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Abstrak :
ABSTRAK
Penelitian ini membahas tentang negosiasi identitas yang dilakukan oleh musisi klasik di tengah gempuran budaya dominan dalam industri musik yakni musik populer. Penelitian ini menggunakan metode kualitatif dengan paradigma konstruktivisme kritis dan ditempuh melalui analisis resepsi khalayak dari Stuart Hall. Hasil penelitian menyatakan bahwa informan remaja yang berada pada posisi ldquo;pembacaan rdquo; negosiasi dan oposisi terhadap negosiasi identitas Isyana Sarasvati justru merupakan informan dari musisi klasik itu sendiri. Musik klasik sebagai budaya subordinat dalam penelitian ini pun pada arena tertentu menjadi musik yang dominan, sebaliknya musik populer juga pada arena tertentu menjadi musik subordinat. Sehingga, budaya dominan dan populer merupakan sesuatu yang relatif dan dapat saling bertukar tempat. Peneliti mengidentifikasi musisi seperti Isyana Sarasvati ini sebagai ldquo;musisi posmodern rdquo; di mana identitasnya cair, tidak tetap, parsial, dan terfragmen, serta bisa berada pada posisi dominan dan subordinat sekaligus.

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ABSTRACT
This research is discussing about identity negotiation of classical musician in the middle of dominant culture in music industries, which refers to popular music omnipresence. The research is conducted by using qualitative methods with critical constructivism approach and is undergone by Stuart Hall rsquo s 1980 reception analysis. The results show that youth informants who are in negotiated and oppositional ldquo reading rdquo positions surprisingly come from classical musician themselves. Classical music, which in this paper belongs to subordinate culture, in certain arena becomes dominant culture, and vice versa. Hence, what is defined by dominant and subordinate culture are interchangeably and contextual. This research is identifying some kind of ldquo Isyana Sarasvati rdquo musician as a ldquo postmodern musician rdquo , which has fluid, flexible, partial, unsecured, and fractured identities, also possibly become dominant and subordinate as well.

Abstrak :
Only humans learn concepts like atom, integer, and democracy. But by all appearances, these abstract ideas are not present in the initial human state when babies are born. Other concepts like object, cause, or agent may be present early in infancy, if not innately. This volume explores the controversial science of human conceptual development, a traditional battleground for debates surrounding human nature. Are humans born good and tainted by an imperfect world? Or do we need to teach children to be moral? Could a concept like freedom be woven into the human soul, or is it a historical invention, constructed over generations of humans? What does it mean for a concept to be innate? Or for a concept to change? Are humans fundamentally different from other animals in how we think and reason about the world? The growing science of conceptual development seeks to explore these issues by targeting two specific questions: (1) Which human concepts constitute innate, core, knowledge? and (2) How do humans acquire new concepts, and how do these concepts change in development? This volume, written almost exclusively by developmental psychologists, documents key advances in case studies that address these questions, including ground-breaking science on language, moral reasoning, causal explanation, and human representations of objects, number, events, color, space, time, and other minds.