Western Theories Research Articles

Musthalah al-Tanash Nasyatuhu wa Ta’shiluhu wa Huduruhu fi al-Adab al-‘Arabi

A number of contemporary Arab critics have sought to root many Western critical concepts by searching for their origins in the ancient Arab and rhetorical heritage, including, for example, “intertextuality.” These critics agree that the ancient Arab critical heritage is full of critical theories and concepts, and it is necessary to return to it to uncover the origins of these modern Western theories and concepts, and to reintegrate them into modern criticism. The concept of intertextuality is one of the most Western concepts exposed to rooting in contemporary Arab criticism. This concept was rooted by linking it to old concepts created by Arab critics in the past, such as quotation, inclusion, literary theft, and others. Thus, Arab critics have enriched the human critical heritage with critical theories that they produced and applied to Arab poetic creativity. Arabs knew the idea of intertextuality in its concept, dimensions, and some of its functions, but they did not naturally create this Western term. Some modern Arab critics sought to purify the concept of intertextuality from its impurities that make it a dangerous concept, so that it could be rooted and considered a new and contemporary formulation of the concept of legalized thefts, which Abdul Qaher Al-Jurjani defined as "imitation".

Cosmologies, coloniality and quantum critique: Exploring conversations with Native American ways of knowing

Worldviews provide orientation in the world. They also have worlding power as part of material assemblages within which our responses to political issues are devised. This article turns the gaze inward to “decenter” Western ways of knowing, cosmologies, and stories of the origins of the universe. It questions considering science as a way of knowing completely separated from religious and political thinking and highlights how Western theories of matter became entangled with practices of colonial power. Furthermore, this article argues that by emphasizing uncertainty, relationality, and the relevance of processes of mattering, Quantum Social Theory worldviews challenge the pillars of the onto-epistemologies of the Enlightenment and bring us closer to some elements of Native Peoples onto epistemologies. This piece aims at decentering the ways of knowing of the Empire, building a bridge with non-Western worldviews, and showing that relational onto-epistemological orientations may chang how we engage with other human and non-human beings and how we address political matters.

Decolonizing Literary Studies: Unveiling Postcolonial Narratives in Post-Yugoslav Academic Curricula*

This paper explores the presence and integration of postcolonial studies in literature education within the faculties of philology in the capitals of the former Yugoslav countries. Focusing on the emerging field of critical curriculum studies, the research delves into the nuanced landscape of literature education, particularly at higher levels, specifically emphasizing literary students’ specialized education. The study contextualizes postcolonial studies as a hybrid space for theoretical discourse, tracing its roots to anticolonial critique and contemporary Western theories. Drawing on the anticolonial heritage of socialist Yugoslavia and its involvement in the Non-Aligned Movement, the paper navigates the complexities of (post)colonial dynamics in the Balkans. This paper investigates the presence, or absence, of postcolonial theory in literature curricula within humanities faculties in the former Yugoslav countries’ capital cities. This research is based on the close interconnection of literature and postcolonial theory, whose origins lie within the literary representation of colonization relations. The primary objective is to discern the extent to which postcolonial studies are integrated into literary education and what implications this holds within the national context. Through an examination of course programs and content at various academic levels, the research aims to illuminate the role of postcolonial theory in shaping the narrative of literature education in the context of the former Yugoslavia.

The Aesthetics of Arabic Calligraphic and Islamic Formations in the Curtain of the Door of Kaaba: A Critical Artistic Study

The Kaaba's covering carries inherited aesthetics with an ancient historical and cultural character. The curtain for thedoor of the Holy Kaaba is an integral part of the design of the Kiswa of the Holy Kaaba, as it covers the door of the HolyKaaba. The door curtain of the Holy Kaaba is considered an immortal and unique Islamic artistic painting in terms ofthe uniqueness of its design. Therefore, this study aims to apply the Western theory of art criticism (Feldman) to Arabiccalligraphy and the calligraphic formations embodied in the curtain of the door of the Holy Kaaba to demonstrateaesthetic and artistic design values. The approach followed in this study is Feldman's approach to art criticism.Feldman's methodology is considered a systematic and integrated critical methodology for describing and analyzingartworks. In addition, this methodology enhances the aesthetic experience to understand art, its dimensions andvalue. The tool used in the study is observation. The study population consists of linear and decorative units withmultiple styles. The study concluded that the curtain of the door of the Holy Kaaba is characterized by an abundanceof calligraphic formations and compositions and Islamic decorative plant units.

MENEROKA PENGETAHUAN KAUNSELOR DI SEKOLAH BERKAITAN KAUNSELING ISLAM

This study aims to explore the knowledge of Muslim school counselors regarding Islamic counseling. A qualitative research design based on a multiple case study method was employed, with a sample of 19 Muslim counselors selected using purposive sampling. Data were collected through semi-structured interviews. The findings reveal that counselors possess clear knowledge about Islamic counseling, encompassing two main themes: "The counseling process based on human nature and oriented towards the hereafter" and "Modification of Western counseling." Within the first theme, counselors emphasize the importance of understanding human nature and the concepts of al-Nafs, al-Qalb, al-Aql, and al-Ruh. They adhere to the goal of guiding individuals back to their innate nature (fitrah) and utilizing the Quran and Sunnah as the primary sources of guidance. Moreover, counselors perceive their role as preachers who guide clients in maintaining religious practices and noble character. The second theme illustrates counselors' integration of Islamic elements into Western counseling processes, where Western theories serve as the framework while Islamic elements such as Quranic verses, hadith, and moral values are incorporated as complementary components. This study provides an overview of counselors' awareness of the importance of applying Islamic values in counseling sessions and their efforts to infuse Islamic elements into the counseling process to align with clients' needs. However, counselors must continually enhance their knowledge and skills in Islamic counseling through ongoing training and education, as well as the development of more comprehensive Islamic counseling models and modules to further strengthen their roles.

Forum: Debating the Chinese School(s) of IR Theory

Abstract The papers in this Forum, along with eight papers consecutively published in previous and current issues of this journal, constitute a special symposium, which engages in a dialogue between the “Chinese School” of International Relations (IR) theory and “Western” IR theories. The contributors are renowned Western theorists representing various Western paradigms and leading Chinese theorists from the three branches of the Chinese School, namely “moral realism,” “relational theory,” and “symbiosis theory.” The dialogue between the Chinese School and Western theories has become feasible due to recent theoretical breakthroughs achieved by the former and the observed efforts to enhance theoretical diversity in the latter. Contributors from both sides are committed to fostering an equal, comprehensive, and constructive dialogue. Western theorists provide an evaluation of the Chinese School as a whole and delve into the specifics of its branches. They compare the Chinese School with Western theories, highlighting similarities and differences, reflecting on shared issues, identifying both contributions and shortcomings of the Chinese School, and proposing solutions for its further development. In response, Chinese School scholars reiterate their theoretical concerns and refine their theoretical stances accordingly. This dialogue demonstrates the potential for Chinese and Western theorists to overcome language and cultural barriers to achieve mutual understanding and valuable collaboration.

Международное образование как предмет сравнительного исследования в западной теории

The article presents an analysis of the Western theory of international education from the point of view of substantiating the comparative approach as the dominant method in foreign research on this topic. The novelty of the research lies in the description of comparative international education as a field of scientific interests of Western authors. Its specificity lies in the fact that it makes it possible to consider general trends in global education, and not only to analyze its individual directions. The international centers CIE, CICED, CESA, WCCES, using this method, analyze national strategies in the field of education, the dynamics of industry development, pedagogical practices, traditions, and prospects for international education in the context of globalization. A study of the works of Western authors has revealed that today the theory of international education has not yet been fully formed. This is indicated by problems such as borrowing and innovation in this environment, the lack of coordination between the results of its research and the activities of relevant ministries. To identify the opportunities and risks that are present in the Western theory of comparative international education, the author used a comparative approach, phenomenological, interpretative and descriptive methods. Moving forward, continued interdisciplinary dialogue and methodological refinement are essential for advancing the theory and practice of international education in a rapidly changing world. Ultimately, fostering collaboration among scientists, policymakers, and practitioners is imperative for realizing the full potential of international education as a catalyst for global development and cooperation.

Epistemology of Thought Study of Muhammad Imarah View On Th Presence Of Hermeneutics As A Methiode Of Interpretation

The study of hermeneutics has recently become an academic focus, especially in Islamic thought and tafsir (Interpretation) circles. Because hermeneutics offers a methodology in interpreting the text of the Koran. However, not all figures use hermeneutics as a method of interpretation, more there are those who do not accept the presence of hermeneutics as a method of interpretation, this means that hermeneutics has a very negative impression in Muhammad Imarah perspective, so they criticize epistemological reasoning for the presence of hermeneutics as a theory of interpretation. Specifically, there are several fundamental aspects which are the focus point of this research, namely, First, what is the concept of hermeneutics? Second, what is the epistemology of Muhammad Imarah thinking regarding hermeneutics? This type of research is literature review-based research (Library Research) by analyzing research sources, books, journals and relevant references to answer the problems in the research. The result of this research is that Muhammad Imarah view of hermeneutics is underestimated and considers hermeneutics to be a western theory that cannot be applied in understanding the Koran, let alone in the realm of interpreting. Imarah discredits the view and understanding that in hermeneutics the position of every reader is very special and plays an important role, Imarah calls it a deified position, while the author himself is considered to be gone (dead) and the meaning and purpose that the author wants to convey are considered non-existent. Imarah's view of hermeneutics is the same as Imarah pattern of viewing other traditions and civilizations originating from the west which is not accepted by Islam and therein lies the deficiency of an Islamic thinker who is in fact a professor in the field of Islamic philosophy

A Genealogy toward Methodic Doubts in Educational Leadership Research

A Genealogy toward Methodic Doubts in Educational Leadership Research

Towards the systematisation of African ways of knowing: neocolonial hegemony, theory development and cognitive imperialism in African studies

ABSTRACT This study proposes African ways of knowing as viable alternatives to Western theories, and demonstrates how Indigenous African epistemologies can be systematised for critical analysis of cultural productions. It builds on the argument that knowledge production in and about Africa should begin to utilise local frameworks to reflect African cultural specificities and instantiate how self-generational concepts from African cultures can be intellectualised. The study adopts Yorùbá Ọmọlúwàbí, Xhosa/Zulu Ubuntu/Hunhui and Shona Ukama, converts them to canons and uses them as models to validate empirical reality, propositional truth and epistemological premises of home-grown African theories. It discusses theory development and interrogates how these Indigenous epistemes can be structured and turned to theories using evidential, coherential, aesthetic and diachronic theoretical virtues. It also identifies the validity of these theories in cultural praxis, worldviews, proverbs of matrixes under study and generates five premises for the local frameworks, arguing that home-grown African theories can be adopted to remind and reawaken Africans to their cultural history and values.

The Chinese School of IR Theory: Ignored Process, Controversial Progress, and Uncertain Prospects

Abstract This article reviews issues relevant to the Chinese School of International Relations (IR) theory. After 20 or more years of relentless effort, the Chinese School has achieved concrete breakthroughs, evident in the emergence of Relational Theory, Moral Realism, and Symbiosis Theory. The Chinese School has thus entered a new stage, its primary task having been upgraded from theory innovation to theory development. But to proceed further, the Chinese School needs critical responses from its Western counterparts. Owing primarily to the language barrier, as well as to the non-confrontational academic tradition within Chinese IR, and the ethnocentrism that both sides practice, the few dialogues that have taken place between the Chinese School and Western theories have tended to be problematic, with important issues either ignored or misrepresented. In order to further study a comprehensive and intensive exchange of ideas between the Chinese School and Western theories, this article categorises issues relevant to the Chinese School into three areas. They are: process of evolution; progress in theoretical studies; and the Chinese School’s future relationship with other theoretical entities (in particular, Global IR). Predominantly reliant upon the discourse analysis of Chinese School publications, this contribution seeks to provide a foundation for further exchanges between Western theories and the Chinese School.

Individualistic Versus Relational Ethics – A Contestable Concept for (African) Philosophy

AbstractThaddeus Metz, in his book “A Relational Moral Theory” compares the relational African view to Western theories of right action with a focus on Kant (respective contemporary Kantianism) and Utilitarianism. In focussing on the opposition between a relational and an individualistic view, Metz questions the interpretation of basic normative assumptions that are guiding central Western moral and political institutions. He particularly focusses on Kantian and Utilitarian approaches to which he ascribes substantive moral assumptions in terms of utility respective autonomy. In this paper, we reconstruct Metz’s position on the opposition between a relational and an individualistic view on ethics. We then investigate whether his relational conceptualisation is a convincing reconstruction of African views and question his take on Western positions, focussing in particular on views around individual rights and communality as presented in the Kantian tradition. We highlight the value of ubuntu in intercultural discourse to foster ethical and moral reasoning in a holistic way and conclude that any reflection on ethics necessarily involves an understanding of our common human nature, which is at the core of philosophical anthropology.

The Meaning of Text Visualization in Contemporary Paintings in West Sumatra

Within two decades in West Sumatra, some artists' paintings contain visualization of letters, numbers, sentences, which are sometimes arranged scattered, even upside down. This is unusual considering that contemporary painting has developed into more sophisticated forms. This research aims to explore the meaning of text visualization in contemporary paintings of artists in West Sumatra. This research uses descriptive qualitative method with Hans-Georg Gadamer's hermeneutic approach. The object of study was selected based on purpose sampling, namely the paintings of Syahrial, Yasrul Sami, Yon Indra and Dika Adrian. The results showed that the meaning of Syahrial's painting text hints at a critical mindset in viewing the reality of life facing the value conventions of Western theories that give distance to the mindset of the community towards culture. The meaning of the text in Yasrul Sami's painting is a representation of the inner and psychological self over the problems of life. The meaning of Yon Indra's painting text leads to the essence of the attitude and mindset of the younger generation. The meaning of the text of Dika Adrian's paintings, leads to cultural consumption, social context and environment of today's young generation. From the results of the research, it can be concluded that the text in the paintings has personal meaning and social meaning. The difference in the way the text visualization is expressed in the work has an influence on cross-generational cultural consumption.

The Origin of The Formation of Modern Japanese Nationalism

Nationalism is a complex and profound subject, with each country and region having its own characteristics. As a unique facet of East Asian civilization, modern Japanese nationalism exhibits traits such as homogeneity and independence, a strong spirit of groupism, a pronounced sense of inferiority, and islandism. In modern times, particularly among Japanese reformers facing internal and external challenges, there was a proactive exploration and adaptation of western theories. This fusion, along with the essence of “Japanese spirit”, gave rise to nationalism with distinct Japanese characteristics. Japan’s journey towards developing this unique form of nationalism resulted in its transformation into the first modern nation-state in East Asia society, marking a profound political and social reforms. The study of modern Japanese nationalism holds great significance for the broader understanding of nationalism, shedding light on how unique cultural, historical, and geopolitical factors can shape a nation’s identity and policies.

Socialization of the Goals and Functions of Islamic Religious Education in Labuhanbatu Regency South

Education is a process carried out consciously or deliberately in order to increase knowledge, insight and experience to determine life goals so that they can have a broad view towards a better future and with education itself can create quality human beings. Like Western theory, educators in Islam are people who are responsible for the development of students by trying to develop all students' potential, both affective (feelings), cognitive (creativity), and psychomotor potential (intentions). Education is a cultural process to improve human dignity that lasts throughout life. Education is always developing, and is always faced with changing times. That is the cycle of development of changes in education, otherwise education will be left behind by the rapid changes of the times. For this reason, changes in education must be relevant to changing times and the needs of society at that time, so it is important to plan as early as possible which can be stated in the Vision, Mission, Goals and Functions of Islamic Education.

Anthropological Terms in Chinese Biblical Translations: The Interplay between Catholic and Protestant Versions in Response to Chinese Traditional Cultures

Notwithstanding the considerable attention that Chinese Bible translations have attracted, some important theological issues have been ignored for a long time, one of which is anthropology. The present article focuses on the Chinese rendering of terms in this category. From the attempts in the first three Catholic versions, the Western theory of soul introduced by Matteo Ricci began to influence the connotation of ling 靈 in Chinese biblical texts, though anima and spiritus had not been distinguished or the translations were still obscure in these renditions. Robert Morrison’s version, though heavily dependent on Jean Basset’s translation, was also indebted to Emmanuel Diaz and Louis A. de Poirot in its dichotomous anthropology, developing a ling–rou 靈–肉 (lit. spirit–flesh) dichotomous discourse with his conceptualization of ling 靈. Initiated by the “second generation” of Protestant Bible translators, the renderings of pneuma/ruach and sarx/basar took the indigenized approach that culminated in the Delegates’ Version of the Bible. With the assistance of some Chinese scholars in completing this version, Medhurst launched a dialogue between Christian anthropology and Chinese traditional outlooks of human beings by emphasizing the concepts of shen 身 and xin 心, which had long-lasting popularity in later versions of the Chinese Bible.

중등 도덕과 교육과정의 인간이해 내용 고찰

This Study aims to analyze the content of understanding human in Secondary School ethics Curriculum and propose ways to improve it. To achieve this, the study reviewed discussions on Eastern and Western theories and moral education, demonstrating a balanced perspective on the nature of humanity.
 Upon analyzing the secondary school ethics Curriculum, the results showed a lack of description regarding the essential concept of reason and a tendency to instill an anthropocentric thinking that emphasizes human characteristics. Secondly, there is a insufficient description of Xingshan Theory and Xinge Theory within the societal context, with a disproportionate emphasis on Hobbes' theory over Rousseau's theory that advocating Xingshan Theory. Thirdly, the description of human rights appears abstract and arbitrary, with limited content addressing social rights as universal rights.
 Based on the analysis, to improve the content of human understanding in secondary school ethics curriculum, firstly, it is necessary to connect the essential concept of reason to the pursuit of ethical life and emphasize the importance of the interaction between humans and the environment as part of the ecological context. This involves describing reason and emotion in a balanced manner concerning ethical behavior. Secondly, it is necessary to address Xingshan Theory and Xinge Theory within the context of societal institutions. Thirdly, expending and addressing human rights issues from the perspective of freedom rights and social rights are imperative.

Психологизм в новеллах Д. Г. Лоуренса и Т. Уильямса: сопоставительный аспект

The aim of the study is to identify common and specific features in the interpretation and depiction of psychologism in the novellas by the English-speaking writers of the 20th century David Herbert Lawrence (1885-1930) and Tennessee Williams (1911-1983). Some Western theorists in their research note the influence of D. H. Lawrence on Tennessee Williams, observed, in particular, in a similar choice of themes in their works. Tennessee Williams recognized the importance of his British colleague’s creative method for his own writings. Nevertheless, the rich heritage of the writers in question represents an inexhaustible source for advancing new scientific goals and finding previously unexplored facets for research. The scientific originality of the study lies in establishing the fact of significant similarity in the use of the literary techniques for creating psychologism in the novellas by D. H. Lawrence and Tennessee Williams. As a result of a detailed literary analysis of the novellas, similar literary techniques of actualization of the psychological aspect were found. These techniques include the developed level of imagery in the short prose by the writers under comparison (images-characters, images-symbols), a peculiar depiction of literary time (retrospection), descriptive techniques, etc.

Stratifikasi dalam praktek komunikasi bahasa Jawa dan masa depan kontekstualisasi kajian barat terhadap “orang Jawa” (Sebuah agenda riset)

The development of locally-based communication theories in Indonesia in the context of globalization and the advancement of communication technology. Communication experts in Indonesia feel the need to develop communication concepts that are in line with the local context. This concept has been pioneered by several communication experts in Asian countries such as China, India, Korea, and Japan. The dominance of Western theories has sparked a desire to research and develop communication science concepts by emphasizing cultural uniqueness. This research outlines the cultural characteristic differences between the West and the East, especially in left (West) and right (East) thinking, as well as the use of time. An analysis is conducted on the stratified Javanese language concept, including the use of different language levels according to social stratification. In this context, the research also associates post-structuralist and post-colonial concepts to understand the dynamics of communication in Javanese society. The research concludes with a discussion of the influence of moral systems, social stratification, and power in the communication process using the Javanese language. It is concluded that communication in Javanese society is not only influenced by language levels but also by ethical and moral systems that regulate relationships between social classes. This research aims to provide new insights into the communication system in Javanese society and stimulate further research in the field of related communication sciences.

Development of online teaching expertise in fragile and conflict-affected contexts

What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.