Sameness And Difference

What does it mean to “fit in?” In this volume of essays, editors Günther Schlee and Alexander Horstmann demystify the discourse on identity, challenging common assumptions about the role of sameness and difference as the basis for inclusion and exclusion. Armed with intimate knowledge of local systems, social relationships, and the negotiation of people’s positions in the everyday politics, these essays tease out the ways in which ethnicity, religion and nationalism are used for social integration.

This book investigates how cultural sameness and difference has been presented in a variety of forms and genres of children’s literature from Denmark, Germany, France, Russia, Britain, and the United States; ranging from English caricatures of the 1780s to dynamic representations of contemporary cosmopolitan childhood. The chapters address different models of presenting foreigners using examples from children’s educational prints, dramatic performances, travel narratives, comics, and picture books. Contributors illuminate the ways in which the texts negotiate the tensions between the Enlightenment ideal of internationalism and discrete national or ethnic identities cultivated since the Romantic era, providing examples of ethnocentric cultural perspectives and of cultural relativism, as well as instances where discussions of child reader agency indicate how they might participate eventually in a tolerant transnational community.

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In this book, which thoroughly revises and greatly expands his classic work Sameness and Substance (1980), David Wiggins retrieves and refurbishes in the light of twentieth-century logic and logical theory certain conceptions of identity, of substance and of persistence through change that philosophy inherits from its past. In this new version, he vindicates the absoluteness, necessity, determinateness and all or nothing character of identity against rival conceptions. He defends a form of essentialism that he calls individuative essentialism, and then a form of realism that he calls conceptualist realism. In a final chapter he advocates a human being-based conception of the identity and individuation of persons, arguing that any satisfactory account of personal memory must make reference to the life of the rememberer himself. This important book will appeal to a wide range of readers in metaphysics, philosophical logic, and analytic philosophy.

The Pedagogy of Special Needs Education: Phenomenology of Sameness and Difference outlines how to understand the inner and behavioral lives of children with intellectual disability through the psychology and phenomenology of "stories" derived from the experiences of living with these children. The book inquires into the meaning of the experiences of children with intellectual developmental disability using a phenomenological method. It examines how the external behaviors of children with special needs may look different from children without these needs but actually do share many similarities at the phenomenological level of lived experience. Themes of difference and sameness are employed for exploring the significances of phenomena such as "finger play," "eating as selffeeding," "smiling and turn-taking," "self-talk," and "don’t touch me." Throughout the narrating and interpreting of the case studies within the book, the author shows the tensional dialectic between individual and collective difference in order to understand what is required to help children with intellectual disability become themselves and form their personal self-identity. The Pedagogy of Special Needs Education can be used in schools, seminars, and courses related to special education programs and in special needs curricula for children with developmental disabilities. It can also support childcare professionals who carry orthopedagogical responsibilities and who are concerned about the wellbeing of children and their families experiencing special needs. Additionally, this book is valuable to students, researchers, teachers, and others interested in a hermeneutic phenomenological approach to human science, professional practice issues, and qualitative research methods.

What is the role of the senses in how we understand the world? Cognitive sociology has long addressed the way we perceive or imagine boundaries in our ordinary lives, but Asia Friedman pushes this question further still. How, she asks, did we come to blind ourselves to sex sameness? Drawing on more than sixty interviews with two decidedly different populations—the blind and the transgendered—Blind to Sameness answers provocative questions about the relationships between sex differences, biology, and visual perception. Both groups speak from unique perspectives that magnify the social construction of dominant visual conceptions of sex, allowing Friedman to examine the visual construction of the sexed body and highlighting the processes of social perception underlying our everyday experience of male and female bodies. The result is a notable contribution to the sociologies of gender, culture, and cognition that will revolutionize the way we think about sex.

Explores the development of Chinese thought, highlighting its concern with questions of coherence. Providing a bracing expansion of horizons, this book displays the unsuspected range of human thinking on the most basic categories of experience. The way in which early Chinese thinkers approached concepts such as one and many, sameness and difference, self and other, and internal and external stand in stark contrast to the way parallel concepts entrenched in much of modern thinking developed in Greek and European thought. Brook Ziporyn traces the distinctive and surprising philosophical journeys found in the works of the formative Confucian and Daoist thinkers back to a prevailing set of assumptions that tends to see questions of identity, value, and knowledgethe subject matter of ontology, ethics, and epistemology in other traditionsas all ultimately relating to questions about coherence in one form or another. Mere awareness of how many different ways human beings can think and have thought about these categories is itself a game changer for our own attitudes toward what is thinkable for us. The actual inhabitation and mastery of these alternative modes of thinking is an even greater adventure in intellectual and experiential expansion.