Reality Of Others Research Articles

Should Scientists Sit on the Fence regarding their Metaphysical Understanding of Reality?

As a child, I lived in an interrelated world where I could communicate with plants, trees, and animals. However, I, influenced by others' perceptions of reality, eventually rejected my experiential reality. Later, I also initially cast aside my belief in a soul as I did not find it reflected while studying psychology. To understand more about the repudiation of my own experiences, I explore the mechanisms we use to influence the reality of others when children are young and later in the academic environment. I also refer to research that backs up or reflects some of my experiences. As society is seen here as a "collection of minds", this author contends it is impossible to understand unconscious psychological biases without considering the biases in the prevailing group or subgroup of society that reflect the collective thought of its members. Psychology and its various branches constitute a subgroup where the prevailing understandings of psychology and its branches change depending on the unconscious metaphysical biases and preferences in vogue among their members. To understand these biases, I share some metaphysical understandings of reality according to the three principal schools of Indian Spirituality (Advaita, Dvaita and Vishishadvaita), Theravada Buddhism and the three Abrahamic religions (Judaism, Christianity and Islam). To overcome these biases, educators should be aware of and openly declare their metaphysical position so others can assess their teachings according to the shared framework. It is also recommended that the metaphysical positions, including those not mentioned here, be taught in Psychology and Transpersonal Psychology. Through accepting differences, we can show respect for each other's understanding, yet at the same time, we can be true to our position, as it affects all we think, say and do. However, in the end, only knowledge based on our lived experiences can finally put a stop to our questions.

Abstract WP90: Participants With Complex Impairment Profiles Are Systematically Excluded From Stroke Psychosocial Support Research: A Scoping Review

Introduction: Disability after stroke often requires mental health treatment, but contradictorily, also restricts access to it. People with cognitive, motor, language, and perceptual impairments have been excluded from research on psychosocial supports like psychotherapy, support groups, and meaningful life activities. This exclusion adds to the inequitable distribution of benefits, including fewer treatment options and less knowledgeable providers. Very little is known about who is excluded from stroke psychosocial support research, why they are excluded, and how exclusion occurs. Methods: Exclusionary practices were investigated using a Johanna Briggs Institute-method scoping review. Independent reviewers screened searches of CINAHL, Embase, MEDLINE, and PsychInfo, resulting in 101 included studies. Content analysis was used to analyze studies following an a priori coding framework, which included: Design, inclusion/exclusion criteria, stroke impairment, psychiatric comorbidity, and psychosocial support type. Results: Samples were commonly limited to mild cognitive impairment, with other subpopulations under-represented. Moderate-to-severe cognitive and language impairments were systematically excluded from psychotherapy studies. In contrast, support group and meaningful life activity studies more often included a range of impairments, but also more often excluded psychiatric comorbidity. Studies with rigorous designs rarely included complex impairment profiles. Reasons for exclusion were seldom provided, and participant characteristics were routinely underreported. Conclusion: By including only people with mild and uncomplicated impairment profiles, the field risks neglecting the complex realities of others who arguably have even greater need for support. This scoping review offers recommendations for stroke research and practice, including: The inclusion of a range of stroke impairments in research samples, adapting procedures using compensatory strategies to facilitate inclusion, and greater cross-pollination between mental health and rehabilitation disciplines. This review serves as a call to action to make psychosocial supports equitable and accessible for all people, regardless of ability.

Abstract HUP13: Participants With Complex Impairment Profiles Are Systematically Excluded From Stroke Psychosocial Support Research: A Scoping Review

Introduction: Disability after stroke often requires mental health treatment, but contradictorily, also restricts access to it. People with cognitive, motor, language, and perceptual impairments have been excluded from research on psychosocial supports like psychotherapy, support groups, and meaningful life activities. This exclusion adds to the inequitable distribution of benefits, including fewer treatment options and less knowledgeable providers. Very little is known about who is excluded from stroke psychosocial support research, why they are excluded, and how exclusion occurs. Methods: Exclusionary practices were investigated using a Johanna Briggs Institute-method scoping review. Independent reviewers screened searches of CINAHL, Embase, MEDLINE, and PsychInfo, resulting in 101 included studies. Content analysis was used to analyze studies following an a priori coding framework, which included: Design, inclusion/exclusion criteria, stroke impairment, psychiatric comorbidity, and psychosocial support type. Results: Samples were commonly limited to mild cognitive impairment, with other subpopulations under-represented. Moderate-to-severe cognitive and language impairments were systematically excluded from psychotherapy studies. In contrast, support group and meaningful life activity studies more often included a range of impairments, but also more often excluded psychiatric comorbidity. Studies with rigorous designs rarely included complex impairment profiles. Reasons for exclusion were seldom provided, and participant characteristics were routinely underreported. Conclusion: By including only people with mild and uncomplicated impairment profiles, the field risks neglecting the complex realities of others who arguably have even greater need for support. This scoping review offers recommendations for stroke research and practice, including: The inclusion of a range of stroke impairments in research samples, adapting procedures using compensatory strategies to facilitate inclusion, and greater cross-pollination between mental health and rehabilitation disciplines. This review serves as a call to action to make psychosocial supports equitable and accessible for all people, regardless of ability.

THE ISSUE OF LEGAL CULTURE PROPAGANDA

The article deals with the issues of legal culture, which have not yet been studied in political science. The paper examines in detail the materials of Kazakhstan political aspects of the promotion of legal culture, legal lifestyle, and ways to overcome the offense. The article notes that the depth and effectiveness of legal culture propaganda primarily depend on the scientific status of this problem.Propaganda of legal culture is a complex and multifaceted task. It requires the constant attention of propaganda cadres, all ideological and law enforcement officials. It can be conducted only based on a comprehensive study of the processes of legal, and social life, in close connection with the law, and the policy pursued by the state in the economic, social, and foreign policy spheres. As the experience of Kazakhstan shows, the unity of legal actions of various organizations and institutions leads to an increase in the effectiveness of the ideological and legal influence on the heaps of people: if some links in the formation of legal culture are missed in this work, then the legal reality of others will weaken. At the same time, in the system of legal culture propaganda, it is important to delineate the functions of state, public, and ideological and legal organizations, which increases their responsibility and initiative, and expands the ability to impact ideologically and legally on all spheres of human activity. The article also pays attention to debatable issues.

Pojmy a myšlení

The paper deals with the application of the theoretical concept of the recently deceased American psychologist Susan Carey. Carey was devoted to the study of the development of cognitive functions in early and school-age children, as well as the cognitive processes that make scientific knowledge possible. The theory is part of the conceptual apparatus used by the quoted author. It is based on the assumption that children, as they develop cognitively, form theories about how the world works and, to some extent, test them in a similar way to scientific theories. One of the most important results of her research is what we now know about the origin of concepts. According to her, concepts are not just aggregate ideas about a particular class of entities, events, relations, etc., as is usually claimed. They are tools and as such make knowledge possible. Understanding concepts in Susan Carey’s terms makes it possible, among other things, to understand how it is that some people persist in beliefs that are obviously contrary to reality for others, such as the belief in a flat earth. The concept also has interesting methodological implications. Aristotelian logic, as it was practically developed until the end of the nineteenth century, was understood as the rules of right thinking. As such, it included psychological and ethical questions. The conception described here precisely develops the psychological component of the former logic. The final section of the paper then proposes hypotheses on which to base the study of adults, including those who hold some extreme views.

The gender gap in political psychology.

I investigated the authorship gender gap in research on political psychology. The material comprises 1,166 articles published in the field's flagship journal Political Psychology between 1997 and 2021. These were rated for author gender, methodology, purpose, and topic. Women were underrepresented as authors (37.1% women), single authors (33.5% women), and lead authors (35.1% women). There were disproportionately many women lead authors in papers employing interviews or qualitative methodology, and in research with an applied purpose (these were all less cited). In contrast, men were overrepresented as authors of papers employing quantitative methods. Regarding topics, women were overrepresented as authors on Gender, Identity, Culture and Language, and Religion, and men were overrepresented as authors on Neuroscience and Evolutionary Psychology. The (denigrated) methods, purposes, and topics of women doing research on politics correspond to the (denigrated) "feminine style" of women doing politics grounding knowledge in the concrete, lived reality of others; listening and giving voice to marginalized groups' subjective experiences; and yielding power to get things done for others.

Construing journeys to recovery from psychosis: Aqualitative analysis of first-person accounts.

To perform a qualitative analysis of the factors that were construed as salient in facilitating the process of recovery in the narratives of people with psychosis who had their first-person accounts (FPAs) published in an academic journal. Computerized textual analysis was undertaken of 156 FPAs written by persons who had experienced psychosis and published in the Schizophrenia Bulletin between 1979 and 2020. Constructs were extracted from the FPAs and coded in terms of Mental health treatment and therapy, Self-management and Multiple factors; recovery processes (Connectedness, Hope, Identity, Meaning and Empowerment), Struggles and Turning points. Psychosis impacted on individuals in profound and diverse ways. This was reflected in the different pathways to recovery included in the FPAs. Underlying the different pathways was the salience of re-engagement in the shared reality of others; development of a cohesive and positive self; empowerment through the use of self-management strategies, and making sense of experience through reconstruing what was meaningful. Personal constructs identified in the FPAs provided insight into both challenges faced and alternative avenues of movement that were perceived as available. Processes that support individuals re-engaging with the shared reality of others are central to recovery. Supportive relationships and fostering open dialogue were consistent themes across the different pathways that recovery journeys took. Establishing a meaningful lifestyle and recovering a positive sense of identity were a key challenge following psychosis onset. Appreciation of experiences contained in FPAs has the potential to enhance the effectiveness and humanity of mental health care.

'Waiting with Bated Breath'

'Waiting with Bated Breath'

Using community diagnosis on primary care placements for medical students

ABSTRACT Background: Over 35 years ago Julian Tudor Hart highlighted how medical undergraduate education needed to adapt to produce clinicians who were better situated in communities. However, we still struggle to engage medical students in understanding the social and environmental determinants of health, the value population level data and public health interventions. Our approach: Third year medical students carried out a community diagnosis project where they evaluated quantitative, qualitative and observational data for the community in which they were living. They examined Public Health England fingertips data to choose a topic, gathered and evaluated further information, considered potential solutions, and created a 5-min presentation for their small group tutorial. The students were supported by GP tutors from East London, allowing a novel role for GP tutors to teach on this topic. Evaluation: GP tutors and students gave positive feedback on both the design and delivery of the module. Students frequently made the link between their previous theoretical teaching in public health and the application of it in the GPCD module, appreciated the value of investigating their local area and commented upon the opportunity to consider the wider determinants of health. The GP tutors felt the project gave the students an insight into the lived realities of others. Conclusions: This module was an effective cross-collaborative approach between primary care and public health. It gave a practical application to build on previous theoretical public health learning, and evidence of transformational learning for the students, helping them to understand the impact of health inequalities.

Спонтанности и сингулярности: гипотетический подход Канта к сверхчувственному и к пересмотру оснований метафизики

The hypothetical approach to the supersensible developed by Kant in his three Critiques, exemplified by his analysis of the aesthetic and reflective judgment in his third Critique, with their principle fortuitous purposiveness, can be considered as the basis for a new foundation of metaphysics. According to Kant’s limitation of cognition to the realm of sense intuition, theoretical knowledge of God, the subject, things-in-themselves, transcendental ideas is impossible. This leads to a kind of “negative theology” of the highest principle and the supersensible as a whole. The reasons are rooted in the character of propositional thought, which can only circumscribe a singular, supersensible reality by means of predicative sentences and discursive thought. Taking Kant’s lead, but in contrast to his terminology, I call really existent singularities, including the thinking, knowing, desiring, feeling unique individuals we know as human beings, spontaneities, in order to distinguish them from descriptive characteristics attributed to them by predicative thought. Kant’s “practico-dogmatic” account of the postulates of God and immortality of the soul, based on the “fact of freedom” and its connection to the moral imperative, ensure the possibility of the “highest good” as final aim of moral behaviour — but cannot satisfy our need for knowledge of the supersensible. To “lay the groundwork” for experience of our own self-conscious reality, the reality of others like ourselves, of things which transcend the boundaries of sense intuition, and of true reciprocity, a different method is needed, one which leads us “beyond being and thought” to the unconditional beginning of conditional reality.

Getting into someone else's soul: communicating embodied experience

ABSTRACT The idea of connecting with the sensory realities of others can help us to build empathic ties and to think outside the boundaries of our preconceived ideas. Envisioning these opportunities, this paper introduces a framework with a set of embodied modalities derived from communicating embodied experiences through a prototype for storytelling called SOUL. This prototype was built to transmit some experiential qualities based on a first-person narrative truthfully. Three ways of bodily connecting with the experience of others are here identified as (1) assertion, (2) negotiation or (3) dissension, and described as different ways of generating embodied connections with the prototype. This approach is intended to enrich the value of alterity in HCI, including disagreement and tension in times where the design of one size fits all artefacts appear as the general rule. We conclude that this sensory way of transmitting meaning can be useful for communicating assertive messages.

Post-lineage yoga

The positionality of the researcher has long been of debate. Within ethnographic research into cultural practices, a world of nuance arises in the possible relationships of researcher and researched. We are engaged in complex processes of reconciliation between the under-represented communities whose stories we aim to tell (Shaw 1999: 108; Orsi 2013: 5), and the power an academic position confers to “define reality for others” (Hufford 1999: 298). The resulting implications for the researcher are further complicated and enriched when public interest in our work is mediated in online environments. As scholars we are often ill-equipped to ride fast-moving flows of misinformation and meme, rumour and trolling.
 Towards the end of my doctoral research, an academic term from my thesis became caught up in the increasingly heated spaces of yoga-related social media. In this article, I step back from the situation to share a snapshot of what happens when academics go viral, and to deconstruct the little-understood processes of subcultural evolution at work. I ask: what can we learn from these encounters about the nature of boundaries between scholar and practitioner, researcher and researched, professional and personal? And how might academic discourse and engagement evolve to meet the challenges of an online economy of knowledge?

Decolonizing the Intercultural: A Call for Decolonizing Consciousness in Settler-Colonial Australia

Throughout this article I make a case for decolonizing consciousness as a reflexive orientation that reforms the ways in which Indigenous and non-Indigenous life-worlds are navigated and mutually apprehended in a settler colonial context. I consider how through decolonizing dominant habits of thought and action an intercultural dialogue responsive of diverse and mutually informing realities may be cultivated. This article aims to first introduce the key characteristics of ‘decolonizing consciousness’, this being reflexivity, deep listening, and border thinking. Using the Darling River in New South Wales, Australia, as a backdrop, I consider how place and environment are agents and facilitators of a contested intercultural dialogue where Indigenous and non-Indigenous ontologies, epistemologies, and axiologies often come to head. Drawing on fieldwork conducted with Aboriginal residents in far western New South Wales, as well as literature on decolonizing theory and Indigenous knowledge systems from different socio-cultural contexts, I argue that intercultural dialogue begins with reflexive contemplation of how one’s lived experiences is embedded in the realities of others.

The Divergence and Convergence of Critical Reflection and Critical Reflexivity: Implications for Health Professions Education.

As a field, health professions education (HPE) has begun to answer calls to draw on social sciences and humanities (SS&H) knowledge and approaches for curricular content, design, and pedagogy. Two commonly used SS&H concepts in HPE are critical reflection and critical reflexivity. But these are often conflated, misunderstood, and misapplied. Improved clarity of these concepts may positively affect both the education and practice of health professionals. Thus, the authors seek to clarify the origins of each, identify the similarities and differences between them, and delineate the types of teaching and assessment methods that fit with critical reflection and/or critical reflexivity. Common to both concepts is an ultimate goal of social improvement. Key differences include the material emphasis of critical reflection and the discursive emphasis of critical reflexivity. These similarities and differences result in some different and some similar teaching and assessment approaches, which are highlighted through examples. The authors stress that all scientific and social scientific concepts and methods imported into HPE must be subject to continued scrutiny both from within their originating disciplines and in HPE. This continued questioning is core to the ongoing development of the HPE field and also to health professionals' thinking and practice.

Beyond Empathy: Compassion and the Reality of Others

In the history of philosophy as well as in most recent discussions, empathy is held to be a key concept that enables a basic understanding of the other while at the same time acting as the foundation of our moral emotionality. In this paper I want to show why empathy is the wrong candidate for both of these tasks. If we understand empathy as projection, i.e. a process of imaginary self-transposition, we are bound to presuppose a fully established interpersonal sphere. If we consider empathy as synonymous with compassion it is highly questionable if we ever reach the other person in his or her otherness. Max Scheler and other early phenomenologists offer very fruitful approaches to both problems without resorting to empathy. I will present some of their thoughts and focus especially on Scheler’s claim about the connection between the experience of the real other and the intentionality of compassion.

Hjartað, kjarni mennsku og menntunar?

Í greininni er sjónum beint að heimspekilegri orðræðu um hjartað og grafist fyrir um merkingu og mikilvægi þessa hugtaks í siðfræðilegu samhengi. Fyrst er rætt um hjartað í ljósi hefðarinnar og upprunalegs skilnings á heimspeki sem viskuást. Þá eru tengsl hjartans við eigingildi skoðuð, það er hjartað er sett í samhengi við skilning á gildi hlutanna í sjálfu sér. Því næst er athyglinni beint að sambandi hjartans og mannlegs særanleika og berskjöldunar. Gerð er grein fyrir þeirri hugmynd að hjartað, í mynd líkamlegs, félagslegs og andlegs særanleika, sé kjarni mennskunnar og hins mannlega eiginleika að vera opinn fyrir veröldinni. Hjartað er þá jafnframt skilið sem aðsetur þess hæfileika mannssálarinnar að geta orðið fyrir sterkum áhrifum eða djúpt snortin af því sem hún kemst í snertingu við. Að því loknu verður varpað nokkru ljósi á hjartað sem skynjun eða innsæi, og sú þýðing hugtaksins tengd sérstaklega við hugtök á borð við ímyndunarafl og ást. Þá er vikið að tengslum hugtaksins við frumspekilegan skilning fólks á eðli veruleikans og þeirri hugmynd varpað fram að hjartað feli í sér þann skilning að veruleikinn sé leyndardómur. Loks verður spurt hvaða þýðingu það hefur fyrir hugmyndir okkar um siðferðilegan skilning og siðferðilega menntun ef hjartað er tekið alvarlega.

THE DISCLOSURE OF LIFE EXPERIENCE AND ITS EXPRESSION IN CULTURAL STUDIES PERSPECTIVE

One of the key concepts of cultural studies in dealing with "living culture" is the experience and how to articulate it. The articulation of an experience must avoid pure meaning and the addition of excessive analysis. The pattern of interaction, lifestyle, and mind-set observed will bring the ethnographer at the correct level of articulation. In research, cultural studies develop ethnographic methods. Ethnography is a form of socio-cultural research characterized by an in-depth study of the diversity of socio-cultural phenomena of a society. The study was conducted using primary data collection with interview guidelines; research in one or more cases in depth and comparability; data analysis through the interpretation of the function and meaning of thought and action, resulting in the description and analysis verbally. Reality shows that ethnographs often express the experience of "large groups" and reveal less "disadvantaged" parties. Finally a new approach to the research of "new ethnography" is proposed that aims at developing a way of learning and writing that allows the ethnographer to more accurately understand and reveal and articulate the reality of others' lives. New ethnographic practices are often characterized by various strategies, such as collaboration, self-reflexivity, and polvocality. However, coming to its logical conclusion, the new ethnographic search to become a reality for the different realities of life makes one unable to judge between them.

Research of the Nature of Leadership Activities

(ProQuest: ... denotes formulae omitted.)IntroductionLeadership is a topic that is now a matter of high interest and attention, as reflected in a large number of books and articles on subject (Yukl, 2010). Despite enormous amount of professional and popular literature, concept of is associated with many unanswered questions and controversial conclusions. One of most important theoretical problems is lack of uniform definitions of as such, resulting in a lack of practically applicable characteristics of activities. Findings presented in literature mostly talk about how to act like leaders, emphasizing their personal characteristics, or describing different styles and types of leaders. A leader is mostly seen as a complex entity equipped with features that make him/her ideal for role of a leader. Excessive research on characteristics carried out in past decades, however, did not reveal which features guarantee success (Northouse, 2010). Practical examples also show that personality that does not have selected features, still may be an effective leader too (Ulrich et al., 2009). On other hand, cannot be explained why leaders even though they possess characteristics based on research, unexpectedly fail.Looking back on extensive research concerning characteristics of leaders, we know very little about what leaders actually do in their daily work, or how they do it. Comprehensive studies on this topic exist, resulting in a completely non-specific and metaphorical understanding of whole concept of based on personality, charisma or holding certain positions. should be seen more widely and same applies to characteristics of and styles, as well as how are leaders manifested outwardly through their work, what is nature of their work. Comprehensive understanding of involves not only understanding personality of a leader, his/her value orientation, properties and characteristics, i.e. Who is a leader? and a style of used by a leader, that is, How does he/she lead?, but also actions that a leader performs, i.e., What is he/she doing in fact?1.Literature overviewLeadership is a concept that in managerial language, despite more than half a million books about leaders did not have a clear and unambiguous interpretation. According to Crainer (1995) are about 400 definitions of - it's a real minefield of misunderstandings and differences, through which theorists and practitioners have to walk. The definition of is arbitrary and largely subjective. Stogdill (1948) after a comprehensive review of literature on concluded that there are almost as many definitions of as those who have tried to define this concept. Confusion is caused mainly due to using other misleading terms such as management, administration, power, authority and control to describe similar phenomena. It seems that concept of has always escaped from us, or appears in a different form to mock with its sliding properties and complexity. That's why we invented endless definitions to deal with ... and now this concept is yet not well defined, says Bennis (1959).Leadership is defined in different ways. First, occurs in groups. is the behavior of an individual directing activities of a group toward a shared goal. (Hemphill, Coons, 1957) Similarly Northouse (2010) says that leadership involves influencing a group of individuals who have a common purpose. Second, is a process or transactional event that occurs between leader and followers, is not a trait or characteristic of leader. Leadership is realized in process whereby one or more individuals succeed in attempting to frame and define reality of others (Smircich, Morgan, 1982) Jacobs and Jaques (1990) pointed out that it is a process of giving purpose to collective effort, and causing willing effort to be expended to achieve purpose. …

Experience and history: phenomenological perspectives on the historical world

Introduction: On the Phenomenology of History 1. The Phenomenological Question 2. Representation, Memory, Experience 3. Phenomenological Perspectives: an Outline Chapter I: The Varieties of Experience 1. On the Concept of Experience and its Curious Fate 2. Experience and Innocence: The Empiricists 3. Experience in Kant and Hegel 4. So Far: Three Concepts of Experience 5. Dilthey, Husserl and a New Word: Erlebnis 6. From Mysticism to Pragmatism: Buber, James, Dewey 7. Taking Stock Again: How Many Concepts of Experience? 8. Experience and Foundationalism 9. Summing Up: Four Concepts of Experience Chapter II: Experience and History 1. The Two Relevant Senses of Experience 2. Husserl on Temporality 3. Time and Experience 4. Intentionality 5. Objects, Events, World 6. Others and The Human World 7. Experience and Historicity 8. Being with Others 9. and Community 10. Community and Historicity 11. History and Retrospection 12. The Experience of Historical Events 13. Levels of Temporality 14. The Significance of These Examples Chapter III: Experience and The Philosophy of History 1. Taking Stock 2. Experience, Representation, Memory 3. Narrative Representation 4. Experience and Memory 5. What Kind of Philosophy of History Is This? 6. The Epistemology of History 7. The Metaphysics of History Chapter IV: The Metaphysics of History and Its Critics 1. The Project of Re-reading the Philosophy of History 2. The Rise and Fall of the Classical Philosophy of History: The Standard View 3. Hegel and his Alleged Predecessors 4. Hegel's Lectures and Their Reception 5. Twentieth Century Reactions Chapter V: A Phenomenological Re-reading of the Classical Philosophy of History 1. Danto and 2. Narrative and Everyday Life 3. Practical Narrative 4. Narrative and The Classical Philosophy of History 5. Narrative and The Social 6. The Project of Re-reading 7. Marx and Marxists 8. Hegel's Lectures Again 9. History and the Phenomenology of Spirit 10. Hegel as Reformer 11. Hegel and Beyond 12. Conclusion Chapter VI: Phenomenologists on History 1. The Emergence of Nineteenth Century Historicism 2. Historicism and Marxism 3. Husserl and Dilthey 4. Husserl's Response to Historicism 5. Husserl's Crisis and a Different View of History 6. Philosophy of History in the Crisis 7. Phenomenology and The Epistemology of History 8. Phenomenology and Historicity in the Crisis 9. Coda: French Phenomenology of History 10. Conclusion Chapter VII: Space, Time and History 1. Time Zones: Phenomenological Reflections on Cultural Time a. Space and Place, Home and Beyond b. Lived Space, Lived Time c. The Universal Now d. Time and The Other e. Local Time, East and West f. Conclusion: Cultural Time and the Contemporary World 2. Place and Time: On the Interplay of Historical Points of View a. Place b. The Reality of Others c. Time d. e. Narrative f. Conclusion Chapter VIII: Experience, Narrative and Historical Knowledge 1. History, Fiction and Human Time a. Questioning the Distinction Between History and Fiction b. A Response c. Fiction and Falsehood d. Knowledge and Imagination e. Narrative and Reality f. An Example g. Conclusion 2. Narrative Explanation 3. Epistemology and Ontology of Narrative BIBLIOGRAPHY INDEX

“Open the Gates Mek We Repatriate”: Caribbean slavery, constructivism, and hermeneutic tensions

Constructivism has inherited a hermeneutic tension from the sociology of knowledge tradition regarding a strong ontological proposition that all social beings interpret their reality and a qualified epistemological proposition that some social beings are better able to interpret the reality of others. This article focuses on the politics of knowledge production that arise from this tension, namely that a privileged group, the ‘scholastic caste’, possesses the power to de-value the explanations of ‘lay’ groups’ experiences by deeming them to be insufficiently ‘scientific’. The article explores these politics by addressing the meaning of the abolition of and emancipation from Atlantic slavery, a case study popularly used in constructivist literature. Noting the absence of engagement by constructivists with the ‘lay’ interpretations of enslaved Africans and their descendants, the article explores a hermeneutical position developed by the Jamaican sociologist and novelist, Erna Brodber, which directly addresses these tensions.