The methodologies of examining hip hop are borrowed from sociology, politics, religion, economics, urban studies, journalism, communications theory, American studies, transatlantic studies, black studies, history, musicology, comparative literature, English, linguistics, and other disciplines.
Michael Eric Dyson
If you analyze a host of real world outcomes using adoption studies, fraternal v. identical twin studies, twins-raised-apart studies, the history of early childhood intervention research, naturally-occurring experiments, differences between societies, changes over history, and so forth, you tend to come up with nature and nurture as being about equally important: maybe fifty-fifty. The glass is roughly half-full and half-empty.
General editors' preface The growth of translation studies as a separate discipline is a success story of the 1980s. The subject has developed in many parts of the world and is clearly destined to continue developing well into the twenty-first century. Translation studies brings together work in a wide variety of fields, including linguistics, literary study, history, anthropology, psychology, and economics. This series of books will reflect the breadth of work in translation studies and will enable readers to share in the exciting new developments that are taking place at the present time.
When we consider the close connection between science and industrial development on the one hand, and between literary and aesthetic cultivation and an aristocratic social organization on the other, we get light on the opposition between technical scientific studies and refining literary studies. We have before us the need of overcoming this separation in education if society is to be truly democratic.
The famous Zen parable about the master for whom, before his studies, mountains were only mountains, but during his studies mountains were no longer mountains, and afterward mountains were again mountains could be interpreted as an alleory about [the perpetual paradox that when one is closest to a destination one is also the farthest).
I use African-American, because I teach African Studies as well as African-American Studies, so it's easy, neat and convenient. But sometimes, when you're in a barber shop, somebody'll say, "Did you see what that Negro did?" A lot of people slip in and out of different terms effortlessly, and I don't think the thought police should be on patrol.
Henry Louis Gates
Just as the commander of an army pitches his camp, studies the strength and defenses of a fortress, and then attacks it on its weakest side, in like manner, the enemy of our human nature studies from all sides our theological, cardinal, and moral virtues. Wherever he finds us weakest and most in need regarding our eternal salvation, he attacks and tries to take us by storm.
Ignatius of Loyola
I employ case studies of failure into my courses, emphasizing that they teach us much more than studies of success. It is not that success stories cannot serve as models of good design or as exemplars of creative engineering. They can do that, but they cannot teach us how close to failure they are.
Children should not be coddled in their intellectual training any more than in their physical; and though the studies should be made interesting the interest should arise out of the studies themselves. We have bred a generation that cannot digest anything intellectual but tablets of peptonized food. One sees that in the popular papers with their brevity, still increasing in brevity as far as brevity can increase, and in the capacity for thought of our rulers.
If we can find forgiveness in our hearts for those who have caused us hurt and injury, we will rise to a higher level of self-esteem and well-being. Some recent studies show that people who are taught to forgive become 'less angry, more hopeful, less depressed, less anxious and less stressed,' which leads to greater physical well-being. Another of these studies concludes 'that forgiveness ... is a liberating gift [that] people can give to themselves.'
James E. Faust
However, for the man who studies to gain insight, books and studies are merely rungs of the ladder on which he climbs to the summit of knowledge. As soon as a rung has raised him up one step, he leaves it behind. On the other hand, the many who study in order to fill their memory do not use the rungs of the ladder for climbing, but take them off and load themselves with them to take away, rejoicing at the increasing weight of the burden. They remain below forever, because they bear what should have bourne them.
One of the anomalies of modern ecology is the creation of two groups, each of which seems barely aware of the existence of the other. The one studies the human community, almost as if it were a separate entity, and calls its findings sociology, economics and history. The other studies the plant and animal community and comfortably relegates the hodge-podge of politics to the liberal arts. The inevitable fusion of these two lines of thought will, perhaps, constitute the outstanding advance of this century.
A review of seventy-four clinical trials of antidepressants, for example, found that thirty-seven of thirty-eight positive studies [that praised the drugs] were published. But of the thirty-six negative studies, thirty-three were either not published or published in a form that conveyed a positive outcome.
Forget everything you ordinarily associate with religious study. Strip away all the reverence and the awe and the art and the philosophy of it. Treat the subject coldly. Imagine yourself to be a theologist, but a special kind of theologist, one who studies gods the way an entomologist studies insects. Take as your dataset the entirety of world mythology and treat it as a collection of field observations and statistics pertaining to a hypothetical species: the god. Proceed from there.
Pastoureau combines a charming, conversational tone with a haughtiness I found entirely endearing. A director of studies at the Ecole Pratique des Hautes Etudes at the Sorbonne in Paris, he writes from a position of professorial confidence. He has conducted extensive research into the history of colour for a quarter century and his aim is to correct misapprehensions and banish ignorance. His style is not to inquire, explore or interrogate, in the fashion of academic studies today. It is to impart knowledge.
It must be for truth's sake, and not for the sake of its usefulness to humanity, that the scientific man studies Nature. The application of science to the useful arts requires other abilities, other qualities, other tools than his; and therefore I say that the man of science who follows his studies into their practical application is false to his calling. The practical man stands ever ready to take up the work where the scientific man leaves it, and adapt it to the material wants and uses of daily life.
Because my graduate academic training at law school was not one that included most of the intellectual traditions I find useful for understanding the conditions and problems that most concern me - anti-colonial theories, Foucault, critical disability studies, prison studies and the like are rarely seen in standard US Law School curricula, where students are still fighting on many campuses to get a single class on race or poverty offered - I developed most of my thinking about these topics through activist reading groups and collaborative writing projects with other activist scholars.
If you expect the present day school system to give history to you, you are dreaming. This, we have to do ourselves. The Chinese didn't go out in the world and beg people to teach Chinese studies or let them teach Chinese studies. The Japanese didn't do that either. People don't beg other people to restore their history; they do it themselves.
John Henrik Clarke
Through this process, wisdom clarifies the way that the mind manufacturers emotion and karma, and finally penetrates the illusion of self. Just as though one were investigating how a magician created his display of illusions, one studies mental events to understand the conditions and causes that support the operation of ordinary self-oriented experience. One first understands the root emotions as the basis for samsara, then studies the workings of the associated emotions and how each one manifests a distinctive character. Gradually, the manner in which the self supports emotion and emotion supports the sense of self becomes clear. Self and emotion are seen as relying on and reinforcing each other's existence. Understanding how this collusion gives rise to the whole range of samsaric delusion liberates the mind from all forms of deception.