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1 – 10 of 64This chapter offers a critique of the affirmative forms of thought that attempt to ground the ontology of social being through subjective-idealist terms. Some recent examples came…
Abstract
This chapter offers a critique of the affirmative forms of thought that attempt to ground the ontology of social being through subjective-idealist terms. Some recent examples came in the form of notion of truth grounded in subjects' experience and in rationality of language and discourse. The first part of the chapter demonstrates the perilous implications of such an approach for social theory tasked with ontology and for the conception of truth necessary for its task. The second part scrutinizes the paradigm of society that stems from this subjective-idealist notion of truth and social ontology that adopts discourse, language, and literary metaphors to comprehend social being. As an alternative, the final part of the chapter offers a preliminary sketch of the relation of ontology, normativity, and mediation, as well as the notion of critique necessary for social theory tasked with ontology.
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Karen Spector and Elizabeth Anne Murray
Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to…
Abstract
Purpose
Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.
Design/methodology/approach
In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.
Findings
This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.
Originality/value
The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.
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This article analyses the structure of hypertext and the world wide web through the contrasting metaphors of the network and the rhizome and applies that analysis to the epistemic…
Abstract
Purpose
This article analyses the structure of hypertext and the world wide web through the contrasting metaphors of the network and the rhizome and applies that analysis to the epistemic challenge presented by fake news.
Design/methodology/approach
The paper is a critical and theoretical study of the development of concepts in information science. It outlines the limitations of the network metaphor and analyses the ways in which it has influenced both the development and critical understanding of the World Wide Web and its wider social and cultural consequences. The paper develops an alternative description of the ontological structure of the Web in terms of interrupted and dissipated energy flows.
Findings
The paper argues that the Web is better described as a dynamic reorganization of the socio-cultural system that has no determinate boundaries and which is constituted properly in the spaces between technologies and the spaces between persons.
Originality/value
The paper contributes to and extends research into the rhizomic nature of hypertext and the Word Wide Web and in understanding the role of metaphor in descriptions of hypertext and the web.
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This study aims to demonstrate what myths of and about science are reproduced in this popular cultural work (movie – “Oppenheimer”). This is done by examining the unconscious…
Abstract
Purpose
This study aims to demonstrate what myths of and about science are reproduced in this popular cultural work (movie – “Oppenheimer”). This is done by examining the unconscious hegemonic positions supported by the reproduction of stereotypical and mythical images of science.
Design/methodology/approach
Content/Text Analysis: The conceptual analysis of a cultural text – a film (“Oppenheimer”) – through a theoretical apparatus (B. Latour’s theory).
Findings
The film demonstrates its reproduction of three distinct elements. Firstly, it exhibits classic scientistic clichés pertaining to technoscience. Secondly, it highlights the replication of the individualized monomyth about the (super) hero, leading to the exclusion of the intricate conditions of technoscience’s existence. Lastly, the film aligns with the Californian ideology, as proposed by Barbrook.
Originality/value
The value of the text is twofold: (1) To show that the classical approaches of Bruno Latour are still relevant. (2) To show what hidden premises and myths about technoscience are being propagated through a work of pop culture (the film “Oppenheimer”) and, in effect, to show what kind of influence of cultural hegemony is at work here.
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This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship…
Abstract
Purpose
This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade of rational thinking, reviews the emotionally flat character of classrooms, attends to the emotional dimensions of literacy education, argues on behalf of taking emotions into account in developmental theories and links empathic connections with social justice efforts. The study’s main thrust is that empathy is a key emotional quality that does not come naturally or easily to many, yet is important to cultivate if social justice is a goal of education.
Design/methodology/approach
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Findings
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Research limitations/implications
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Originality/value
The paper challenges the rational emphasis of schooling and argues for more attention to the ways in which emotions shape thinking.
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This paper aims to shed light on how children's literature in Africa deserves to be studied because African writers “decolonize” the minds of African children and children and…
Abstract
Purpose
This paper aims to shed light on how children's literature in Africa deserves to be studied because African writers “decolonize” the minds of African children and children and adults around the world.
Design/methodology/approach
This paper defines children's literature from an African perspective and the “decolonization of the mind.” This is done to examine how two African writers provide narratives for children inspired by their cultures. They deal with themes, characters and symbols that interest children and adults.
Findings
Achebe and Youssef crossed many borders: the world of children and adults, animals and humans, vice and virtue, supernatural and real. Their stories take the reader on journeys that involve enriching, engaging and inspiring adventures.
Research limitations/implications
Youssef and Achebe are prolific writers. Providing a survey of what is available in Arabic and Nigerian literature for children, is beyond the scope of this paper.
Practical implications
This paper sends a message to those in charge of the curriculum in schools in Egypt, the Arab countries, Africa and the world at large: decolonize the syllabi in schools because the world is not black and white. Literature for children that encourages critical thinking is available by African writers in Egypt, Nigeria and elsewhere.
Social implications
The works discussed show that African writers are creative, and their works inspire the African child with pride in his/her identity, culture and heritage.
Originality/value
To the best of the author’s knowledge, no one has compared Egyptian and Nigerian literature for children before. Youssef and Achebe provide evidence that “Good literature gives the child a place in the world … and the world a place in the child.” – Astrid Lindgren.
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This paper aims to analyse the character and strength of the claims made in an emerging literature offering a sociology of financial reporting principles.
Abstract
Purpose
This paper aims to analyse the character and strength of the claims made in an emerging literature offering a sociology of financial reporting principles.
Design/methodology/approach
The analysis evaluates exemplary works in the literature against the characteristics of the paranoid style first identified by Richard Hofstadter: overheated claims of a far-reaching, malign and collusive machinery of influence; a reductive, rationalistic and dualistic reading of events; weak empirics; and weak theorisation.
Findings
A significant stream within the literature is coming to be constructed in the paranoid style. Paranoid stylistics, used as a diagnostic tool, alerts us here to distorted judgement.
Research limitations/implications
Alternative ways of avoiding the dangers of paranoid-style readings are suggested, ranging from resisting the temptations towards such readings to a radical re-working of the epistemics of “socio-accounting”.
Practical implications
The danger of allowing the conclusions advanced in the literature to go unchallenged is that they may influence society’s attitude to accounting, public policy-making and scholars’ willingness to contribute to the crafting of reporting principles and standards.
Originality/value
Although paranoid style analysis has been widely used to examine narratives in other academic fields, to the best of the author’s knowledge, this is the first study to apply it to scholarly accounting.
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