than Grice's! Speranza, take the lead nad produce a few more!)
the step is easily theorized.
we take F and look at "F". We observe that "F" was spelled in "K" in
Hence F is subjected to change (between being spelled "F" and being
spelled as "K"). So it is not set in stone. Being not set in stone is
axiomatically equivalent to be a social construct, since society
constructs (not in stone apparently.)
I am terrified by the amount of excrement being told to students, and
alas, with terrifying effects. This is a note.
Consider the famous argument by the neo fascist J Malema:
"in my language [seSotho for the ignorant ones] there is no word for
ermaphrodite. Hence such "things" do not exist" (they are not
"classified" "as such" as the post suggest)
This is about teh Semenja affairs for those who follow the adventures
and disadventures of gender politics.
This si then the answer.
Idiots are those who on the base of concocted excremental "arguments"
wish to persuade people of the non existence of hiv, trans-sexual, etc.
Their great progenitors are famous contructivists, Goebbels"WHAT IS A
JEW I DECIDE", character in Orwellian worlds in which he who owns the
language of the past owns the past... und so weiter
p.s. how does an argument from "change" run?
x died of a stroke
strokes change? meaning what?
On Mon, 27 Sep 2010,
Torgeir Fjeld wrote:
> Disobeying Kierkegaard's dictum that one does well to shy away from public debate, here are some responses to despondents:
> 1. Causes of death are cultural constructs.
> They change. Hence not set in stone.
> 2. We don't know why we die.
> Any legal cause remains unable to give reasons for death.
> 3. As autism are taught so is our ability to recognize deadly diagnises.
> The condition X may or may not have existed before anyone was able to label it. But does it matter?
> 4. The critters you refer to a dinasaurs only became such at the moment of classification.
> To postulate an experiencing subjet prior to the categorization of dinosaurs classifying them as such is anachronistic.
> "The work introduced the term social construction into the social sciences
> and was strongly influenced by the work of Alfred Schutz. The central
> concept of The Social Construction of Reality is that persons and groups
> interacting together in a social system form, over time, concepts or mental
> representations of each other's actions, and that these concepts
> become habituated into reciprocal roles played by the actors in relation to
> other. When these roles are made available to other members of society to
> enter into and play out, the reciprocal interactions are said to be
> institutionalised. In the process of this institutionalisation, meaning is
> embedded in society. Knowledge and people's conception (and belief) of what
> reality is becomes embedded in the institutional fabric of society. Social
> reality is therefore said to be socially constructed."
> A sample:
> "Society as Subjective Reality
> Socialization is a two-step induction of the individual to participate in
> the social institutional structure (in its objective reality).
> "The individualÿÿ is not born a member of society. Heÿÿ becomes a member of
> society. In the life of every individualÿÿ there is a temporal sequence, in
> the course of which he is inducted into participation in the social
> dialectic" (p. 129) ÿÿBy ÿÿsuccessful socializationÿÿ we mean the establishment
> of a
> high degree of symmetry between objective and subjective realityÿÿ (p. 163)
> => Primary Socialization takes place as a child. It is highly charged
> emotionally and is not questioned. Secondary Socialization includes the
> acquisition of role-specific knowledge (taking oneÿÿs place in the social
> of labor). It is learned through training and specific rituals, and is not
> emotionally charged (ÿÿit is necessary to love oneÿÿs mother, but not oneÿÿs
> teacherÿÿ). Training for secondary socialization can be very complex
> (full-time teachers and expert training), and depends on the complexity of
> of labor in a society (e.g. educational and university system). Primary
> socialization is much less flexible than secondary socialization (e.g. shame
> for nudity comes from primary socialization, adequate dress code depends on
> secondary: ÿÿA relatively minor shift in the subjective definition of
> reality would suffice for an individual to take for granted that one may go to
> the office without a tie. A much more drastic shift would be necessary to
> have him go, as a matter of course, without any clothes at allÿÿ).
> ÿÿThe child does not internalize the world of his significant others as one
> of many possible worldsÿÿ It is for this reason that the world internalized
> in primary socialization is so much more firmly entrenched in consciousness
> than worlds internalized in secondary socializationsÿÿ. Secondary
> socialization is the internalization of institutional or institution-based
> ÿÿÿÿ The roles of secondary socialization carry a high degree of anonymityÿÿ
> The same knowledge taught by one teacher could also be taught by anotherÿÿ
> The institutional distribution of tasks between primary and secondary
> socialization varies with the complexity of the social distribution of
> (p. 129-147)
> => Conversation/communication aims at reality-maintenance of the
> subjective reality. What seems to be a useless and unnecessary communication of
> redundant banalities is actually a constant mutual reconfirmation of each
> s internal thoughts (maintains subjective reality).
> ÿÿOne may view the individualÿÿs everyday life in terms of the working away
> of a conversational apparatus that ongoingly maintains, modifies and
> reconstructs his subjective realityÿÿ [for example] ÿÿWell, itÿÿs time for me to
> get to the station,ÿÿ and ÿÿFine, darling, have a good day at the officeÿÿ
> implies an entire world within which these apparently simple propositions make
> senseÿÿ the exchange confirms the subjective reality of this worldÿÿ the
> great part, if not all, of everyday conversation maintains subjective realityÿÿ
> imagine the effectÿÿof an exchange like this: ÿÿWell, itÿÿs time for me to
> get to the station,ÿÿ ÿÿFine, darling, donÿÿt forget to take along your gun.ÿÿ
> (p. 147-163)
> Identity of an individual is subject to a struggle of affiliation to
> (sometimes conflicting) realities. For example, the reality from primary
> socialization (mother tells child not to steal) can be in contrast with second
> socialization (gang members teach teenager that stealing is cool). Our final
> social location in the institutional structure of society will ultimately
> also influence our body and organism.
> ÿÿÿÿlife-expectancies of lower-class and upper-class [vary] ÿÿsociety
> determines how long and in what manner the individual organism shall liveÿÿ
> Society also directly penetrates the organism in its functioning, most
> importantly in respect to sexuality and nutrition. While both sexuality and
> are grounded in biological drivesÿÿ biological constitution does not tell
> him where he should seek sexual release and what he should eat.ÿÿ (p.
> See also
> social constructionism
> Phronetic social science
> ----- The Swimming Pool Library
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