In Turkey, from the second half of the nineteenth century, the shaping of an art of painting on the basis of Western understanding was realized with state support. From this period, certain art movements were seen as ...In Turkey, from the second half of the nineteenth century, the shaping of an art of painting on the basis of Western understanding was realized with state support. From this period, certain art movements were seen as the means of modernization and Westernization. Therefore, impressionism, cubism, realism, and classicism were supported by the state as a formal artistic understanding. This attitude continued until the 1940s and artists painted certain subject matters on the basis of these art movements. The main theme and subject matters were the presentations of an idealized society such as palace＇s life, attractive women in Western appearance, happy peasants, war heroes, and beautiful views from the country. In the early 1940s, significant breakup began to take place in point of the theme and the subject matter of art. Social realism began to take shape for the first time in art in Turkey. The artists of Yeniler Grubu （Newcomers Group） focused on social phenomena related disadvantaged social groups rather than an idealized society. Some artists among the 1950 generation, especially Nedim Gunsur, Nuri iyem, and Miimtaz Yener, focused on migration and social problems that occurred correspondingly in the 1960s and 1970s. This paper aims to investigate how these artists depicted and interpreted the migration and its consequences.展开更多
Multinational firms such as Apple Inc. have accomplished environmental colonialism in China through the transfer of ecological costs to the local environment. This paper discusses ambiguities in China＇s environmental...Multinational firms such as Apple Inc. have accomplished environmental colonialism in China through the transfer of ecological costs to the local environment. This paper discusses ambiguities in China＇s environmental legislation and supervision, Apple＇s business model, and ＂green washing. ＂ Further, we have identified countermeasures such as the encouraging Environmental Non-Governmental Organizations （ENGOs）, streamlining litigation procedures, increasing fines, and the development of nonprofit media organizations.展开更多
Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates--Martin Buber, Emmanuel Levinas---together with Paulo Fr...Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates--Martin Buber, Emmanuel Levinas---together with Paulo Freire＇s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings＇s pedagogy of care and concern, and even Gadamer＇s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are--agents of commodification that undermine democracy rather than enhance it.展开更多
文摘In Turkey, from the second half of the nineteenth century, the shaping of an art of painting on the basis of Western understanding was realized with state support. From this period, certain art movements were seen as the means of modernization and Westernization. Therefore, impressionism, cubism, realism, and classicism were supported by the state as a formal artistic understanding. This attitude continued until the 1940s and artists painted certain subject matters on the basis of these art movements. The main theme and subject matters were the presentations of an idealized society such as palace＇s life, attractive women in Western appearance, happy peasants, war heroes, and beautiful views from the country. In the early 1940s, significant breakup began to take place in point of the theme and the subject matter of art. Social realism began to take shape for the first time in art in Turkey. The artists of Yeniler Grubu （Newcomers Group） focused on social phenomena related disadvantaged social groups rather than an idealized society. Some artists among the 1950 generation, especially Nedim Gunsur, Nuri iyem, and Miimtaz Yener, focused on migration and social problems that occurred correspondingly in the 1960s and 1970s. This paper aims to investigate how these artists depicted and interpreted the migration and its consequences.
文摘Multinational firms such as Apple Inc. have accomplished environmental colonialism in China through the transfer of ecological costs to the local environment. This paper discusses ambiguities in China＇s environmental legislation and supervision, Apple＇s business model, and ＂green washing. ＂ Further, we have identified countermeasures such as the encouraging Environmental Non-Governmental Organizations （ENGOs）, streamlining litigation procedures, increasing fines, and the development of nonprofit media organizations.
文摘Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates--Martin Buber, Emmanuel Levinas---together with Paulo Freire＇s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings＇s pedagogy of care and concern, and even Gadamer＇s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are--agents of commodification that undermine democracy rather than enhance it.
