Intellectual Identity Research Articles

Virtuoso by Nature: The Scientific Worlds of Francis Willughby FRS (1635–1672), ed. Tim Birkhead

Virtuoso by Nature: The Scientific Worlds of Francis Willughby FRS (1635–1672), ed. Tim Birkhead

The Unification of Ukrainian Intellectuals: Traditions of Honoring T. Shevchenko’s Memory

The study highlights the attempt to characterize and systematize the main measures tocommemorate the memory of T. Shevchenko among representatives of Ukrainian intellectuals. The article gives a general description of the process of becoming the tradition of celebrating Shevchenko anniversaries, as a form of association of Ukrainian intellectuals. It is revealed that the tradition of the annual commemoration of T. Shevchenko emerged during the evenings in the family circle of the advanced nationally conscious Ukrainian intellectuals.
 Studying the memories of the leading representatives of the Ukrainian intellectuals, the process of disseminating the idea of the annual celebration and commemoration of Kobzar from his closest intellectual environment to the intellectual centers of Ukrainians in the Russian and Austro-Hungarian empires is presented. Considering various forms of commemoration of T. Shevchenko’s memory, their description and influence on both: the Ukrainian intellectuals and Ukrainian society are presented.
 The tradition of honoring T. Shevchenko’s memory, forming it as an ideal of the Ukrainian national liberation movement was a key factor in the process of establishing the corporate identity of Ukrainian intellectuals.
 Keywords: Intellectuals, Shevchenko, Shevchenko anniversaries, traditions of intellectuals, the unionof intellectuals

Resentment and the Right: French Intellectual Identity Reimagined, 1898–2000

Resentment and the Right: French Intellectual Identity Reimagined, 1898–2000

Hannah Arendt and Edward Said

In this essay, I focus on the extent to which the condition of exile influenced the way Hannah Arendt and Edward Said engaged with the Israeli-Palestinian conflict and concepts of Binationalism. Part one is largely biographical and narrates the conditions under which both parties went into exile and they ways exile influenced their intellectual development and identity. Part two analyses Arendt’s early Jewish writings and the ways she sought to affirm notions of equality and Binationalism as a method for protecting stateless refugees. Following this, I consider Said’s concern for the memory and experience of victims and his argument that the shared histories of dispossession endured by Jews and Palestinians might form the basis for an alliance. While Binationalism has largely been erased from political discourse today, I conclude by suggesting that Said’s intervention offers useful tools through which Arendt’s proposals might be rethought or reimagined today.

Intellectual Culture in Medieval Scandinavia, c. 1100–1350 ed. by Stefka Georgieva Eriksen

Reviewed by: Intellectual Culture in Medieval Scandinavia, c. 1100–1350 ed. by Stefka Georgieva Eriksen Matthew Firth Eriksen, Stefka Georgieva, ed., Intellectual Culture in Medieval Scandinavia, c. 1100–1350 (Disputatio, 28), Turnhout, Brepols, 2016; hardback; pp. xii, 442; 26 b/w illustrations; R.R.P. €110.00; ISBN 9782503553078. This edited collection of thirteen essays seeks to reframe our understanding of how the intellectual aspects of Scandinavian literary and material culture evolved in the years 1100–1350. The contributors to this volume undertake to place the cultural pursuits of medieval Scandinavia within the wider intellectual milieu [End Page 164] of Western Europe. In doing so, their focus is upon the influence of European intellectual culture on the development of Scandinavia's own regional intellectual identity, or rather how Scandinavian intellectual culture adopted, adapted, and interacted with foreign ideas. Stefka Georgieva Eriksen has drawn together an excellent collection of articles, notable for their quality and refreshing variety. Introducing the volume, she presents some definitions that provide important context. Firstly, insofar as the contributions reference a Scandinavian vernacular, this is Old Norse. Thus, the literary cultures of Norway and Iceland are preferenced over those of either Sweden or Denmark. Similarly, the literary cultures of Western Europe—Latin, Old French, and German—are preferenced amongst those which influenced Scandinavian intellectual culture. Although the desire of the editor to tightly define manageable parameters for her contributors is understandable, that this is at the expense of a more inclusive view of European intercultural exchange is unfortunate. Secondly, 'intellectual culture', as understood within the volume, is broadly defined and includes, alongside scholars, those who pursued art, architecture, liturgy, music, medicine, or literature (p. 7). The book is richer for it. Conceived as a supplement to Eriksen's introduction, Gunnar Harðarson's contribution surveys Old Norse intellectual culture, highlighting some of its noted thinkers such as Snorri Sturluson and his nephew Sturla Þórðarson. In so doing, Harðarson considers intellectual interaction as represented within Old Norse literary sources. The intent here is twofold: to demonstrate the multidisciplinary nature of Scandinavian intellectual life, and to evidence the ubiquity of Latin intellectual culture. Following this, Ian P. Wei opens the first of the book's three thematic divisions, 'Negotiating Identity', with an article focusing on the intellectual culture of Paris, touching only lightly upon Scandinavia. While this may seem an odd contribution, it is contextually important to establishing 'mainstream' Latin intellectual culture. Wei asserts that this intellectual culture was more malleable than often assumed and that, rather than introducing broad normative moral assertions into Scandinavian intellectual society, allowed for an adaptable framework of intellectual discourse. Moving into architectural identity, Kjartan Hauglid examines Romanesque stone churches in Norway and their adoption of foreign architectural styles, arguing that the commissioning of such buildings was an expression of secular power. Turning then to Iceland, Bjørn Bandlien explores learning and text production, arguing that learning and social identity were closely associated in the primarily rural region. To this end, texts were authored not only for a learned clerical audience expecting classical and biblical references, but to a lay audience which anticipated tales of honour and regional association. Closing the section, Kristoffer Vadum takes as his case-study an Icelandic hagiography of John the Baptist by Grímr Hólmsteinsson. Vadum highlights the presence of significant passages drawn from canon law within the text, and uses these to explore the reception of canon law in medieval Iceland, its interpretation, and its use in political discourse. [End Page 165] Section 2, entitled 'Thinking in Figures', opens with a chapter by Rita Copeland which focuses on the teaching of grammar and rhetoric more broadly across Western Europe. She highlights the increasing trend toward the use of vernacular, and examines how this process altered interpretations of common tropes. Following this, Åslaug Ommundsen looks at the fragmentary evidence of Latin education in Norway and Iceland. Mikael Males contributes an examination of grammatical studies in the context of Old Norse and how Latin grammatica was adapted to native traditions. Closing the section, Mats Malm analyses the cultural absorption of Latin learning through examples drawn from both Iceland and Sweden, demonstrating the importance of regional circumstance on...

THE ORIGIN OF FIQH SCHOOLS IN AL-ANDALUS: FROM QAIRAWAN TO MEDINA

The development of Islam in Mashriq at the beginning of second/eighth century until third/ninth century was becoming golden age of knowledge. In al-Andalus, two centuries were used to find intellectual identity on Iberian peninsula. The scholars of al-Andalus did intellectual journey ( riḥla ‘ilmiyya ) to Mashriq through several intellectual cities. From Shām, Andalusian scholars followed al-Auzā‘ī school, which became official school of the Umayyad dynasty in the early days of ‘Abd al-Raḥmān al-Dākhil. The provocative cities and the cause of conflict for al-Andalus was Iraq region such as Baghdād. As capital city Abbasid dynasty, the rival of the Umayyad, Baghdād and other Iraq cities were not well-intentioned for learning. Some scholars who learned from Iraq and then returned to al-Andalus were forbidden to spread their ideas, schools and books that brought from Iraq. This led Andalusian scholars to seek the center of knowledge in Medina, the city that was considered supporting Umayyad dynasty in al-Andalus. This intellectual network of Medina caused many scholars in al-Andalus became followers of Mālikī school. Later Mālikī school dominated in al-Andalus by replacing al-Auzā‘ī school. The scholars also took the route of knowledge from Qairawān, as agency area before going to Medina. The scholars of Mālikī school, supported by the Umayyad’s government, got authority to ban and censor other schools and books that were incompatible with Mālikiyya. The society of al-Andalus under the rulers of Mālikī school only used and made the Qur’an and Muwaṭṭa’ Mālik as the only references of knowledge. The fiqh network in al-Andalus will determine the types of scientific studies, books and also style of thought that can be studied and learned over there.

American Scientists and Their Fictions: Professional Authorship and Intellectual Identity, 1870–1900

Writers and critics in the Gilded Age United States frequently debated the relations between literature and science. A common contemporary interpretation of this relationship held that these two ways of knowing and writing were fundamentally opposed and that the advancement of science in American culture came at the expense of literary sensibilities. Nevertheless, and often as an effort to challenge this supposed opposition, many scientists also cultivated reputations as literary figures, and produced or planned diverse works ranging from travel writing and novels to verse drama. Such authors as Clarence King, J. Peter Lesley, Simon Newcomb and Nathaniel Southgate Shaler sustained a hybrid literary–scientific culture in the late nineteenth century. This interdisciplinary cultural zone was fragile and increasingly fractured by around 1900, as the emergence and consolidation of new categories of intellectual labour became increasingly wedded to the images of the “professional author” and the “scientist” as mutually exclusive identities. This article seeks to contribute to recurrent debates about the “two cultures” of literature and science by foregrounding the differentiation of these new forms of professional and intellectual identity as a decisive factor which constrained the possibility of a shared literary–scientific culture by the turn of the twentieth century.

Hermann Patsch: Der unpfäffische Schleiermacher. Karl Gutzkow und das Schleiermacher-Bild des Jungen Deutschlands – Zur Konstruktion eines Gegenmythos

Abstract The non-clerical („unpfäffisch“) Schleiermacher. Karl Glutzkow and the Schleiermacher image of Young Germany. Towards a construction of a countermyth. After Friedrich Schleiermacher’s death on February 12, 1834, his disciples and his family endeavoured to idealize him as an exemplary figure of the church by publishing a complete edition of his published and unpublished works as well as a selection from his letters. (1) Schleiermacher’s Christian death („christliche Euthanasie“). This endeveaour began with the sermons delivered at the funeral and the notes of his wife, Henriette Schleiermacher, about his pious death. (2) Gutzkow’s obituary in the „Allgemeine Zeitung“. The journalist Gutzkow in particular protested against this portrayal in an obituary in which the old Schleiermacher was declared to have been senile and without substantial importance for the present time. On the other hand, an image of the young Schleiermacher, the friend of the Romantics, was to be preserved for the younger generation. (3) The replies of Schleiermacher’s disciples. A forthright reply to Gutzkow’s obituary appeared in the same journal. His view was contradicted by means of an extensive biographical sketch by Friedrich Lücke, one of Schleiermacher’s disciples. (4) Gutzkow’s publication of „Schleiermacher’s Vertraute Briefe über Friedrich Schlegels Lucinde“. Gutzkow supported his view with a new edition of Schleiermacher’s early work, to which he added a provocative preface. As a result, the edition was banned. (5) Abuse of Schleiermacher or a gallant service to him? The reception of the „Vertraute Briefe“. The reactions were divided between considering the work as an early youthful indiscretion of Schleiermacher, and the idea of an intellectual identity running through Schleiermacher’s whole life. The other authors of Young German aligned themselves with Gutzkow. (6) The end of the myth of Schleiermacher: Gutzkow’s „Wally. Die Zweiflerin“. This novel, which derives the protagonist’s suicide from his religious doubts, caused the literary movement Young Germany to be banned in all of Germany, and also led to the imprisonment of the author. In the novel itself, Schleiermacher’s role is rather minor. Later on, Gutzkow did not renew the image of an non-clerical Schleiermacher. – I shall also re-edit a conventional obituary, Gutzkow’s obituary as well as an anonymous reply in the Allgemeine Zeitung (Augsburg).

The identity of intellectuals from North Korea: political and social change and self-determination

이 글은 역사 속으로 퇴장하고 있는 이산 1세대 월남민의 정체성을 분석한 글이다. 생애사의 관점에서 비교적 소상한 행적을 알 수 있는 네 사람을 선택했는데, 그 이유는 분단과 근대 이행에서 그들의 활동이 법치주의와 산업화, 민주주의 사회운동, 그리고 통일운동과 관련되어 있기 때문이다. 이들은 출신 배경과 학업, 활동 무대, 삶의 지향이 다르지만 ‘지식인’의 범주로 묶을 수 있다. 개별성으로 볼 때 이런 설정에 편차는 존재한다. 그들은 월남민 전체를 대표하지 않으며 정체성 또한 자아의 형성과정에 초점을 두고 있다. 사람의 행위를 설명할 때 그들의 행동이 어떤 준거에 의해 이루어졌는지, 이 준거에서 그들은 자신과 주변의 상황을 어떻게 인식하고 재구성했는지가 중요하다. 구술자료와 자서전, 회고록, 언론 인터뷰를 중심으로 하는 에고도큐먼트(ego-documents)를 활용해 남북한의 체제 변동과 이산, 개인의 삶에 끼친 영향에 주목해서 그들의 정체성을 구성해본다. 정체성은 일제 강점기의 어린 시절과 이북의 교육, 사회주의 체제 이행, 남한 이주와 정착과정에서 영향을 받는다. 긍정의 방식과 부정의 방식으로 정체성을 강화하는 요인이 되는 것이 이북의 사회주의체제 이행에서 체험한 것과 그 이후의 북한 현실이다. 남한의 정치사회변동과 미국의 존재가 정체성 형성에 끼친 영향도 유사하다. 정체성은 고정되어 있지 않고 생애 시기마다 변하며 여러 사건으로부터 영향을 받아 형성되는 변형적인 것이다. 인간은 객관적 조건에서 그것을 받아들이는 주관적 인식과 해석하는 방식에 따라 정체성을 재구성한다. 이 글에서 가장 중요하게 여기는 정체성의 본질은 자기 결정성에 있다. 이것은 구조적 환경에 따른 행위의 결과로서 하나의 총체성을 이루는 지금의 것을 의미한다. 김태청의 법치주의와 자유민주주의 이상, 오동선의 경제발전과 공동체 성원으로서 의무, 유태영의 기독교 세계관과 통일운동, 김우종의 사회참여 문학과 휴머니즘은 한국 근대 지식인의 초상을 보여준다. 무엇보다 이들은 모두 사회와 인간에 대한 신뢰, 애정을 잃지 않았다. 김태청과 오동선은 자신들의 계급 성분 때문에 이북에서 원하는 방식대로 살 수 없었다. 장래에 대한 선택의 여지는 협소했고 꿈을 펼치기에 한계가 뚜렷한 사회에서 그들은 체제에 비판적일 수밖에 없었다. 생애에서 이런 관점은 그들이 이북을 떠나온 이후 줄곧 유사한 인식을 보여준다. 유태영과 김우종의 삶은 보편적이지 않다. 유태영 목사는 기독교 보수주의와 반공주의에서 벗어나 북한을 제대로 알기 위해 평양을 방문하고 통일운동에 큰 역할을 한다. 그에게 정체성의 전환은 미국에 대한 입장과 신앙에 대한 태도에서 극적으로 이루어진다. 문학평론가 김우종의 일관된 친일 비판과 문학의 사회참여는 정체성을 강화하고 확장시키면서 진행된다. 서정주에 대한 비판과 윤동주에 대한 사랑은 휴머니즘의 실천이다. 인간의 존엄성에 대한 존중이 정체성의 확장을 가져오고 이런 관점에서 휴머니즘은 가장 강력하게 개인의 정체성을 강화시켜준다.

Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline

This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

Career Interview with Ian Shaw

The second interview is with Ian Shaw, co-founder of Qualitative social work, and co-editor for many years. The parallels between Roy and Ian’s backgrounds and subsequent career and scholarly development are notable. Like Roy, Ian refers to his working class background, the influence of religious belief on disciplinary interests, professional development and political leanings. Similarly, we witness the ways in which the direct experience of undertaking broadly quantitative research studies contributed to the development of distinctively qualitative methodological preferences. Taken together, these two interviews provide an insightful and inspiring window onto the intersection between individual and intellectual biography, professional practice and disciplinary identity.

Navigating STEM-worlds

PurposeThis paper aims to discuss the term intersectional trap. This is defined as the act of saying blanket statements to describe a race or group of individuals without considering variations of experience within the population. The paper will end with recommendations for research focusing on qualitative studies that explore the lived experiences of students as they form their science, technology, engineering and mathematics (STEM) identities.Design/methodology/approachResearchers and practitioners must focus on how students develop their social, academic and intellectual identities as they become a scientist, doctor or engineer. This includes the development of their core identity – perceptions they have of themselves as well as perceptions of those with whom they work and interact.FindingsOne of the main obstacles researchers and practitioners face include how to help students adapt to the norms of STEM-worlds (classrooms and work environments related to STEM) as they proceed through the path to becoming a STEM professional.Originality/valueKnowing that female students of color are underrepresented in STEM is not enough. This paper will discuss the need for an intersectionality lens when considering how to retain talented female students of color in university STEM programs. Researchers and practitioners must focus on how students develop their social, academic and intellectual identities as they become a scientist, doctor or engineer.

Action in the Space Between

Boundaries have gained analytical prominence in sociology of science. Notably, there have been studies on how academics differentiate themselves from outsiders in order to secure their legitimacy. In university departments, scholars engage in boundary work to defend their intellectual communities and institutional resources. While boundary struggles are characteristic of academia, they rarely result in departmental restructuring. This article examines a case where a theoretical divide between social and cultural anthropologists and biological anthropologists led to a departmental split. The study reveals a shift from peaceful coexistence to a full-blown conflict between two intellectual communities and asks, what circumstances gave rise to the activation of a latent intellectual boundary? Drawing on interview data, I demonstrate how changes in the distribution of faculty and the alignment of intellectual, seniority, and gender differences activated the latent boundary. After its activation, scholars engaged in boundary work and expressed their intellectual differences in faculty meetings and interactions with colleagues, which led to arguments about the department’s identity that hampered the unit’s operation. The study shows how boundary work among scholars can pull apart the fabric of a department, causing intellectual identities to diverge and the organization to split.

The role of translation in the history of publishing: Publishers and contemporary poetry translation in 1960s Italy

ABSTRACTThis article illuminates the role that translation can play in the study of the history of publishing and culture. It analyses Einaudi’s strategies for publishing contemporary foreign poetry in 1960s Italy. Interpreting unpublished archival data from a Bourdieusian perspective, the article reassesses the role played by Einaudi in the political and poetic movements of the day, arguing that poetry translation was instrumental in modifying the publishing, literary and political field, and in redefining, transnationally, the intellectual identity of the Einaudi editors. The study of the history of publishing from the perspective of translation, in conjunction with a sociological methodology, not only discloses the position taken by the Italian publisher within the field, but ultimately provides an alternative historical account of how culture was shaped in post-Second World War Italy.

What does it Mean to Call the Monasteries of Gaza a ‘School’? A Reassessment of Dorotheus’ Intellectual Identity

This paper investigates the pedagogic theory and practice reflected in the Instructions of Dorotheus of Gaza. Recent scholarship has emphasised the school-like character of Palestinian monasticism in the sixth century, but failed to define in what respects the monks’ activity in the coenobia near Gaza resembled teaching in the ancient schools. Taking the education system of the Neoplatonic schools as a starting point, this article systematically analyses Dorotheus’ conceptualisation of his community, his methods in the formation of the brothers and the role of intellectual activities in the daily life of the monks. It is demonstrated that Dorotheus implemented a curriculum of medico-philosophical therapy that followed the pedagogic pattern in philosophical schools and circles. However, what distinguishes his pedagogy from that of ancient philosophers is the strong emphasis on communal psychagogy and the role of practice in the progress to virtue.

Can These Bones Live? Gregory of Nyssa’s Appropriation of Aristotelian Psychology in On the Soul and the Resurrection

Late ancient scholarly trends have downplayed or outright ignored the role Aristotelian philosophy played in the formation of the Greek Christian intellectual identity, focusing instead on its Plat...

Reviewing Imam Al-Shafi‘i’s Tafsir Ayat Al-Ahkam for Developing Principles of Contemporary Tafsir Literature

Al-Imam Al-Shafi'i is one of the greatest architects of Islamic thought in general and the Qur'anic interpretation in particular. He is the founder of one of the largest denominations based on Islamic Jurisprudence. He made a substantial contribution towards formulating an epistemological methodology for the proper understanding of the Qur'an, especially the Qur'anic verses related to rulings (Ayat al-ahkam), and left a permanent imprint on and legacy for the later Muslim scholars dealing with Qur’anic tafsir and/or tafsir of Ayat al-ahkam. The Imam devised and developed this methodology at such a juncture of Muslim intellectual exercise when some alien philosophies and doctrines infiltrated into almost all branches of Islamic knowledge. The tafsir literature was no exception. Besides, the emergence of some deviated intellectual outfits from among the Ummah itself virtually challenged and threatened the very fabric, purity, uniqueness and even existence of a distinct Islamic intellectual identity. For substantiating the principles of their thought, these deviant groups heavily relied on the primary normative sources of Islam (i.e., the Qur'an and the Sunnah) and subsequently deducted policies from thereof for running their intellectual denominations. Some of these policies and principles developed thereof were also related to the interpretation of the Qur'an itself. At this time, Al- Imam Al-Shafi'i along with others came forward, developed epistemological methodologies for governing almost all branches of Islamic knowledge including the Qur'anic interpretation, and thus set the course of Islamic thought on right track. The same scenario is again seen everywhere around the globe where the felid of tafsir is further intruded by some obviously alien and un-Islamic philosophical underpinnings. Scores of denominations have already emerged in the Ummah itself which offer such grotesque interpretations for the Qur'an or some of its verses that fall squarely contradictory even to its basic spirit, the fundamental shari'ah principles, and the vivid Prophetic guidelines. Thus the need of the hour is to reassert the methodologies of Al-Imam Al-Shafi'i for the tafsir of the Qur’an with an avowed objective of evaluating his contribution to this field and investigating into his epistemological principles so that the current deviation in the Qur'anic tafsir may be corrected and a worthwhile methodology for the contemporary interpretation of the Qur'an may be developed.IIUC Studies Vol.10 & 11 December 2014: 09-38

The Biblical Story of the Announcement of Isaac's Birth: A Structural Analysis

The biblical story of the announcement of Isaac’s birth appears in the Bible in two different versions: one in Genesis 17 (1-27), the other in Genesis 18 (1-16). The comparison of different versions of a myth was the main method of research of Claude Levi-Strauss, emphasizing that mythical thought highlights the great binary oppositions such as life and death, culture and nature, femininity and masculinity, producing a definition of myth as a mode of thought that contributes to the creation of cultural and intellectual identities. The present structural analysis of the two versions of the biblical story of the announcement of Isaac’s birth according to the model of Levi-Strauss is an attempt to decipher the mythical code of the ancient story. This explication of the mythical code suggests that the myth underlying the two versions refers to a ‘collective subconscious’ revealed in structures. The decoding is performed on four levels, following LeviStrauss’ method: geographical, techno-economical, sociological, and cosmological. All four levels materialize in the version in Genesis 18, only two in the version in Genesis 17. The transformative relationship between the two versions creates a new meaning that expresses the sociological and cosmological aspects of circumcision. The two versions of the mythical story include the opposition between interior and exterior, expressing the fear of the penetration of foreigners into the community. The discussion further addresses Sarah’s or Abraham’s laughter, and blood of circumcision on the one hand and of menstruation on the other. The reinterpretation of cultural as well as natural and biological phenomena by mythical thinking creates a complex system of thought that contributes to the cultural and intellectual identity of biblical Israel. Formulating the mythological characteristics of the story of the announcement of Isaac’s birth in the two versions also sheds new light on the phenomenon of ‘mirror stories’ that has been shown to be central to the poetics of the Hebrew Bible by Yair Zakovitch.

Management Learning: Legacies and future possibilities

Over the last year, we have undergone a number of changes at Management Learning that have prompted us to look back at the journal’s past and think about its future. We, of course, face the pressures of every academic journal editorial team in terms of impact factors and rankings, regardless of the politicized and normalizing nature of these metrics. But the journal’s 45-year-long history and the distinguished and influential scholars who have been part of it provide a far more important reference point that shapes the journal’s current and future intellectual identity and scope. This legacy features prominently as we move toward the journal’s half century and continue to publish papers that “push the boundaries of thinking and challenge us to engage with our roles and responsibilities as educators, researchers, writers and thinkers in new, critical, and socially relevant ways” (Cunliffe and Sadler-Smith, 2015: 4). In reflecting on this legacy and positioning the journal for the future, we changed our strapline in 2015 to The Journal for Critical, Reflexive Scholarship on Organization and Learning. This highlights the type of scholarship Management Learning has always published and continues to value. It positions the journal as distinct from others in the field by granting a wider “licence to think” about learning, “daring to be different” in the perspectives offered, and continuing to provide an outlet for “comparatively unconventional” (Grey, 2009: 353)—and more interesting (Bartunek et al., 2006), research articles. Articles published in the journal are often highly creative and innovative, both methodologically, for example, using visual methods or taking an autoethnographic approach, and also stylistically, through the pursuit of non-esoteric and engaging styles of writing that draw the reader in by telling a good story. We firmly believe that Management Learning plays an increasingly important role in the face of the pressures of today’s neoliberal educational and learning environment by maintaining an intellectual space where authors can explore ideas in thoughtful and provocative ways. “Learning” and “organizing” are terms which are understood broadly within this journal to refer to a wide range of macroand micro-level practices that are not confined to courses, curricula, and programs

ОСОБЛИВОСТІ ПРОЯВУ ЕТНІЧНОЇ ТА НАЦІОНАЛЬНОЇ ІДЕНТИЧНОСТІ В СТУДЕНТІВ-ПСИХОЛОГІВ

У статті теоретично розглянуто дефініції етносу, нації, ідентичності; про­аналізовано основні підходи у вивченні етнічної та національної ідентичності в роботах М. Барретт, О. Бичко, М. Бондар, М. Гібернау, П. Гнатенка, Е. Еріксона, Ю. Мухлинкіної, Л. Співак, В. Шевченко та ін. Наведено типи етнічної ідентич­ності за О. Садохіним: нормальний; етноцентричний; етнодомінантний; етніч­ний фанатизм; етнічна індиферентність; етнонігілізм; амбівалентна етнічність.
 Емпірично встановлено, що в соціальній ідентичності студентів-психоло­гів, незалежно від року навчання, переважають такі базові категорії особистого життя: сімейна ідентичність; професійна (студентська) ідентичність; інтелекту­альна ідентичність. У їх ідентифіка­ційній матриці національна ідентичність малоактуальна, проте поступово її значення зростає; також зростають по­казники релігійної та громадянської ідентичностей. У студентів-психологів 2014/2015 року навчання, на відміну від студентів попередніх років, дещо збіль­шуються показники за шкалою етнофанатизму та позитивної етнічної ідентич­ності, що є свідченням відданості ідеалам своєї нації, толерантного ставлення до культурних відмінностей, поєднання позитивного ставлення до власного народу з позитив­ним ставленням до інших народів. Водночас спостерігається поступове зменшення рівня етнонігілізму та етнічної індиферентності, тобто діагностовані прагнуть підтримувати власні етнокультурні цінності, про­являють зацікавленість етнічними нормами й традиціями свого народу, у рес­пондентів відбувається певне зростання самовизначення за етнічною ознакою.
 Ключові слова: етнос, нація, ідентичність, етнічна ідентичність, націо­нальна ідентичність.
 Fedotova T. V. Peculiarities of Display of Ethnic and National Identity of Students-Psychologists. In the article it is theoretically examined the definitions of ethnos, nation, identity, analyzed the main approaches in studying ethnic and national identity in the works of M. Barrett, O. Bychko, M. Bondar, M. Gibernau, P. Gna­tenko, E. Erikson, Y. Mukhlynkina, L. Spivak, V. Shevchenko and the others. It is presented the types of ethnic identity according to O. Sadokhin: normal; ethnocentric; ethnodominating; ethnic fanaticism; ethnic identification; ethnonihilism; ambivalent ethnicity.
 It was found out empirically that in social identity of students-psychologists, regardless of the year of studying, prevails such basic categories of personal life as: family identity, professional (student) identity, intellectual identity. In their identity matrix, national identity is not topical enough, but gradually its meaning increases; indices of religious and civil identities are also increasing. Students-psychologists of the academic year 2014–2015, unlike students of previous years of studying, have higher indices according to the scale of ethnic fanaticism and positive ethnic identity which is the evidence of commitment to own nation’s ideals, tolerant attitude towards cultural differences, integration of positive attitude to own people with positive attitude to other peoples. At the same time, there is gradual lowering of the level of ethnonihilism and ethnic indifference, this means that the examined ones aspire to support own ethnocultural values, show interest in ethnic norms and traditions of their people; some increase of self-definition according to ethnic characteristic is observed among the respondents.
 Keywords: ethnos, nation, identity, ethnic identity, national identity.
 Федотова Т. В. Особенности проявления этнической и национальной идентичности у студентов-психологов. В статье теоретически рассмотрено дефиниции этноса, нации, идентичности; проанализированы основные подходы в изучении этнической и национальной идентичности в работах М. Барретт, О. Бичко, М. Бондар, М. Гибернау, П. Гнатенка, Э. Эриксона, Ю. Мухлынки­ной, Л. Спивак, В. Шевченко и других. Приведены типы этнической идентич­ности за О. Садохиным: нормальный; этноцентрический; етнодоминирующий; этнический фанатизм; этническая индифферентность; етнонигилизм; амбива­лентная этничность.
 Эмпирически установлено, что в социальной идентичности студентов-психологов, независимо от года обучения, преобладают такие базовые катего­рии личной жизни: семейная идентичность; профессиональная (студенческая) идентичность, интеллектуальная идентичность. В их идентификационной ма­трице национальная идентичность малоактуальна, однако постепенно ее зна­чение возрастает; также возрастают показатели религиозной и гражданской идентичности. У студентов-психологов 2014/2015 года обучения, в отличие от студентов предыдущих лет, несколько увеличиваются показатели по шкале етнофанатизма и положительной этнической идентичности, что является сви­детельством их преданности идеалам своей нации, толерантного отношения к культурным различиям, сочетание позитивного отношения к собственному на­роду с позитивным отношением к другим народам. В то же время наблюдается постепенное снижение уровня етнонигилизма и этнической индифферентности, то есть диагностированные стремятся поддерживать собственные этнокультур­ные ценности, проявляют заинтересованность этническими нормами и тради­циями своего народа, у респондентов происходит некоторый рост самоопре­деления по этническому признаку.
 Ключевые слова: этнос, нация, идентичность, этническая идентичность, национальная идентичность.