I have chosen as title of my presentation “The European Social Model and the Social Doctrine of the Catholic Church”, because, as we all know, the Catholic Church is a very…
Abstract
I have chosen as title of my presentation “The European Social Model and the Social Doctrine of the Catholic Church”, because, as we all know, the Catholic Church is a very influential force in the new EU Member State Poland. I would like to consider the question whether the European Social Model and the Social Doctrine of the Catholic Church are in concordance with each other. The existance of such a concordance cannot be assumed a priori. Most European countries are nowadays pluriform societies, which values can deviate from those of the Catholic Church. We see this clearly on issues like divorce, anticonception, abortion, euthanasia and homosexuality. On such items the divergence between the values of the EU and the Catholic Church are mean while so large, that even one year ago they led the European Parliament to dismiss the nomination of the Italian Buttiglioni for membership of the European Commission.
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The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and…
Abstract
The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and international education, detected on many fronts of the field by various scholars in the field. The chapter commences with a survey of the historical evolution of the field of comparative and international education, showing how the field has historically come to be defined by contextually induced discourse. At the same time, the historically trodden furrows have resulted in the field becoming trapped by historical forces, resulting in some stagnation in the field. It is argued that impediments to progress in the field of comparative and international education are the severance from practice, the “black box” syndrome of paying more attention to the societal context than to education, the tenacious attachment to the nation-state as the sole geographic level of analysis, the lack of an autochthonous theory, persistent Northern hegemony, and the regression of space and infrastructure at universities. Thereafter, the outbreak of the COVID-19 pandemic and the impact thereof on education are discussed. In conclusion, the potential of the disruption brought about by the pandemic for the revisitation of comparative and international education is assessed.
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BOURNEMOUTH lies in one of the most beautiful parts of South‐west England; and all the world knows how this region has been immortalised by Thomas Hardy, who by his romances and…
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BOURNEMOUTH lies in one of the most beautiful parts of South‐west England; and all the world knows how this region has been immortalised by Thomas Hardy, who by his romances and poems has introduced to the public of England and America the ancient land of Wessex.
Purpose – In this chapter, I set out to unexcise the messiness of maternalisms and disparities in women's health care by addressing narratives about reproductive trauma. I ask…
Abstract
Purpose – In this chapter, I set out to unexcise the messiness of maternalisms and disparities in women's health care by addressing narratives about reproductive trauma. I ask, what might it mean to analyze the interaction between the medical industrial complex and women who experience reproductive trauma as a social practice, one that is constitutive of gender socialization and the medicalization of women's bodies in the American nation-state? I accomplish responding to the question by addressing a vastly underresearched and underaddressed pregnancy complication Hyperemesis Gravidarum (HG).
Methodology/Approach – First, I thread posts from supportive online reproductive trauma forums to weave thematic narratives about and the impacts of HG. Next, I review biomedical literature in order to probe potential etiology. Third, I share my debilitating experiences with HG – reproductive traumas – to interrogate dominant androcentric biomedical discourse of pregnancy culture, maternalisms, maternal ideology, and epistemic violence.
Findings – Our knowledge about HG continues to be murky and unresolved, leaving many pregnant people – namely women – untreated.
Research limitations/implications – I call on the absence of contemporary protective sociocultural structures that provide support and care – gendered health-care disparities – for women during pregnancy, labor and delivery, and postpartum in order to advocate reproductive trauma is a viable and normal expression in the context of misogynist social scripts.
Originality/Value of the Chapter – My hope is to raise the volume on narratives of pregnancy trauma and reproductive experience using HG as a case study and my intention is to argue gender is a salient factor in health-care disparities.
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The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online…
Abstract
The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:
Comparative analyses in education science have traditionally focused on the category of geographic location as the comparative unit. However, comparison may involve many other…
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Comparative analyses in education science have traditionally focused on the category of geographic location as the comparative unit. However, comparison may involve many other units of analysis, such as culture, politics, curricula, education systems, social phenomena, and other categories of the lives of societies. Still, categories are inseparably linked to one or several geographic locations. Comparative approaches are often also dictated by the availability heuristic. Studying geographic units as the foci of comparative research is a necessary step for comparative presentation of the topic. According to Bray and Thomas, a researcher must always seek preliminary insight in the geographic unit to be analyzed before making the comparison. In social science research, a unit of analysis relates to the main object of the research, as it answers the question of “who” or “what” is going to be analyzed. The most common units of analysis are people, groups, organizations, artifacts or phenomena, and social interactions. Ragin and Amoroso have noted that comparative methods can be used to explain the commonness or diversity of results. This paper shows how comparative research can be approached in ways that have not been discussed, grounded in the historically variable understanding of the very term “comparison.” They are, for example, The Ogden-Richards triangle, The Porphyrian Tree, Classification strategies – Mill’s Canons, The chaos of the world – the order of science, Weber’s ideal types, Raymond Boudon’s formula, and the Möbius strip in comparativism.
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IT would be quite impossible adequately to report a Dublin conference of any kind in purely professional terms. The warm friendliness of its people demands an equally personal…
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IT would be quite impossible adequately to report a Dublin conference of any kind in purely professional terms. The warm friendliness of its people demands an equally personal reaction from its visitors and for public librarians certainly this is as it should be, because we are ourselves, above all, involved with people. So professional affairs at this conference were kept in their proper place—as only a part of the whole and merely providing a framework round which the business of renewing contacts and making friends could take place.