A Third World Perspective

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72075/1/j.1747-7093.1987.tb00511.x.pd

The Warrior Tradition and the Masculinity of War

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Introduction

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Gandhi, Marx and the Warrior Tradition

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Technology, International Stratification, and the Politics of Growth

The politics of stratification are part of the history of interdependence within and between human communities. Primitive or primordial interdependence concerns reciprocal reli ance among kith and kin or within face-to-face societies. Feudo-imperial interdependence includes both feudal relations in single societies and imperial relations between societies. These are based on exploitation and hierarchy. Mature interdependence comes with egalitarianism and a rational division of labor based on equity under modern conditions. While technology helped to demoralize individual Western societies, it also consoli dated Western control of other societies. The internal democratization of the West coin cided with the stratification of the world under Western dominion. How can the Third World escape this dominion? One approach is that of disengage ment ; another is that of counterpenetration. The West's Achilles' heel is its need of energy from the Third World. This need could make the West at least responsive to Third World demands for greater equity. Successful energy conservation in the West would, on the other hand, be detrimental to Third World interests in the short run. The oil-rich Third World countries may have beencast by history as temporary leaders of the oppressed in the global system. Inequality within the Third World could be a neces sary precondition for the liberation of the Third World.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67321/2/10.1177_019251218000100107.pd

Soldiers as Traditionalizers

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Africa Between Nationalism and Nationhood

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“What do I get out of It?”: Characterising students’ main takeaways from a physics class for non-STEM students

For science students, physics classes offer students the physics knowledge they will need for their future science careers. What benefit, therefore, do non-science majors get from taking general education physics courses? In the study we are presenting, we investigated what non-science students find the most valuable from a general education physics class. We evaluated students’ responses to a quiz question asking them to articulate the two most important, interesting, or valuable things they learned from the course. We created a coding scheme to place these takeaways into the following categories: Scientific Content, Scientific Epistemology, Societal Applications, Underrepresentation in Science, Science Attitudes, and Pedagogy and Learning. We investigated how students’ relationships with science (such as through their majors or self-reported attitudes towards science), course performance, and demographic information relate to the types of takeaways they report. Preliminary results show that Scientific Content is the most common type of takeaway that students report across two semesters, with slightly more reporting of Scientific Content takeaways during a fully remote semester of instruction. However, in both semesters, over half of all student takeaways fell into categories other than Scientific Content. This result suggests that there are a variety of ideas from this course that may strongly affect non-science students, not just ideas relating to physical principles