Grassroots social movements played a major role electing left-leaning governments throughout Latin America. Subsequent relations between these states and "the streets" remain troubled. Contextualizing recent developments historically, Dangl untangles the contradictions of state-focused social change, providing lessons for activists everywhere.
These readings explore the implications of deviance for both the individual and society, examining the responses of society to deviant behaviour and the reasons why certain people violate the social norm. The text probes the deviant categories; the motivations behind deviant behaviour; and the efforts of those considered deviant to shake the label.
In Red Dynamite, Carl R. Weinberg argues that creationism's tenacious hold on American public life depended on culture-war politics inextricably embedded in religion. Many Christian conservatives were convinced that evolutionary thought promoted immoral and even bestial social, sexual, and political behavior. The "fruits" of subscribing to Darwinism were, in their minds, a dangerous rearrangement of God-given standards and the unsettling of traditional hierarchies of power. Despite claiming to focus exclusively on science and religion, creationists were practicing politics. Their anticommunist campaign, often infused with conspiracy theory, gained power from the fact that the Marxist founders, the early Bolshevik leaders, and their American allies were staunch evolutionists. Using the Scopes "Monkey" Trial as a starting point, Red Dynamite traces the politically explosive union of Darwinism and communism over the next century. Across those years, social evolution was the primary target of creationists, and their "ideas have consequences" strategy instilled fear that shaped the contours of America's culture wars. By taking the anticommunist arguments of creationists seriously, Weinberg reveals a neglected dimension of antievolutionism and illuminates a source of the creationist movement's continuing strength. Thanks to generous funding from Indiana University and its participation in TOME (Toward an Open Monograph Ecosystem), the ebook editions of this book are available as Open Access volumes from Cornell Open (cornellpress.cornell.edu/cornell-open) and other repositories.
Inside the life of a hacker and cybercrime culture. Public discourse, from pop culture to political rhetoric, portrays hackers as deceptive, digital villains. But what do we actually know about them? In Hacked, Kevin F. Steinmetz explores what it means to be a hacker and the nuances of hacker culture. Through extensive interviews with hackers, observations of hacker communities, and analyses of hacker cultural products, Steinmetz demystifies the figure of the hacker and situates the practice of hacking within the larger political and economic structures of capitalism, crime, and control.This captivating book challenges many of the common narratives of hackers, suggesting that not all forms of hacking are criminal and, contrary to popular opinion, the broader hacker community actually plays a vital role in our information economy. Hacked thus explores how governments, corporations, and other institutions attempt to manage hacker culture through the creation of ideologies and laws that protect powerful economic interests. Not content to simply critique the situation, Steinmetz ends his work by providing actionable policy recommendations that aim to redirect the focus from the individual to corporations, governments, and broader social issues. A compelling study, Hacked helps us understand not just the figure of the hacker, but also digital crime and social control in our high-tech society.
One objective all Christians hold in common is to grow in maturity and faithfulness. Achieving that goal, however, is a constant and difficult challenge. Ethicist Kenneth W. M. Wozniak shows how the author of the epistle to the Hebrews argued that the mature Christian life is a disciplined one lived consistently in the moral realm of human experience. Although the authority for such living traditionally has been the picture of Jesus as found in the Gospels, that picture is only a partial and incomplete one. It does not include Hebrews’ essential depiction of the current, living Jesus—both exalted Son and High Priest—who is the focus of worship and whom Christians claim to follow. Wozniak argues that only the often-ignored Jesus of Hebrews, when coupled with the Jesus pictured in the Gospels, is the complete Jesus Christians must obey, emulate, and implant within themselves if they are to live as mature followers of Jesus; it is to this Jesus that they must respond if they are to live faithfully as those who claim “Jesus is Lord!”
An argument that by amplifying alienation in performance, we can shift the emphasis from the sonic to the social. Work in sound studies continues to seek out sound "itself"--but, today, when the aesthetic can claim no autonomy and the agency of both artist and audience is socially constituted, why not explore the social mediation already present within our experience of the sonorous? In this work, artist, musician, performer, and theorist Mattin sets out an understanding of alienation as a constitutive part of subjectivity and as an enabling condition for exploring social dissonance--the discrepancy between our individual narcissism and our social capacity. Mattin's theoretical investigation is intertwined with documentation of a concrete experiment in the form of an instructional score (performed at documenta 14, 2017, in Athens and Kassel) which explores these conceptual connotations in practice, as players use members of the audience as instruments, who then hear themselves and reflect on their own conception and self-presentation. Social Dissonance claims that, by amplifying alienation in performance and participation in order to understand how we are constructed through various forms of mediation, we can shift the emphasis from the sonic to the social, and in doing so, discover for ourselves that social dissonance is the territory within which we already find ourselves, the condition we inhabit.
Winner of the 2017 Choice Outstanding Academic Title Award In Marxism and Criminology: A History of Criminal Selectivity, Valeria Vegh Weis rehabilitates the contributions and the methodology of Marx and Engels to analyze crime and punishment through the historical development of capitalism (15th Century to the present) in Europe and in the United States. The author puts forward the concepts of over-criminalization and under-criminalization to show that the criminal justice system has always been selective. Criminal injustice, the book argues, has been an inherent element of the founding and reproduction of a capitalist society. At a time when racial profiling, prosecutorial discretion, and mass incarceration continue to defy easy answers, Vegh Weis invites us to revisit Marx and Engels’ contributions to identify socio-economic and historic patterns of crime and punishment in order to foster transformative changes to criminal justice. The book includes a Foreword by Professor Roger Matthews of Kent University, and an Afterword written by Professor Jonathan Simon of the University of California, Berkeley.
Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time. The text is carefully tailored for would-be teachers in its clear and informal style, and in its selective aspects of psychology which the teacher can use to advantage in his efforts to assist the child. The book has an eclectic approach to psychological theory, drawing upon the insights of behaviourism, perceptualism and the Gestalt school, as well as the developmental theories of Jean Piaget. The author discusses in some detail theories concerning the nature of intelligence, and the relationship between creativity and intelligence; and he investigates the dynamics of social adjustment, introducing the part that may be played by meditation in helping to solve some of the problems of emotional stress within the learning situation. In his consideration of the management of learning, the author lays much emphasis upon the importance of individual cognitive styles, individualizing instruction and independent learning. In one chapter Dr Mueller is concerned with factors in the measurement of personality and of performance in the classroom, and he reflects upon the specific problem of objectivity in such assessment. Finally, some consideration is given to the problems and characteristics of the socially disadvantaged child and to the role of the teacher in helping to solve some of the learning problems of these children.