In this book, Julia Berger examines internal meaning-making structures and processes driving NGO behavior, identifying constructs from within a religious tradition that forge new ways of pursuing social change. She evaluates the operation of a distinct rationality, arguing that action is guided not simply by beliefs and values, but also by a combination of elements so intrinsic as to constitute an “organizational DNA.” These hidden structures and rationalities manifest themselves in new modes of engagement and agency; they help us to see the pivotal role of religion in shaping notions of peace, progress, and modernity. To demonstrate the operation and salience of such a rationality, Berger draws on the example of the worldwide Baha'i community. Emerging in 19th century Iran, the community's theological engagement with questions of justice, the unity of humankind, and the emerging global order, constitute one of the most distinct and compelling, yet least-researched examples of religious engagement with the pressing questions of our time. Analyzing events spanning a 75-year period from 1945-2020, this book provides a unique historical and contemporary perspective on the evolving role of religion and civil society in the modern world.
Inform your students' lives with the richness of thousands of years of Jewish history, culture, and tradition. Teaching Jewish History tackles separately each of the key Jewish historical periods-Biblical, Rabbinic, Medieval, Early Modern, Enlightenment, and Modern, as well as the North American Jewish experience. The authors shift focus away from rote memorization of dates, names, and places, and instead examine each period through the lens of core historical concepts-the Diaspora, Covenant, acculturation, assimilation, and building community. History comes to life, helping students whether elementary, middle or high school, or adult develop a stronger Jewish identity. Teaching Jewish History gives teachers the tools to: Understand and explain the meaning of key concepts, terms, names, places, and events in each period of history. Identify and examine primary source documents and objects such as artifacts, diaries, sacred texts, photographs, and artwork. Conduct meaningful discussions of how the core concepts of Jewish history recur in and are relevant to each historical period. Develop a variety of activities including field trips, mock trials, oral histories, and role-playing activities. Place historical events on a timeline. Use additional historical and educational resources such as books, articles, videos, and Internet sites. Teaching Jewish History is an invaluable resource for the novice and the expert teacher of religious and day school children and for educators working with adults in synagogues, community centers, and family education programs.
Debates on historical and contemporary racism have recently become the subject of increasing public interest. The Black Lives Matter movement as well as the Covid-19 pandemic have underlined the importance and urgent necessity of examining racism in society from a multidisciplinary angle. The many facets of racism in the past and present also challenge the way we deal with history ("historical culture") in a globalized world. Rather than focusing on the history of ideas and its discursive development, this volume will focus on the practices of actors. It examines how and which practices, especially practices of comparing, are constitutive in the construction of 'race' and manifestations of racism. This edited volume brings together interdisciplinary contributions from history, sociology, political science, American studies, literary studies, and media studies. An important focus lies on the social asymmetries created by racialization, including inequalities and violence. The chapters foreground historical and contemporary practices of racism and discuss their appearance in different epochs and locations.
Introduction -- 1. Discerning organizational rationale -- 2. Forging a global polity: the Bahá'âi International Community on the world stage -- 3. Rationale and engagement: the United Nations through a new lens (1945-1970) -- 4. A question of authority: articulating and actuating the rationale (1970-1986) -- 5. Beyond peace: the greater trajectory of social development (1986-2008) -- 6. Rationale and coherence: seeking alignment between means and ends (2008-2015) -- 7. A counter-rationality: expanded notions of religious polity in the modern world.
This volume pays homage to Monika Seidl, a key figure of cultural studies at the University of Vienna's Department of English and American Studies and spotlights her many achievements in the field. The Festschrift on the occasion of her retirement reflects on cultural studies as a discipline, its history and possible futures, aspects of care as in crisis and as practiced by Monika Seidl, and engages with her academic work in articles of different styles by contributors including Magdalena Berger, Lawrence Grossberg, Sabine Harrer, Roman Horak, Christian Huck, Thomas Kühn, Elisabeth Lechner and Judith Kohlenberger, Barbara Maly-Bowie, Timo Frühwirth and Sandra Mayer, Anette Pankratz, Annegret Pelz, Monika Pietrzak-Franger, Julia Pühringer, Susanne Reichl, Ranthild Salzer and John Storey. It includes a preface by Alexandra Ganser.
Stell dich gerade hin und sage mir, wer du bist. Lass dir nicht sagen, wer du zu sein hast. Du musst nicht. Du darfst sein. Du bist. Ich will dich hören. Sage deinen Namen.
This book provides a novel analysis for the syntax of the clausal left periphery, focusing on various finite clause types and especially on embedded clauses. It investigates how the appearance of multiple projections interacts with economy principles and with the need for marking syntactic information overtly. In particular, the proposed account shows that a flexible approach assuming only a minimal number of projections is altogether favourable to cartographic approaches. The main focus of the book is on West Germanic, in particular on English and German, yet other Germanic and non-Germanic languages are also discussed for comparative purposes.
Renowned for his influence as a political philosopher, a writer, and an autobiographer, Jean-Jacques Rousseau is known also for his lifelong interest in music. He composed operas and other musical pieces, invented a system of numbered musical notation, engaged in public debates about music, and wrote at length about musical theory. Critical analysis of Rousseau’s work in music has been principally the domain of musicologists, rarely involving the work of scholars of political theory or literary studies. In Rousseau Among the Moderns, Julia Simon puts forth fresh interpretations of The Social Contract, the Discourse on the Origin of Inequality, and the Confessions, as well as other texts. She links Rousseau’s understanding of key concepts in music, such as tuning, harmony, melody, and form, to the crucial problem of the individual’s relationship to the social order. The choice of music as the privileged aesthetic object enables Rousseau to gain insight into the role of the aesthetic realm in relation to the social and political body in ways often associated with later thinkers. Simon argues that much of Rousseau’s “modernism” resides in the unique role that he assigns to music in forging communal relations.
This book provides the first detailed analysis of the work of four important contemporary directors whose work falls between the reductive labels of 'auteur cinema' and 'popular cinema'. Their work is contextualised within this timely investigation into the shifting relationship between the privileged status of the auteur and questions of genre, gender and cinematic production in France today. This important contribution to understanding the shifting landscapes of contemporary French film identifies an essential intermediacy in the films of these directors, which works to undo a series of dominant oppositions, generic template and contestation, public collectivity and personal intimacy, to offer a new perspective on the location of the political in contemporary French cinema. The four chapters provide detailed critical analysis of films by Dominique Cabrera, Laetitia Masson, Noémie Lvovsky and Marion Vernoux, and present common thread including the possible construction of social intimacy, the political demystification of romance narratives and the role of nostalgia, to argue that their work uses popular genres in order to challenge dominant cultural representation that resonates beyond the immediate parameters of contemporary French cinema. This book will be of interest to researchers working in French and European cinema, to students of Film Studies and French and Francophone Studies, and to film enthusiasts.
Taking as its focus a highly emotive area of study, The Dying Process draws on the experiences of daycare and hospice patients to provide a forceful new analysis of the period of decline prior to death. Placing the bodily realities of dying very firmly centre stage and questioning the ideology central to the modern hospice movement of enabling patients to 'live until they die', Julia Lawton shows how our concept of a 'good death' is open to interpretation. Her study examines the non-negotiable effects of a patient's bodily deterioration on their sense of self and, in so doing, offers a powerful new perspective in embodiment and emotion in death and dying. A detailed and subtle ethnographic study, The Dying Process engages with a range of deeply complex and ethically contentious issues surrounding the care of dying patients in hospices and elsewhere.
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