Concept Of Character Research Articles

Normative identity work: exploring Erich Fromm’s perspective on self and society

This article explores the potential of normative identity work to foster humanistic transformation, drawing from Erich Fromm’s social theory. By engaging with Fromm’s insights into the interplay between individuals and societal structures, the analysis demonstrates how identity work – understood as an ongoing process of self-construction within social contexts – can confront what Fromm terms the ‘pathology of normalcy’. Central to the discussion are Fromm’s reflections on identity and its relationship to the human needs for rootedness, relatedness and the construction of a frame of orientation. The article integrates Fromm’s views on identity with contemporary identity research, illustrating the tensions between conforming to societal expectations and the pursuit of self-realisation. It introduces the ‘normative ABC of identity work’, a model structured around three key dimensions: agency, belonging and coherence. This model offers a lens to examine the various ways societal forces shape identity work, influencing individuals in directions that may either align with societal norms or open pathways towards humanistic growth and transformation. In the conclusion, the article emphasises the relationship between identity work and Fromm’s concept of social character, highlighting how social character can reflect and reinforce societal patterns while also pointing to the transformative potential embedded in humanistic values. This synthesis provides a critical framework for understanding how identity work can both sustain and challenge existing social norms and power structures.

Hegel e o caráter

This paper is devoted to a systematic analysis of the notion of “character” within Hegel's thought. So far, this notion has been considered marginal within Hegelian philosophy and has hardly been addressed in the critical literature. This article, however, attempts to argue in favor of the thesis that character plays a prominent role in Hegel's thought. In this paper we therefore aim to provide (i) a systematic reconstruction of the concept of “character” in Hegel's Lectures on the Philosophy of History and Lectures on the philosophy of Subjective Spirit in order to show that (ii) the notion of character in Hegel has a greater relevance than hitherto acknowledged, a relevance which invests central notions of his philosophy. Our thesis, more specifically, is that the notion of character turns out to be closely related to load-bearing notions in Hegel's thought – namely, the notion of self-consciousness (as distinctive element of human rationality) and the notion of the spirit of a people (as a set of sociocultural and dispositional factors that allow different levels of understanding of the autonomy of human rationality). Precisely on the basis of this relevance and the critical issues it brings, such an operation provides the basis for arguing that iii) the Hegelian concept of character has important repercussions both on the contemporary debate on Hegel and on contemporary hegelianisms.

The Gibsonian movement and Koffka’s Principles of Gestalt Psychology

In recent decades, several ecologically inclined authors have adopted the Gestalt idea of demand characters. Yet, James Gibson, the founder of the ecological approach, although being inspired by Koffka, was critical of many of his ideas, including the contention that the environment calls for certain actions. This article examines why Gibson was so reluctant to accept this concept of demand characters. To that end, the relationship between Gibson’s ecological approach and Gestalt psychology is scrutinized. After an exploration of the parallels between the frameworks of Gibson and Koffka, Gibson’s critique of Koffka’s masterpiece Principles of Gestalt Psychology is evaluated. It is argued that although Gibson’s claim about the mind–world dualism in which Koffka’s perspective is rooted is arguably valid, neither Gibson nor some of his recent devotees take Koffka’s insights into the qualities of experience sufficiently seriously in their theorizing.

The evolution of reproductive characters: an organismal-relational approach

This paper delves into the character concept as applied to reproduction. Our argument is that the prevailing functional-adaptationist perspective falls short in explaining the evolution of reproductive traits, and we propose an alternative organismal-relational approach that incorporates the developmental and interactive aspects of reproduction. To begin, we define the functional individuation of reproductive traits as evolutionary strategies aimed at enhancing fitness, and we demonstrate how this perspective influences the classification of reproductive characters and modes, the comprehension of shared traits as resulting from conflicts of evolutionary interest between individuals, and the explanation of reproductive diversity. After outlining the shortcomings of this framework, we introduce an organismal-relational approach grounded in evolutionary developmental studies of reproduction. This view provides a revised classification for reproductive characters and modes and offers a new understanding of interorganismal traits that takes into account their inherently relational nature. Lastly, we present the research agenda that emerges from this approach, which addresses the core explanatory gaps left by the adaptationist perspective, including the explanation of reproductive homologies and homoplasies, the developmental constraints associated with the evolution of reproductive modes, and the evolvability of reproductive characters.

The Development of Virtual Media People and the Impact on Journalism and Communications

Virtual media personalities, as products of the convergence of technology and media, have begun to make a significant impact in the field of journalism and communication. Their development stems from the evolution of the concept of virtual characters, accompanied by breakthroughs in artificial intelligence and virtual reality technologies. Virtual media personalities not only enhance the efficiency of content production and transform audience interaction experiences but also play crucial roles in various applications such as news reporting, entertainment advertising, and educational training. However, the rise of virtual media personalities has brought about profound changes in industry structures and professional models, raising ethical and legal concerns regarding authenticity, credibility, and data privacy. In the future, with continuous technological advancements, virtual media personalities will persist in exerting a profound influence on the journalism industry, sparking broader social and cultural transformations.

Rhinestone Cowboys: The Problem of Country Music Costuming

Abstract In this paper, I attempt to answer the problem of country music costuming. That is, how can we reconcile the practical identity associated with country music with the image of the male country singer as the “rhinestone cowboy.” This is the question of how to make sense of the rural, working-class, ruggedly, and traditionally masculine persona common to the genre and seemingly endorsed by it with the elaborately embroidered, brightly colored, and highly embellished fashion of the genre. The intractability of this problem has led some to argue that the simplest solution is to just deny country music authenticity discourse altogether. I argue that by accounting for country music authenticity in terms of the genre’s being a dual character concept, we can fully address the skeptic’s worries. Beyond merely rendering the rhinestone encrusted “Nudie” suit compatible with country music aesthetic practice, this account also helps us make sense of the aesthetic value of country music costuming, and its potentially gender queer function.

Character education in universities

Is character education a legitimate goal of higher education? Character education should aim to form people so they can live well in a world worth living in. All universities, whether faith-inspired or not, have an obligation to prepare students for life—a life worth living, a life with purpose. The Christian faith conviction that we as humans have a common telos, that there is an ultimate common good, or highest good, that is God, is central to any Catholic concept of character and flourishing in the university. The practice of the virtues, through good character, is the road to this spiritual end. Catholic Universities traditionally have many features that make them well-placed to cultivate the virtues of character in their students, particularly through the lens of a Christian anthropology. The work of the Jubilee Centre for Character and Virtues on universities is highlighted together with recent scholarly discussion of the place of character virtues in secular and Christian universities.

Character Education in Korean Military

Purpose: This article is intended as a suggestion for the direction that the military character education system should pursue, which is suitable for changing the values of the young generation to the essential values of the military while respecting democratic values. The existing understanding and approaches to the military character education, which has been limited to solving the problems related to interpersonal relationships and military service adaptation within the group he or she belongs, must now be converted into a consistent system that meets the original purpose of military. The new military culture must respect the individuality of its members while integrating individual capabilities into the goals of the military organization. The changes of military culture should begin with changes in the aim and the methods of character education implemented in the military. Method: In that the concept of a soldier's character itself implies intersubjective universality, we would like to examine this article through Weber's ideal type (Idealtypus), which is a social scientific research methodology concepts, a standard concept established based on intrinsic values and universal standards to recognize the diverse and fluid social and cultural phenomena. Taking some into account the Weber’s assertion, the objective validity of all empirical knowledge is based solely on the fact that a given reality is in a certain sense ordered by subjective categories, this study will be conducted by a qualitative approach with literature analysis and materials review. Ideals are subjectivity, but the causality of those Ideals can be objective. Objectivity is the “intersubjective universality,” which refers to whether one's logical process can be valid or not. Objectivity can only be achieved when a value-neutral attitude is maintained, which Weber calls “value freedom (Werfreiheit).” Results: Despite the fact that the mental attitude based on an individual' value system and the externally manifested behavior are not independent of each other, there has been little interest in the relationship between the character of an individual soldier and his will to fight, to the extent that character and mental power are treated separately in military character education. In order to build a soldier's character with mental combat capabilities, the reason and purpose of the military's existence, or the functional characteristics and attributes of the military, must be reflected in military character education. The fact that, while the behavior pursued by a military organization should be purpose-rational, the desirable behavior required of individual soldiers who are members of the military organization is value-rational behavior must be taken into consideration when constructing a character education system. Conclusion: If the purpose of military character education is presented in line with the legitimate and essential values for which the military must exist, military character education will directly and indirectly contribute to improving military efficiency. For a soldier, his or her character is not simply a way of necessary for the adaptation in his or her barracks life and a kind of good interpersonal relationships in it, but also a moral competency that is demonstrated in the battle or the war he or she may carry out. As Weber defined society as a means/end rationality, military organizations also perform their unique functions and use the most efficient and rational means to achieve their specific end. Just as the means/end rationality destroys old traditions, military character education consistent with military identity can most effectively change military organizations.

Hamka's Perspective on Parenting to Support Character Building: A Humanist Islamic Approach

<p><em><span lang="EN-US">This article discusses the integration of Hamka's thought and concept of Humanist Islam in the context of childcare and applies it practically to shape children's character according to Humanist Islamic values. The basic assumption of this study is that the integration of Hamka's thought and Humanist Islam offers a holistic approach to shaping children's character, recognizing their spiritual, moral, and social needs. The method used in this study is qualitative, utilizing a comparative and holistic approach as the analytical tool. The findings reveal that Hamka views the role of parents as the main key in shaping children's character. The basic concept of Humanist Islam, with its emphasis on human values, can be applied in parenting to form a balanced and ethical character. The relevance of Hamka's concept of character proves significant in dealing with the dynamics of modern children's lives. Overall, the integration of Hamka's thought and Humanist Islam provides a solid and empowering framework for shaping children's character while remaining relevant in the face of modern life's challenges. Additionally, the concept of Humanist Islam has significant implications in childcare practices, especially within the Indonesian national education system, influencing learning methods, curriculum, and the attitudes of the educational environment. This shapes children to be quality, inclusive, and tolerant individuals. This research contributes to providing a theoretical and practical foundation for parents, educators, and related parties to understand, implement, and develop empowered parenting strategies.</span></em></p>

The Virtuous Character In The Novel "Al-Ruz" By Hossam Khawam Al Yahya

This study seeks to shed light on the concept of the virtuous character in the novel (Al-Ruz) at two levels: the mono-typical, and the complex, transformative, by presenting the course of events specific to the character, of which the character is the primary focus in moving it, which requires examining the path of this character’s transformations or fluctuations between goodness and goodness. And evil or virtue and vice. As well as revealing its patterns and levels of presence in terms of simplicity or typicality, complexity or composition, in a way that reveals its references and social, humanitarian and moral backgrounds, in a poor, backward society - as depicted in the novel - which is the village of (Imam Askar) located on the western bank of the Rose River.The novel follows the approach of modern novels in its adoption of multiple voices, or collective heroism, in terms of depicting the social agency influencing the course of events, away from the stereotypical image of depicting the single heroic character, which placed all the work’s characters on the same level in terms of influence and effectiveness.

Musical Psycho Performance

Although I love attending traditional classical music concerts, I have long felt that they missed certain aspects that would make them more relatable to the inner world of the audience. In this research exposition, I argue that this missing aspect is a social element and I guide the reader through a possible application of social themes to a classical music concert. On a formal level, I use the techniques of psychodrama – a form of group therapy – as a tool from which I borrow some fundamental concepts, along with the conception of characters, to understand how social themes can be addressed in a context in which multiple people connect to the same object. In this case, the object of common interest is the representation on stage. On a substantial level, I draw upon material I collected in my interviews with Clara Scarafia to study a social theme she has been directly involved with: suicide. The two levels are brought together in my pilot session, where I experiment through a sample of the complete performance I am designing and an audience questionnaire how psychodrama and the interview interact and influence one another. The goal is to show that the classical repertoire, with its complex emotional kaleidoscope and non-verbal language, can easily bear a social theme and enhance the collective reflection of relevant themes in our times.

Chinese National Character and Peculiarities of Chinese Thinking: Towards a Methodology of Philosophical Research

The study reveals methodological approaches to the philosophical analysis of the Chinese national character and the peculiarities of the Chinese thinking. The author shows the difference between the concepts of national mentality and national character, which partly coincide and partly differs. The author suggests that national character and its salient features make up an essential aspect (level) of the national Chinese mentality. The research examines a methodological problem of whether it is possible to define Chinese thinking as predominantly figurative, in contrast to the predominantly logical one of Europeans. The author hypothesizes and supports the idea that the emergence and formation of the Chinese mentality is auditory. The explanation clarifies the reasons for the birth of an “imbalanced individual” with clip consciousness. The Chinese have a longstanding tradition of developing practices in response to sound, without distinguishing between the material and the ideal, as they have never faced the problem of subject and object.

Implementing Citizenship Education in Elementary School Challenges and Opportunities

This research aims to explore the implementation of citizenship education in elementary schools to form good, intelligent and responsible student character. The literature study method was used to collect data and information needed to identify challenges and opportunities in implementing citizenship education. The research results show that integrating the concept of character into the development of citizenship education can effectively shape the character of elementary school students. Activity-based contextual and interactive learning is considered important in improving student learning outcomes in citizenship education. The implementation of citizenship education in elementary schools is expected to increase students' interest in learning and understanding of the core values of Pancasila. In conclusion, this research highlights the importance of citizenship education in shaping students' character and their civic awareness, as well as offering a positivecontribution in forming a generation that is responsible and cares about the country.

Integration of Character Education in Citizenship Education Learning to Develop the Character of Elementary School Students

Integrating character education into citizenship education is an important strategy for developing the character of elementary school students. Citizenship education is a subject that has great potential in integrating character education which is a very important aspect in student development. In this research, a qualitative case study method was carried out to explore and understand the realities that occur in depth and depth regarding the integration of character education at the planning and implementation stages of educational learning in elementary schools. The research method used in this research is the library research method, where the author collects data from references and review articles available on trusted websites. By integrating character education into citizenship education learning, pedagogical learning will experience changes, such as integrating the concept of character into the development process to be able to develop and shape the personalities of elementary school students better. The research results show that integrating character education into citizenship education learning can encourage students to have a positive attitude, both in interacting with other people and in everyday life. Research also shows that integrating character education into citizenship education can develop better character in students who are able to realize their rights and obligations as citizens, and have an ethical attitude. In this research, data was collected through direct observation, interviews and notes. The collected data will be used to understand how to integrate character education into citizenship education learning in elementary schools and how to integrate the concept of character into its development. It is hoped that this research can contribute to the development of character education in civic education learning in elementary schools and can be a reference for teachers in developing student character through civic education.

Lawful, but not Really: The Dual Character of the Concept of Law

Disagreement on law’s relationship to morality has long been driven by disagreement about our ordinary concept. Until recently, however, there had been no systematic investigation of lay intuitions. In this paper, we advance this nascent effort. Across two studies (N = 697), our findings reveal that most people consider law to be more than a matter of political circumstance alone. Contrary to the expectations of most contemporary philosophers, morality (both substantive and procedural) emerges as a key influence on judgments of legal validity: many people say that conduct prohibited by immoral statutes is not truly illegal, and that immoral conduct which was never explicitly prohibited is truly illegal. This suggests that people often treat law as a dual character concept that, like the concepts of scientist or of artist, features autonomous concrete and abstract dimensions.

Investigating the language of conflict and peace in critical discourse studies

ABSTRACT This introduction to a Special Issue of Critical Discourse Studies (CDS) – dedicated to showcasing scholarly research into the language of conflict and peace, describes the general conceptual character of language in conflict initiation as well as in peace process. It further examines the potentials of linguistic representation in the construction of social and political realities that have strong implications for conflicts not only at the interpersonal level but also have consequences in terms of national and global security. It argues that critical discourse analysis provides sufficient and interesting methodological resource for analyzing conflict and peace discourses. Then, it briefly summarizes the various topics covered in the Special Issue highlighting the approaches adopted by the authors. Drawing from different contexts and scenarios, the authors demonstrate how methods in linguistics and discourse studies are applied to analyzing conflict and peace processes. Hence, this introductory piece, shows how this Special Issue contributes to scholarly understanding of the roles of language within the context of conflict or peace, as well as illustrate in some interesting extent, how to research the language of conflict and peace in discourse studies.

Individuating Cognitive Characters: Lessons from Praying Mantises and Plants

AbstractThis article advances the development of a phylogeny-based psychology in which cognitive ability types are individuated as characters in the evolutionary biological sense. I explain the character concept and its utility in addressing (or dissolving) conceptual problems arising from discoveries of cognitive abilities across a wide range of species. I use the examples of stereopsis in the praying mantis, internal cell-to-cell signaling in plants, and episodic memory in scrub jays to show how anthropocentric cognitive ability types can be reformulated into cognitive characters, thereby promoting the integration of psychology with other sciences of evolved traits.

Nursing's professional character: A chimera?

Does nursing possess a character? The idea that professions have characters is hard to sustain, and the possibility that nursing as a collectively or occupation lacks a character is worth considering. To this end it is argued that absent robust theoretical and/or evidential scaffolding it is implausible to suppose that nursing has an objectively real (reality describing) character, and if 'nursing's character' is chimeric or illusory, aspects of our conception of professionalism require reappraisal. Specifically, traits and values that attach to nursing and are implicated in the concept of character are, shorn of their moorings, untethered. This may be significant.

KARAKTER GURU ISLAM DAN BARAT (Analisis Komparatif Pemikiran Imam az-Zarnuji Dan John Dewey)

This research aims to conduct a comparative analysis of the character of teachers in Islam and the West through the thoughts of Imam az-Zarnuji and John Dewey. Imam az-Zarnuji was an Islamic scholar and educator who lived in the 12th century AD, while John Dewey was a Western philosopher and educator who lived in the early 20th century AD. These two figures have different views on education, but both have made significant contributions to the development of educational thought. This study adopts a descriptive-analytical approach to analyze Imam az-Zarnuji and John Dewey's views on teacher character in the context of Islamic and Western education. Through analysis of the texts by these two figures, we identify similarities and differences in their conceptions of the characteristics and role of a teacher. The research results show that Imam az-Zarnuji emphasized the importance of diversity in the characteristics of a teacher, including wisdom, patience and religious exemplification. Meanwhile, John Dewey emphasized the importance of direct experience and a scientific approach to teaching, as well as the role of the teacher as a facilitator of learning. From this analysis, it can be concluded that although there are differences in cultural context and thought, the concept of teacher character in Islam and the West has striking points of similarity, such as the importance of morality, wisdom, and dedication in teaching. However, practical approaches and learning methodologies may vary according to individual cultural and philosophical contexts. It is hoped that this study will provide deeper insight into the character of teachers in Islam and the West, as well as contribute to the development of cross-cultural and inter-religious education. In addition, this research also provides a foundation for a better understanding of the principles underlying educational practices in various global contexts

“Rus', You are but a Kiss in the Cold!” (1921) by V. Khlebnikov: Text as a Combinatory Model / Dynamic Construction

The paper is devoted to analysis of the poem by Velimir Khlebnikov “Rus', you are but a kiss in the frost!” (1921) as part of a study of transformation of the sonnet genre in the poet’s verses. Velimir Khlebnikov elaborates his version of a lyrical story of ‘a kiss in the frost’, originating from the poem by Alexander Pushkin “Winter. What do we do in the village?…” (1829). The love scene is represented as a natural phenomenon, embedded not only in the winter landscape but also in the Universe. There are no persons in the Nature’s integrity, and the couple of lovers are designated only by demonstrative pronouns. The tension of feelings (“the lightning kiss”) is but one of the manifestations of the Elements. The phenomenon of a lightning as a “potentially energy-embracing symbol” has a conceptual character in Khlebnikov’s perception of the world, is both the “primordial image” of the world and the principle of universal unity, which has already been noted by the eminent researchers’ of Khlebnikov’s works. From the formal viewpoint, the text is a special variant of structural deformity and overcoming it, which is directly related to the idea of accumulation of energy, explosion, and return to tranquility. The poem is characterized by increased expression of the arrangement of its sounds; alliteration of the occlusive, fricative, and sonorant sounds, their combinations, and paronymic attraction create the effect of a special energy of sound-making. The rhythmic arrangement of the text “deceives” the reader’s expectations: fast shifts and transitions from one meter to another (polymetry in the first stanza), occasional caesuras in the first, fourth, and ninth verses, an enjambement in the seventh and eighth verses: breakage of the seventh verse, when the verb “would [swiftly] outline” starts a line, visualizing the movement of a lightning. Structural deformities are settled in the final — the last verse is written in a classical iambic tetrameter. Graphically, the lyrical text is a combinatory dynamic model which may vary in terms of strophic division, the “headless” sonnet, preserving the characteristics of the Italian sonnet, dominates. The mechanism of cohesion is ensured by all the levels of the artistic whole, and the genre of the sonnet is a harmonizing form, balancing the structural instability of the text.