Search results

1

Doświadczenie odmienności kultur we współczesnej Europie

100%

Kowalska J.

Etnografia Polska

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2012

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vol. 56

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issue 1-2

31-42

EN

The exceptional intensity and variety of intercultural contacts which are the traits of the contemporary European societies’ lives emerge a question of what the experience of cultural diversity means for the inhabitants of our continent. In a relatively recent past in the 19th or even in the 20th century, the encounter with ‘the Other’ was not a common daily experience. The division of Europe after World War II into two opposite political-economic systems only preserved this situation. Only after 1989 and especially after the enlargement of EU and Schengen treaty, residents of Europe started to migrate all over the continent for different reasons (peace, work, education, business, tourism, etc.). Adaptation and assimilation processes of newcomers and their relations with the host society have been the subject of numerous studies, but also an area of false assumptions and probably large dose of naivety. Over time it was clear that ‘the guests’ don’t leave their cultural heritage on the border and ‘the hosts’ not necessarily want to accept it in the closer or more distant neighborhood. Especially difficult in mutual relations was and still is the issue of customs. This sphere uncovers the future of mutual relations and unexpectedly strong disrelishes, and the recent crisis triggered the most embarrassing trends in thinking about ‘the Other’. During the European Congress of Culture in 2011 many participants emphasized the cultural diversity and richness while discussing the future of our continent. They treated it as an exceptional heritage of Europe allowing its inhabitants to experience ‘the Other’ (confront him and look for consensus) and in fact as an important mission to accomplish in the contemporary world. Even though none of them had any doubts about European ‘lovemaking’, they pointed out to the existence of a possible way civilized people could follow if they wanted.

2

Tożsamość Innego z perspektywy studentów pedagogiki

100%

Orłowska B. A. O.

Kultura-Społeczeństwo-Edukacja

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2015

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vol. 7

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issue 1

61-74

PL

In the article, pedagogy students’ attitutude towards identity “Other” has been discussed. Attention has been paid to the role of stereotype in shaping approach to identity “Other” students pedagogy. The importance of knowledge and education of future teachers about stereotypes, identity, and "Other" in the perception of the “Other”.

3

The Woman as the “Other” in Yamina Bachir’s “Rachida” and Aziz Salmy “Amours Voileés”

100%

Bouchemal A.

Academicus. International Scientific Journal

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2023

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vol. 14

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issue 27

57-66

EN

This article focuses on the representation of woman as the “Other” in Algerian and Moroccan Films. Such representations reveal how questions pertaining to the status of woman in a much patriarchal society became at the hub of cinematic forms of expression. Through their female protagonists, Yamina Bachir’s “Rachida” (2002) and Aziz Salmy “Amours Voileés” (2008) represent the traumatic experience of women with alienation and dependency, institutionalized violence and the “containment” of their sexuality. As counter-cinematic representations, these films try to depict the very sense of victimhood of the female protagonists as they defy accepted ideas and stereotypes about gender and offer a voice to the voiceless. To this point, the paper further focuses on how these women manage to transgress the threshold and offer a much newer interpretation of women and their role in society.

4

KOMPETENCJE MIĘDZYKULTUROWE — PRZYWILEJ CZY KONIECZNOŚĆ?

88%

Suchocka A.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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issue 4

121-131

EN

The article presents issues related with the formation of cross-cultural competence of modern man. I appeared different possibilities of defining competences and cross-cultural competence, and I made the characteristics of the major trends our world — in the society and economy. The aim was to justify the thesis of whether intercultural competencies are a privilege, or become essential competence of modern man.

5

The Innocent American Girl in Henry James’s International Novel

88%

Lupu D.-G.

Gender Studies

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2012

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vol. 11

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issue 1

258-269

EN

In his international novels, Henry James used the idea of innocence and loss of innocence in connection to his American characters, especially American girls, as opposed to the personality of the Europeans. He explored the differences between the two civilizations and the effect that these have on the identity of the innocent coming from the New World. Being presented by the author as childlike, unaware human beings, Henry James’s heroines come to Europe to learn something of ‘life’, but they can’t preserve their innocence as they are forced to recognize that the world is ambiguous, divided. Their drama is a result of their resistance to acknowledging the foreignness of the Other.

6

Spotkanie z Innym (człowiekiem i – niekiedy, być może – z Bogiem) w poezji Stanisława Barańczaka

88%

Fazan J.

Poznańskie Studia Polonistyczne. Seria Literacka

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2019

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issue 36

95-105

EN

This outline touches upon the issue of the (failure of) communication as a challenge to modern poetry about political and anthropological topics. The author is interested in how Stanisław Barańczak’s poetry presents a meeting between people which is, first and foremost, a relationship with otherness describing the identity of an individual and their difference from the others. This relationship is often linked to power and violence that use the language of propaganda as a tool that poetry attempts to deconstruct and discredit. A unique extension of the human–human relationship is a search for a relationship with an entity other than human, which the poetry of the author of Journey in Winter (Podróż zimowa) presents as possible, yet actually unachievable.

7

Erós a spravedlnost : Erotický původ společnosti

88%

Mensch J.

Filosofický časopis (Philosophical Journal)

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2014

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vol. 62

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issue 2, Special No: Za hranicemi tváře. Levinas a socialita

21-39

EN

Readers of Levinas are often puzzled by the move from the ethical to the political. The ethical relation is that of the face-to-face. It is marked by inequality and exclusivity. The political, however, is characterized by equality and universality. Since the Enlightenment, its ideal has been a justice that is no respecter of persons; the touchstone of the political has been equal justice for all. How, then, are we to move from the ethical to the political? Does Levinas provide us with a way to mediate between the two? The very notion of mediation presupposes that there are levels that intervene between the individual and the political. For Levinas, such levels are provided by the family. This, I argue, is the import of Levinas’s account in Totality and Infinity of the erotic origin of society. In the final sections of this article, I draw out the implications of Levinas’s account of fecundity for the concept of the political.

8

O tym, czy outsider to na pewno tylko (od)cień Obcego, Innego i odmieńca

88%

Połczyńska M.

Academic Journal of Modern Philology

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2021

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issue 14

299–312

EN

In literary research, the term ‘outsider’ seems almost absent. It appears slightly more often as a more general notion, but usually alongside three other terms (also not always well defined) to which it is subordinate: Stranger, Other and misfit. Within this heterogenous group, it acts as either a synonym or at best, as a notion close in meaning to the other three, a complement. It seems though that the term ‘outsider’ when referred to a literary character may, as an interpretative category (especially in first-person-narrative prose) prove useful and productive in terms of opening up the interpretation and analysis of a literary work towards dimensions other than those normally inhabited by the three usual companions of the ‘outsider’.

9

Asymetryczność relacji „Ja – Inny”, jako radykalna strategia polityczna i edukacyjna

88%

Rejman K.

Kwartalnik Pedagogiczny

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2018

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vol. 63(3 (249))

9-24

PL

This article presents reflections on the category of asymmetry, which has its origins in the philosophy of Emanuel Levinas. Asymmetry, however, turns out to be not only a theoretical philosophical issue, but is radically manifest in education and politics. In the public sphere, it is related to the category of the enemy – politically useful – against which anger and hatred are measured. In education, and more specifically in the education system, asymmetry occurs in the form of discrimination that students and teachers experience. Both of its forms lead to the depreciation of an enemy / Other. This depreciation can lead directly to the disintegration of life into worthy and unworthy of surviving, which is a challenge for politics, education and ethics.

10

Leśmian: Ja i Inny

87%

Czabanowska-Wróbel A.

Poznańskie Studia Polonistyczne. Seria Literacka

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2009

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issue 16

11-28

EN

Leśmian’s poems, those that can be treated as parables with the thirdperson narrator and a given plot and those written with the lyrical I and straightforward narrative, include a dominant and premeditated anthropological conception. Leśmian is intrigued by the relation between an individual and other people. The relation is conducive, or even essential, in the spiritual survival of the individual, and is often described as a “salvation”. The relevant issues can be interpreted within the language of the philosophy of dialogue, including the philosophy of Emmanuel Lévinas, though the latter cannot be obviously treated in terms of decisive influence. The space where the ethical dimension of the interpersonal relations is revealed is namely love towards the closest pesons, it is followed by the encounter with other people, and finally the encounter with radical otherness, with what is, beyond the very experience of humanity, different - with a suffering animal. In Leśmian’s poetical output, in which the ontological and epistemological dimensions are so important, it is rather the ethical dimension that becomes prominent. This dimension, often neglected by researches of the poet’s rich and versified output, quite unexpectedly seems to come down to some absolutely fundamental ethical imperatives: to love and keep in mind that one should not hurt or kill with words or deeds.

11

Czesław Miłosz „o sobie samym jako (o) innym”: Miłosz - Ricoeur

87%

Rydz A.

Poznańskie Studia Polonistyczne. Seria Literacka

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2012

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issue 20

71-88

EN

The article is thematically related to the fundamental essay by the French hermeneutic philosopher, On Oneself as Another, which discussed with reference to Miłosz’s later writings (poetry and essays). The autobiographical quality of Miłosz’s expression is discussed through the concept of “otherness” as presented by Ricoeur. The discussion is conducted in the framework of triple relation of a subjective “I”: to one’s body, to the Other, and to one’s conscience. Miłosz, in his later works, responds to the ailings of the body with understanding, or even a sort of tenderness. Similar emotions are evoked by his contact with the Other, embodied by his ancestors and contemporaries. The responsibility for another person, however, and the communion with fellow people, are related, in his work, with the category of conscience. An attempt to narrate “oneself as another” allowed the Polish poet to reduce the seemingly irremovable rift between an artist and “the human family”; that rift was for Miłosz a troublesome legacy of modernism.

75%

Vukasović D.

Sprawy Narodowościowe

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2018

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issue 50

EN

European Union and otherness: The case of BalkansThe aim of this paper is to analyze the relation between the EU and the Balkans in the process of othering. The main research question raised here is in what way and to what extent the Balkans as Other was used in the process of the EU identity construction. The EU is perceived as a discursive self-construction establishing its own distinct identity against Others. It is thus argued that the Balkans identity has been dis- cursively constructed in opposition to the EU identity. Through the discursive process, by virtue of asymmetry of power, the EU self-constructed its identity by stigmatizing the difference of the Balkans - Other. The paper starts with the clarification of some conceptual premises concerning Self, Other and the concept of Otherness. It then focuses on the Balkans as Other in the process of EU identity construction. Finally, the Western Balkans as Other is also examined in the process of othering. Due to the asymmetry of power in the EU - Self and Balkans/Western Balkans-Other relation and the ability of the EU to impose the constructed dominant representa- tions, this relation is about inclusion and exclusion, superiority and inferiority. Unia Europejska a inność. Przypadek BałkanówNiniejszy artykuł ma na celu przeanalizowanie relacji pomiędzy Unią Europejską a Bałkanami w procesie stwarzania inności. Zadając główne pytanie badawcze, autorka docieka, w jaki sposób i jak dalece Bałkany jako Inny zostały wykorzystane dla budowania tożsamości Unii Europejskiej. Unia postrzegana jest jako dyskursywna autokonstrukcja ustanawiająca własną odrębną tożsamość w relacji do Innych. Zatem można dowodzić, że tożsamość bałkańska jest konstruowana dyskursywnie w opozycji do tożsamości unijnej. W tym dyskursywnym procesie, wobec asymetrii władzy, UE sama stworzyła swoją tożsamość poprzez stygmatyzowanie różnicy Bałkany – Inny. Artykuł najpierw objaśnia niektóre założenia pojęciowe odnoszące się do „Ja” i „Innego” oraz pojęcie „Inności”. Następnie koncentruje się na Bałkanach jako Innym w procesie konstruowania tożsamości UE. Wreszcie analiza obejmuje Bałkany Zachodnie jako Innego w procesie powstawania inności. W obliczu asymetrii w relacji Unia Europejska jako JA -- Bałkany/Bałkany Zachodnie jako Inny oraz faktu, że UE ma możność narzucenia skonstruowanych dominujących wyobrażeń, relacja ta obejmuje włączenie i wykluczenie, nadrzędność i podrzędność. [Transl. by Jacek Serwański]

18

From Moral Annihilation to Luciferism: Aspects of a Phenomenology of Violence

75%

Hart J. G.

Eidos. A Journal for Philosophy of Culture

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2017

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vol. 1

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issue 1

39-60

EN

Do the various ascriptions of “violence,” e.g., to rape, logical reasoning, racist legislation, unqualified statements, institutions of class and/or gender inequity, etc., mean something identically the same, something analogous, or equivocal and context-bound? This paper argues for both an analogous sense as well as an exemplary essence and finds support in Aristotle’s theory of anger as, as Sokolowski has put it, a form of moral annihilation, culminating in a level of rage that crosses a threshold. Here we adopt Sartre’s analysis of the “threshold of violence” as indicating a basic “existential” possibility wherein persons may and do adopt a posture of anti-god. This has considerable symmetry with the mythic and theological figure in the Abrahamic religions who is called “Lucifer.” This personage, at a unique timeless moment, found himself empowered to assume the right to exercise an infinite will-act which tolerated no superior normative perspective. I argue that this mythic stance is a live option for persons. Further, modern day nation-state military preparedness, where nuclear weaponry is a major tool of foreign policy, is a way of putting on ice and holding in reserve, but button ready, the onto-logical madness of the Luciferian moment.

19

Populism as the Cause of Legitimising Racism in Western Societies

75%

Przybyszewski K.

Dialogue and Universalism

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2021

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issue 1

157-175

EN

The article aims at demonstrating that a spike in populist narratives (fear management in order to evoke fear of the Other) in Western societies leads to the legitimization of a new type of racism, xenoracism. Societies belonging to the so-called Western culture in the second half of the 20th century were attached to the liberal values where every sign of racism was negatively perceived as pejorative and attempts were made ateradicating it. In the 21st century, in turn, various economic and social crises caused by, inter alia, globalizing processes, were attributed to liberal values which contributed to doing politics through fear management towards the Other. The difference between racism and xenoracism lies in the fact that the former was an ideology focused on biological differences while xenoracism abandoned such differences in favour of socially and culturally imbuing them with objective and unalterable character. Populist narratives evoking fear of the Other question that behaviours triggered by this fear result from racism despite the fact that these actions are virtually identical to the ones motivated by the ideology of racism. Therefore, such behaviours and activities are more commonly perceived as positive and not pejorative and as in effect acceptable.

20

Nauczyciel w doświadczeniu Innego

63%

Konieczny-Pizoń K.

Edukacja Międzykulturowa

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2019

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vol. 11

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issue 2

280-290

EN

This article presents the teacher who meets with the Other in the school environment, according to the concept of intercultural education. A child from risk settings, denoted as the Other, is defined as growing in difficult living and housing conditions and struggling with developmental crises of childhood and adolescence. Taking into account the classification of teacher types in accordance with Zbigniew Zaborowski approach, the author interprets the narration of meetings the Others (children from risk setting) with liberating, uninterested, conflictual teachers, as well as with the new category of an educator created on the basis of children’s stories.

PL

W opracowaniu autorka pragnie zwrócić uwagę na spotkania nauczyciela z Innym w przestrzeni edukacyjnej, w odniesieniu do koncepcji edukacji międzykulturowej. Innym, czyni dziecko z układu ryzyka, które charakteryzuje się wzrastaniem w trudnych warunkach socjalno-bytowych oraz zmaganiem się z kryzysami rozwojowymi okresu dzieciństwa i dorastania. Uwzględniając klasyfikację typów nauczycieli w ujęciu Zbigniewa Zaborowskiego, autorka interpretuje narrację spotkań Innych (dzieci z układu ryzyka) z nauczycielami wyzwalającymi, obojętnymi, konfliktowymi, rzeczowymi, a także z nową kategorią pedagoga utworzoną na podstawie dziecięcych opowieści (typ umęczony).

Refine search results

Doświadczenie odmienności kultur we współczesnej Europie

Tożsamość Innego z perspektywy studentów pedagogiki

The Woman as the “Other” in Yamina Bachir’s “Rachida” and Aziz Salmy “Amours Voileés”

KOMPETENCJE MIĘDZYKULTUROWE — PRZYWILEJ CZY KONIECZNOŚĆ?

The Innocent American Girl in Henry James’s International Novel

Spotkanie z Innym (człowiekiem i – niekiedy, być może – z Bogiem) w poezji Stanisława Barańczaka

Erós a spravedlnost : Erotický původ společnosti

O tym, czy outsider to na pewno tylko (od)cień Obcego, Innego i odmieńca

Asymetryczność relacji „Ja – Inny”, jako radykalna strategia polityczna i edukacyjna

Leśmian: Ja i Inny

Czesław Miłosz „o sobie samym jako (o) innym”: Miłosz - Ricoeur

The Dark Continent: «African Tales by Shakespeare» and the Experience of Transitional Community

“Far more fair than black”: Othellos on the Chilean Stage

Stereotypy i uprzedzenia wobec Innych – wprowadzenie

Obraz Innego w perspektywie studentów Akademii im. Jana Długosza w Częstochowie

The Portrait of England in Henry James’s International Novels

European Union and otherness: The case of Balkans

From Moral Annihilation to Luciferism: Aspects of a Phenomenology of Violence

Populism as the Cause of Legitimising Racism in Western Societies

Nauczyciel w doświadczeniu Innego