ISBN 978-976-96356-2-3
Differentiation: A Cultural Ideology Volume1
William Anderson Gittens Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural Practitioner, Publisher
Page 1! of 221 !
NORMATIVE
STATEMENT
Because there is a differentiation between life1 and
live; nationality and citizenship;
That being the case, differentiation cannot be a fad2
but it is a long word that sounds complicated, which just
means teachers plan for the children who are actually in
their class, instead of designing lessons for their idea
of the “average� child.
1
Life is existence where as Live is the act of existing with life.
2
http://theconversation.com/us Page 2! of 221 !
It is the means by which schools fulfil their legal
obligations
to
provide
a
quality
education
to
all
students.
This includes indigenous students, students from other
language
backgrounds,
gifted
students
or
those
with
disability.
What is also very stark the differentiation of the
human intellect combined with their unique fingerprint,3
intertwined
with
unquestionably
is
their
individual
confirmed
in
3 https://education.cu-portland.edu/blog/ Page 3! of 221 !
their
learning
experience
style;
as
a
differentiation between what they do and what happens to
them4 frames the
differentiation5 cultural discourse.
For example Differentiation as a strategy is one of
the most important marketing strategy in today's business
environment.
With so many brands and so many varieties of products
and so much advertising noise,
it
becomes
very
difficult
but
ultimately
very
necessary to differentiate your brand from competition6.
4 https://www.brainyquote.com/authors/alan-watts-quotes 5 https://comm3625fa15.blogspot.com/ 6 https://www.marketing91.com/ Page 4! of 221 !
And because Differentiation7 is just a standard concept
for analyzing competition it would be prudent not use
cliches
such
as
discrimination
or
distinguish
in
this
context but apply differentiate!because it is a strategy
that provides leverage to invent or innovate which has
become a way of life.
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’
Cinematographer, Cultural
Differentiation
7
Practitioner, Publisher
A Cultural Discourse Vol.1 ISBN 978-976-96356-2-3
https://digitopoly.org/ Page 5! of 221 !
Copyright
Differentiation: A Cultural Ideology Vol.1
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’
Cinematographer, Cultural
Practitioner, Publisher
First Edition Š 2019 All rights reserved.
No part of this publication may be reproduced, stored in
retrieval system, or transmitted in any form or by any
Page 6! of 221 !
means, electronic, mechanical, photocopying, recording or
otherwise,
without
the
prior
written
permission
of
William Anderson Gittens the copyright owner.
Typesetting,
Layout
Design,
Illustrations,
Photography by William Anderson Gittens
Edited by William Anderson Gittens
ISBN 978-976-96356-2-3
Published by Devgro Media Arts Services
Email address wgittens11@gmail.com Page 7! of 221 !
and
Twitter account William Gittens @lisalaron
https://www.facebook.com/wgittens2
https://www.Linkededin.com/in/william-anderson-gittens-
author-media-artsspecialist-b1886b26
https://www.youtube.com/channel/UCxYWov8tzbe5rHzik528dAw
Page 8! of 221 !
Recognitions
Special thanks to the Creator for his guidance and
choosing me as a conduit to express the creative gifts he
has given me and my late parents Charles and Ira Gittens.
Thanks to those who assisted me along this journey
namely
my
Shurland,
Beloved
Charles,
wife
Magnola
Ricardo,
Gittens,
Arnott,
my
Stephen,
Brothers-
Sisters-
Emerald, Marcella, Cheryl, Cousins-Joy Mayers, Kevin and
Ernest Mayers, Donna Archer, Avis Dyer, Jackie Clarke,
Uncles-
Clifford,
Leonard
Mayers,
Page 9! of 221 !
David
Bruce,
Collin
Rock. My children Laron and Lisa.
Well-wishers-Mr.and
Mrs.
Sutton,
Andrew
Gordon
Platizky,
Alleyne,
Mr.
Mr.
Juan
Matthew
Arroyo,
Mr.
and
Mr.&
Mrs.
Mrs.
David
Lavine, Mrs. Ellen Gordon, Dr.Nicholas Gordon, the late
Dr.Joseph
Drew,
Merline
Mayers,
Mr.
and
Mrs.
Trevor
Millington, Rev. & Mrs. Donavon Shoemaker, Ms. Geraldine
Davis, Rev.Carl and Rev Angie Dixon, Mrs. Gloria Rock,
Rev.Pauline Harewood, Mr. and Mrs. Stewart Russell, Mrs.
Shirley Smith, Mr. and Mrs. Felton Ince, Mr. and Mrs.
David
Brathwaite,
Mr.and
Mrs.
Ryan
Miller
Neilo Mascoll, Mr. and Mrs. Robert Quintyne
Page 10 ! of 221 !
Mr.and
Mrs.
Special mentioned is given to Dr. Joseph Drew was my
advisor, mentor, and teacher during my academic tenure as
a Media Arts Major at Jersey City State College now New
Jersey
City University (NJCU).
The focus of our parting conversation was about me
honing
my
writing
skills
after
I
had
graduated
and
returned to Barbados.
Between the period 1995 to 2016, I have discovered
that
the
more
that
I
practice
Page 11 ! of !221
this
leisure
pursuit
profession
it
seemed
to
be
infectious
among
other
elements.
The
other
elements
such
as
being
passionate
and
prolific combined together with the Creator’s help, made
me a productive writer to the extent that I have now
published 65 books.
In light of the aforesaid, I have decided to dedicate
my 66 th publication “A Tribute To Culture” Vol 1 in
memory of Dr. Joseph Drew .
Page 12 ! of 221 !
All
of
the
above
contributed
to
my
academic
developmental journey.
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural
Practitioner, Publisher
Differentiation: A Cultural Ideology Vol.1 ISBN 978-976-96356-2-3
Page 13 ! of 221 !
TABLE OF CONTENTS
Normative Statement
2
Copyright
6
Recognitions
9
Table of Contents
14
Foreword
19
Page 14 ! of 221 !
Overview
30
Culture Defined
42
Historical Development
48
Abstract
62
Chapter 1 Psychological Differentiation
Page 15 ! of 221 !
75
Chapter 2 The Law Differentiates Between Civil Rights 91
Chapter 3 Differentiation Is A term In System Theory
105
Chapter 4 Recognising Differentiation In The Classroom
135
Chapter 5 Differentiation Is Also A Nuanced Process
144
Chapter 6 Separation Between The State And Cultural Life
149 Page 16 ! of 221 !
Chapter
7
Language
Ideology
and
Linguistic Differentiation
157
Chapter 8 Personal Reflections
161
Chapter 9 Conclusion Reflections
171
Chapter 10 Conclusion
173
Works Cited
180
Page 17 ! of 221 !
About The Author
192
Page 18 ! of 221 !
Foreword
Because there is a differentiation between life8
and live; nationality and citizenship;
Therefore Differentiation cannot be a fad9 but it is a
long word that sounds complicated;
but it just means teachers plan for the children who
are actually in their class, instead of designing lessons
for their idea of the “average� child.
8
Life is existence where as Live is the act of existing with life.
9
http://theconversation.com/us Page 19 ! of 221 !
It is the means by which schools fulfil their legal
obligations
to
provide
a
quality
education
to
all
students.
This includes Indigenous students, students from other
language
backgrounds,
gifted
students
or
those
with
disability.
The differentiation of the human intellect combined
with their unique fingerprint,10
intertwined with their
individual learning style; unquestionably is confirmed in
their experience as a differentiation between what they
10 https://education.cu-portland.edu/blog/ Page 20 ! of 221 !
do and what happens to them11 frames the
differentiation12
cultural discourse.
For example Differentiation as a strategy is one of
the most important marketing strategy in today's business
environment.
The
more
that
I
drill
down;
it
is
clear
that
Differentiation can be characterized as a strategy which
is
one
of
the
most
important
today's business environment.
11 https://www.brainyquote.com/authors/alan-watts-quotes 12 https://comm3625fa15.blogspot.com/ Page 21 ! of 221 !
marketing
strategy
in
With so many brands and so many varieties of products
and
so
much
advertising
noise,
it
becomes
very
difficult ,but ultimately very necessary to differentiate
your brand from competition13.
Integration and differentiation14 are the fundamentals
used in calculus to study change. However, many people,
including students and scholars have not been able to
highlight
differences
between
integration.
13 https://www.marketing91.com/ 14
http://www.differencebetween.net/ Page 22 ! of 221 !
differentiation
and
Read
more:
Difference
Between
Differentiation
and
Integration.
In
this
context
the
best
way
to
implement differentiation as a strategy is to invent or
innovate.
To
add
to
this
discourse
is
the
notion
of
Public
discourse ethics15 which protects and promotes a place of
conversation
for
diversity
of
ideas
and
persons
presumably within the context of Differentiation16 which
15 https://comm3625fa15.blogspot.com/ 16 https://en.wikipedia.org/wiki/Dierentiation Page 23 ! of 221 !
includes Biology, Mathematics, Science, Technology, and
Medicine.
Differentiation encompasses the following: -
Cellular differentiation, in biology.
Differentiation
journal
(journal),
covering
cell
a
peer-reviewed
differentiation
academic
and
cell
development.
Developmental biology, the study of the process by
which animals and plants grow and develop.
Page 24 ! of 221 !
Differentiation
therapy,
an
approach
to
treating
advanced cancers in which malignant cells are encouraged
to
differentiate
into
more
mature
forms
using
pharmacological agents
Geology
Igneous differentiation, in geology
Planetary
differentiation,
in
planetary
science
and
geology
Social sciences
Differentiation (economics), the process of making a
product different from other similar products
Page 25 ! of 221 !
Differentiation
(ethnography),
the
invention
of
ostensible differences between cultures
Differentiation (linguistics), in semantics, a meaning
shift
reached
by
"adding
concepts
to
the
original
concepts"
Differentiation
(sociology),
a
feature
society, and way of dealing with complexity
Page 26 ! of 221 !
of
modern
Differentiated instruction, in education
Inductive reasoning aptitude, in psychology
Other uses in science, technology, and mathematics
Differentiation (mathematics), the process of finding
a derivative
Differentiated security, a form of computer security
that deploys a range of different security policies and
mechanisms according to the identity and context of a
user or transaction
Page 27 ! of 221 !
In business
Differentiation (economics), the process of making a
product different from other similar products
Product differentiation, in marketing
Differentiated service, a design pattern for business
services
and
software,
in
which
the
service
varies
automatically according to the identity of the consumer
and/or the context in which the service is used
Page 28 ! of 221 !
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural
Practitioner,
Publisher
Differentiation: A Cultural Ideology Vol.1ISBN 978-976-96356-2-3
Page 29 ! of 221 !
Overview
Although "Differentiation17" is a term in system
theory; yet it is a long word that sounds complicated18
but it just means teachers plan for the children who are
actually in their class, instead of designing lessons for
their idea of the “average” child.
Erasure
especially
–
renders
for
persons
or
post-enlightenment
activities
scholars,
invisible19
languages
coincided with nations in a cultural or spiritual sense
but precedes political realization of nationhood.
17 https://en.wikipedia.org/wiki/Differentiation_(sociology) 18
http://theconversation.com/us
19
https://gradschoolnotes.wordpress.com/ Page 30 ! of 221 !
From
the
viewpoint
of
this
theory,
the
principal
feature of modern society is the increased process of
system
differentiation
as
a
way
of
dealing
with
the
complexity of its environment.
The differentiation of the human intellect combined
with their unique fingerprint,20
individual
learning
style
is
intertwined with their
certainly
identifies
in
their experience as a differentiation between what they
20 https://education.cu-portland.edu/blog/ Page 31 ! of 221 !
do and what happens to them21 frames the
differentiation22
cultural discourse.
Differentiation
important
as
marketing
a
strategy
strategy
is
in
one
of
today's
the
most
business
environment23.
And
implement
therefore
the
Differentiation 24
best
strategy
21 https://www.brainyquote.com/authors/alan-watts-quotes 22 https://comm3625fa15.blogspot.com/ 23 https://www.marketing91.com/ 24 https://en.wikipedia.org/wiki/Dierentiation Page 32 ! of 221 !
is
way
to
invent
to
or
innovate in Science, Technology, Mathematics, Biology and
Medicine
This
is
subsystems
accomplished
in
an
effort
to
through
copy
the
within
creation
a
system
of
the
difference between it and the environment.
The differentiation process is a means of increasing
the complexity of a system, since each subsystem can make
different connections with other subsystems.
There is Cellular differentiation, in biology.
Page 33 ! of 221 !
Differentiation25 is a way thinking about how people
learn best so that we can adapt our approaches for the
success of all of our students.
It
is
a
recognition
that
students
differ
socially,
emotionally and academically, but they also have varying
readiness, interest, and prior experiences.
Differentiated
different
pathways
instruction
for
students
learning goals.
25
allows
https://www.literacytoday.ca/ Page 34 ! of 221 !
to
us
to
reach
provide
the
same
The law differentiates26 between civil rights, which
means
the
basic
right
of
freedom
from
discrimination
based on certain personal characteristics such as gender,
race, or disability, and civil liberties which are basic
freedoms.
Psychological differentiation is an important aspect
of self-development.
26 https://www.findlaw.com/ Page 35 ! of 221 !
Benjamin Deu believes that Differentiation27 is also a
nuanced process, and it can be challenging to understand
the subtleties of differentiating in marriage.
As educators28 we all recognise that differentiation in
the classroom is vital as students are individuals who
learn at different rates and in different ways.
However, planning, programming and assessing for the
wide
variety
of
needs
and
interests
of
multi-age
multi-ability classes can be quite a challenge!
27 https://seattlechristiancounseling.com/ 28 https://www.thehighlyeectiveteacher.com/ Page 36 ! of 221 !
and
Differentiation
journal
covering
(journal),
cell
a
peer-reviewed
differentiation
academic
and
cell
development
Developmental biology, the study of the process by
which animals and plants grow and develop.
Differentiation
therapy,
an
approach
to
treating
advanced cancers in which malignant cells are encouraged
to
differentiate
into
more
pharmacological agents
Page 37 ! of 221 !
mature
forms
using
Igneous differentiation, in geology.
Planetary
differentiation,
in
planetary
science
and
geology
Differentiation (economics), the process of making a
product different from other similar products.
Differentiation
(ethnography),
the
ostensible differences between cultures.
Page 38 ! of 221 !
invention
of
Differentiation (linguistics), in semantics, a meaning
shift
reached
by
"adding
concepts
to
the
original
concepts"
Differentiation
(sociology),
a
feature
of
society, and way of dealing with complexity.
Differentiated instruction, in education.
Inductive reasoning aptitude, in psychology.
Other uses in science, technology, and mathematics
Page 39 ! of 221 !
modern
Differentiation (mathematics), the process of finding
a derivative.
Differentiated security, a form of computer security
that deploys a range of different security policies and
mechanisms according to the identity and context of a
user or transaction
In business
Differentiation (economics), the process of making a
product different from other similar products
Page 40 ! of 221 !
Product differentiation, in marketing
Differentiated service, a design pattern for business
services
and
software,
in
which
the
service
varies
automatically according to the identity of the consumer
and/or the context in which the service. Differentiation:
A
Cultural
Ideology
Vol.1
ISBN
978-976-96356-2-3
is
constructed in 16,135 words,760 paragraphs,222 pages and
10 chapters.
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural
Publisher
Differentiation: A Cultural Ideology Vol.1 ISBN 978-976-96356-2-3
Page 41 ! of 221 !
Practitioner,
Culture Defined
Clifford Geertz29 (1926-present) is best known for his
ethnographic
studies
of
Javanese
culture
(Java
is
an
Indonesian island south of Borneo) and for his writings
about the interpretation of culture.
The most influential aspect of Geertz's work has been
his emphasis on the importance of the symbolic -- of
systems of meaning -- as it relates to culture, cultural
change, and the study of culture; notice this emphasis as
you read the summaries and excerpts below.
29 https://condor.depaul.edu/dweinste/popcult/geertz.html Page 42 ! of 221 !
Bodley and Geertz can both compared here with Matthew
Arnold for for perspective on the great transition which
has
taken
place
regarding
the
concept
"culture"
in
Western thought over the past century;
Raymond
Williams's
perspective
might
be
taken
as
a
middle ground in this transition.
In attempting to lay out the various meanings attached
to the word "culture,30"
Clifford
Geertz
refers
to
the
important
anthropological work, Clyde Kluckhohn's Mirror for Man,
30 https://condor.depaul.edu/dweinste/popcult/geertz.html Page 43 ! of 221 !
in which the following meanings are suggested:"the total
way of life of a people”
"the social legacy the individual acquires from his
group""a
way
of
thinking,
feeling,
and
believing""an
abstraction from behavior"a theory on the part of the
anthropologist about the way in which a group of people
in fact behave
a "storehouse of pooled learning”
"a
set
of
standardized
orientations
problems”
Page 44 ! of 221 !
to
recurrent
"learned
behaviour�a
mechanism
for
the
normative
regulation of behaviour
"a
set
of
techniques
for
adjusting
both
to
the
external environment and to other men�31
"The concept of culture I espouse. . . is essentially
a semiotic one.
Believing,
with
Max
Weber,
that
man
is
an
animal
suspended in webs of significance he himself has spun, I
take culture to be those webs, and the analysis of it to
be therefore not an experimental science in search of law
31 https://condor.depaul.edu/dweinste/popcult/geertz.html Page 45 ! of 221 !
but an interpretative one in search of meaning. It is
explication I am after. . . . (pp. 4-5)"
Geertz
compares
the
methods
of
an
anthropologist
analyzing culture to those of a literary critic analyzing
a text: "sorting out the structures of signification. . .
and determining their social ground and import. . . .
Doing ethnography is like trying to read (in the sense
of 'construct a reading of') a manuscript. . . ."
Once human behavior is seen as . . . symbolic action--
action
which,
painting,
like
line
in
phonation
in
speech,
pigment
writing,
or
sonance
in
Page 46 ! of 221 !
in
music,
signifies--the
question
as
to
whether
culture
is
patterned conduct or a frame of mind, or even the two
somehow mixed together, loses sense.
The thing to ask [of actions] is what their import is"
(pp. 9-10).
Page 47 ! of 221 !
Historical Development
"Differentiation32" is a term in system theory. From
the viewpoint of this theory, the principal feature of
modern
society
is
the
increased
process
of
system
differentiation as a way of dealing with the complexity
of its environment.
This
is
subsystems
accomplished
in
an
effort
to
through
copy
the
within
difference between it and the environment. 32 https://en.wikipedia.org/wiki/Dierentiation_(sociology) Page 48 ! of 221 !
creation
a
system
of
the
The differentiation process is a means of increasing
the complexity of a system, since each subsystem can make
different connections with other subsystems.
It
allows
for
more
variation
within
the
system
in
order to respond to variation in the environment.
For example, It is almost impossible to force diverse
learners into one box where everyone is expected to learn
the
same
thing,
in
the
same
way,
at
the
same
time.
Differentiation provides another option, one that is more
in
line
research,
with
the
reality
of
and
the
impact
that
Page 49 ! of 221 !
our
classrooms,
language,
current
culture
and
gender
may
have
on
learning.
With
differentiation
teachers meet their students where they are and provide
learning experiences that will help move them forward in
their learning33.
Increased variation facilitated by differentiation not
only allows for better responses to the environment, but
also
allows
for
faster
evolution
(or
perhaps
sociocultural evolution), which is defined sociologically
as
a
process
of
selection
from
variation;
the
more
differentiation (and thus variation) that is available,
the better the selection.34:95–96 33
https://www.literacytoday.ca/
34 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 50 ! of 221 !
Talcott
Parsons
was
the
first
major
theorist
to
develop a theory of society consisting of functionally
defined sub-system, which emerges from an evolutionary
point
of
view
through
a
cybernetic
process
of
differentiation.
Niklas
Luhmann,
who
studied
under
Talcott
Parsons,
took the latter's model and changed it in significant
ways.
Page 51 ! of 221 !
Parsons regarded society as the combined activities of
its
subsystems
within
the
logic
of
a
cybernetic
hierarchy.
For
Parsons,
classical
although
quadripartite
each
AGIL
subsystem
scheme
or
(e.g.
AGIL
his
paradigm)
would tend to have self-referential tendencies and follow
a related path of structural differentiation, it would
occur in a constant interpenetrative communication with
the
other
between
subsystems
the
and
the
interpenetrative
Page 52 ! of 221 !
historical
balance
equilibrium
between
various
subsystem would termine the relative degree in which the
structural differentiation between subsystem would occur
or not.
In contrast to Luhmann, Parsons would highlight that
although each subsystem had self-referential capacities
and had an internal logic of this own (ultimately located
in the pattern maintenance of each system) in historical
reality, the actual interaction, communication and mutual
enable-ness between the subsystems was crucial not only
Page 53 ! of 221 !
for each subsystem but for the overall development of the
social system (and/or "society").
In
actual
relative
history,
historical
(including
the
Parsons
strength
maintained
of
interpenetrative
various
that
the
subsystems
equilibrium
of
each
subsystem's subsystems) could either block or promote the
forces of system-differentiation.
Generally, Parsons was of the opinion that the main
"gatekeeper" blocking-promoting question was to be found
in the historical codification of the cultural system,
Page 54 ! of 221 !
including "cultural traditions" (which Parsons in general
regarded
system"
epicenter
as
a
part
(which
of
of
the
facilitated
the
so-called
the
communication
"fiduciary
normatively
and
defining
historical
mode
of
institutionalization between cultural and social system).
(For
example,
transferred
as
a
the
various
cultural
way
pattern
Islam
into
has
various
been
social
systems (Egypt, Iran, Tunisia, Yemen, Pakistan, Indonesia
etc.) depend on the particular way in which the core
Islamic
value-symbols
has
been
Page 55 ! of 221 !
codified
within
each
particular
fiduciary
system
(which
again
depend
on
a
serie of various societal and history-related factors)).
Within the realm of the cultural traditions Parsons
focused particular on the influence of the major world-
religions yet he also maintain that in the course of the
general
rationalization
related
structure
stepwise
process
secularization
of
be
the
process,
religious
"transformed"
of
and
into
Page 56 ! of 221 !
the
the
"magic"
world
and
the
value-scheme
systems
political
would
ideologies,
market doctrines, folklore systems, social lifestyles and
aesthetic movements (and so on).
This transformation Parsons maintain was not so much
the destruction of the religious value-schemes (although
such a process could also occur) but was generally the
way
in
which
"religious"
"constitutive")
religious-magic
which
was
more
values
and
(and
would
primordial
secularized
in
tend
a
to
broader
move
"representation"
and
more
"modern"
sense
from
a
to
one
in
its
institutionalized and symbolistic expression; this again
Page 57 ! of 221 !
would coincide with the increasing relative independence
of
systems
of
expressive
symbolization
vis-a-vis
cognitive and evaluative lines of differentiation (for
example, the flower-power movement in the 60s and early
70s would be a particular moment in this increased impact
on
factors
of
expressive
symbolization
on
the
overall
interpenetrative mode of the social system.
The breakthrough of rock music in the 1950s and the
sensual expressiveness of Elvis would be another example,
for the way in which expressive symbolization would tend
Page 58 ! of 221 !
to increase its impact vis-a-vis other factors of system-
differentiation, which again according to Parsons was a
part of the deeper evolutionary logic, which in part was
related to the increased impact of the goal-attachment
function of the cultural system and at the same time
related
the
increased
factor
of
institutionalized
individualism, which have become a fundamental feature
for historical modernity).
Luhmann
tend
to
claim
that
each
subsystem
has
autopoeitic "drives" of their own. Instead of reducing
Page 59 ! of 221 !
society as a whole to one of its subsystems, i.e.; Karl
Marx and Economics, or Hans Kelsen and Law, Luhmann bases
his
analysis
differentiating
on
the
idea
that
society
system
that
will,
in
order
is
to
a
self
attain
mastery over an environment that is always more complex
than
it,
increase
its
own
complexity
through
a
proliferating of subsystems.
Although Luhmann claims that society cannot be reduced
to any one of its subsystems, his critics maintain that
his
autopoeitic
assumptions
make
it
impossible
to
"constitute" a society at all and that Luhmann's theory
is inherently self-contradictory. Page 60 ! of 221 !
"Religion"
"politics"
"economics"
is
more
transcends
extensive
the
encompasses
than
governmental
more
than
the
church,
apparatus,
the
sum
and
total
of
organizations of production.35
There are four types of differentiation: segmentation,
stratification, center-periphery, and functional.
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural
Practitioner, Publisher
Differentiation: A Cultural Ideology Vol.1 ISBN
978-976-96356-2-3
35 Stephen Holmes, Charles Larmore, Niklas Luhmann, and James Schmidt (1983). "Review: Luhmann in English- The Dierentiation of Society". Contemporary Sociology, Vol. 12, No.2. Retrieved April 24, 2007 Available: JSTOR Scholarly Journal Archive.
Page 61 ! of 221 !
Abstract
Because there is a differentiation between life36
and
live;
nationality
and
citizenship;
therefore
differentiation cannot be a fad37 but it is a long word
that sounds complicated but it just means teachers plan
for the children who are actually in their class, instead
of
designing
lessons
for
their
idea
child.
36
Life is existence where as Live is the act of existing with life.
37
http://theconversation.com/us Page 62 ! of 221 !
of
the
“average�
It is the means by which schools fulfil their legal
obligations
students.
to
This
provide
includes
a
quality
Indigenous
education
students,
to
all
students
from other language backgrounds, gifted students or those
with disability.
Also
the
differentiation
of
the
human
combined with their unique fingerprint,38
with their
confirmed
intellect
intertwined
individual learning style; unquestionably is
in
their
experience
38 https://education.cu-portland.edu/blog/ Page 63 ! of 221 !
as
a
differentiation
between what they do and what happens to them39 frames the
differentiation40 cultural discourse.
For example Differentiation as a strategy is one of
the most important marketing strategy in today's business
environment.
With so many brands and so many varieties of products
and so much advertising noise, it becomes very difficult
but ultimately very necessary to differentiate your brand
from competition41.
39 https://www.brainyquote.com/authors/alan-watts-quotes 40 https://comm3625fa15.blogspot.com/ 41 https://www.marketing91.com/ Page 64 ! of 221 !
And
because
Differentiation42
is
just
a
standard
concept for analyzing competition it would be prudent not
use cliches such as discrimination or distinguish in this
context but apply differentiate!because it is a strategy
that provides leverage to invent or innovate which has
becomes a way of life that frames the
cultural discourse.
42
https://digitopoly.org/
43 https://comm3625fa15.blogspot.com/ Page 65 ! of 221 !
differentiation43
Chapter
1
The
law
differentiates
between
civil
rights
Most definitely, the law differentiates44 between civil
rights,
which
means
the
basic
right
of
freedom
from
discrimination based on certain personal characteristics
such as gender, race, or disability, and civil liberties
which are basic freedoms.
Chapter 2 Psychological Differentiation is an important
aspect of self-development.
44 https://www.findlaw.com/ Page 66 ! of 221 !
Chapter 3 "Differentiation" is a term in system theory
From the viewpoint of this theory, the principal feature
of
modern
society
is
the
increased
process
of
system
differentiation as a way of dealing with the complexity
of its environment..45
Chapter
4
"Differentiation
is
also
a
nuanced
process
Benjamin Deu believes that Differentiation46 is also a
nuanced process, and it can be challenging to understand
the subtleties of differentiating in marriage.
45 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
46 https://seattlechristiancounseling.com/ Page 67 ! of 221 !
Chapter 5 Recognising Differentiation in the classroom As
educators47 we all recognise that differentiation in the
classroom is vital as students are individuals who learn
at
different
rates
and
in
different
ways.
However,
planning, programming and assessing for the wide variety
of
needs
and
interests
of
multi-age
classes can be quite a challenge!
47 https://www.thehighlyeectiveteacher.com/ Page 68 ! of 221 !
and
multi-ability
Chapter 6 Separation between the state and cultural life
A government should not be able to control culture48;
i.e., how people think, learn, or worship. A particular
religion or ideology should not control the levers of the
State. Steiner held that pluralism and freedom were the
ideal for education and cultural life.49
Chapter
7
Language
Ideology
and
Linguistic Differentiation
48 https://en.wikipedia.org/wiki/Social_threefolding 49 Johannes Hemleben, Rudolf Steiner: A documentary biography, Henry Goulden Ltd, 1975, ISBNÂ 0-904822-02-8, pp. 117-120. (German edition: Rowohlt Verlag, 1990, ISBNÂ 3-499-50079-5).
Page 69 ! of 221 !
According
to
B.J.D.Armas
A
language
dialect that has an army and navy;
is
simply50
a
the significance of
differentiation is embedded in the politics of a region
and its observers.
Chapter 8 Personal Reflections
As an Author, Media Arts Specialist, a Publisher and a
Student
of
film;
in
this
cultural
conversation
"Differentiation" is a term in system theory. From the
viewpoint of this theory, the principal feature of modern
society 50
is
the
increased
https://gradschoolnotes.wordpress.com/ Page 70 ! of 221 !
process
of
system
differentiation as a way of dealing with the complexity
of its environment.
Symbols are signs that stand for something else. For
example, a cross is a symbol of Christianity worldwide
just as plus sign has come to mean Red Cross or hospital
in general, and even an illiterate person knows he can
get medical services when he sees this symbol. There are
symbols for elements in chemistry, which are derived by
abbreviating their names such as O standing for Oxygen.
In a similar manner, there are hundreds of symbols in all
Page 71 ! of 221 !
parts of the world that stand for something else and
readily recognizable.51.
Chapter 9 Conclusion Reflections
Most definitely, the law differentiates 52 between civil
rights,
which
means
the
basic
right
of
freedom
from
discrimination based on certain personal characteristics
such as gender, race, or disability, and civil liberties
which are basic freedoms.
51 https://www.dierencebetween.com/ 52 https://www.findlaw.com/ Page 72 ! of 221 !
Chapter 10 Conclusion
The differentiation of the human intellect combined
with their unique fingerprint,53
intertwined with their
individual learning style certainly identifies in their
experience
what
a
happens
differentiation
to
between
them54 frames
the
what
they
do
and
differentiation 55
cultural discourse.
Differentiation
important
as
marketing
a
strategy
strategy
is
in
one
of
today's
the
most
business
environment. With so many brands and so many varieties of
53 https://education.cu-portland.edu/blog/ 54 https://www.brainyquote.com/authors/alan-watts-quotes 55 https://comm3625fa15.blogspot.com/ Page 73 ! of 221 !
products and so much advertising noise, it becomes very
difficult but ultimately very necessary to differentiate
your brand from competition56.
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer, Cultural
Practitioner, Publisher
Differentiation: A Cultural Ideology Vol.1 ISBN 978-976-96356-2-3
56 https://www.marketing91.com/ Page 74 ! of 221 !
Chapter 1 Psychological Differentiation
Psychological differentiation is an important aspect
of self-development.
Dr. Robert Firestone57 makes the
point that “In order for people to live their own lives
and
ful
fill
their
destinies,
they
must
differentiate
from destructive environmental influences.”
Dr. Firestone further advocates
identity
is
affected
that a person’s true
throughout
their
lives
by
interpersonal experiences that either support or damage
the development of his or her personality. In order for
us to live our own lives and fulfill our own destinies,
57 https://www.psychalive.org/ Page 75 ! of 221 !
we must differentiate ourselves from destructive family
and societal influences.
He
stress
influences
become
a
that
and
who
prescribed
we
Differentiating
identities
truly
identity
from
are,
from
our
past
rather
either
from
allows
than
our
negative
us
to
following
family
or
our
society. To the extent that we are able to develop and
sustain
our
own
unique
identities
and
follow
our
own
unique desires, we will be able to live truly fulfilling
lives.
Page 76 ! of 221 !
So, you should ask yourself: Whose life am I really
living? Am I basing my life on my own personal beliefs,
values
and
desires?
By
undertaking
the
project
of
differentiation, we are able to more fully become the
unique individuals that we have the potential to be.
By
understanding
the
process
of
psychological
differentiation, we can begin to separate ourselves from
the chains of the past and lead the most individualistic
and meaningful lives possible.
Page 77 ! of 221 !
Dr. Firestone58 argues that there are four key steps to
psychological
becoming
been
differentiation.
The
first
aware
of
the
various
influenced
by
destructive
steps
ways
involve
we
have
individuals
and
experiences from our past.
The next steps involve taking actions to break with
these old identities in order to ultimately become our
truest selves. As Dr. Firestone points out, “Becoming a
differentiated
person
is
a
lifelong
58 https://www.psychalive.org/ Page 78 ! of 221 !
project.�
So
be
patient
and
compassion
toward
yourself
as
you
move
through these steps.
The
first
step
of
psychological
differentiation
involves breaking with destructive thoughts and attitudes
toward ourselves that we internalized based on painful
early life experiences.
We
can
start
by
identifying
these
negative
thought
processes, which Dr. Firestone calls the critical inner
voice,
that are harmful or negative toward the self.
Page 79 ! of 221 !
Some
of
these
thoughts
may
seem
positive
at
first
(either self-soothing or self-aggrandizing), while others
will seem hostile, self-hating, paranoid, or suspicious.
Once we become aware of these “voices,� we can develop
insight into the sources of these destructive thoughts.
We
can
develop
this
insight
by
thinking
about
specific individuals or experiences may have lead
which
us to
feel these negative ways about ourselves. Then we can try
to answer back to these skewed thoughts in our own point
of view.
Page 80 ! of 221 !
By
learning
separate
from
to
the
challenge
“parent�
this
we’ve
inner
critic,
internalized,
a
we
step
that may cause us anxiety but will ultimately free us to
become who we strive to be.
The
second
step
of
differentiation
involves
recognizing and changing negative personality traits in
ourselves
that
are
an
incorporation
of
the
negative
traits of our parents, caregivers, or other influential
figures.
Page 81 ! of 221 !
Many individuals are surprised to find that, despite
their
best
intentions,
they
often
act
in
the
same
negative ways a parent did — reenacting the very actions
or personality patterns that they swore they would never
repeat
themselves.
personality
phoniness,
Altering
these
characteristics
self-centeredness,
—
a
unpleasant
addictions,
victimized
or
toxic
vanity,
orientation
toward life, attitudes of superiority and contempt, among
others – is a powerful way of saying goodbye to our past.
Page 82 ! of 221 !
It is important to be proactive about changing these
negative personality traits without being self-hating or
falling back into your critical inner voices. Understand
that you came by these faults honestly and that you have
the full power to change them.
The
into
third
the
step
of
differentiation
psychological
adaptation
to
the
pain
defenses
and
growing up.
Page 83 ! of 221 !
we
distress
involves
developed
we
looking
as
an
experienced
To differentiate from the more childish aspects of our
personality, we need to identify and then give up the
patterns of defense we formed to deal with pain early in
our lives.
We need to recognize that the defenses we formed to
protect ourselves as children often limit us in our adult
lives. For example, if we were intruded on as children,
we may feel excessively guarded as adults. If we were
rejected
as
kids,
we
may
feel
relationships.
Page 84 ! of 221 !
distrusting
in
our
People
tend
to
cling
to
these
defended
ways
of
responding to others and remain emotionally trapped in
cycles from their past. As adults, it’s important to give
up the hope of ever filling the vast voids we felt as
children.
In
order
to
become
psychologically
differentiated, we need to, in effect, say goodbye to our
“child selves” and live fully as the adults we are now.
The
final
step
of
psychological
differentiation
involves developing our own values, ideals, and beliefs
Page 85 ! of 221 !
rather than automatically accepting the beliefs that we
grew up with or those of our culture.
We
should
strive
to
lead
a
life
of
integrity,
according to our own ideals, in spite of social pressures
to conform to the standards of others. We should resist
influences
that
are
oppressive
or
restrictive
of
individual human rights.
Overall
implying
Dr.
that
Firestone
It
is
point
also
of
view
important
seems
to
to
be
formulate
transcendent goals, those that go beyond ourselves and
Page 86 ! of 221 !
our immediate family, and to take steps toward fulfilling
these goals that give personal meaning to our life.
In
addition,
practicable,
logical
this
and
approach
achievable
appears
as
long
to
as
be
the
individual’s attitude is consistent and practical.
What is also uniquely stark to presumably assume that
although global citizens
are born genetically unique
individuals, and we internalize our early environment, so
Page 87 ! of 221 !
that
when
we
grow
up,
we
are
not
really
fully
differentiated selves.
In many ways59 we are reliving rather than living. This
dichotomy can influence us to act in ways we don't even
like or say things we don't even mean. We are especially
susceptible to these feelings in times of stress and in
situations that trigger primal feelings, in our intimate
relationships, at work or as parents.
59 https://www.psychologytoday.com/us/experts/lisa-firestone-phd Page 88 ! of 221 !
When triggered, these overlays influence how we see
the
world,
and
how
we
see
ourselves.
We
engage60
in
behaviour that is not our own, which can be destructive
to
our
own
best
interest.
evidently
one
of
differentiation from one's way of life as opposed one's
previous way of living.
60 https://www.psychologytoday.com/us Page 89 ! of 221 !
Chapter 2 The Law Differentiates Between Civil Rights
Most definitely, the law differentiates 61 between civil
rights,
which
means
the
basic
right
of
freedom
from
discrimination based on certain personal characteristics
such as gender, race, or disability, and civil liberties
which are basic freedoms.
61 https://www.findlaw.com/ Page 90 ! of 221 !
However,
freedoms;
Civil
civil
liberties
rights
concern
concern
the
the
actual
treatment
basic
of
an
individual regarding certain rights.
Unlike civil liberties, where the government grants
broad-based rights to individuals, civil rights are not
only
granted
protective
by
aspect
the
of
government
those
but
rights
characteristics.
Page 91 ! of 221 !
also
based
contain
on
a
certain
Therefore, Knowing the difference between civil rights
and civil liberties can help to determine whether global
citizens have a civil rights claim.
A case in point Ann
Fraizer, Dr. Lisa Kuntz is a
licensed psychologist and
Dr. Billie McNealey a licensed
Clinical Child Psychologist
with
disabilities62,
loneliness,
Mr.
argued that many persons
Roberts
architectural
experienced
barriers
to
dependence on others, and discrimination.
62 https://www.crisisprevention.com/ Page 92 ! of 221 !
his
isolation,
wheelchair,
One of the biggest challenges for this college student
was where to live.
None
of
the
dormitories
was
wheelchair
accessible.
Neither were classrooms or the library. On top of this,
the wheelchairs on which Mr. Roberts and others had to
depend often broke. This could mean weeks of waiting for
a
repair.
Instead
of
accepting
these
problems,
Mr.
Roberts became a true activist. With the help of others,
Mr.
Roberts
living
space
successfully
for
persons
secured
in
wheelchair repair shop.
Page 93 ! of 221 !
funding
wheelchairs,
to
renovate
including
a
The approach of this pioneering group in California
became the blueprint for the disability movement.
Liberalism63
refers
to
a
political
doctrine64
that
emphasizes on protecting the freedom and rights of the
citizenry.
Liberals view the government as an arm that protects
citizens from external and internal threats but at the
63 https://www.worldatlas.com/society/ 64 https://www.worldatlas.com/articles/the-10-most-liberal-countries-of-the-world.html Page 94 ! of 221 !
same time recognize that the government by itself can be
a threat to the freedom of the citizens.
In
his
pamphlet
Common
philosopher
Thomas
Paine
“necessary
evil.�
Law
constitution
are
meant
Sense
compared
enforcers,
to
protect
(1776),
the
American
government
Judiciary,
to
and
individuals'
a
the
right,
property, and liberty but in some instances, the same
institutions might be used to against the individual.
The democratic politics of the 21st century is faced
with the challenge of devising governments that protect
Page 95 ! of 221 !
the liberty of its individuals and preventing those in
authority from flexing their muscles against the masses.
Most liberals in the late 19th century emphasized that
the government can protect and promote the liberty of
individuals.
governments
obstacles
as
that
However,
the
modern
authority
prevent
the
liberals,
whose
role
citizenry
is
from
view
to
the
remove
exercising
freedom and realizing their full potential. Barriers to
liberty and better life include diseases, discrimination,
poverty, and ignorance.
Page 96 ! of 221 !
In
the
U.S
liberalism
is
associated
with
state
policies advocated by Pres. Franklin D. Roosevelt while
in Europe it is attributed to the laissez-faire economic
policies.
The 10 Most Liberal Countries Of The World
In
2006
the
State
of
World
Liberty
Index
released
ranking of the most liberal countries in the world.
Page 97 ! of 221 !
a
The ranking was based on economic freedom, individual
freedom, and the size of the government and taxation it
levied on its people.
Estonia, Ireland, and Canada were ranked 1st, 2nd, and
3rd respectively. The UK and the US were ranked 7th and
8th respectively while New Zealand was ranked 10th. The
2017
ranking
used
the
same
adjustments to the data.
Page 98 ! of 221 !
data
sources
but
with
New Zealand was ranked the most liberal country in the
world followed by Switzerland. New Zealand has a good
history regarding fundamental rights and freedom.
People exercise their political opinions through the
electoral process just while the taxation level among the
working class n among the lowest in the world.
In
Switzerland,
direct
democracy
has
been
decentralized, civil liberties are protected by law, and
the country has a good history regarding human rights.
Page 99 ! of 221 !
Canada and Australia tie in the third place. Canada is
known to respect civil liberties, political rights, and
human
rights.
It
has
one
of
the
world's
best
social
welfare programs.
The Fair Elections Act passed in 2014 guarantees a
free
and
fair
electoral
process.
Just
like
Canada,
Australia has included the civil and human rights in its
constitution. Voting is compulsory, and the constitution
guarantees a free and fair electoral process. In both
economies, the taxation level is low.
Page 100 ! of 221 !
Norway, Luxembourg, Sweden, and Finland tied for the
fifth place in the ranking. The four countries are all
ranked among the 12 best countries to live in terms of
political stability, economic prosperity and the quality
of life.
Norway is a well-established democracy with free and
fair
elections.
Conservative
and
The
government
Labor
Parties.
alternate
Sweden,
between
on
the
the
other
hand, is a parliamentary monarchy with a robust multi-
party system.
Page 101 ! of 221 !
The
rule
of
law
prevails,
and
the
constitution
guarantees the civil and liberty rights of the citizenry.
A
parliamentary
system
governs
Finland
with
robust
multipartyism.
Freedom
guaranteed.
of
speech,
The
association,
minority
in
protected.
Page 102 ! of 221 !
the
and
religion
society
are
are
also
The Netherlands and Ireland tie in the ninth place and
complete the list of the ten most liberal countries in
the world.
The
parliamentary
democracy
that
governs
the
Netherlands has a strong record. It is known to safeguard
civil
liberties,
human
rights,
and
political
rights.
Ireland is a stable democracy.
Free and fair elections65 guaranteed the will of the
majority.
Same-sex
marriage
is
65 https://www.worldatlas.com/society/ Page 103 ! of 221 !
legal,
but
abortion
is
still
restricted.
The
Catholic
church
maintains
significant influence in the society.
Chapter 3 "Differentiation" is a Term in System Theory
"Differentiation" is a term in system theory. From the
viewpoint of this theory, the principal feature of modern
society
is
the
increased
process
of
system
differentiation as a way of dealing with the complexity
of its environment.
Page 104 ! of 221 !
This
is
subsystems
accomplished
in
an
effort
to
through
copy
the
creation
within
a
system
of
the
difference between it and the environment.
The differentiation process is a means of increasing
the complexity of a system, since each subsystem can make
different connections with other subsystems.
It
allows
for
more
variation
within
the
system
in
order to respond to variation in the environment.
Increased variation facilitated by differentiation not
only allows for better responses to the environment, but
Page 105 ! of 221 !
also
allows
for
faster
evolution
(or
perhaps
sociocultural evolution), which is defined sociologically
as
a
process
of
selection
from
variation;
the
more
differentiation (and thus variation) that is available,
the better the selection.66:95–96
Exemplifying Differentiation and System Theory, this
photographic mosaic may be perceived as a whole/system (a
gull) or as a less complex group of parts67.
66 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
67 https://en.wikipedia.org/wiki/Dierentiation_(sociology) Page 106 ! of 221 !
Talcott
Parsons
was
the
first
major
theorist
to
develop a theory of society consisting of functionally
defined sub-system, which emerges from an evolutionary
point
of
view
through
a
cybernetic
process
of
differentiation.
Niklas Luhmann68, who studied under Talcott Parsons,
took the latter's model and changed it in significant
ways. Parsons regarded society as the combined activities
of
its
subsystems
within
the
hierarchy.
68 https://en.wikipedia.org/wiki/Dierentiation_(sociology) Page 107 ! of 221 !
logic
of
a
cybernetic
For
Parsons,
classical
although
quadripartite
each
AGIL
subsystem
scheme
or
(e.g.
AGIL
his
paradigm)
would tend to have self-referential tendencies and follow
a related path of structural differentiation, it would
occur in a constant interpenetrative communication with
the
other
between
subsystems
the
and
the
interpenetrative
historical
balance
equilibrium
between
various
subsystem would termine the relative degree in which the
structural differentiation between subsystem would occur
or not.
In contrast to Luhmann, Parsons would highlight that
although each subsystem had self-referential capacities Page 108 ! of 221 !
and had an internal logic of this own (ultimately located
in the pattern maintenance of each system) in historical
reality, the actual interaction, communication and mutual
enable-ness between the subsystems was crucial not only
for each subsystem but for the overall development of the
social system (and/or "society").
In
actual
relative
history,
historical
(including
the
Parsons
strength
maintained
of
interpenetrative
various
that
the
subsystems
equilibrium
of
each
subsystem's subsystems) could either block or promote the
forces of system-differentiation.
Page 109 ! of 221 !
Generally, Parsons was of the opinion that the main
"gatekeeper" blocking-promoting question was to be found
in the historical codification of the cultural system,
including "cultural traditions" (which Parsons in general
regarded
system"
epicenter
as
a
part
(which
of
of
the
facilitated
the
so-called
the
communication
"fiduciary
normatively
and
defining
historical
mode
of
institutionalization between cultural and social system).
(For
example,
transferred
as
a
the
various
cultural
way
pattern
Page 110 ! of !221
Islam
into
has
various
been
social
systems (Egypt, Iran, Tunisia, Yemen, Pakistan, Indonesia
etc.) depend on the particular way in which the core
Islamic
value-symbols
particular
fiduciary
has
been
system
codified
(which
within
again
each
depend
on
a
serie of various societal and history-related factors)).
Within
the
realm
of
the
cultural
traditions
Parsons
focused particular on the influence of the major world-
religions yet he also maintain that in the course of the
general
rationalization
related
structure
stepwise
process
secularization
of
be
the
process,
religious
"transformed"
of
and
into
Page 111 ! of 221 !
the
the
"magic"
world
and
the
value-scheme
systems
political
would
ideologies,
market doctrines, folklore systems, social lifestyles and
aesthetic
movements
(and
so
on).
This
transformation
Parsons maintain was not so much the destruction of the
religious value-schemes (although such a process could
also
occur)
"religious"
values
would
primordial
but
(and
was
in
tend
to
generally
a
broader
move
from
"representation"
to
the
way
sense
a
in
which
"constitutive")
religious-magic
one
which
was
and
more
secularized and more "modern" in its institutionalized
and
symbolistic
expression;
this
again
would
coincide
with the increasing relative independence of systems of
expressive
symbolization
vis-a-vis
Page 112 ! of !221
cognitive
and
evaluative
lines
of
differentiation
(for
example,
the
flower-power movement in the 60s and early 70s would be a
particular moment in this increased impact on factors of
expressive symbolization on the overall interpenetrative
mode of the social system.
The breakthrough of rock music in the 1950s and the
sensual expressiveness of Elvis would be another example,
for the way in which expressive symbolization would tend
to increase its impact vis-a-vis other factors of system-
differentiation, which again according to Parsons was a
Page 113 ! of !221
part of the deeper evolutionary logic, which in part was
related to the increased impact of the goal-attachment
function of the cultural system and at the same time
related
the
increased
factor
of
institutionalized
individualism, which have become a fundamental feature
for historical modernity).
Luhmann
tend
to
claim
that
each
subsystem
has
autopoeitic "drives" of their own.
Instead of reducing society as a whole to one of its
subsystems, i.e.; Karl Marx and Economics, or Hans Kelsen
and Law, Luhmann bases his analysis on the idea that
Page 114 ! of !221
society is a self differentiating system that will, in
order
to
attain
mastery
over
an
environment
that
is
always more complex than it, increase its own complexity
through a proliferating of subsystems.
Although Luhmann claims that society cannot be reduced
to any one of its subsystems, his critics maintain that
his
autopoeitic
assumptions
make
it
impossible
to
"constitute" a society at all and that Luhmann's theory
is inherently self-contradictory.
"Religion"
"politics"
is
more
transcends
extensive
the
than
governmental
Page 115 ! of !221
the
church,
apparatus,
and
"economics"
encompasses
more
than
the
sum
total
of
organizations of production.69
There are four types of differentiation: segmentation,
stratification, center-periphery, and functional.
Niklas Luhmann (1927–1998) was a German sociologist
and "social systems theorist", as well as one of the most
prominent modern day thinkers in the sociological systems
theory. Luhmann was born in Lüneburg, Germany, studied
law at the University of Freiburg from 1946 to 1949, in 69 Stephen Holmes, Charles Larmore, Niklas Luhmann, and James Schmidt (1983). "Review: Luhmann in English- The Differentiation of Society". Contemporary Sociology, Vol. 12, No.2. Retrieved April 24, 2007 Available: JSTOR Scholarly Journal Archive.
Page 116 ! of !221
1961 he went to Harvard, where he met and studied under
Talcott Parsons, then the world's most influential social
systems
theorist.
In
later
years,
Luhmann
dismissed
Parsons' theory, developing a rival approach of his own.
His magnum opus, Die Gesellschaft der Gesellschaft ("The
Society
of
Society"),
appeared
in
1997
and
has
been
subject to much review and critique since.
Segmentary differentiation divides parts of the system
on the basis of the need to fulfil identical functions
over and over. For instance, a car manufacturer may have
Page 117 ! of !221
functionally similar factories for the production of cars
at many different locations. Every location is organized
in much the same way; each has the same structure and
fulfils the same function – producing cars.70:96
Stratificatory
differentiation
or
social
stratification is a vertical differentiation according to
rank or status in a system conceived as a hierarchy.
Every rank fulfills a particular and distinct function
in
the
system,
for
instance
the
manufacturing
company
70 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 118 ! of !221
president,
the
plant
manager,
trickling
down
to
the
assembly line worker.
In
segmentary
accidental
however,
differentiation
variance
and
inequality
is
serves
no
systemic
inequality
essential
in
the
is
an
function,
function
of
stratified systems.
A stratified system is more concerned with the higher
ranks
(president,
ranks
(assembly
manager)
worker)
than
with
communication."
Page 119 ! of !221
it
is
regard
with
to
the
lower
"influential
However, the ranks are dependent on each other and the
social
system
will
collapse
unless
all
ranks
realize
their functions. This type of system tends to necessitate
the lower ranks to initiate conflict in order to shift
the influential communication to their level.71:97
Center-periphery
Segmentary
and
automobile
firms,
differentiation
Stratificatory,
may
have
an
built
is
a
link
example
factories
between
is
in
again,
other
countries, nevertheless the headquarters for the company
71 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 120 ! of 221 !
remains
the
center
ruling,
and
to
whatever
extent
controlling, the peripheral factories.[1]:98
Functional differentiation is the form that dominates
modern
society
and
is
also
the
most
complex
form
of
differentiation.
All functions within a system become ascribed to a
particular
firm
as
unit
an
or
site.
example,
differentiated"
Again,
it
may
departmentally,
Page 121 ! of 221 !
citing
be
the
automobile
"functionally
having
a
production
department,
administration,
accounting,
planning,
personnel, etc.
Functional Differentiation tends to be more flexible
than Stratifactory, but just as a stratified system is
dependent on all rank, in a Functional system if one part
fails to fulfill its task, the whole system will have
great difficulty surviving. However, as long as each unit
is
able
to
fulfill
differentiated
units
its
separate
become
function,
largely
the
independent;
functionally differentiated systems are a complex mixture
of interdependence and independence. E.g., the planning
division may be dependent on the accounting division for Page 122 ! of 221 !
economic data, but so long as the data is accurately
compiled the planning division can be ignorant of the
methodology involved to collect the data, interdependence
yet independence72:98
Code is a way to distinguish elements within a system
from those elements not belonging to that system. It is
the basic language of a functional system.
Examples are truth for the science system, payment for
the economic system, legality for the legal system; its
72 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 123 ! of 221 !
purpose
is
to
limit
the
kinds
of
permissible
communication.
According to Luhmann a system will only understand and
use its own code, and will not understand nor use the
code of another system; there is no way to import the
code of one system into another because the systems are
closed
and
can
only
react
to
things
within
their
environment.73:100
Understanding the risk of complexity[edit]
73 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 124 ! of 221 !
It is exemplified that in Segmentary differentiation
if a segment fails to fulfill its function it does not
affect or threaten the larger system.
If an auto plant in Michigan stops production this
does not threaten the overall system, or the plants in
other locations. However, as complexity increases so does
the risk of system breakdown.
If a rank structure in a Stratified system fails, it
threatens the system; a Center-Periphery system might be
threatened
if
the
control
measure,
or
the
Center/
Headquarters failed; and in a Functionally differentiated
Page 125 ! of 221 !
system, due to the existence of interdependence despite
independence the failure of one unit will cause a problem
for the social system, possibly leading to its breakdown.
The growth of complexity increases the abilities of a
system
to
deal
with
its
environment,
but
complexity
increases the risk of system breakdown.
It is important to note that more complex systems do
not
necessarily
instances
the
exclude
more
less
complex
systems,
complex
system
may
in
require
some
the
existence of the less complex system to function.74:98–100
Modern social theory[edit] 74 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 126 ! of 221 !
Luhmann uses the operative distinction between system
and environment to determine that society is a complex
system
which
replicates
the
system/environment
distinction to form internal subsystems.
Science
is
among
these
internally
differentiated
social systems, and within this system is the sub-system
sociology.
Here, in the system sociology, Luhmann finds himself
again, an observer observing society. His knowledge of
society
as
contingent
an
internally
observation
differentiated
made
from
Page 127 ! of 221 !
within
system
one
of
is
a
the
specialized function-systems he observes. He concludes,
therefore,
that
any
social
theory
claiming
universal
status must take this contingency into account.
Once
one
uses
the
basic
system/environment
distinction, then none of the traditional philosophical
or
sociological
distinctions
–
transcendental
and
empirical, subject and object, ideology and science – can
eliminate the contingency of enforced selectivity.
Thus, Luhmann's theory of social systems breaks not
only with all forms of transcendentalism, but with the
philosophy of history as well.75 75 Eva M. Knodt, and William Rasch (1994). "Systems Theory and the System of Theory". New German Critique, No. 61, Special Issue on Niklas Luhmann. Retrieved April 24, 2007 Available: JSTOR Scholarly Journal Archive.
Page 128 ! of 221 !
Luhmann is criticized as being self-referential and
repetitive, this is because a system is forced to observe
society from within society.
Systems
theory,
for
its
part,
unfolds
this
paradox
with the notion that the observer observes society from
within
a
subsystem
subsystem
(in
(science)
this
of
the
case:
sociology)
social
system.
of
a
Its
descriptions are thus "society of society".76
Luhmann's critique of political and economic theories
of society[edit] 76 Niklas Luhmann and Sean Ward (2000). "Die Gesellschaft der Gesellschaft". The German Quarterly, Vol. 73, No.2. Retrieved April 24, 2007 Available: JSTOR Scholarly Journal Archive.
Page 129 ! of 221 !
Luhmann felt that the society that thematized itself
as political society misunderstood itself.
It
was
simply
differentiated
a
social
political
system
in
subsystem
which
had
a
newly
functional
primacy.
Luhmann analyzes the Marxist approach to an economy
based society: In this theory, the concept of economic
society is understood to denote a new type of society in
which
production,
and
beyond
that
"a
metabolically
founded system of needs" replaces politics as the central
social process.
Page 130 ! of 221 !
From
another
perspective
also
characteristic
of
Marxist thought, the term "bourgeois society" is meant to
signify that a politically defined ruling segment is now
replaced
as
the
dominant
stratum
by
the
owners
of
property.
Luhmann's
reservations
concerning
not
only
Marxist,
but also bourgeois theories of economic society parallel
his criticisms of Aristotelian political philosophy as a
theory
of
political
society.
Both
theories
make
the
understandable error of "pars pro toto", of taking the
Page 131 ! of 221 !
part
for
the
whole,
which
in
this
context
means
identifying a social subsystem with the whole of society.
The error can be traced to the dramatic nature of the
emergence of each subsystem and its functional primacy
(for a time) in relation to the other spheres of society.
Nevertheless,
economy
should
the
not
functional
have
led
primacy
to
claimed
asserting
an
for
the
economic
permeation of all spheres of life.
The
notion
of
the
economy
possessing
functional
primacy is compatible with the well-known circumstance
that the political subsystem not only grew increasingly
Page 132 ! of 221 !
differentiated (from religion, morals, and customs if not
from the economy) but also continued to increase in size
and internal complexity over the course of the entire
capitalist epoch.
For
functional
primacy
need
only
imply
that
the
internal complexity of a given subsystem is the greatest,
and
that
the
new
developmental
stage
of
society
is
characterized by tasks and problems originating primarily
in this sphere.77
77 Andrew Arato and Niklas Luhmann (1994). "Civil Society and Political Theory in the Work of Luhmann and Beyond". New German Critique, No. 61, Special Issue on Niklas Luhmann. Retrieved April 24, 2007 Available: JSTOR Scholarly Journal Archive.
Page 133 ! of 221 !
Chapter 4 Recognising Differentiation in the Classroom
As educators78 we all recognise that differentiation in
the classroom is vital as students are individuals who
learn at different rates and in different ways. However,
planning, programming and assessing for the wide variety
of
needs
and
interests
of
multi-age
and
multi-ability
you
cater
classes can be quite a challenge!
Here
learning
are
14
ideas
styles,
that
can
abilities,
78 https://www.thehighlyeectiveteacher.com/ Page 134 ! of 221 !
help
and
interests
to
of
the
your
students by providing flexible and alternative learning
experiences that are engaging and motivating:
1. Once you have given whole class instruction, give
small
group
lessons
to
reinforce
the
learning
and
to
check for understanding.
Allow
students
encourage
your
to
opt
in
to
extra
class
to
speak
up
group
if
work
they
and
don’t
understand.
Model risk taking and making mistakes for your classes
to create a culture of respect, empathy and acceptance of
difference.
Page 135 ! of 221 !
2.
Instead
of
creating
different
worksheets
for
different students, which can have social implications
and a greater time commitment from the teacher, consider
one worksheet with progressively more difficult tasks.
The capable students will quickly move on to the more
challenging tasks while the less able students can take
their time to understand the basics.
3. Provide students with a choice of activities and
assessment pieces e.g. written, spoken, video, PowerPoint
presentations, story boards, mind maps etc.
Page 136 ! of 221 !
4.
Provide
materials
e.g.
students
simpler
with
texts
a
variety
with
of
resource
illustrations,
more
difficult and complex texts, online materials like videos
that support students who learn in different ways.
5. Have additional interesting challenging tasks for
students who finish early so you can assist the students
who
may
need
more
time.
Make
sure
the
purposeful, engaging and not just busy work.
Page 137 ! of 221 !
tasks
are
6. 80% of students are capable of being self-directed
with their learning if they are taught how and given the
opportunity.
This gives teachers time to assist the 20% of students
who need additional support or individual instruction.
See David Langford Quality Learning Australia.
7. Use regular formative assessment to evaluate where
students
are
teaching
to
in
their
Assessments
for
their
learning
needs
a
e.g.
and
See
25
Differentiated
Scholastic.com.
Page 138 ! of 221 !
then
adapt
Quick
your
Formative
Classroom
at
8.
Use
cooperative
learning
groups
or
pairs
and
consider having small mixed ability groups for tasks.
Give
students
defined
roles
within
the
groups
and
explicitly teach them how to fulfill each of their role
descriptions. See Kagan Cooperative Learning strategies
for more ideas on how to use these.
9. Find out the learning styles of your students and
use the information for your planning and for students to
gain
greater
understanding
of
how
they
learn
e.g.
Education Planner has questionnaires for students, Ralph
Page 139 ! of 221 !
Pirozzo
matrices
combine
learning
styles
and
Bloom’s
taxonomy for student centred learning.
10. Create short videos of yourself teaching a concept
and upload them so students can access the instruction at
any times i.e. they could revisit your instructions in
class time and at home.
11. Peer mentoring and cross age mentoring benefits
the mentor and the mentee. A student who lacks confidence
can
make
massive
gains
when
they
can
share
their
expertise with a less able student and young people can
Page 140 ! of 221 !
often explain concepts to their peers in ways that are
more easily understood.
12. Use games and simulations to engage students in
the learning. Simple games such as Celebrity Heads can be
adapted
to
learning
e.g.
the
‘Celebrities’
can
be
characters from a novel, historical figures, scientific
researchers or answers to a mathematical equation.
13. Use cold calling rather than ‘hands up’ when you
ask
a
question.
Develop
a
culture
where
everyone
is
expected to think and participate. Use strategies such as
picking a name out of a hat, or a paddle pop stick with
Page 141 ! of 221 !
each child’s name and give processing and thinking time.
Encourage students to ‘have a go’ rather than needing to
be 100% correct before giving an answer.
14. Use mini-white boards for every student so they
can all write an answer to hold up to the teacher. It is
a
quick
and
effective
way
to
understanding79.
79 https://www.thehighlyeffectiveteacher.com/ Page 142 ! of 221 !
assess
each
student’s
Chapter 5 "Differentiation is also a nuanced process
Benjamin Deu believes that Differentiation80 is also a
nuanced process, and it can be challenging to understand
the subtleties of differentiating in marriage.
How do you become yourself while also deepening your
bond with another person? How do you focus on personal
development while living fully with your spouse?
These
solutions.
are
If
complicated
you
find
the
questions
without
concept
differentiation
80 https://seattlechristiancounseling.com/ Page 143 ! of 221 !
of
easy
helpful and interesting, a Christian counselor can help
you explore this idea in greater depth.
If you are just starting in your marriage and want to
set out on the right foot, or if you have been married
for years and are looking to develop a healthier marriage
relationship, a qualified Christian counselor can provide
you with the guidance and support you are seeking. Please
do not hesitate to contact us for more information about
setting up an appointment with one of our many marriage
specialists.
Page 144 ! of 221 !
Dr. David Schnarch calls this process differentiation,
and
it
is
the
centerpiece
of
his
marital
help
book
becoming
more
Passionate Marriage.
Differentiation
is
the
process
of
yourself by engaging in relationship with others – and in
particular, with your spouse.
It
others
is
the
and
act
your
of
balancing
drive
to
your
develop
drive
to
yourself
be
as
with
an
individual81 .
The process of differentiating does not alienate us
from others, but deepens our emotional connections and 81 https://seattlechristiancounseling.com/counselors/benjamin-deu Page 145 ! of 221 !
allows us to develop a whole and integrated “self-in-
relation” that does not change according to circumstance.
Ultimately, differentiation is the process by which we
grind
off
ourselves
spouse
our
“rough
while
also
edges”
and
strengthening
become
our
more
love
fully
for
our
82.
Differentiation83
is
not
a
step—
it’s
a
process,
a
lifelong goal. It is hard work, and differentiating will
require you to make difficult decisions. It is not an
easy route to healthy marriage—but it is the best option, 82 https://seattlechristiancounseling.com/counselors/benjamin-deu 83 https://seattlechristiancounseling.com/counselors/benjamin-deu Page 146 ! of 221 !
and will ultimately lead to better, more fulfilling life
with your spouse.
Page 147 ! of 221 !
Chapter 6 Separation Between The State and Cultural Life
A government should not be able to control culture84;
i.e., how people think, learn, or worship.
A particular religion or ideology should not control
the levers of the State. Steiner held that pluralism and
freedom were the ideal for education and cultural life.85
Concerning children, Steiner held that all families,
not just those with economic means, should be enabled to
84 https://en.wikipedia.org/wiki/Social_threefolding 85 Johannes Hemleben, Rudolf Steiner: A documentary biography, Henry Goulden Ltd, 1975, ISBNÂ 0-904822-02-8, pp. 117-120. (German edition: Rowohlt Verlag, 1990, ISBNÂ 3-499-50079-5).
Page 148 ! of 221 !
choose
among
government
a
wide
schools
variety
from
of
independent,
kindergarten
through
non-
high
school.86
Separation between the economy and cultural life
Examples: The fact that places of worship do not make
the
ability
to
enter
and
participate
depend
on
the
ability to pay, and that libraries and some museums are
open to all free of charge, is in tune with Steiner’s
86 A few of many possible examples from Steiner's work: "...there is no reason why the free spirit in man should defer to any stereotyped pattern in the interest of the state; it [the free spirit] is not to be limited by the condition that only those shall receive education who can command economic resources," -- from Lecture V of Steiner's, The Social Future. In the same lecture, he says, "everything relating to the spiritual and intellectual department of life should be detached from the political or equity state, and the spiritual organization should be independently administered in freedom." In his main work on social questions, Toward Social Renewal, Steiner repeatedly says society needs freedom for all the activities in the cultural sphere -- education, science, art, religion -- they must be independent of state and economic power. He argues that education, like other cultural activities, should no longer be administered by or under the authority of the State, and should be based on pedagogical freedom for teachers, as well as for the families who will choose freely among teachers and schools. With regard to independence from economic power, he writes, for example on page 92 of his main sociological work, Toward Social Renewal: Basic Issues of the Social Question, that all "children shall have the right to receive an education," i.e., not just those children whose parents happen to have sufficient economic power to afford decent schooling. In the same book, on pages 3-4, he writes that "education, from which all spiritual and cultural life emerges and develops, must be administered by the educators, without any interference from political or economic quarters." Toward Social Renewal, Rudolph Steiner Press; 4th edition (April 2000), ISBN 1-85584-072-3; ISBN 978-1-85584-072-0.
Page 149 ! of 221 !
notion
of
a
separation
between
cultural
and
economic
life.
Efforts to protect scientific research results from
commercial manipulation are also in tune with the idea.
In a similar spirit, Steiner held that all families, not
just those with the economic means, should have freedom
of choice in education and access to independent, non-
government schools for their children.87
87 A few of many possible examples from Steiner's work: "...there is no reason why the free spirit in man should defer to any stereotyped pattern in the interest of the state; it [the free spirit] is not to be limited by the condition that only those shall receive education who can command economic resources," -- from Lecture V of Steiner's, The Social Future. In the same lecture, he says, "everything relating to the spiritual and intellectual department of life should be detached from the political or equity state, and the spiritual organization should be independently administered in freedom." In his main work on social questions, Toward Social Renewal, Steiner repeatedly says society needs freedom for all the activities in the cultural sphere -- education, science, art, religion -- they must be independent of state and economic power. He argues that education, like other cultural activities, should no longer be administered by or under the authority of the State, and should be based on pedagogical freedom for teachers, as well as for the families who will choose freely among teachers and schools. With regard to independence from economic power, he writes, for example on page 92 of his main sociological work, Toward Social Renewal: Basic Issues of the Social Question, that all "children shall have the right to receive an education," i.e., not just those children whose parents happen to have sufficient economic power to afford decent schooling. In the same book, on pages 3-4, he writes that "education, from which all spiritual and cultural life emerges and develops, must be administered by the educators, without any interference from political or economic quarters." Toward Social Renewal, Rudolph Steiner Press; 4th edition (April 2000), ISBN 1-85584-072-3; ISBN 978-1-85584-072-0.
Page 150 ! of 221 !
Separation between the state and the economy
People and businesses should be prevented from buying
politicians and laws.
A politician shouldn’t be able to parlay his political
position
into
riches
earned
by
doing
favours
for
businessmen.
Slavery
political,
is
a
unjust,
person’s
because
inalienable
it
takes
rights,
something
and
absorbs
them into the economic process of buying and selling.
Steiner said, "In the old days, there were slaves. The
entire man was sold as commodity... Today, capitalism is
Page 151 ! of 221 !
the power through which still a remnant of the human
being—his labor power—is stamped with the character of a
commodity."88
state
Yet
socialism
Steiner
gives
held
to
this
that
the
problem
solution
only
that
makes
it
worse.
Cooperative economic life
Steiner advocated cooperative forms of capitalism, or
what
might
because
he
today
be
thought
called
that
stakeholder
conventional
capitalism,
shareholder
capitalism and state socialism, though in different ways, 88 Preparata, Guido Giacomo (Fall 2006). Perishable money in a threefold commonwealth: Rudolf Steiner and the social economics of an anarchist Utopia. Review of Radical Political Economics, 38(4):619-648.
Page 152 ! of 221 !
tend
to
economic
absorb
the
process
State
and
and
human
transform
rights
laws
into
into
the
mere
commodities.89
Steiner rejected state socialism because of that, but
also because he believed it reduces the vitality of the
economic process.90
Yet
Steiner
disagrees
with
the
kind
of
libertarian
view that holds that the State and the economy are kept
apart when there is absolute economic competition.
89 Toward Social Renewal, Rudolf Steiner, Rudolf Steiner Press, 1999, page 46. 90 Toward Social Renewal, Rudolf Steiner, Rudolf Steiner Press, 1999, page 80. Page 153 ! of 221 !
According
to
Steiner's
view,
under
absolute
competition, the most dominant economic forces tend to
corrupt and take over the State,91 in that respect merging
State and economy.
Second,
productively
the
State
under
tends
such
to
fight
circumstances
back
by
counter-
increasingly
taking over the economy and merging with it, in a mostly
doomed attempt to ameliorate the sense of injustice that
91 Toward Social Renewal, Rudolf Steiner, Rudolf Steiner Press, 1999, page 88. Page 154 ! of 221 !
emerges
when
special
economic
interests
State.92
92 Toward Social Renewal, Rudolf Steiner, Rudolf Steiner Press, 1999, page 49-51. Page 155 ! of 221 !
take
over
the
Chapter
7
Language
Ideology
and
Linguistic Differentiation
According
to
B.J.D.Armas
A
language
dialect that has an army and navy;
is
simply93
a
the significance of
differentiation is embedded in the politics of a region
and its observers.
Iconization
features
a
transformation
of
the
sign
relationship b/w linguistic features and social images;
process
entails
attribution
of
cause
and
immediate
necessity to a connection that may be only historical,
contingent, or conventional
93
https://gradschoolnotes.wordpress.com/ Page 156 ! of 221 !
Fractal
recursivity94
opposition….ex/
=
–
involves
intragroup
group
projection
relations
of
an
might
be
projected into intergroup relations
Erasure – renders persons or activities invisible
For
with
post-enlightenment
nations
in
a
scholars,
cultural
or
languages
spiritual
coincided
sense
but
precedes political realization of nationhood
Cust:
tool
for
originally thought language could serve as a
identifiying
ethnic
units,
relationships, and reconstructing history
94
https://gradschoolnotes.wordpress.com/ Page 157 ! of 221 !
classifying
Language
mapping
project95
=
effort
to
disentangle
supposed history of conquests and represent legitimate
territorial claims
Mapping
project
involves
3
semiotic
processes:
iconization (relations between language, population, and
territory;
links
languages
with
national
and
racial
essences), erasure (removes multilingualism), recursivity
(relationships
between
Europeans
and
history of relationships of Africa).
95
https://gradschoolnotes.wordpress.com/ Page 158 ! of 221 !
Africans
are
the
Fichte (1808) “Whereever a separate language could be
found, there is also a separate nation which has the
right to manage its affairs and rule itself
Language and imagined community
Scholars
of
language
and
ideas
about
linguistic
differences play a significant part in the categories of
identity
Need to shift attention96 to linguistic differentiation
rather than community
96
https://gradschoolnotes.wordpress.com/ Page 159 ! of 221 !
Chapter 8 Personal Reflections
As an Author, Media Arts Specialist, License Cultural
Practitioner,
Publisher
and
a
Student
of
film;
this
cultural conversation underscores the point we need to
differentiate
complex
because
because
Children
and
teaching
g l o b a l i s a t i o n 97
has
are
both
impacted
differentiation within higher education systems.
Student
diversity
demands 98
a
more
sophisticated
approach to teaching, so that all children can achieve to
the best of their potential.
97
https://www.emerald.com/insight
98
http://theconversation.com/us Page 160 ! of 221 !
The old approach to teaching is where teachers plan
their
lessons
using
a
single
method
with
contingency
options, such as learning support, teacher aide time or
after-hours tutoring, for the children who – for whatever
reason – don’t happen to “get it” the first time.
This
is
unproductive
because
this
“wait
to
fail”
approach makes learning more difficult for many children
and results in gaps that are costly to remediate.
All teachers will need to teach a diverse range of
children during their career. So taking diversity into
account by planning from the outset is not only better
Page 161 ! of 221 !
for
students
and
teachers,
but
it
saves
time
and
is
easier and more successful than a “one size fits all�
approach."Differentiation" is characterized as a term in
system theory.
From
the
viewpoint
of
this
theory,
the
principal
feature of modern society is the increased process of
system
differentiation
as
a
way
complexity of its environment.
Page 162 ! of 221 !
of
dealing
with
the
This
is
subsystems
accomplished
in
an
effort
to
through
copy
the
creation
within
a
system
of
the
difference between it and the environment.
The differentiation process is a means of increasing
the complexity of a system, since each subsystem can make
different connections with other subsystems.
It
allows
for
more
variation
within
the
system
order to respond to variation in the environment.
Page 163 ! of 221 !
in
Increased variation facilitated by differentiation not
only allows for better responses to the environment, but
also
allows
for
faster
evolution
(or
perhaps
sociocultural evolution), which is defined sociologically
as
a
process
of
selection
from
variation;
the
more
differentiation (and thus variation) that is available,
the better the selection.99
Differentation has do with What do you think when you
see the symbol $, or when you are required to multiply
and are asked to do so by showing the sign X? Not much, I
presume as both stand for something that is common or
99 George Ritzer. 2007. Contemporary Sociological Theory and Its Classical Roots, The Basics, Second Edition. New York, NY: McGraw Hill.
Page 164 ! of 221 !
popularly known or perceived with the help of the sign or
the symbol. For example, a pigeon is a universal symbol
of peace while a ring worn by men tells the world that
they are married or engaged.
On the other hand, signs are mostly warning signs that
tell
about
impending
dangers.
Signs
are
informative,
mandatory, warning, advisory and prohibitory in nature.
For examples, when you see the traffic light turn red,
you automatically stop driving or riding a motorcycle. In
hospitals,
there
is
a
sign
that
contains
a
burning
cigarette that is crossed out inside a big circle. It is
Page 165 ! of 221 !
a prohibitory sign in the sense that you are warned that
the hospital is a no smoking zone.
Similarly, you see a sign depicting a horn that is
crossed out on a school building. It depicts that it is
mandatory to maintain silence, and you must not honk the
horn in the zone.
‘No U turn’ and ‘sharp turn’ are signs on roads to
avoid accidents and thus classify under warning signs.
Page 166 ! of 221 !
Symbols are signs that stand for something else. For
example, a cross is a symbol of Christianity worldwide
just as plus sign has come to mean Red Cross or hospital
in general, and even an illiterate person knows he can
get medical services when he sees this symbol.
There are symbols for elements in chemistry, which are
derived by abbreviating their names such as O standing
for Oxygen.
In a similar manner, there are hundreds of symbols in
all parts of the world that stand for something else and
readily recognizable.100.
100 https://www.dierencebetween.com/ Page 167 ! of 221 !
Differentiation101 is a term used in calculus to refer
to the change in, which properties experiences concerning
a unit change in another related property.
Integration is a term used in calculus to refer to
the formula and the procedure of calculating the area
under the curve102.
Differentiation103
is
a
way
of
thinking
about
how
people learn best so that we can adapt our approaches for
the success of all of our students.It is a recognition
101
http://www.differencebetween.net/
102
http://www.differencebetween.net/
103
https://www.literacytoday.ca/ Page 168 ! of 221 !
that
students
academically,
differ
but
they
socially,
also
have
emotionally
varying
and
readiness,
interest, and prior experiences.
Differentiated
different
pathways
instruction
for
allows
students
learning goals.
Page 169 ! of 221 !
to
us
to
reach
provide
the
same
Chapter 9 Conclusion Reflections
Most
definitely,
the
law
differentiates 104
between
civil rights, which means the basic right of freedom from
discrimination based on certain personal characteristics
such as gender, race, or disability, and civil liberties
which are basic freedoms.
However,
freedoms;
Civil
civil
liberties
rights
concern
concern
the
individual regarding certain rights.
104 https://www.findlaw.com/ Page 170 ! of 221 !
the
actual
treatment
basic
of
an
Unlike civil liberties, where the government grants
broad-based rights to individuals, civil rights are not
only
granted
protective
by
aspect
the
of
government
those
but
rights
also
based
contain
on
a
certain
characteristics.
Therefore, Knowing the difference between civil rights
and civil liberties can help to determine whether global
citizens have a civil rights claim.
Page 171 ! of 221 !
Chapter 10 Conclusion
Because there is a differentiation between life 105 and
live; nationality and citizenship.
Therefore it cannot be a fad106 but it is a long word
that sounds complicated but it just means teachers plan
for the children who are actually in their class, instead
of
designing
lessons
for
their
idea
of
the
“average�
child.
It is the means by which schools fulfil their legal
obligations107
to
provide
a
quality
105
Life is existence where as Live is the act of existing with life.
106
http://theconversation.com/us
107
http://theconversation.com/us Page 172 ! of 221 !
education
to
all
students.
This
includes
Indigenous
students,
students
from other language backgrounds, gifted students or those
with disability.
Differentiation108 is underpinned by the principle that
all children can learn when teachers use a variety of
methods
and
when
students
have
choice
in
how
they
demonstrate their learning.
Differentiation is not a fad. Adapting the language
and pace of instruction and providing a range of options
for students to demonstrate their learning is the essence
of quality teaching.
108
http://theconversation.com/us Page 173 ! of 221 !
But
the
differentiation
of
the
human
combined with their unique fingerprint,109
with
their
individual
learning
intellect
intertwined
style
certainly
identifies in their experience a differentiation between
what
they
do
and
what
happens
to
them 110frames
the
differentiation111 cultural discourse.
Differentiation
important
as
marketing
a
strategy
strategy
environment.
109 https://education.cu-portland.edu/blog/ 110 https://www.brainyquote.com/authors/alan-watts-quotes 111 https://comm3625fa15.blogspot.com/ Page 174 ! of 221 !
is
in
one
of
today's
the
most
business
With so many brands and so many varieties of products
and so much advertising noise, it becomes very difficult
but ultimately very necessary to differentiate your brand
from competition112.
And
implement
therefore
the
Differentiation113
best
strategy
is
way
to
invent
to
or
innovate in Science, Technology, and Mathematics Biology
and Medicine.
112 https://www.marketing91.com/ 113 https://en.wikipedia.org/wiki/Dierentiation Page 175 ! of 221 !
"Differentiation114" is a term in system theory. From
the viewpoint of this theory, the principal feature of
modern
society
is
the
increased
process
of
system
differentiation as a way of dealing with the complexity
of its environment.
Therefore,
a
close-up
with
my
lens
metaphorically
provided that tightly selected frame of Differentiation115
just a standard concept for analyzing competition;
114 https://en.wikipedia.org/wiki/Dierentiation_(sociology) 115
https://digitopoly.org/ Page 176 ! of 221 !
it
would
be
prudent
not
use
cliches
such
as
discrimination or distinguish in this context; but apply
differentiate because Distinguish116 and discriminate are
examples
of
differentiation
which
is
a
strategy
that
provides leverage to invent or innovate which has become
a way of life.
This
is
the
reason
why
there
is
a
differentiation
between life117 and live, nationality and citizenship.
Differentiation:
978-976-96356-2-3
A
was
Cultural
Ideology
constructed
in
760 paragraphs,222 pages and 10 chapters. 116
https://www.myenglishteacher.eu/ask
117
Life is existence where as Live is the act of existing with life. Page 177 ! of 221 !
Vol.1
16,135
ISBN
words,
William Anderson Gittens
Author, Dip., Com., Arts. B.A. Media Arts Specialists’ Cinematographer,
Cultural
Practitioner, Publisher
Differentiation: A Cultural Ideology Vol.1 ISBN
978-976-96356-2-3
Page 178 ! of 221 !
Works Cited
"
--
from
Lecture
V
of
Steiner's,"
i.e.,"everything
relating to the spiritual and intellectual department of
life
should
be
detached
from
state,1975,1990,1999,2007
the
political
Available:
JSTOR
or
equity
Scholarly
Journal Archive.
Andrew Arato and Niklas Luhmann (1994). "Civil Society and
Political Theory in the Work of Luhmann and Beyond". New
Page 179 ! of 221 !
German
Critique,2007
Available:
JSTOR
Scholarly
Journal
Scholarly
Journal
Archive.
Eva
M.
Knodt,2007
Available:
JSTOR
Archive.
George Ritzer. 2007. Contemporary Sociological Theory and
Its
Classical
Roots,2007
Available:
JSTOR
Scholarly
Journal Archive.
Niklas Luhmann and Sean Ward (2000). "Die Gesellschaft der
Gesellschaft". The German Quarterly,2007 Available: JSTOR
Scholarly Journal Archive.
Page 180 ! of 221 !
https://seattlechristiancounseling.com/counselors/
benjamin-deu
Johannes Hemleben,38(4):619-648.
Toward Social Renewal,Charles Larmore,Guido Giacomo (Fall
2006).
Perishable
money
in
a
threefold
commonwealth:
Rudolf Steiner and the social economics of an anarchist
Utopia.
Review
Goulden
Ltd,ISBN
of
Radical
Political
0-904822-02-8,ISBN
978-1-85584-072-0.
Page 181 ! of 221 !
Economics,Henry
1-85584-072-3;
ISBN
A
few
of
many
possible
examples
from
Steiner's
work:
"...there is no reason why the free spirit in man should
defer to any stereotyped pattern in the interest of the
state; it [the free spirit] is not to be limited by the
condition that only those shall receive education who can
command
economic
resources,ISBN
1-85584-072-3;
ISBN
978-1-85584-072-0.
Preparata,ISBN 3-499-50079-5).
A
few
of
many
possible
examples
from
Steiner's
work:
"...there is no reason why the free spirit in man should
Page 182 ! of 221 !
defer to any stereotyped pattern in the interest of the
state; it [the free spirit] is not to be limited by the
condition that only those shall receive education who can
command economic resources,ISBN 3-499-50079-5).
https://www.differencebetween.com/
https://www.psychalive.org/
https://www.psychologytoday.com/us/experts/lisa-firestone-
phd
https://www.psychologytoday.com/us
https://www.crisisprevention.com/
Page 183 ! of 221 !
https://www.worldatlas.com/society/
https://www.worldatlas.com/articles/the-10-most-liberal-
countries-of-the-world.html
Stephen Holmes,Life is existence where as Live is the act
of existing with life.
http://theconversation.com/us
https://education.cu-portland.edu/blog/
https://www.brainyquote.com/authors/alan-watts-quotes
https://comm3625fa15.blogspot.com/
https://www.marketing91.com/
Page 184 ! of 221 !
https://digitopoly.org/
http://www.differencebetween.net/
https://en.wikipedia.org/wiki/Differentiation
https://en.wikipedia.org/wiki/Differentiation_(sociology)
https://gradschoolnotes.wordpress.com/
https://www.literacytoday.ca/
https://www.findlaw.com/
https://seattlechristiancounseling.com/
https://www.thehighlyeffectiveteacher.com/
https://condor.depaul.edu/dweinste/popcult/geertz.html
Page 185 ! of 221 !
George Ritzer. 2007. Contemporary Sociological Theory and
Its Classical Roots,NY: McGraw Hill.
Stephen Holmes,NY: McGraw Hill.
https://en.wikipedia.org/wiki/Social_threefolding
Johannes
April
Hemleben,Niklas
24,Rudolf
Steiner:
A
Luhmann,No.
Steiner,Rudolf
documentary
61,No.2.
Steiner
biography,Rudolph
Retrieved
Press,Rudolf
Steiner
Press;
4th edition (April 2000),Second Edition. New York,Special
Issue
on
repeatedly
Niklas
says
Luhmann.
society
Retrieved
needs
Page 186 ! of 221 !
April
freedom
24,Steiner
for
all
the
activities
in
the
Basics,The
Social
cultural
Future.
sphere
In
the
--
education,The
same
lecture,Toward
Social Renewal,Toward Social Renewal: Basic Issues of the
Social Question,Vol. 12,Vol. 73,and James Schmidt (1983).
"Review:
Luhmann
in
English-
The
Differentiation
of
Society". Contemporary Sociology,and William Rasch (1994).
"Systems
Theory
and
the
System
of
Theory".
New
German
Critique,and should be based on pedagogical freedom for
teachers,and
the
spiritual
organization
should
be
independently administered in freedom." In his main work
Page 187 ! of 221 !
on social questions,art,as well as for the families who
will choose freely among teachers and schools. With regard
to independence from economic power,for example on page 92
of his main sociological work,from which all spiritual and
cultural life emerges and develops,he says,he writes,he
writes that "education,like other cultural activities,must
be administered by the educators,not just those children
whose parents happen to have sufficient economic power to
afford
decent
schooling.
In
3-4,page 46.
Page 188 ! of 221 !
the
same
book,on
pages
Toward Social Renewal,page 49-51.
https://www.emerald.com/insight
https://www.myenglishteacher.eu/ask
Life is existence where as Live is the act of existing
with life,page 80.
Toward Social Renewal,page 88.
Toward
Social
Renewal,pp.
Rowohlt
Verlag,religion
state
and
--
economic
117-120.
they
must
power.
(German
be
He
edition:
independent
argues
of
that
education,science,should no longer be administered by or
Page 189 ! of 221 !
under the authority of the State,that all "children shall
have
the
right
to
receive
an
education,without
any
interference from political or economic quarters." Toward
Social Renewal.
Page 190 ! of 221 !
About the Author
William Anderson Gittens
Page 191 ! of 221 !
IDEOLOGY-
Developing
and
growing
in
the
context
of
excellence,
professionalism and quality in Multimedia Services
Married
Children Lisa Gittens and Laron Gittens
2018 Produced an outside broadcast at Wesleyan Holiness
Church the Barbados District for Retired Educator Mrs.
Shirley Smithen
2018 Produced Multimedia Documentary-Belmont Methodist
Church Celebrating 180 Years in Barbados
Page 192 ! of 221 !
2017
Produced
Multimedia
Trailer-
Codrington
College
Estate Committee
2017 Produced Centennial Multimedia Documentary & Murals
- Carrington Wesleyan Holiness Church
2015 CEO/Managing Director Consultant Devgro Media Arts
Services
2011Project Manager Thorsby
EDUCATION:
2004-2006 Pursue Post Masters work in Cultural Studies at
the University of the West Indies Cave Hill Campus
2002 Management Course BIMAP
Page 193 ! of 221 !
1995 Bachelors of Arts in Media Arts Jersey City State
University-special
concentration
pre
and
postproduction
1992 General Education Diploma (U.S.A.)
1992 pursued the Diploma Video Production at the Barbados
Community College.
1991 Diploma in Communication Arts at the University of
the West Indies the course concentrated primarily upon
public
speaking;
speaking;
Audio
Journalism
and
video
techniques,
production,
aspect of journalism.
PROFESSIONAL EXPERIENCE:
Page 194 ! of 221 !
Writing
and
the
and
legal
2015
CEO
,Managing
Director,
Consultant,
12th
January
2015, Devgro Media Arts Services was registered in the
Register of Business Names under No. 54463 and a Member
of Small Business Association # 20912
Devgro Media Arts
Services
We
will develop and grow in what we do best in this
Global
Space
Professionalism
in
and
the
context
Quality
in
of
the
Excellence,
production
of
Multimedia PowerPoint Presentations for - Anniversaries,
Birthdays,
Conference Planning,
Documentaries,
Weddings ..
Funerals,
Consultancy Services,
Graduations,
July 4-8 2011 Page 195 ! of 221 !
Publishing and
Coordinator 47th Caribbean Food Crops Society Conference
Managing a budget of BDS. $200.000.00 dollars as well as
managing
the
networking
soliciting
logistical
information
sponsorship,
aspect
to
of
the
international
coordination
12
conference,
delegates,
subcommittees,
drafting the president’s speech,
Liaising
with
the
following;
the
Chief
Immigration
Officer requesting the waiving of visas for international
delegates from Haiti,
Page 196 ! of 221 !
Chief
Protocol Officer Ministry of Foreign Affairs and
Foreign
Trade
regarding
seating
of
diplomats
and
specially invited guests.
Ministry
of
Health,
requesting
information
of
the
countries that will require vaccinations to facilitate
their at Conference; CEO at Grantley Adams International
Airport
Incorporated
Officers
and
requesting
Transportation
passes
Officers
in
for
Liaison
facilitating
delegates.
The Commissioner of Police requesting Police Officers to
provide security and to serve on the Protocol Committee
Page 197 ! of 221 !
for the conference. Managed a budget of BDS$110,489.91the
21st
Conference
of
the
World
Organisation
for
Animal
Health (OIE) Regional Commission for the Americas held in
Barbados November 26-29, 2012 at two hundred and forty-
three
thousand
six
hundred
dollars
(BDS$110,489.91)
Barbados dollars;
AUTHOR AND PUBLISHER FROM OCTOBER 2000:
1.13.75
978-976-95731-4-7 2018
2.A Writer’s Summit Vol.1 ISBN978-976-96356-0-9 29 JULY
2019
Page 198 ! of 221 !
3.A
Pluralistic
Society
A
Cultural
Discourse
Vol.1
ISBN978-976-96337-4-2 May 9 2019
4.A Portrait of Civilization Volume 1
978-976-96220-9-8
Jan 3 2019
5.A r e
There
Protocols
In
Culture
Vol.
1
ISBN978-1-64570-046-3 & ISBN978-976-96343-0-5
6.A Singular Island Vol.1 “ISBN 978-976-96337-5-9”. April
2018
7.A Slice of Culture Vol.1
978-976-96313-4-2 April 8
2019
Page 199 ! of 221 !
8.A Tribute To Culture Vol.1 978-976-96336-3-6 April 28
2019
9.Andromeda Gardens Vol1 978-976-96294-3-1 2019
10.A r e
There
Myths
About
Culture
?
Vol.1
ISBN978-976-96337-3-5 May 20 2019
11.A r e
There
Rhythms
In
Culture?Vol.1ISBN
978-976-96343-2-9
12.Barbados in Review Vol.1,
978-976-95731-3-0 Jan 18
2018
13.Belmont
Methodist
Church
978-976-96220-8-1 2018
Page 200 ! of 221 !
Celebrating
180
Vol.1
14.B e y o n d
Cultural
Boundaries
Vol.1
ISBN
978-976-96343-6-7 June 7 2019
15.Beyond The Call Of Duty A Cultural Discourse Volume1
ISBN 978-976-96342-5-1June 23 2019
16.Bridgetown Barbados Vol.1
978-976-96286-2-5
Jan.
2019
17.Building for the Future Vol.1,
976-8078-30-8 2000
18.Can
Text
Culture
Be
Read
Like
A
?
Vol.1
ISBN
978-976-96336-5-0 Jan. 2019
19.Can Human Rights Conflict with Long-standing Cultural
Practices?
Page 201 ! of 221 !
20.A Cultural Discourse Volume1 ISBN 978-976-96342-6-8
21.Can Culture Affect PoliticsVol.1ISBN 978-976-96343-7-4
June10 2019
22.Carrington Village Vol.1
978-976-96286-3-2 Jan. 2019
23.Codrington College Vol.1
978-976-96286-6-3 2018
24.Colour Me Vol.1, ISBN976-8079-28-2 2000
25.Conduit Vol.1
978-976-96286-8-7
26.Constitution & Culture Vol.1
Feb 16 2019
978-976-96286-7-0 Feb 12
2019
27.Cultural
Convergence Vol1ISBN978-976-96337-2-8 May 19
2019 Page 202 ! of 221 !
28.Cultures Evolve Over Time Vol.1ISBN978-976-96337-7-3
29.Cultural Identity Vol.1 ISBN 978-976-96343-3-6 June 3
2019
30.D i f f e r e n t i a t i o n :
A
Cultural
Ideology
ISBN
978-976-96356-2-3
31.Digital Insurgency Vol.1
978-976-96220-4-3 Sept. 24
2018
32.Established in Barbados Vol.1, 976-8080-24-8 2000
33.Excerpts from Icons Vol.1 ISBN 978-976-96337-5-9 April
2018
Page 203 ! of 221 !
34.Expressions of Culture Vol.1 ISBN978-976-96337-1-1 May
17 2019
35.Expressions of a Century Vol.1
978-976-95731-7-8 Aug.
17 2018
36.Focus Vol.1, 976-8080-53-1 2000
37.Global Images Vol.1 ISBN 978-976-96342-2-0 June12 2019
38.Global Landmarks Vol.1
978-976-96220-0-5 (Part ABC)
Sept. 6, 2018
39.H a v e
You
Considered
This
Approach?
Vol.1,
978-976-8233-38-7 Jan 18 2018
40.Illustrations Vol.1
978-976-96220-1-2
Page 204 ! of 221 !
Aug. 27 2018
41.I m a g e s
of
Yesteryear
in
Barbados
Vol.
2,ISBN
976-8078-30-8 2000
42.I m a g e s
of
Yesteryear
in
Barbados
volume
1,
976-8078-41-3 2000
43.Is
Culture
&
Religion
Inextricably
Linked?
Vol.1
ISBN978-976-96336-9-8 Jan. 2019
44.Is
Culture
A
Paradox
Vol.1
ISBN
978-976-96336-0-5
May32019
45.Is Language And Culture Inextricably Linked?
ISBN 978-976-96343-8-1 June 10 2019
Page 205 ! of 221 !
Vol.1
46.I s
It
Culture
of
The
Ecosystems
?
Vol.1
ISBN978-976-96336-6-7 Jan. 2019
47.Is
Semiotics
An
Unconscious
Cultural
Technique
Of
Culture?Vol.1 ISBN978-976-96342-0-6June 12 2019
48.I s
There
A
Culture
Of
Poverty
Vol.1ISBN
978-976-96336-7-4
49.I s
There
Anything
New
Under
The
Sun?
Vol.1,
978-976-95731-2-3 Jan. 18 2018
50.Is There An Existential Threat To Culture? Vol.ISBN
978-976-96342-1-3
Page 206 ! of 221 !
51.Is There A Why In Culture? Vol.1ISBN 978-976-96343-4-3
June 4 2019
52.I s
the
Pen
Mightier
Than
the
Sword
Vol.1?
978-976-96220-2-9 Sept.5 2018
53.Is
There
A
Lack
of
Cultural
Criticism
VOL.1
ISBN
978-976-96343-9-8 June 12 2019
54.It’s The Lens Vol.1
978-976-95731-8-5 Aug. 10 2018
55.It’s The Lens Vol.2
978-976-96220-3-6 Sept. 24 2018
56.It’s the Lens Vol.3
57.Is Culture
And
978-976-96286-5-6
Mise en scène Correlated Vol.1
58.Land Marks Vol.1, 976-8078-81-2. 2000 Page 207 ! of 221 !
59.M a t r i x !
A
Global
Cultural
Discourse
Vol.1
978-976-96313-3-5 April 6 2019
60.Mediterranean Memories.Vol.1
978-976-95731-6-1 2017
61.Mia the Leader Vol.1 978-976-95731-9-2. Oct. 12 2018
62.Mise en scene Vol.1, 976-8079-27-4 2000
63.Monuments Vol.1, 976-8080-22-1 2000
64.Narrative Vol.1 978-976-96286-1-8. Feb 8 2019
65.Our Matriarch Vol.1 978-976-95731-6-1 Jan. 2018
66.People Vol.1, 976-8080-59-0 Jan. 18 2018
67.People of Conversation Vol.1, 978-976-95731-0-9 Jan 18
2018 Page 208 ! of 221 !
68.Profiles Vol1 978-976-95731-4-7 Feb 15 2019
69.Relics Vol.1
978-976-96294-4-8 2018
70.Reparations
!
A
Global
Cultural
Discourse
Vol.1
978-976-96313-1-1 March 29 2019
71.Shades of Global Culture Vol.1 978-976-96220-7-4 Dec.
3 2018
72.Social
Psychology
of
Culture
Vol.1978-976-96294-0-0
Feb. 28 2019
73.ISBN 978-976-96342-9-9 Sticking To His Cultural Task
Vol.1 July 12 2019
Page 209 ! of 221 !
74.THE CARNEGIE FREE LIBRARY VOL1 978-976-96294-2-4 Feb.
2019
75.Technique Demonstration Vol.1, 976-8079-96-7 2000
76.The
Cultural SpheresVol.1978-976-96294-1-7 March 2
2019
77.The
Antithesis
of
Culture
Vol.1
978-976-96313-8-0
April 23 2019
78.The
Children
of
Immigrants
Vol.1
978-976-95731-1-6
Jan. 18 2018
79.The Classics Of Culture Vol.1. ISBN 978-976-96336-8-1
April 2019
Page 210 ! of 221 !
80.The Conversation Vol.1
81.The
Cultural
978-976-95731-5-4 Feb. 16 2019
Footprints
We
Leave
Behind
Vol.1
ISBN
978-976-96343-5-0 June 4 2019
82.T h e
Defining
Moments
In
Culture
Vol.1
ISBN
of
Culture
Vol.1
ISBN
978-976-96336-3-6 .April 2019
83.T h e
Economic
History
978-976-96336-2-9. April 2019
84.The Foreword of Culture Vol.1
978-976-96313-6-6 April
18 2019
85.T h e
Green
Monkey
&
Sparrows
978-976-96342-4-4 June 13 2019
Page 211 ! of !221
Vol.1
ISBN
86.The Humanity of Culture Vol1
978-976-96294-9-3 Mar.
12 2019
87.The Implications of Culture Vol.1 978-976-96337-9-7
88.The Launch Vol.1
978-976-96286-9-4 Nov. 2018
89.The Law Versus Culture Vol.1
ISBN978-976-96336-1-2
April 30, 2019
90.The Linkages of Culture Vol.1
978-976-96337-0-4 May
16 2019
91.The Optics Vol.1 978-976-95731-63-7 2018
92.The Relics of Culture Vol.1
21 2019
Page 212 ! of 221 !
978-976-96313-7-3 April
93.The Sound of Culture
Is A Cultural Discourse
94.Vol.1 ISBN 978-976-96342-7-5
95.The Soul of Culture Vol1
978-976-96294-8-6 March 8
2019
96.The Space They Occupy Vol1978-976-96286-4-9 2018
97.The Space Turtles
Occupy Vol. 1978-976-96294-6-2 2019
98.The Value of Culture Vol1
978-976-96294-7-9 2019
99.Through The Lens of a Media Arts Specialist Vol1 ISBN
978-976-96337-7-3 April
2018
100.To Classic Or Not To Classic Vol.1
2018 Page 213 ! of 221 !
978-976-96294-5-5
101.W h a t
Cultural
Practitioners
Believe
Vol.1
978-976-96313-5-9 April 15 2019
102.W h a t
Is
The
Colour
of
Culture
Vol.1
Cultured
Vol.1
978-976-96313-2-8 April 3 2019
103.W h a t
It
Means
To
Be
978-976-96313-9-7 2019
104.What’s That In Your Hand Vol.1
978-976-96220-5-0
Nov. 1st 2018
105.Who/What Holds Your Culture Vol1
March 28 2019
Page 214 ! of 221 !
978-976-96313-0-4
106.Who’s
Oct. 15
107.W h y
Culture
Is
It
Anyway
Vol.1978-976-96220-6-7
2018
Artifacts
Of
Culture?
Vol.1
ISBN
978-976-96336-4-3 May 9 2019
108.Why Culture Vol.1ISBN978-976-96337-8-0
109.Why Little England? Vol.1
978-976-96286-0-1 Jan 30
2019
110.Why Document Culture Vol1 ISBN978-976-96343-1-2
June1 2019
Editor
In
Chief
1992-1994
-Duties
meetings to discuss tender proposals.
Page 215 ! of 221 !
included
setting
up
With
prospective
tenders
of
publishing
firms
and
-
photography firms for selection.
Managed a staff of ten students;
managed
a
budget
of
$35,000.00
to
$50,000.00
in
U.S.
currency pages, laying out pages press ready.
Taking photographs of students and activities on campus
1992- 1994 -Member of the Judicial Committee Jersey City
State University Duties included listening to student's
complaints
that
contravened
'regulations.
Page 216 ! of 221 !
the
institutions
1990
~
1991
Seconded
to
the
Faculty
of
Education,
University of the West Indies Cave Hill Campus. Duties
included preparing workshops for CARNEID and UNESCO.
Teaching
graphic
arts,
video
and
still
photography
to
teachers in the Dip Ed Programme and Masters programme
Graphic Artist-
1990 -1991 Technical Assistant- Ministry of Education,
Youth Affairs and Sports Audio Visual Aids Department.
Duties-processing
black
and
white,
colour
film
Transparencies slide, graphic arts and illustrations.
Page 217 ! of 221 !
and
Page 218 ! of 221 !
1983-1988
1
Official
Barbados
Police
Composite
Force
Duties
Artists
of
included
The
Royal
-sketching
composites of suspects, stolen items jewelry from written
information,
1989
–2005
Freelance
Photojournalist
–Caribbean
Broadcasting Corporation Duties - field assignments, live
broadcast, and shell umbra cup football Jazz festival,
Arial photography
1978-1979 Supervisor at Barbados Knitting and Spinning
1972-2015
Member
of
the
Barbados
Barbados Boys Scouts Association
Page 219 ! of 221 !
Regiment
and
the
HONORS AND AWARDS
➢
Inducted
in
the
Hall
of
Professionals
of
St.Giles
Primary
➢ Recipient of the 12th International Prestigious Scout
Award Arco Italy
➢ Presented to Her Majesty Queen Elizabeth II of England
for outstanding contributions in the field of art.
➢ Presented to His Excellency Governor General Sir Hugh
Springer for outstanding contributions in the field of
art and Scouting in Barbados.
Page 220 ! of 221 !
➢
Received
Special
accreditation
from
Hackney
England
International Art Exhibition.
➢Designer of postage stamps commemorating 60 years of
scouting in Barbados
Page 221 ! of 221 !