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Michael Jackson i inni metysi Pop a ewolucja

100%
Marcela M.
Świat i Słowo
|
2010
|
vol. 2010, nr 1(14)
167-176
EN
Today the end, not the beginning defines a human being. George Levine writes that in the new vision of the world which emerges from Charles Darwin’s The Origin of Species nothing can be understood without understanding its history. Darwin asks about the beginning, not the end. In this perspective Michael Jackson seems to be the most important figure, since he, with his life and countless „operations”, embodies this impossible goal, becoming, as Łukasz Musiał called it, “a monstrous work in progress” and “a ghastly biological project”. Jackson means: diet supplements, surgical interventions and cosmetic procedures (botox, depilation), and fitness which help to hide natural body and create new, „holistic” (in its artificiality) project of a human being. It’s also a transcultural, transsexual and transpolitical project. Because of that maybe one of the most important myths of the present day is the myth of Pygmalion but à rebours: it is not the reality’s triumph over the art – the enlivening of Galatea by Pygmalion – but the time of Pygmalion’s transformation into a statue. It is the triumph of art over reality. The triumph of universal hybrids created in the process of hybridization (Jean Baudrillard), and Michael Jackson was one of the precursors of that process.
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USTAWA O EDUKACJI LUDNOŚCI RDZENNEJ: PANACEUM KANADYJSKICH ABORYGENÓW?

63%
KOZACHUK O.
Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne
|
2014
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issue Nr 4(2)
124-134
PL
Artykuł koncentruje się wokół sytuacji Aborygenów kanadyjskich, głównie ich edukacji. Stara się przedstawić kwestię poprawienia edukacji tej ludności poprzez odpowiednie działania rządu federalnego, władz lokalnych, organizacji społecznych, przywódców plemion. Powstała „Ustawa o edukacji ludności rdzennej” być może stanowi panaceum na edukację narodów i może stać się atutem rządu podczas rozwiązywania problemów ludności rdzennej Kanady.
EN
What led to such a low level of indigenous peoples’ education? What are socio-political aspects of this issue? What are the Aboriginals’ demands? What exactly should the Canadian political elite (federal government, local authorities, NGOs, tribal leaders) do to improve the situation in the sphere of education? What are the methods the Canadian government has chosen to implement First Nations Education Act? All of these issues are important and require thorough analysis. It the end, we will try to understand whether the First Nations Education Act is indeed the panacea for Aboriginal Canadians, and if educa-tion could become government’s trump card in the fight against the indigenous peoples problems.
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