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    Gurdjieff and Hypnosis: A Hermeneutic Study

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    Gurdjieff and Hypnosis: A Hermeneutic Study

    Gurdjieff and Hypnosis: A Hermeneutic Study explores the life and ideas of the enigmatic twentieth century philosopher, mystic, and teacher of esoteric dances George Ivanovitch Gurdjieff (1872?-1949), performing a hermeneutic textual analysis of all his published writings to illuminate the place of hypnosis in his teaching.

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    Advancing Utopistics: The Three Component Parts and Errors of Marxism

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    Advancing Utopistics: The Three Component Parts and Errors of Marxism

    Advancing Utopistics: The Three Component Parts and Errors of Marxism is a contribution to the emerging field of utopistics in world-systems studies. In this work Tamdgidi problematizes the foundational structures of knowledge that have shaped Marxist method, theory, practice, and historical imagination over the decades and are arguably still framing the broad contours of intellectual discourse and research in world-systems studies. Appreciating the humanist utopian spirit that originally inspired the neither idealist nor materialist young Marx, the study concludes by advocating a broader, alternative paradigm for comparative/integrative research in utopia, mysticism, and science (utopystics) to advance utopistics in favor of a just global society.

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    “If I touch the Depth of Your Heart … ” : The Human Promise of Poetry in Memories of Mahmoud Darwish

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    “If I touch the Depth of Your Heart … ” : The Human Promise of Poetry in Memories of Mahmoud Darwish

    This 2009 (VII) special issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “‘If I touch the depths of your heart’: The Human Promise of Poetry in Memories of Mahmoud Darwish,” is a commemorative issue on the life and poetry of the late Palestinian poet, Mahmoud Darwish, co-edited by a group of UMass Boston faculty and alumni. Other than keynote opening statements, the special issue is comprised of a selected series of longer and shorter poems by Mahmoud Darwish, followed by commemorative poetry and essays/articles that directly or indirectly engage with Mahmoud Darwish’s work and/or the subject matter of his passion and love, Palestine and human rights and dignity.

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    Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts

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    Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts

    This Fall 2009 (VII, 4) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts,” focuses on the complexity of identity formations experienced by migrants in the world-system, with a regional focus on Latin America and the Caribbean which have been at the heart of many recent scholarly debates in migration studies and the subsequent emergence of transnationalism. The collection can be therefore understood as an attempt to establish an intellectual dialogue between different academic disciplines, as well as theoretical perspectives. Among the various themes of this issue is the importance of context, as illustrated through the use of comparisons, and the application to the domestic migration context of theoretical approaches commonly used to explain international migration. Another theme that emerges among these papers is that of integration, or in the case of deportees—a very specific group of immigrants—reintegration. A crucial aspect of incorporation is identity formation, often central to migration research and highlighted in a variety of ways in the papers.

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    Sociological Re-Imaginations in & of Universities

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    Sociological Re-Imaginations in & of Universities

    This Summer 2009 (VII, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is devoted to the theme “Sociological Re-Imaginations in & of Universities.” As part of the journal’s continuing series critically engaging with C. Wright Mills’ “sociological imagination,” i.e., the proposition that the best way to theorize and practice sociology is via a continual conversation between the study of one’s personal troubles and that of broader public issues, the present issue turns its attention to fostering sociological re-imaginations in and of universities. Several faculty, recent graduates or alumni, and current undergraduate students advance insightful, critical perspectives about their own learning and teaching experiences and personal “troubles,” and broader university, disciplinary, and administrative “public issues” that in their view merit immediate attention in favor of fundamental rectifications of outdated procedures and educational habita that continue to persist at the cost of more creative, and in fact more scientific and rational, approaches to production and dissemination of knowledge.

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    Historicizing Anti-Semitism

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    Historicizing Anti-Semitism

    The articles collected in this Spring 2009 (VII, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Historicizing Anti-Semitism” were part of an international conference entitled, “The Post-September 11 New Ethnic/Racial Configurations in Europe and the United States: The Case of Anti-Semitism,” organized by Lewis Gordon and Ramón Grosfoguel at the Maison des Sciences de l’Homme (MSH) in Paris on June 29–30, 2007. Part of a series inaugurated by a discussion on Islamophobia, they brought a majority Jewish group of scholars together in the hope of bringing to the forum a critical exchange and conversation among the participants. The articles gathered here do not represent a unified voice but those often unheard in discussions of anti-Semitism. The focus on anti-Semitism in this collection raises the question of how ancient and Medieval versions of anti-Jewish practices should be interpreted, especially since even the term “Semite” came about as an effort in eighteenth-century French and German scholarship to organize Arabic, Aramaic, and Hebrew under a single linguistic nomenclature, which was crystallized in the nineteenth century in the work of the French scholar Ernest Renan.

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    Teaching Transformations 2009

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    Teaching Transformations 2009

    This Winter 2009 (VII, 1) issue of Human Architecture: Journal of the Sociology of Self- Knowledge, entitled “Teaching Transformations 2009” and dedicated to the chronicling of representative experiences of teaching transformation in the New England area and elsewhere, brings together selected proceedings of the annual conferences of the Center for the Improvement of Teaching (CIT) and the New England Center for Inclusive Teaching (NECIT) recently held at UMass Boston. The first seven studies in the issue were gathered through the conference activities of NECIT. The second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston. The contributions have a common interest in advancing teaching and learning practices that transform the self and the world in favor of more just, inclusive, and participatory outcomes. The editors believe that the most central and distinguishing defining features of NECIT and CIT, i.e., the three-fold concerns with promoting pedagogical reflexivity, student learning empathy, and faculty agency, are well advocated for and respresented in the papers shared in this volume.

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