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The readings Asian Studies/Global Studies: Transcending Area Studies and Social Sciences by John Lie and The Invention of Tradition by Eric Hobsbawm examine the place of tradition and innovation in the world of academic cognition. Thus, according to the article on Asian studies, the areas of learning are continuously extending its scope. Therefore, the author suggests the integration of global studies into academic programs of modern universities since it provides a sophisticated combination of knowledge and restricted experiences (Lie 2012, p1). Due to the assumption of the authors of “The invention of tradition,” traditions serve as the fundamental factors that direct modern schooling. Consequently, they discard the integration of separate histories into universal compilations of data since they believe that every area has to be discussed separately (Hobsbawm and Ranger 1983, p12).
The paper that dwells on the globalization tendencies focuses on Asian studies as a precise example of an extending learning area. Thus, it is claimed that the subject can be one-dimensional since the tendencies of Oriental life are quite similar. However, the author argues that such an approach does not allow disclosing the particular cultural, political, and economic spheres of Asian life. Moreover, a traditional study model interferes with the understanding of international relations between Asia and the other world states. Therefore, the paper explains the fundamental differences between the nomothetic and idiographic area studies.
The theory of inventive traditions that are described by Hobsbawm and Ranger (1983) evolved from the idea of national marginalization. In contrast to globalization studies, the doctrine supports the process of academic customization. The examples of separate world histories are provided by the authors. The instances prove that maintenance of individual study features of separate countries is a guarantee of historical stability.
The discussions of two theories raise three fundamental questions that refer to the sphere of academic learning. First, it is crucial to investigate whether the inclusion of individual histories into complex sciences does not create some confusing contradictions in the content of the discipline. Second, one can argue that the theory of academic customization hinders the development of disciplines and education in general. Third, the fundamental question that concerns the doctrines is whether the tendencies of globalization can influence the individual histories that were shaped throughout many centuries.
Despite the opposing ideas that are advocated by the authors of two works, there is a straight correlation between the theories. Thus, both studies target history as a dominating sphere of shaping the future. However, while the first article promotes historical changes and interventions, the second one discards neo-traditional tendencies and supports the idea of keeping history in the scopes of stability. Moreover, both studies refer to social and academic mobility. Still, the authors demonstrate contrastive opinions of the concept, since John Lie regards it as an indicator of progressive science development while Hobsbawm and Ranger review the issue as a hindering factor that damages individual historical accounts.
Bibliography
Lie, John. Asian Studies/Global Studies: Transcending Area Studies and Social Sciences. Berkeley: University of California, 2012.
Hobsbawm, Eric, and Terence Ranger. The Invention of Tradition. Cambridge: Cambridge University Press, 1983.
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