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Violence in a Comprehensive Perspective

100%
Pagani C.
Kultura i Edukacja
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2014
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issue 5(105)
148-161
EN
This paper addresses some issues that I consider to be particularly important in order to better understand and possibly countervail the phenomenon of violence. It especially focuses on the following points: a) the concept of violence; b) the Seville Statement on Violence and the possibility of revisiting and updating it; c) emotional and cultural factors as causes of violence; d) a proposal of a new perspective on the study of the relations between ingroup and outgroup; e) the possible role of the awareness of the existence of death in the context of human violence; f) the necessity of including violence against animals in the study of human violence.
2
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Value-based teaching english language and literature

100%
Prahaladaiah D.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 2
59-66
EN
The ultimate aim became the realisation of the political ideas of democracy, equality, and social justice" (Orlenius, 2001; Svingby, 1994,p. 57). The current study aimed to explore the concept of value education at Poornaprajna institutions that have adopted value education in their curriculum. Methods.The study was designed in a qualitative exploratory research approach. The researcher had adopted the interviews for a case study as a microscopic social study through observation and also studied the archival records in Poornaprajna institutions. The informal group interviews were administered as part of a qualitative research approach, and it aimed to collect data from twenty eight English teachers and students of Poornaprajna institutions. Result. The validity and trustworthiness of the study were established by adopting Miles and Hubeman's formula, and it is 0.91. The exploration and findings revealed the need and implication of value education in the present scenario. Furthermore, the data analysis revealed that value education is a process that begins at home and continues in society, and further, it continues in formal educational institutions. Conclusion. The study envisions that the educational institutions must integrate the curriculum with value education so that students’ cultural worlds, meanings they attribute to behaviour, events which essentially lead to the developmental process of the society. The National Education Policy 2019, aims to universalise education in India by 2025, and it also aims at inter- and multidisciplinary approaches in Indian education. The present study juxtaposes an interdisciplinary approach to English and value education.
3
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Lidské chování v prostoru a čase: teoreticko-metodologická východiska

88%
Frantál B., Klapka P., Siwek T.
Sociologický časopis. Czech Sociological Review
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2012
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vol. 48
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issue 5
833–857
EN
The article deals with the issue of spatio-temporal human behaviour in the scope of the social sciences with increased attention to human geography. It endeavours to present possible approaches to the study of human behaviour in the geographical and social environment and the limits and constraints that affect behaviour. The article is inspired by the works of Swedish geographers, who were the first to introduce the time-dimension into geographical research, thus creating a four-dimensional framework for the research of behavioural geographical phenomena. The /authors’ line of argument starts with the fundamental theoretical concepts and methodological tools of time-geography. Following the presentation of the theoretical basis, the authors document and develop a critical discussion of its defi ciencies and how the discipline has tackled them. The struggle to rehabilitate time-geographyby its proponents emerged with the renaissance of the discipline and the development of new applications within different areas of social scientific research and spatial planning. The authors put forward some examples of research on new socially stimulating issues and refl ect on the cyberspace expansion that has introduced new forms of interactions and time-space constraints. Finally, the authors discuss the current potential of the spatio-temporal approachin human behaviour research within the social sciences. Keywords: human behaviour, space, time, time-geography, social science
4
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Samorealizacja człowieka według Jerzego Chmurzyńskiego

51%
Perz T.
Roczniki Kulturoznawcze
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2023
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vol. 14
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issue 2
141-159
EN
The article presents the views of Jerzy Chmurzyński, the father of Polish ethology, on the mechanisms of human behavior in the context of ecological threats. In the process of evolution, man created a new reality - culture, which elevated him above the animal level. There are biological and cultural mechanisms present in human behavior, which are in different relations with each other in the phylogenetic perspective and in ontogenesis. In addition to cultural values, humans strive, like animals, for biological values. However, the human mechanism of behaviour is not just based on instincts, freedom of choice along with conscious ethics takes its place. Chmurzyński shows the precepts of biological ethics largely coinciding with the Decalogue, which protect biological values: individual homeostasis, maximisation of fitness and well-being. Most important is the call for self-realisation - “be yourself in your human nature”. The degradation of human nature is a significant cause of contemporary ecological threats, and Chmurzyński calls for good educational programmes to help the process of self-realisation, which will contribute to better protection of the environment.
PL
Artykuł przedstawia poglądy Jerzego Chmurzyńskiego, ojca polskiej etologii, na temat mechanizmów ludzkiego zachowania w kontekście zagrożeń ekologicznych. Człowiek w procesie ewolucji stworzył nową rzeczywistość - kulturę, która wyniosła go na ponad poziom zwierzęcy. W ludzkim zachowaniu są obecne mechanizmy biologiczne i kulturowe, które wchodzą ze sobą w rozmaite relacje w perspektywie filogenetycznej i w ontogenezie. Człowiek oprócz wartości kulturowych dąży, podobnie jak zwierzęta do osiągnięcia wartości biologicznych. Jednak ludzki mechanizm zachowania nie opiera się tylko na instynktach, w ich miejsce wchodzi wolność wyboru wraz ze świadomą etyką. Chmurzyński zarysowuje nakazy etyki biologicznej w znacznym stopniu zbieżne z Dekalogiem, które chronią wartości biologiczne: homeostazę osobniczą, maksymalizację dostosowania i dobrostan. Najważniejszym postulatem jest wezwanie do samorealizacji - „bądź sobą w swojej ludzkiej naturze”. Degradacja ludzkiej natury jest istotną przyczyną współczesnych zagrożeń ekologicznych, dlatego Chmurzyński postuluje o dobre programy wychowawcze, które pomogą w procesie samorealizacji, czym przyczynią się do lepszej ochrony środowiska naturalnego.
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