texts dating back to the mid-nineteenth century and ending with a recent edited collection on this topic posits the causes and consequences of the shifts in this discourse over time. Because malingerers themselves do not typically leave records of how they use medical genres, I also look to the literary archive for an example of how the malingerer is constructed in the social consciousness. The analysis leads to a characterization of these shifts as a move from detection in the earliest texts, toward diagnosis in the early twentieth century (as Freudian psychoanalysis gains a foothold), and finally back again toward detection as risks of malingering are increasingly actuarialized in twenty-first century contexts of risk management. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine how sport fans' perceptions of CSR practices affect their identification with, patronage intentions toward, and social consciousness in the context of intercollegiate athletics. A sample of 276 college students was collected through a self-administered online survey and the proposed research model was tested conducting confirmatory factor analysis and structural equation modeling. The results of the study revealed (1) CSR perception, team identification, and social consciousness positively influenced patronage intention, (2) CSR perception positively influenced team identification, and (3) team identification positively influenced social consciousness. In particular, there was a mediating effect of team identification on the relationship between CSR perception and patronage intention, and a mediating effect of social consciousness on the relationship between team identification and patronage intention. This study contributes to helping administrators in college athletic departments to develop effective strategies around the CSR practices to enhance the relationship with their college students. [ABSTRACT FROM AUTHOR]

Diversity has been the focus of countless books, articles, and conferences in higher education. Unfortunately, for many of us in the majority culture, this issue never required too much investment of time or concern because we were already benefitting from the existing system of racial and/or gender privilege. In this essay I recount my awakening as a teacher and theatre artist when I began teaching “Introduction to Acting” at Bronx Community College (BCC). At a majority minority institution, I came face to face with my own ignorance, complacency, and sense of entitlement. In order to engage students whose age, background, culture and perspective differed from mine, I needed to familiarize myself with the voices of youth culture, the theatrical traditions of Latinx, African-American, Asian, Caribbean peoples; as well as performance styles and acting methodologies outside the traditional Eurocentric repertoire. As a result, not only has my vision of theatre and theatre education transformed, but also my artistic and social consciousness. [ABSTRACT FROM AUTHOR]

The debate over the gap between theory and practice in international relations has been neglected by the vast majority of scholars. This paper is aimed to examine whether or not constructivist consideration has a place within ASEAN policy-making process regarding the Rohingya crisis. The absence of ASEAN's role in managing Rohingya's refugee crisis post-sectarian conflict in Myanmar has raised criticism on its effectiveness in dealing with regional problems. Despite the fact that ASEAN has already had a number of human rights instruments such as the ASEAN Charter, ASEAN Intergovernmental Commission on Human Rights and ASEAN Declaration of Human Rights, the organization arguably, did not do much to intervene in and try to overcome the Rohingya crisis. This paper offers possible contributions of constructivism in diagnosing and providing policy recommendations for ASEAN to solve such problem. From the constructivists' standpoint. ASEAN did not do much intervention due to the lack of collective identity among its member states. As a consequence, there has not been enough "institutional commitment" to carry out collective action. Furthermore, constructivists' perspectives may also provide strategic measures by suggesting that all member states should give priority to the process of collective identity building before any institutional arrangements are made. [ABSTRACT FROM AUTHOR]

Hugo's characterization of Gavroche transforms and transcends traditional picaresque depictions of youthful, socially marginal antiheroes. Like them, Gavroche is an abandoned child who must learn to live by his wits. However, instead of parading him through an episodic structure that serves as a satiric portrait gallery of various social milieux, Hugo makes Gavroche's five appearances conform to the basic structure of a tragedy with introduction, noeud [complications], crise [a decisive resolve by the hero], moment culminant, and denouement in which Gavroche achieves the sublime by sacrificing his life for an ideal. Thus he, along with Fantine and Éponine, illustrates the moral superiority which the humblest members of society may achieve. This message is masked by the intense dynamism of Gavroche ('le mouvement nuit à la dignité'), the sordid conditions under which he must live, and by his grotesque, ebullient verbal creativity. [ABSTRACT FROM AUTHOR]

Copyright of Sistema is the property of Asociacion de Revistas Culturales de Espana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of "criticalism" from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-inpractice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored. [ABSTRACT FROM AUTHOR]

This paper examines two aspects of social consciousness: consciousness in the sense of knowledge of the objective reality and consciousness in the sense of awareness of oneself as a subject in his/her social ties with other persons-subjects. In the light of such an approach to consciousness in this essay we discuss the importance of education and the role of educators in the formation of people's ability to shape and transform social reality. [ABSTRACT FROM AUTHOR]

The article focuses on German philosopher Karl Marx and the history of his Marxist principles. Topics discussed include the four essential elements of historical change including social consciousness, political superstructures, and productive forces, the transitional phase of dictatorship into communism, and history of Stalisnism.

Over the last 25 years, ethical tourism has become an important point of reference for social scientists, business specialists, campaigns and significant numbers of ordinary people. Yet, just a generation ago, prior to the pervasive influence of consumer politics, the consumption of holidays seemed problem free - you really could 'leave your cares behind'. Political and moral interventions in society were posed in a different way and within a different context prior to the growth of consumer politics in the 1980s. The rise of, and dilemmas associated with, ethical tourism tell us more about wider social and political consciousness -- simply how people make sense of their place and their possibilities in the world - than it does about a surfeit of lack of ethical behaviour. This paper focuses on the growth of a discourse of qualities such as 'care', 'awareness' and 'responsibility'. It draws on the idea of the private and public sphere to argue that a language of private virtue is substituted for political analysis in the advocacy of ethical tourism. Given ethical tourism's association with development and well-being, this, in turn, reinforces assumptions that are damaging from the perspective of reinvigorating political possibilities and debate on development. [ABSTRACT FROM AUTHOR]

In Burwell v. Hobby Lobby, the Supreme Court upended the traditional foundations of corporate law. By allowing corporations to exercise legally recognized religious rights, the Court changed the very nature of a corporate entity. Moreover, the Court defied the conventional doctrine providing that the purpose of a corporation is to make profit for its shareholders. The case is being both praised and denounced by observers, but no one has yet fully analyzed how the Court's reasoning paved the way for social impact investors to use the corporate form as a vehicle to achieve their objectives. This Article is the first to connect the Hobby Lobby case to shareholder activism for social justice causes. The Article considers the existing methods by which advocates can use shareholder activism to create meaningful social change. The Article next examines how the Court's expansion of the rights of corporate "persons" in Hobby Lobby created new legal arguments for corporate social responsibility advocates. For example, after Hobby Lobby, corporations can be considered moral "persons" who do not need to consider shareholder wealth maximization as the highest priority. This reasoning presents an exciting opportunity for investors trying to influence corporations to act in socially or environmentally beneficial ways. Accordingly, the Article will propose two ways social investors can act now to take advantage of Hobby Lobby's extraordinary impact on corporate law doctrines: (1) creating an innovative classification of stock to expand the voting rights of socially conscious investors, and (2) shifting investments away from benefit corporations to larger and more influential companies. In the wake of Hobby Lobby, this Article forecasts the emergence of a new legal chapter in corporate social responsibility: Corporations as tools for generosity, not greed. [ABSTRACT FROM AUTHOR]