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PŁEĆ KULTUROWA W PRAKTYKACH MIGRACYJNYCH: Strange Heaven – The Social Implications of Nikola’s Case

100%
Gajewska M., Gjerstad B., Nødland S., Vedøy G., Żadkowska M.
Miscellanea Anthropologica et Sociologica
|
2016
|
vol. 17(3)
51-69
PL
During the research in Norway, our Polish-Norwegian team encountered a social factwhich inspired us to create a separate research field in the project. Many intervieweesmentioned the name of The Child Welfare Service of Norway: Barnevernet. The majorityof opinions about this service were negative – both in the respondents’ narratives and onthe internet forums for the Polish migrants (‘mojanorwegia’) or social network fan pages(Polacy w Stavanger, Polacy w Norwegii). There are vividly negative emotions present inthe Poles’ statements about raising children in Norway, and the fear of Barnevernet is particularlyapparent. It was this ‘fear’ that triggered the research presented in this article. Westarted to look for its presence in both the Polish public reality and in the private sphere.We decided to use a critical discourse analysis to discover communication mechanismswhich have influenced the shape of the Polish attitude towards Barnevernet.
2
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RETHINKING GENDER, RETHINKING MIGRATION: Strange Heaven – The Social Implications of Nikola’s Case

100%
Gajewska M., Gjerstad B., Nødland S., Vedøy G., Żadkowska M.
Miscellanea Anthropologica et Sociologica
|
2016
|
vol. 17(3)
51-69
EN
During the research in Norway, our Polish-Norwegian team encountered a social factwhich inspired us to create a separate research field in the project. Many intervieweesmentioned the name of The Child Welfare Service of Norway: Barnevernet. The majorityof opinions about this service were negative – both in the respondents’ narratives and onthe internet forums for the Polish migrants (‘mojanorwegia’) or social network fan pages(Polacy w Stavanger, Polacy w Norwegii). There are vividly negative emotions present inthe Poles’ statements about raising children in Norway, and the fear of Barnevernet is particularlyapparent. It was this ‘fear’ that triggered the research presented in this article. Westarted to look for its presence in both the Polish public reality and in the private sphere.We decided to use a critical discourse analysis to discover communication mechanismswhich have influenced the shape of the Polish attitude towards Barnevernet.
3
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The Heuristics of Fear: Can the Ambivalence of Fear Teach Us Anything in the Technological Age?

88%
Tibaldeo R. F.
Ethics in Progress
|
2015
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vol. 6
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issue 1
225-238
EN
The paper assumes that fear presents a certain degree of ambivalence. To say it with Hans Jonas (1903-1993), fear is not only a negative emotion, but may teach us something very important: we recognize what is relevant when we perceive that it is at stake. Under this respect, fear may be assumed as a guide to responsibility, a virtue that is becoming increasingly important, because of the role played by human technology in the current ecological crisis. Secondly, fear and responsibility concern both dimensions of human action: private-individual and public-collective. What the ‘heuristics of fear’ teaches us, is to become aware of a deeper ambivalence, namely the one which characterizes as such human freedom, which may aim to good or bad, to self-preservation or self-destruction. Any public discussion concerning political or economic issues related with human action (at an individual or collective level) ought not to leave this essential idea out of consideration.
4
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Strach z pohľadu vied o človeku

88%
Marinicová M.
Prosopon. Europejskie Studia Społeczno-Humanistyczne
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2018
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issue 3(24)
77-83
EN
Fear is one of the factors that is most life threatening. it causes psychogenic illness, pro- ducing tension in the mind and in addition, distorting a person’s morals. The ambition of this paper is to outline the evolutionary processes that throughout the history of the human race have influenced the development of human thought, feeling, effect, and therefore fear as well. it further describes fear not just as genetic information, but also as information mediated by the social community and groups, as a phenomenon influenced by cultural environment.
5

IDEAS in AGORA: The Philosophy of the Empires, Fear and Sense of Exemplarity

88%
Maximiliano K.
Human and Social Studies
|
2014
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vol. 3
|
issue 2
11-33
EN
Why do the United States reserve the right to be called “America” by conferring the “Americas” to the whole continent?, is that a clear sign of discrimination or supremacy or both? Ideologically, America refers to the United States of “America” excluding other regions such as Latin America, central or South America. This leads some scholars to explain convincingly that, beyond this subtle grammatical difference, the Anglo-ethnocentrism in the United States has been drawn to make their citizens believe they are unique, outstanding, and special. Basically, this belief allowed not only to fight against the political enemies in Europe or in any other geographical point, but also to control the incipient worker union leaderships. What merits further attention, anyway, is the sentiment of exemplarity instilled by the founding parents of this nation. Fear was historically a mechanism of control employed by US governments at different stages in several ways. Our intention is not only to review how the fear disciplined by the claims of work-force, but also explain why the sentiment of exemplarity and fear are inextricably intertwined.
6
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Teologia strachu przed zarazą

51%
Sznajderski T. K.
Horyzonty Polityki
|
2020
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vol. 11
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issue 36
125-135
EN
RESEARCH OBJECTIVE: The author of the article presents the plague epidemic in the cities of Pomerania in the years 1708 - 1711. RESEARCH PROBLEM AND METHODS: The social attitudes of the Pomeranian inhabitants towards the plague epidemic have been shown and characterised. THE PROCESS OF ARGUMENTATION: The main organisational decisions and regulations of the municipal authorities as well as the pastoral activity of the clergy related to protection against the disease have been presented. RESEARCH RESULTS: The main conclusion from the presented analysis is that the inhabitants treated the epidemic as a punishment for their sins. Therefore, the efforts undertaken were aimed at the actions leading to the healing of the soul (through religious practices) and the healing of the body (through medical treatments). The Pomeranian society evidently linked the epidemic with the activity of God. The primary response to the epidemic was fear. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Due to its historical references, the article may be used to reflect on a post-pandemic society.
PL
CEL NAUKOWY: Autor artykułu przedstawia epidemię dżumy w miastach Pomorza w latach 1708 – 1711. PROBLEM  I  METODY BADAWCZE: Ukazane zostały i scharakteryzowane postawy społeczne mieszkańców Pomorza wobec epidemii dżumy. PROCES WYWODU: Przedstawione zostały główne organizacyjne decyzje i rozporządzenia władz miejskich i działalność duszpasterska duchownych związana z zabezpieczeniem przed chorobą. WYNIKI ANALIZY NAUKOWEJ: Zasadniczym wnioskiem płynącym z przedstawionej analizy jest traktowanie przez mieszkańców epidemii jako kary za grzechy. Dlatego podjęte wysiłki zmierzają do działań kierujących do wyleczenia ducha (przez praktyki religijne) oraz wyleczenie ciała (przez medyczne zabiegi). Społeczeństwo Pomorza jednoznacznie wiąże epidemię z działalnością Boga. Podstawowym czynnikiem wobec epidemii jest strach. WNIOSKI, INNOWACJE, REKOMENDACJE: Z uwagi na swe odniesienia historyczne artykuł może przysłużyć się do refleksji nad społeczeństwem postpandemicznym.
7
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Emotions that Foster Learning: Wonder and Shock in Proclus

45%
Tresnie C.
Vox Patrum
|
2022
|
vol. 82
237-262
EN
In his Commentaries, Proclus (Neoplatonic philosopher, 5th century A.D.) describes the ways in which a teacher can awaken the desire for knowledge and philosophy in a given soul, and help this soul to make cognitive and moral progress. He considers such an intervention to be a case of providence, analogous to both the action of divine Pronoia and the care of one's personal daemon. As the soul being thus educated is still unaware of the merits of rational thought, the teacher needs to use the emotions of his student to stimulate him; he might even want to generate desirable emotions in his soul. I focus here on two emotions: wonder and shock. The first serves to stimulate interest while preserving autonomy. The second allows deeper commitment at the price of reduced autonomy of the pupil. Both are complementary aspects of philosophical perplexity.
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