Barbara Arneil
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780199242689
- eISBN:
- 9780191598715
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199242682.003.0005
- Subject:
- Political Science, Political Theory
The excessive faith liberal theorists have had in the power of rights and rights discourse can have deleterious consequences for children. As vulnerable and dependent beings, children need to be ...
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The excessive faith liberal theorists have had in the power of rights and rights discourse can have deleterious consequences for children. As vulnerable and dependent beings, children need to be nurtured with love and affection in a setting in which intimate relationships between parents and children can flourish. A rights‐based discourse is conceptually ill‐equipped to accommodate the importance of establishing and supporting caring relationships. An ethic of care, emphasizing responsibilities over rights, provides a better way of conceptualizing and responding to the interests of children than thinking of children as proto‐adults with rights especially that to autonomy.Less
The excessive faith liberal theorists have had in the power of rights and rights discourse can have deleterious consequences for children. As vulnerable and dependent beings, children need to be nurtured with love and affection in a setting in which intimate relationships between parents and children can flourish. A rights‐based discourse is conceptually ill‐equipped to accommodate the importance of establishing and supporting caring relationships. An ethic of care, emphasizing responsibilities over rights, provides a better way of conceptualizing and responding to the interests of children than thinking of children as proto‐adults with rights especially that to autonomy.
Elaine Howard Ecklund
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195392982
- eISBN:
- 9780199777105
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195392982.003.0007
- Subject:
- Religion, Religion and Society
In chapter 7, Ecklund presents the voices of the over 40 percent of scientists who think religion plays a positive role on university campuses. Scientists are searching for boundary pioneers to cross ...
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In chapter 7, Ecklund presents the voices of the over 40 percent of scientists who think religion plays a positive role on university campuses. Scientists are searching for boundary pioneers to cross the picket lines of the science-and-religion debates, and nowhere is this more evident than on elite university campuses. Scientists’ models for how religion could be part of life on university campuses vary in the level of legitimacy and necessity ascribed to religion. Some think religion should be engaged in a private way (Model of Nurture), with universities funding chapels and other resources to support students’ personal expressions of faith. Another way religion is considered important is as an object of study (Model of Legitimacy). And a minority of scientists (less than 20 percent) think that religion can meaningfully intersect with their particular research and the education of their students, what Ecklund calls a Model of Connected Knowledge.Less
In chapter 7, Ecklund presents the voices of the over 40 percent of scientists who think religion plays a positive role on university campuses. Scientists are searching for boundary pioneers to cross the picket lines of the science-and-religion debates, and nowhere is this more evident than on elite university campuses. Scientists’ models for how religion could be part of life on university campuses vary in the level of legitimacy and necessity ascribed to religion. Some think religion should be engaged in a private way (Model of Nurture), with universities funding chapels and other resources to support students’ personal expressions of faith. Another way religion is considered important is as an object of study (Model of Legitimacy). And a minority of scientists (less than 20 percent) think that religion can meaningfully intersect with their particular research and the education of their students, what Ecklund calls a Model of Connected Knowledge.
Robert Boyd and Peter J. Richerson
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195310139
- eISBN:
- 9780199871209
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310139.003.0002
- Subject:
- Philosophy, Philosophy of Mind
Culture has fundamentally changed the nature of human evolution because it creates a novel evolutionary tradeoff. Social learning allows human populations to rapidly evolve accumulate cultural ...
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Culture has fundamentally changed the nature of human evolution because it creates a novel evolutionary tradeoff. Social learning allows human populations to rapidly evolve accumulate cultural evolution of highly adaptive culturally transmitted behaviors. However, to get the benefits of social learning, humans have to be credulous, for the most part accepting the ways that they observe in their society as sensible and proper; such credulity opens up human minds to the spread of maladaptive beliefs. These costs can be reduced by tinkering with our evolved psychology, but they cannot be eliminated without losing the adaptive benefits of cumulative cultural evolution. The classic nature-nurture controversy neglects the processes of gene-culture coevolution. An evolutionary psychology lacking an account of this fundamental tradeoff cannot successfully explain human evolution.Less
Culture has fundamentally changed the nature of human evolution because it creates a novel evolutionary tradeoff. Social learning allows human populations to rapidly evolve accumulate cultural evolution of highly adaptive culturally transmitted behaviors. However, to get the benefits of social learning, humans have to be credulous, for the most part accepting the ways that they observe in their society as sensible and proper; such credulity opens up human minds to the spread of maladaptive beliefs. These costs can be reduced by tinkering with our evolved psychology, but they cannot be eliminated without losing the adaptive benefits of cumulative cultural evolution. The classic nature-nurture controversy neglects the processes of gene-culture coevolution. An evolutionary psychology lacking an account of this fundamental tradeoff cannot successfully explain human evolution.
Paul E. Griffiths
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195310139
- eISBN:
- 9780199871209
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310139.003.0006
- Subject:
- Philosophy, Philosophy of Mind
A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic ...
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A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic assimilation” is significantly different from other ideas about how this might occur. From Waddington's perspective, evolutionary transitions between “innate” and “acquired” are to be expected because those categories have little meaning in terms of developmental genetics. Waddington's approach necessitates a different conception of the gene from that found in other literature on the Baldwin effect.Less
A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic assimilation” is significantly different from other ideas about how this might occur. From Waddington's perspective, evolutionary transitions between “innate” and “acquired” are to be expected because those categories have little meaning in terms of developmental genetics. Waddington's approach necessitates a different conception of the gene from that found in other literature on the Baldwin effect.
Andreas C. Lehmann, John A. Sloboda, and Robert H. Woody
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195146103
- eISBN:
- 9780199851164
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195146103.001.0001
- Subject:
- Music, Psychology of Music
This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and ...
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This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and priorities of the performing musician rather than the research community, it reviews the relevant psychological research findings in relation to situations and issues faced by musicians, and draws out practical implications for the practice of teaching and performance. Rather than a list of dos and don'ts, the book equips musicians with an understanding of the basic psychological principles that underlie music performance, enabling each reader to apply the content flexibly to the task at hand. Following a brief review of the scientific method as a way of thinking about the issues and problems in music, the text addresses the nature–nurture problem, identification and assessment of musical aptitude, musical development, adult skill maintenance, technical and expressive skills, practice, interpretation and expressivity, sight-reading, memorization, creativity, and composition, performance anxiety, critical listening, and teaching and learning. While there is a large body of empirical research regarding music, most musicians lack the scientific training to interpret these studies. This text bridges this gap by relating these skills to the musician's experiences, addressing their needs directly with non-technical language and practical application. It includes multiple illustrations, brief music examples, cases, questions, and suggestions for further reading.Less
This book provides a concise, accessible, and up-to-date introduction to psychological research for musicians, performers, music educators, and studio teachers. Designed to address the needs and priorities of the performing musician rather than the research community, it reviews the relevant psychological research findings in relation to situations and issues faced by musicians, and draws out practical implications for the practice of teaching and performance. Rather than a list of dos and don'ts, the book equips musicians with an understanding of the basic psychological principles that underlie music performance, enabling each reader to apply the content flexibly to the task at hand. Following a brief review of the scientific method as a way of thinking about the issues and problems in music, the text addresses the nature–nurture problem, identification and assessment of musical aptitude, musical development, adult skill maintenance, technical and expressive skills, practice, interpretation and expressivity, sight-reading, memorization, creativity, and composition, performance anxiety, critical listening, and teaching and learning. While there is a large body of empirical research regarding music, most musicians lack the scientific training to interpret these studies. This text bridges this gap by relating these skills to the musician's experiences, addressing their needs directly with non-technical language and practical application. It includes multiple illustrations, brief music examples, cases, questions, and suggestions for further reading.
Susan A. Gelman
- Published in print:
- 2003
- Published Online:
- September 2007
- ISBN:
- 9780195154061
- eISBN:
- 9780199786718
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195154061.003.0005
- Subject:
- Psychology, Developmental Psychology
Inheritance plays an important role in adults' everyday thoughts about social categories. When people think about identity, they often assume that properties are passed down from parent to child, ...
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Inheritance plays an important role in adults' everyday thoughts about social categories. When people think about identity, they often assume that properties are passed down from parent to child, independent of social or environmental influences. In this sense social identity may be construed as natural. This chapter argues that children view membership in certain categories as natural, and that young children appeal to inheritance and innate potential when they essentialize. They display rather elaborate beliefs that kinship overrides outward similarity, that inborn traits may be inherited, and that birth parents are more important than adoptive parents in determining growth and development. The main point is that children understand certain categories in terms of embodied, inherited, natural differences.Less
Inheritance plays an important role in adults' everyday thoughts about social categories. When people think about identity, they often assume that properties are passed down from parent to child, independent of social or environmental influences. In this sense social identity may be construed as natural. This chapter argues that children view membership in certain categories as natural, and that young children appeal to inheritance and innate potential when they essentialize. They display rather elaborate beliefs that kinship overrides outward similarity, that inborn traits may be inherited, and that birth parents are more important than adoptive parents in determining growth and development. The main point is that children understand certain categories in terms of embodied, inherited, natural differences.
Janette Atkinson
- Published in print:
- 2002
- Published Online:
- January 2008
- ISBN:
- 9780198525998
- eISBN:
- 9780191712395
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198525998.003.0001
- Subject:
- Psychology, Cognitive Psychology
This chapter outlines the scientific approaches that have influenced the work on visual development described in the book. It summarizes contributions from animal visual neuroscience, including the ...
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This chapter outlines the scientific approaches that have influenced the work on visual development described in the book. It summarizes contributions from animal visual neuroscience, including the work of Hubel and Wiesel, and Campbell and Robson's channel theories from human visual neuroscience. It considers theories and experiments on early cognitive development from classical studies in developmental psychology (for example the work of Piaget and Bower), and how these have influenced views of the interaction between ‘nature’ and ‘nurture’ in visual development.Less
This chapter outlines the scientific approaches that have influenced the work on visual development described in the book. It summarizes contributions from animal visual neuroscience, including the work of Hubel and Wiesel, and Campbell and Robson's channel theories from human visual neuroscience. It considers theories and experiments on early cognitive development from classical studies in developmental psychology (for example the work of Piaget and Bower), and how these have influenced views of the interaction between ‘nature’ and ‘nurture’ in visual development.
Peter J. Pecora, Ronald C. Kessler, Jason Williams, A. Chris Downs, Diana J. English, James White, and Kirk O'Brien
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195175912
- eISBN:
- 9780199865628
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195175912.003.0012
- Subject:
- Social Work, Children and Families
Child welfare administrators and practitioners want to know which aspects of service delivery to target to improve long-term success for youth in care. One way to address this issue is to ask “What ...
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Child welfare administrators and practitioners want to know which aspects of service delivery to target to improve long-term success for youth in care. One way to address this issue is to ask “What outcomes would be achieved had alumni received an ideal (optimal) level of care?” To examine this question, statistical simulations were conducted to estimate the degree to which optimizing foster care experiences would affect alumni outcomes. Optimization analyses were designed to estimate decreases in undesirable outcomes not increases in desirable outcomes. Each of the seven foster care experience areas was optimized: (1) Placement History, (2) Educational Services and Experience, (3) Therapeutic Service and Supports, (4) Activities with Foster Family, (5) Preparation for Leaving Care, (6) Leaving Care Resources, and (7) Foster Family and Other Nurturing Support While in CareLess
Child welfare administrators and practitioners want to know which aspects of service delivery to target to improve long-term success for youth in care. One way to address this issue is to ask “What outcomes would be achieved had alumni received an ideal (optimal) level of care?” To examine this question, statistical simulations were conducted to estimate the degree to which optimizing foster care experiences would affect alumni outcomes. Optimization analyses were designed to estimate decreases in undesirable outcomes not increases in desirable outcomes. Each of the seven foster care experience areas was optimized: (1) Placement History, (2) Educational Services and Experience, (3) Therapeutic Service and Supports, (4) Activities with Foster Family, (5) Preparation for Leaving Care, (6) Leaving Care Resources, and (7) Foster Family and Other Nurturing Support While in Care
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.001.0001
- Subject:
- History, American History: 20th Century, American History: 19th Century
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including ...
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This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.Less
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0000
- Subject:
- History, American History: 20th Century, American History: 19th Century
The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, ...
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The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, sexuality, and class, as did the status of their teachers. The introduction presents the book’s central argument about physical education’s unique power to embody and/or challenge these social disparities. Applying scientific ideas about sex differences and the relative role of nature versus nurture in human development, teachers devised instructional programs and competitive activities that seemed appropriate for female students. Physical educators also deployed concepts of gender and race to bolster their own professional authority. The introduction ends with summaries of the book’s individual chapters and overall structure.Less
The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, sexuality, and class, as did the status of their teachers. The introduction presents the book’s central argument about physical education’s unique power to embody and/or challenge these social disparities. Applying scientific ideas about sex differences and the relative role of nature versus nurture in human development, teachers devised instructional programs and competitive activities that seemed appropriate for female students. Physical educators also deployed concepts of gender and race to bolster their own professional authority. The introduction ends with summaries of the book’s individual chapters and overall structure.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0002
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical ...
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Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical aptitude? Were women’s and men’s psychosocial traits similar and/or divergent? What did sex differences imply for female exercise, recreation, and sports? Answering these questions proved difficult as American notions of fitness and femininity changed, scientific debates over human differences intensified, and professional physical educators sought social legitimacy between the 1890s and 1940s. White gym teachers fashioned complicated views that sustained the value of their profession, affirmed bourgeois whiteness and heterosexual femininity, justified both sex segregation and gender equity in the gym, and left room for new ideas about active womanhood.Less
Chapter 2 examines how female physical educators (primarily white teachers) conceptualized active womanhood: How did female bodies resemble and/or differ from male anatomy, physiology, and physical aptitude? Were women’s and men’s psychosocial traits similar and/or divergent? What did sex differences imply for female exercise, recreation, and sports? Answering these questions proved difficult as American notions of fitness and femininity changed, scientific debates over human differences intensified, and professional physical educators sought social legitimacy between the 1890s and 1940s. White gym teachers fashioned complicated views that sustained the value of their profession, affirmed bourgeois whiteness and heterosexual femininity, justified both sex segregation and gender equity in the gym, and left room for new ideas about active womanhood.
Andrew Marble
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780813178028
- eISBN:
- 9780813178035
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178028.001.0001
- Subject:
- History, Military History
John Shalikashvili: From Boy on the Bridge to Top American General tells the captivating tale of how John Shalikashvili, a penniless, stateless World War II refugee achieved the American dream by ...
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John Shalikashvili: From Boy on the Bridge to Top American General tells the captivating tale of how John Shalikashvili, a penniless, stateless World War II refugee achieved the American dream by being appointed the thirteenth chairman of the Joint Chiefs of Staff, the highest-ranking officer in the US military, during the Clinton administration. Through a gripping narrative covering his wartime upbringing, aristocratic family background, parental influence, immigrant experience, and betrayals by loved ones—particularly by his high school girlfriend and by his father’s affiliation with the Waffen-SS, which came to light during Shalikashvili’s confirmation process—the biography explores the themes of nature vs. nurture and the role of agency vs. luck (i.e., the influence of his own actions vs. factors beyond his control) in determining Shalikashvili’s character, leadership abilities, and career success.Less
John Shalikashvili: From Boy on the Bridge to Top American General tells the captivating tale of how John Shalikashvili, a penniless, stateless World War II refugee achieved the American dream by being appointed the thirteenth chairman of the Joint Chiefs of Staff, the highest-ranking officer in the US military, during the Clinton administration. Through a gripping narrative covering his wartime upbringing, aristocratic family background, parental influence, immigrant experience, and betrayals by loved ones—particularly by his high school girlfriend and by his father’s affiliation with the Waffen-SS, which came to light during Shalikashvili’s confirmation process—the biography explores the themes of nature vs. nurture and the role of agency vs. luck (i.e., the influence of his own actions vs. factors beyond his control) in determining Shalikashvili’s character, leadership abilities, and career success.
Barbara Charlesworth Gelpi
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780195073843
- eISBN:
- 9780199855179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195073843.003.0002
- Subject:
- Literature, 19th-century Literature and Romanticism
The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for ...
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The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for Shelley’s formative years and provide insights into the “Mother Goddess” influences in his body of work. Evidence from journals, letters, and books during this era strongly suggest the idealization of the role of women as mothers. Strong emphasis was placed on maternal nurturing and its potent and irreversible impact on the offspring’s development. The chapter links this idea with the resurgence of the concept of “Venus” in the culture of that time and the metaphorical deification of the mother, in her role as an educator of young minds. It is this milieu that Shelley formed his version of the goddess myth—a union of pagan and Christian traditions—which is prevalent in his literary pieces.Less
The chapter recounts and examines the various studies and written material on the shift in the ideology of motherhood and domesticity in the 18th century. These accounts lay down the background for Shelley’s formative years and provide insights into the “Mother Goddess” influences in his body of work. Evidence from journals, letters, and books during this era strongly suggest the idealization of the role of women as mothers. Strong emphasis was placed on maternal nurturing and its potent and irreversible impact on the offspring’s development. The chapter links this idea with the resurgence of the concept of “Venus” in the culture of that time and the metaphorical deification of the mother, in her role as an educator of young minds. It is this milieu that Shelley formed his version of the goddess myth—a union of pagan and Christian traditions—which is prevalent in his literary pieces.
Barbara Charlesworth Gelpi
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780195073843
- eISBN:
- 9780199855179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195073843.003.0007
- Subject:
- Literature, 19th-century Literature and Romanticism
The final chapter summarizes how Shelley’s upbringing influenced his outlook in life in his adulthood. The chapter recounts the social system in place for rearing and training children in the 18th ...
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The final chapter summarizes how Shelley’s upbringing influenced his outlook in life in his adulthood. The chapter recounts the social system in place for rearing and training children in the 18th century which, despite its strictures and imperfections, seemed to have succeeded in its purpose of enforcing and propagating a male-dominated society. The chapter then theorizes on the possible instances of deviations in Shelley’s case—notably his complex relationship with his mother and his experience of maternal nurturing—to account for his failure to conform to the system. Shelley’s desire to reform society through his work stemmed from his rebellion against the deeply embedded patriarchal authority in his country. With “Prometheus Unbound,” Shelley dared to create a utopian paradigm for society. In the end, he circled back to the concept of maternal nurture, the “goddess of relationship,” for the healing balm to renew his flawed society.Less
The final chapter summarizes how Shelley’s upbringing influenced his outlook in life in his adulthood. The chapter recounts the social system in place for rearing and training children in the 18th century which, despite its strictures and imperfections, seemed to have succeeded in its purpose of enforcing and propagating a male-dominated society. The chapter then theorizes on the possible instances of deviations in Shelley’s case—notably his complex relationship with his mother and his experience of maternal nurturing—to account for his failure to conform to the system. Shelley’s desire to reform society through his work stemmed from his rebellion against the deeply embedded patriarchal authority in his country. With “Prometheus Unbound,” Shelley dared to create a utopian paradigm for society. In the end, he circled back to the concept of maternal nurture, the “goddess of relationship,” for the healing balm to renew his flawed society.
Erika Lorraine Milam
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691181882
- eISBN:
- 9780691185095
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691181882.003.0015
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter explores the increasingly heated debates over sociobiology. These debates within academic circles had polarized into arguments over nature versus nurture, biology versus culture, as the ...
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This chapter explores the increasingly heated debates over sociobiology. These debates within academic circles had polarized into arguments over nature versus nurture, biology versus culture, as the primary determinants of why humans behave the way we do. Scientists on both sides of the issue accused the other of allowing politics to interfere with clear-headed scientific analysis. Sociobiology's critics mobilized out of a concern that sociobiologists were using their authority as scientists to advance ideas and concepts that at best lacked rigorous proof and at worst reframed social policy in the language of natural order. That sociobiologists did not intend for their theories to be used as the basis for social policy was irrelevant. If the not-so-Cold War had taught scientists anything, sociobiologists' detractors argued, it should have been that they had a moral obligation to choose their research topics carefully. This precept extended to conflicts at home, where courts and politicians used biological and anthropological research to prop up discriminatory social policies, they suggested, as well as abroad, where the efforts of scientists in creating bombs and other weapons of war were deployed to devastating effect.Less
This chapter explores the increasingly heated debates over sociobiology. These debates within academic circles had polarized into arguments over nature versus nurture, biology versus culture, as the primary determinants of why humans behave the way we do. Scientists on both sides of the issue accused the other of allowing politics to interfere with clear-headed scientific analysis. Sociobiology's critics mobilized out of a concern that sociobiologists were using their authority as scientists to advance ideas and concepts that at best lacked rigorous proof and at worst reframed social policy in the language of natural order. That sociobiologists did not intend for their theories to be used as the basis for social policy was irrelevant. If the not-so-Cold War had taught scientists anything, sociobiologists' detractors argued, it should have been that they had a moral obligation to choose their research topics carefully. This precept extended to conflicts at home, where courts and politicians used biological and anthropological research to prop up discriminatory social policies, they suggested, as well as abroad, where the efforts of scientists in creating bombs and other weapons of war were deployed to devastating effect.
Trubowitz Rachel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199604739
- eISBN:
- 9780191741074
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604739.003.0002
- Subject:
- Literature, 17th-century and Restoration Literature
This chapter explores why the revalued figure of the nursing mother has political and religious appeal for both Reformers and traditionalists. The new mother's equivocal valences find diverse ...
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This chapter explores why the revalued figure of the nursing mother has political and religious appeal for both Reformers and traditionalists. The new mother's equivocal valences find diverse expression in Puritan domestic guidebooks, humanist treatises, Elizabeth Clinton's The Countess of Lincolns Nurserie, and early modern engravings such as The power of women by Jan Wiernix. Drawing on biblical models of motherhood (including Sarah and Mary) and on both old-and-new scientific observations about maternal nature, these wide-ranging texts and visual images incoherently describe maternal nurture as sacred, secular, natural, spiritual, vocational, humoral, and empirically understandable, all at the same time. This chapter lays the groundwork for the book's argument that the reformed figure of the nurturing mother ambiguously mediates between old-and-new paradigms of English national identity.Less
This chapter explores why the revalued figure of the nursing mother has political and religious appeal for both Reformers and traditionalists. The new mother's equivocal valences find diverse expression in Puritan domestic guidebooks, humanist treatises, Elizabeth Clinton's The Countess of Lincolns Nurserie, and early modern engravings such as The power of women by Jan Wiernix. Drawing on biblical models of motherhood (including Sarah and Mary) and on both old-and-new scientific observations about maternal nature, these wide-ranging texts and visual images incoherently describe maternal nurture as sacred, secular, natural, spiritual, vocational, humoral, and empirically understandable, all at the same time. This chapter lays the groundwork for the book's argument that the reformed figure of the nurturing mother ambiguously mediates between old-and-new paradigms of English national identity.
Trubowitz Rachel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199604739
- eISBN:
- 9780191741074
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604739.003.0003
- Subject:
- Literature, 17th-century and Restoration Literature
This chapter reads Macbeth in relationship to the querelle des femmes. It focuses specifically on two gender-debate pamphlets that characterize “the good woman” as a natural nurturer, in opposition ...
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This chapter reads Macbeth in relationship to the querelle des femmes. It focuses specifically on two gender-debate pamphlets that characterize “the good woman” as a natural nurturer, in opposition to aristocratic customs, such as wet-nursing. For the pamphlet writers, nature conforms to empirically observable laws; the naturalness of maternal nurture is the key to normative English identity. By contrast, in Macbeth, nature is a mysterious realm, beyond the reach of science and reason, associated with the magic of English kingship. Lady Macbeth's contempt for maternal nurture and her disdain for the mysterious nature of dynastic sovereignty go hand-in-hand. Macduff briefly challenges the mystical–monarchical relations between nature and nurture when he insists, in opposition to Malcolm, that his overwhelming grief for his murdered wife and children is manly. Macduff's new, affective insights into nature and gender overlap with the gender debate's anti-customary associations between maternal nurture and national identity.Less
This chapter reads Macbeth in relationship to the querelle des femmes. It focuses specifically on two gender-debate pamphlets that characterize “the good woman” as a natural nurturer, in opposition to aristocratic customs, such as wet-nursing. For the pamphlet writers, nature conforms to empirically observable laws; the naturalness of maternal nurture is the key to normative English identity. By contrast, in Macbeth, nature is a mysterious realm, beyond the reach of science and reason, associated with the magic of English kingship. Lady Macbeth's contempt for maternal nurture and her disdain for the mysterious nature of dynastic sovereignty go hand-in-hand. Macduff briefly challenges the mystical–monarchical relations between nature and nurture when he insists, in opposition to Malcolm, that his overwhelming grief for his murdered wife and children is manly. Macduff's new, affective insights into nature and gender overlap with the gender debate's anti-customary associations between maternal nurture and national identity.
Trubowitz Rachel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199604739
- eISBN:
- 9780191741074
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604739.003.0004
- Subject:
- Literature, 17th-century and Restoration Literature
The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of ...
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The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of maternal nurture informs the construction of male political authority, royalist and anti-royalist. In Basilkon Doron, James VI/I's monarchical self-image as a “nourish father” translates reformist amalgamations of maternal nurture and national identity into royalist terms. In Eikon Basilike, Charles I depicts himself as a pious king and nurturing father to encourage his subjects’ charitable rehabilitation of his shattered royal image. Cromwell's speeches equate “the nursing father” with the new affective bonds unifying the reformed nation. In Of Education, Milton relies on the new discourse of nurture to repudiate the universities’ outmoded, authoritarian approach to learning. In Areopagitica, Milton associates nurture with both ancient Greek liberty and England's divinely inspired reformation.Less
The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of maternal nurture informs the construction of male political authority, royalist and anti-royalist. In Basilkon Doron, James VI/I's monarchical self-image as a “nourish father” translates reformist amalgamations of maternal nurture and national identity into royalist terms. In Eikon Basilike, Charles I depicts himself as a pious king and nurturing father to encourage his subjects’ charitable rehabilitation of his shattered royal image. Cromwell's speeches equate “the nursing father” with the new affective bonds unifying the reformed nation. In Of Education, Milton relies on the new discourse of nurture to repudiate the universities’ outmoded, authoritarian approach to learning. In Areopagitica, Milton associates nurture with both ancient Greek liberty and England's divinely inspired reformation.
Trubowitz Rachel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199604739
- eISBN:
- 9780191741074
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604739.003.0006
- Subject:
- Literature, 17th-century and Restoration Literature
This chapter argues that the image of Samson as God's nursling and the allusions to nursing and nurture elsewhere in the drama open a new window into Milton's preoccupations in Samson Agonistes with ...
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This chapter argues that the image of Samson as God's nursling and the allusions to nursing and nurture elsewhere in the drama open a new window into Milton's preoccupations in Samson Agonistes with internationalism and the reformed international subject. Through Samson's agon, Milton dramatizes the disaffiliation of the maternal-centered household and ethnic nation from the transcendent, international community of the godly. Milton's perceptions of nurture, nation, and the international closely intertwine with his fraught understanding of Hebraic precedent, Judaic law, and Hebrew–Christian affinities and disparities.Less
This chapter argues that the image of Samson as God's nursling and the allusions to nursing and nurture elsewhere in the drama open a new window into Milton's preoccupations in Samson Agonistes with internationalism and the reformed international subject. Through Samson's agon, Milton dramatizes the disaffiliation of the maternal-centered household and ethnic nation from the transcendent, international community of the godly. Milton's perceptions of nurture, nation, and the international closely intertwine with his fraught understanding of Hebraic precedent, Judaic law, and Hebrew–Christian affinities and disparities.
Mark Fenton-O'Creevy, Nigel Nicholson, Emma Soane, and Paul Willman
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780199269488
- eISBN:
- 9780191699405
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269488.003.0006
- Subject:
- Business and Management, Finance, Accounting, and Banking, Organization Studies
There have been issues regarding the extent to which an individual act is dependent on the inner forces of the individual (agency) or the surrounding circumstances (context). With regard to a nature ...
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There have been issues regarding the extent to which an individual act is dependent on the inner forces of the individual (agency) or the surrounding circumstances (context). With regard to a nature versus nurture debate, the environmentalist side would say that conditions would determine the actions and the adaptations of the individual, while the agency side would assert that individuals control what would happen in their environments to suit their purposes and goals. This chapter looks at the economic implications of these views of traders' behaviour on the operations of financial markets. In analysing whether traders become either ‘risk seeking’ or ‘risk averse’, the chapter identifies the fallacies regarding risks and differentiates the four kinds of risks by discussing the pure probability calculus, the multi-player game, the formbook gamble, and the incalculable gamble.Less
There have been issues regarding the extent to which an individual act is dependent on the inner forces of the individual (agency) or the surrounding circumstances (context). With regard to a nature versus nurture debate, the environmentalist side would say that conditions would determine the actions and the adaptations of the individual, while the agency side would assert that individuals control what would happen in their environments to suit their purposes and goals. This chapter looks at the economic implications of these views of traders' behaviour on the operations of financial markets. In analysing whether traders become either ‘risk seeking’ or ‘risk averse’, the chapter identifies the fallacies regarding risks and differentiates the four kinds of risks by discussing the pure probability calculus, the multi-player game, the formbook gamble, and the incalculable gamble.
