MacIntyre and Nussbaum on Diversity,Liberalism, and Christianity

This article argues that the politics of difference has been unsuccessful in its attempt to liberate itself from the modern politics of universal dignity and self-determination. As a result, theorists who emphasize difference ultimately must find a way to balance a conception of diversity with that of a universal normative ethics. To make this case, I examine the virtue ethics of Alasdair MacIntyre and Martha Nussbaum as two different examples of this tension, one constructing a particularistic virtue ethics around specific traditions, while the other presents a universalistic virtue ethics around universal human experience, thus serving as an example for how the “right” and “left” engage with diversity. There is a common denominator to the virtue ethics of MacIntyre and Nussbaum in that they both go about this by reconstructing an ethics of character out of elements of Aristotle's ethics of virtue in his Nicomachean Ethics as the basis for a model of pluralism and do so within a modern liberal and hence rational–individualist framework. Both are critical of certain elements of Aristotle's thought, while attempting to recover the “true” essence of Aristotelianism. While those who identify with the different political extremes are diverse, one basic premise is that the former believes in the role of tradition and the values of slow change in dialogue with the past, while the latter advocates the good of all individuals within a state that is blind to differences notwithstanding the practices of the past. Each approach faces a significant weakness: tradition is often unable to recognize that social benefits have often been brought about by modern liberalism's rejection of tradition, while universal human experience tends to forget that universal thinking is not universal but is a liberalization of a particular Christian way of approaching the world.     

Beach Boys Do It Too: Subculture and Commoditised Desire in a Transnational Tourist Site in Kerala,South India

This article is based on an ethnographic study of a group of Scheduled Caste (SC) male youth in a globalised tourist site in Kerala, South India, who participate in situational sexual and romantic relationships with predominantly tourist women from the global north. We first aim to expand on the “sex and romance tourism” literature of such encounters to provide an Indian context. Secondly, we aim to highlight how young men involved in such encounters undertake complex mediations of localised and global forms of consumption and commoditisation to participate in the neoliberal tourist market place. Mainly by way of a subculture known as the Jungees, we describe how young men utilise the former processes to seek economic and social mobility for themselves and their families but also to valorise and re-imagine their identity along racial, gendered, caste and class-based dimensions. Finally, we explore the young men’s articulation of a hierarchy of preferred encounters that draws on gendered, sexualised and racialised local and global imaginaries of commoditised desire(s) of tourist women from the global north. We highlight the ways in which participants actively utilise the neoliberal context to engage in a range of self-generated livelihood strategies and to contest their marginality.     

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.     

The Placing of Early Bronze Age Metalwork Deposits: New Evidence from Scotland

This paper considers the earliest metalwork hoards in Scotland, most of which have been found at conspicuous points in the landscape. The treatment of individual objects suggests that they had been carefully selected before they were deposited. Fieldwork, combined with computer reconstruction, shows that half the collections with adequate provenances come from places with direct views of the rising and setting sun at the solstices. The main emphasis seems to have been on midwinter.     

Phosphatic mineralization of seeds from archaeological sites

Recent investigations of botanical material from archaeological sites have provided seeds and plant remains exhibiting a crystalline or semi-crystalline appearance. X-ray diffraction and partial chemical analysis have revealed that the particular plant materials had been replaced by calcium phosphate. Using systematic sampling and retrieval techniques a significant body of data has been accumulated. Most mineralized botanical evidence has been recovered from faecal deposits, in particular cess pits and garderobes, and has provided an important source of information about aspects of diet of past populations.     

Unmaking ‘the middle ages’

The idea of ‘the middle ages’ developed only gradually, out of the attack on the Augustinian view of history, which had dominated thought for nearly a thousand years. Petrarch and the Italian humanists began this attack, claiming a new, third age had begun with the recent revival of culture and the arts. The religious upheavals of the sixteenth century helped produce the idea of a ‘middle age’ in religion too. The terms used for this period varied, until medium aevum and its equivalents became accepted, in the late seventeenth century. The idea of ‘the middle ages’ reached its fullest expression in the eighteenth century, with Voltaire, and eventually became part of the institutions of academic history. Traditional usage should not continue to be accepted. If historians see no general pattern in history, they must abondon terms like ‘medieval’, which presuppose such a pattern. A new theory of history may emerge in the future, and will no longer describe ‘the middle ages’ by a name which implies a barbaric interlude. This will enable ‘medievalists’ to produce a truer picture of their period.