Thematische Bibliographien / Worldviews

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Worldviews“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 13. April 2024

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Zeitschriftenartikel zum Thema "Worldviews"

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Åhs, Vesa, Saila Poulter und Arto Kallioniemi. „Pupils and worldview expression in an integrative classroom context“. Journal of Religious Education 67, Nr. 3 (Oktober 2019): 203–21. http://dx.doi.org/10.1007/s40839-019-00088-0.

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Abstract The aim of this study is to explore pupil perspectives on religions and worldviews in a mutual integrative space of religious and worldview education in a Finnish context. Analysing group interview data (N = 38) gathered from lower secondary school pupils attending mutual classes of religious and worldview education, the article explores how religious and non-religious worldviews can be explored in order to enhance subjectification in worldview education. The findings indicate that for pupils, the heterogeneity and lived dimensions reflected in personal worldviews, and questions relating to meaning, emotion and individuality in worldviews, are at the forefront in learning from religions and worldviews. The experiences of the pupils indicate that the concepts employed in religious and worldview education concerning religions and worldview phenomena should be examined critically in the light of the personal meaning making level of the pupils themselves.
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Peterson, Mark, und Elizabeth A. Minton. „Teaching belief systems in marketing classes“. Journal of International Education in Business 11, Nr. 1 (08.05.2018): 43–62. http://dx.doi.org/10.1108/jieb-05-2016-0009.

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Purpose Marketing students need better grounding in understanding major worldviews of the twenty-first century, given nearly guaranteed, international interactions with stakeholders. As such, the purpose of this paper is to develop a pedagogy focused upon secular and religious worldviews that can be used effectively in the classroom. Design/methodology/approach A cross-cultural study using data from the USA and China examines current worldview understanding among business school students. A training session in worldviews is then conducted, and a follow-up study is used to assess worldview learning and further interest in learning more about worldviews. Findings Student understanding of worldviews is increased through a 1.5-h teaching session. Students’ interest in learning more about worldviews significantly increased after the teaching session. Practical implications Worldview training is an effective way to prepare students for interacting with stakeholders in the increasingly global world in which these students will eventually work. Business schools need to incorporate worldview training in international marketing courses, at a minimum, or offer complete courses in worldviews and related applications to business operations. Originality/value Prior research has not tested worldview training on business students, especially when comparing student learning in a more religious-based culture (USA) and a more secular-based culture (China). Thus, this research shows that worldview training is effective regardless of the culture it is used in, which is important to informing students in a growing global marketplace.
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Pirozhenko, Tamara, Olena Khartman und Iryna Soroka. „THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS“. PSYCHOLOGICAL JOURNAL 7, Nr. 5 (31.05.2021): 38–49. http://dx.doi.org/10.31108/1.2021.7.5.4.

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Value orientations are reflected in a child’s worldview. Scientists have a common opinion that a person’s worldview begins to be formed in childhood. The key purpose of the study was to analyze the data received from a survey of senior pre-school and primary-school age children with the help of an interview "Factors of a child’s choice of socially significant values", describe the features of a value formation process and measure the levels of pre-school and primary-school children’s worldviews. The structural and dynamic qualitative characteristics of “value orientations” system were represented by the unity of its components: 1) cognitive; 2) emotional; 3) behavioral. The sample consisted of children from various regions of Ukraine. The following levels were distinguished in our research based on the manifested qualitative characteristics of worldviews: a formed picture of the world (the high level); expressed worldviews (the above average one); existing worldviews (the average level); limited worldviews (the below average one); fragmentary worldviews (the low level). The data showed that the majority of Ukrainian preschool and primary-school children had the high and above-average levels of worldview formation. We analyzed emotional, cognitive, and behavioral manifestations of children’s worldviews and generalized characteristics typical for children groups formed based on the levels of worldview formation.
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Sartini, Sartini, und Heddy Shri Ahimsa-Putra. „Preliminary Study on Worldviews“. Jurnal Humaniora 29, Nr. 3 (28.10.2017): 265. http://dx.doi.org/10.22146/jh.29690.

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Worldviews are an important part of human life because they illustrate the ways people think and act. This article aims to review studies conducted by scholars, definitions of the term "worldview", and scientists' explorations of worldviews, and to examine how such categories may be applied to capture reality. This study concludes that worldviews have been the focus of intensive studies since the 1980s. Many scientists have defined the concept of "worldview" and attempted to explain its dynamics. Studies of worldviews can be grouped into several paradigms. Because of the extent of the study area, theoretically worldviews can be classified into several categories based on, for example, views of self and others, time, space, relationships, and causation. In reality, the worldview of a society can be seen in how members of the society live in relation to God, nature, people, and the environment. In examining the worldviews held in social reality, the specific categories mapped by scholars must be made congruent with the realities in the field, because sometimes these categories are interrelated and difficult to understand separately.
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Ahimsa-Putra, Heddy Shri, und Sartini Sartini. „Preliminary Study on Worldviews“. Jurnal Humaniora 29, Nr. 3 (28.10.2017): 265. http://dx.doi.org/10.22146/jh.v29i3.29690.

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Worldviews are an important part of human life because they illustrate the ways people think and act. This article aims to review studies conducted by scholars, definitions of the term "worldview", and scientists' explorations of worldviews, and to examine how such categories may be applied to capture reality. This study concludes that worldviews have been the focus of intensive studies since the 1980s. Many scientists have defined the concept of "worldview" and attempted to explain its dynamics. Studies of worldviews can be grouped into several paradigms. Because of the extent of the study area, theoretically worldviews can be classified into several categories based on, for example, views of self and others, time, space, relationships, and causation. In reality, the worldview of a society can be seen in how members of the society live in relation to God, nature, people, and the environment. In examining the worldviews held in social reality, the specific categories mapped by scholars must be made congruent with the realities in the field, because sometimes these categories are interrelated and difficult to understand separately.
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Griffioen, Sander. „ON WORLDVIEWS“. Philosophia Reformata 77, Nr. 1 (27.11.2012): 19–56. http://dx.doi.org/10.1163/22116117-90000521.

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This is a study in the philosophy of worldview. It consists of two parts. The first part, which is presented here, is concerned primarily with key elements in the general structure of a worldview. It lays the groundwork for more concrete and differentiated investigations that will be pursued as a sequel to this article. The genius of the worldview notion is that it signifies both an inner conviction and an outlook on the world. Thus it combines the personal and the universal. Moreover, it does so in the context of conflicting convictions and outlooks. Accordingly, the plural worldviews is more adequate than the singular since each reflects the presence of the others. As I try to show, this inherent pluralism is what is missing both in traditional settings as well as under totalitarian regimes. The main body of this article consists of an analysis of four basic functions: ‘orientation’, ‘assent’ (i.e. a channeling of convictions), ‘integration’, and ‘public recognition’ (i.e. attaining recognition for a cause). A preceding section is dedicated to a delineation of worldview with respect to ‘world picture’. Special attention is paid in this connection to ‘embedded´ worldviews: hybrid forms characteristic for our present ‘post-worldview era’.
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Riegel, Ulrich. „Worldviews and Religious Education. Modelling a fairly New Relationship“. Horyzonty Polityki 15, Nr. 50 (30.03.2024): 193–212. http://dx.doi.org/10.35765/hp.2539.

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RESEARCH OBJECTIVE: This paper raises the question of how religious education may address the variety of worldviews. THE RESEARCH PROBLEM AND METHODS: The concept of worldview seems to be able to reconcile religious education with a society that is both secular and religiously plural. Such education, however, is defined by its focus on religion. Even when religion is seen as sub-category of worldview, religious education still does not include secular worldviews. THE PROCESS OF ARGUMENTATION: It therefore first clarifies the concept of worldview by relating it to the German term of “Weltanschauung”. Worldviews represent a comprehensive perspective on the world that originates from an individual’s aesthetic and intuitive understanding of daily life and gives meaning to this life. Then, it delineates the basic didactic characteristics of three models of religious education, namely the denominational, the pluralist-informative, and the interpretative-dialogical models. Based on these models, the paper finally discusses the challenges and obstacles of religious education which attempts to address the plurality of worldviews. RESEARCH RESULTS: The analysis shows that none of the models is able to comprehensively grasp this plurality. The advantages and disadvantages of each of the three models, however, indicate that the main tasks of worldview-conscious religious education are to clarify the constitutive rationality of worldviews and to find a balanced representation of both organized and personal worldviews via classroom interaction. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The realization of these tasks is basically the job of the teacher and does not at all depend on the model of religious education itself.
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Trull, Richard E. „Discerning worldviews: Pedagogical models for conceptualizing worldview distances“. Missiology: An International Review 43, Nr. 4 (16.07.2015): 429–41. http://dx.doi.org/10.1177/0091829615595830.

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Hutchings, Tim, Céline Benoit und Rachael Shillitoe. „Religion and Worldviews: The Way Forward?“ Journal of the British Association for the Study of Religion (JBASR) 23 (11.11.2022): 8. http://dx.doi.org/10.18792/jbasr.v23i0.54.

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This article builds on Worldview – A Multidisciplinary Report (Benoit, Hutchings and Shillitoe, 2020), a publication commissioned by the RE Council of England and Wales to outline the academic history of the study of worldviews. We focus on three particularly significant questions for the future of Religious Education (RE) / Religion and Worldviews (R&W) arising from our report. First, what is the relationship between worldview and religion? Second, does worldview present a valuable approach to the study of non-religion? And third, can worldview be deployed effectively in the classroom? We conclude with a call for greater attention to the voices of teachers and pupils in curriculum design in RE.
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Charbonnet, Bryan, und Achim Conzelmann. „Mechanistic or relational worldview for talent identification research in sport science? Both—but with a preference!“ Journal for Person-Oriented Research 9, Nr. 2 (07.12.2023): 51–74. http://dx.doi.org/10.17505/jpor.2023.25813.

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This paper situates talent identification research in sport science within the broader context of developmental science, offering a conceptual framework informed by two (meta-)theoretical worldviews: the Cartesian-split-mechanistic and processual-relational worldviews. Al-though these worldviews are not explicitly named in the field of talent identification research, we demonstrate their implicit adoption through theoretical and methodological discourse. After comparing applications, benefits, and limitations of each worldview, we briefly discuss whether their bodies of knowledge are incompatible, competitive, or complementary. We suggest each worldview provides complementary insights with a penchant for generating nomothetic and group-specific and type-specific and idiographic knowledge, respectively.
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Dissertationen zum Thema "Worldviews"

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Fyock, James A. „The effect of the teacher's worldviews on the worldviews of High School seniors“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Taylor, Linda D. „Creative thinking and worldviews in Romania /“. abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3311919.

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Thesis (Ph. D.)--University of Nevada, Reno, 2008.
"May 2008." Includes bibliographical references (leaves 76-83). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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Felts, Anne Phillips Ronald G. „Home energy conservation psychological and environmental worldviews /“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5746.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on September 22, 2009). Thesis advisor: Ronald G. Phillips. Includes bibliographical references.
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Yang, Haiwen. „The impact of cross-cultural experience on worldviews /“. abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3198200.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"May, 2005." Includes bibliographical references (leaves 68-74). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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Aguirre, Ina Angelia. „Interpretations of Suffering and Individual Differences in Worldviews“. Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578980.

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Cultural worldviews play an important role in how people perceive suffering in the world. Suffering can be seen in a repressive manner and in a redemptive manner. Two worldviews that have been identified as possible predictors of differences in suffering interpretation are humanism and normativism. The present study examined the association between humanism and redemptive suffering construal, and between normativism and repressive suffering construal. Other variables such as the Belief in a Just World and intrinsic religiosity were also assessed. We hypothesized that humanism and normativism may be uniquely associated with redemptive and repressive construals of suffering. Results supported the hypothesis: significant positive associations were found between redemptive construal of suffering and humanism, as well as between repressive construal and normativism. Repressive suffering construal was also associated with the belief in a just world for others and intrinsic religiosity. These findings provide additional evidence of the polarity between humanism and normativism and the distinction between repressive and redemptive suffering construals.
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Kieke, Gerrit. „Healing Experience:It’s Influence on Worldviews,Analyzed with Coping Theory“. Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22161.

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This essay is about the worldview of Swedish people, who experienced healing. I presumed that concepts, which underpin healing phenomena and thereby express the healer’s worldview, could differ from many people’s concepts and worldviews. The question was, if people with a different worldview attended a healing session and experienced positive results for their health, would that give them reasons to reconsider their worldview? Four people were chosen for this research, who had experienced healing and were willing to talk about it. Based on a participating observation, I describe a personal and their healing session, to create an understanding of their experience. Moreover, the healing method Laying on of Hands, which is used during these sessions is described. With the following in-depth interviews, I documented the worldview history of the interviewees, with focus on religious aspects, and compared it with their worldviews after they were convinced, that healing was working for them. In the analysis, coping theory was applied, to describe processes around the healing, which possibly contributed to the change in the patient’s worldview. The results showed a connection between the patient’s goal to regain health and the acceptance of new concepts in their worldview.
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Lagarde, Natasha. „Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.

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This research is an analysis of Ontario teachers’ experiences with Grade 11 NDA3M Current Aboriginal Context in Canada curriculum. By deconstructing and critically analyzing the curricular and pedagogical implications, my thesis is a targeted response to number 63 of the Truth and Reconciliation Calls to Action. As outlined by Clandinin and Connelly (2000), this research is centred in narrative research techniques. Additionally, I draw on Miller’s (1996) 3L’s: Look, Listen, and Learn approach, paired with Dion and Dion’s (2004) storytelling as a means of telling and (re)telling the story. I used one-on-one interviews with teachers and one sharing circle with teachers and elders to synthesize data from documents to capture the essence of the lived experiences. Participants revealed their experiences of what Aoki claims is curriculum-as-planned and curriculum-as-lived in this course. The results of this research were revealed responses to components of number 63 of the Calls to Action; NDA3M requires a review of curriculum expectations to align with teachers’ classroom experiences; participants discussed how their respective schools are using every opportunity to students’ capacity and awareness of Indigenous Worldviews; and professional development to support Indigenous education is in high demand.
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ENRIGHT, NANCY K. „TRADITIONAL AUTHORITY ATTITUDES, MORAL WORLDVIEWS AND THE CULTURE WAR“. University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092805089.

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Hobaugh, Gregory Charles. „Reformed apologetics and American literature a dialogue of worldviews /“. Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Meader, Nicholas. „A theoretical and methodological examination of cultural theory applied to environmental issues“. Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/851/.

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Bücher zum Thema "Worldviews"

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Valk, John. Worldviews. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4.

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Rinehart, Robert E., Karen N. Barbour und Clive C. Pope, Hrsg. Ethnographic Worldviews. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6916-8.

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Barnes, L. Philip. Religion and Worldviews. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003264439.

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Note, Nicole, Raúl Fornet-Betancout, Josef Estermann und Diederik Aerts, Hrsg. Worldviews and Cultures. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5754-0.

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Głaz, Adam, Hrsg. Languages – Cultures – Worldviews. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28509-8.

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Evelyn, Tucker Mary, und Grim John, Hrsg. Worldviews and ecology. Lewisburg, Pa: Bucknell University Press, 1993.

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G, Cecil Leslie, und Pugh Timothy W, Hrsg. Maya worldviews at conquest. Boulder, Colo: University Press of Colorado, 2009.

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Matthews, Michael R., Hrsg. Science, Worldviews and Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2779-5.

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Asselberghs, Herman. Cartographic strategies: Subjective worldviews. Leuven: Acco, 2008.

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Matthews, Michael R. Science, worldviews and education. Heidelberg: Springer Verlag, 2009.

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Buchteile zum Thema "Worldviews"

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O’Grady, Kevin. „Worldview and Worldviews“. In Conceptualising Religion and Worldviews for the School, 73–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003193944-5.

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Valk, John. „Cultural Dimensions“. In Worldviews, 71–119. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_3.

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Valk, John. „Personal and Group Identity“. In Worldviews, 31–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_2.

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Valk, John. „Introduction“. In Worldviews, 1–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_1.

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Valk, John. „Ontological/Epistemological Questions“. In Worldviews, 175–208. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_5.

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Valk, John. „Ultimate/Existential Questions“. In Worldviews, 121–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_4.

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Valk, John. „Concluding Reflections“. In Worldviews, 245–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_7.

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Valk, John. „Universal/Particular Beliefs, Values, and Principles“. In Worldviews, 209–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82491-4_6.

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Jackson, Scott, und Ricardo Moraes dos Santos. „Worldviews“. In Systems Approach to the Design of Commercial Aircraft, 15–18. First edition. | Boca Raton, FL : CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9781003053750-4.

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Rissanen, Inkeri, und Saila Poulter. „Religions and Worldviews as “The Problem” in Finnish Schools“. In Finland’s Famous Education System, 385–400. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_24.

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AbstractFinland has a rather unique model of non-confessional worldview education that draws on pupils’ “own worldview”. Internationally this model has been applauded for ensuring freedom of religion and belief, but in Finland it is regularly debated. In this chapter we employ a wider notion of worldview education that takes into account the role of worldviews in school culture and allows scrutiny of how all education is nested in a system of values and can be analysed as education into (and from) worldview. We introduce the foundations of worldview education in Finnish basic education, and analyse negotiations about the inclusion of worldview plurality in the every-day life of schools in light of our empirical studies. We argue that, despite the official multiculturalist and inclusivist ideals, unrecognised monoculturalism prevails in Finnish schools as majority worldviews are not seen as worldviews but deemed universal and therefore neutral. This universalism induces perceptions of religions and worldviews as “the problem” in school: while more superficial cultural differences are celebrated, recognition of diversity at the more profound ethical, ontological and epistemological level would demand willingness to question the universality of the core values and ideals of the education system. We discuss the necessity and prospects of departing from monoculturalism and moving towards critical worldview education.
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Konferenzberichte zum Thema "Worldviews"

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Carson, John S. „Modeling and simulation worldviews“. In the 25th conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/256563.256573.

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Yeom, Samuel, und Michael Carl Tschantz. „Avoiding Disparity Amplification under Different Worldviews“. In FAccT '21: 2021 ACM Conference on Fairness, Accountability, and Transparency. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3442188.3445892.

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Sosa, Ricardo. „Indigenous Worldviews to Inform Participatory Creativity“. In PDC '20: Participatory Design Conference 2020 - Participation Otherwise. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3384772.3385127.

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AERTS, DIEDERIK, BART D’HOOGHE und NICOLE NOTE. „WORLDVIEWS, SCIENCE AND US, GLOBAL PERSPECTIVES“. In Redemarcating Knowledge and Its Social and Ethical Implications. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812702043_0001.

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SHIPWORTH, DAVID. „TRUTH IN COMPLEX ADAPTIVE SYSTEMS MODELS SHOULD BE BASED ON PROOF BY CONSTRUCTIVE VERIFICATION“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0009.

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GERSHENSON, CARLOS, DIEDERIK AERTS und BRUCE EDMONDS. „INTRODUCTION“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0001.

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MORIN, EDGAR. „RESTRICTED COMPLEXITY, GENERAL COMPLEXITY“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0002.

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MIKULECKY, DONALD C. „COMPLEXITY SCIENCE AS AN ASPECT OF THE COMPLEXITY OF SCIENCE“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0003.

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CILLIERS, PAUL. „ON THE IMPORTANCE OF A CERTAIN SLOWNESS: Stability, memory and hysteresis in complex systems“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0004.

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EDMONDS, BRUCE. „SIMPLICITY IS NOT TRUTH-INDICATIVE“. In Worldviews, Science and Us - Philosophy and Complexity. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707420_0005.

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Berichte der Organisationen zum Thema "Worldviews"

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Ash, Elliott, Sharun Mukand und Dani Rodrik. Economic Interests, Worldviews, and Identities: Theory and Evidence on Ideational Politics. Cambridge, MA: National Bureau of Economic Research, November 2021. http://dx.doi.org/10.3386/w29474.

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Diwakar, Vidya, Emmanuel Tumusiime, Marta Eichsteller, Joseph Simbaya und Beryl Oranga. Empowered Worldviews: Assessing the Persistence of Psychosocial Intervention Effects in Zambia. Institute of Development Studies, Februar 2024. http://dx.doi.org/10.19088/cpan.2023.024.

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Evidence on the persistence of psychosocial outcomes of interventions over the medium and long term, and in the face of shocks and stressors, is limited. We examined the extent to which empowerment associated with a psychosocial, faith-based approach, Empowered Worldview (EWV) persisted 3–5 years post-delivery of the intervention in Zambia among smallholder farmers. The EWV intervention in Zambia was delivered as part of THRIVE, an integrated livelihoods programme. We followed a previous study to disaggregate individual-level empowerment associated with EWV into three domains: internal (which relates to ‘power within’), localised (typically participation and access), and structural (e.g. institutional, environmental, and social structures). To explore the persistence of EWV effects on empowerment, we used mixed methods and longitudinal data collected in 2020 and 2023, which were the midline and endline points of the THRIVE programme. Empirically, we used descriptive and regression analysis to compare internal and localised empowerment levels between the survey rounds (2020 and 2023) across study groups – including groups that received EWV before and after 2020 – and to the control group. We also re- interviewed a subset of EWV participants interviewed in 2020 to understand how empowerment has changed at the individual level over time . The results show levels of internal empowerment associated with the EWV intervention persisted between the midline and endline surveys, especially when combined with THRIVE livelihood interventions. At the midline, 80.0 per cent of THRIVE with EWV participants were empowered, compared to 82.3 per cent at the endline. In contrast, 72.6 per cent and 73.07 per cent of the control sample participants were empowered at the midline and the endline, respectively. Quantitative results further show that localised empowerment significantly improved between survey rounds among participants who received EWV training and is positively associated with internal empowerment, consistent with literature that suggests localised enablers (supporting social environments) are crucial to sustaining internal empowerment. The qualitative data shows that persistent internal and localised empowerment was observed mostly among households in the non- poor wellbeing category, suggesting that additional interventions are needed to reach the poorest participants. Results also show internal and localised empowerment are positively associated with indicators of household resilience. We conclude the paper with recommendations for programming.
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Holbrook, Donald. Primary Data and Individual Worldviews: Walking through Research on Terrorist Media Choices. RESOLVE Network, Juni 2019. http://dx.doi.org/10.37805/rve2019.2.

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Lylo, Taras. THE IDEOLOGEME «DICTATORSHIP OF RELATIVISM» IN THE ROBERTO DE MATTEI’S ESSAYS: POSTMODERN AND POST-COMMUNIST CONTEXTS. Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11100.

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The article considers relativism as a philosophical principle and the moral standpoint of a journalist. In particular, the main argumentation of Roberto de Mattei’s work «Dictatorship of Relativism» is analyzed. Like Ratzinger, the Italian publicist describes modern life as ruled by a dictatorship of relativism which does not recognize anything as definitive and whose ultimate goal consists solely of satisfying «the desires of one’s own ego». In his view, the boundaries of the main conflict of modernity lie between two visions of the world: one that believes in the existence of immutable, absolute values, and one that argues that there is nothing stable, that everything is conditional, time-dependent and can be discussed in the media. The markers of this conflict are our attitude to the famous statement of Protagoras about «man as a measure of all things: of the things that are, that they are, of the things that are not, that they are not», as well as to the non-debatable values, the status of natural and positive law, the worldview neutrality, the dehierarchization and multiplicity of truths, the equalization of all worldviews and axiological standpoint in foreign and Ukrainian media. A special attention in the article is paid to the ideological program of media-relativism, as well as to the postmodern and post-communist contexts of the issue of the penetration of relativism into the journalistic values.
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Manzi, Maya. More-Than-Human Conviviality-Inequality in Latin America. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, Dezember 2020. http://dx.doi.org/10.46877/manzi.2020.29.

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In the context of our current planetary crises, in a world that continues to be shaped by capitalist, colonialist, androcentric and anthropocentric visions, we are faced with the urgency of reconsidering, at the deepest levels, the way we relate with other human and nonhuman beings. This working paper aims to contribute towards that end by looking at human-nonhuman relations through the concept of conviviality, understood as the everyday living together with difference, and how it intersects with inequality. In the first part of this paper, more-than-human conviviality-inequality is investigated by critically analyzing onto-epistemological and methodological approaches that question, subvert or reproduce hegemonic thinking and worldviews on humannonhuman relations like historical materialism, new materialisms, transhumanism, posthumanisms, and indigenous relational ontologies. In the second part, I look at particular relational dimensions like incompleteness, translation, and affect, which can help us create new understandings of more-than-human conviviality-inequality in Latin America and beyond.
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Subramanian, Suneetha M., und Maiko Nishi. Nature as Culture: Conceptualizing What It Implies and Potential Ways to Capture the Paradigm in Scenario Building Exercises. United Nations University Institute for the Advanced Study of Sustainability, Dezember 2023. http://dx.doi.org/10.53326/ivbp2438.

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The recent Values Assessment conducted by the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) highlights the impact of different worldviews on people's relationship with nature. This paper summarizes the findings from a literature review that examined nature-culture interconnections and how they play out in outcomes related to conservation and human well-being. It seeks to highlight the various ways in which Nature as Culture is conceptualized and further, generalized. It also aims to identify a short set of promising indicators that could be used for scenario modelling for nature futures work and identify potential areas of research to explore further in this field to ensure that the concept is more robustly embedded in plans to operationalize policy goals on sustainability, including biodiversity conservation. The paper emphasizes the need for further research in this area, calling for methods that incorporate a diverse range of resources across ecosystems, species types and national borders. It highlights ground-truthing and primary data collection as essential components in understanding intrinsic, instrumental and relational values for fostering sustainable practices.
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Шестопалова (Бондар), К. М., und Н. В. Квітка. Psychological Mechanisms of Anticipation of Professional Worldview. Federal University of Santa Catarina - UFSC, 2021. http://dx.doi.org/10.31812/123456789/6109.

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This research explores the mechanisms of anticipation, understood in a broad sense as a forward-looking ability. Authors analyze the ability of anticipation of early adulthood respondents; 2) to analyze professional representations of early adulthood respondents; 3) to investigate a relationship between the level of anticipation ability and breadth of professional representations of respondents.
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BESTAEVA, E., und U. TEDEEVA. SOME ASPECTS OF THE WORLDVIEW FOUNDATIONS OF BIOETHICS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-3-2-14-24.

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The purpose of the work is to determine the specifics of the worldview foundations of bioethics, their structure, nature and essence of man in the context of the “new experience” in the field of biotechnology. Research methods - philosophical and general logical.”New experience” in the field of biotechnology, as a stimulating discussion of anthropological, axiological and social problems, must be guided by the strategy of personal preservation and the methodology of human integrity and have value-worldview attitudes as real prerequisites. In the new ethics, the fundamental principles of two historically established systems - individualism and conciliarism (collectivism) are considered in the form of complement, not contradictory. We are only talking about their ratio and the degree of demand. At the same time, the state and society, and not “personal law”, are of decisive importance.
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Duong, Bich-Hang, Vu Dao und Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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TOTROVA, Z. H. ON THE ISSUE OF WORLDVIEW AS AN INDICATOR OF PERSONAL DEVELOPMENT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-2-38-46.

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The anthropological theme is updated during periods of paradigm instability, which is characteristic of the modern period of history. The purpose of the article is to consider the worldview as an indicator of personality development, which involves solving problems of defining concepts: personality, the structure of the worldview and the factors of its formation. Research methods are philosophical and general logical. Research results. Worldview, as the highest stage of human development, is characterized by consistency and theoretical justification. Among the factors that create a personality, the person himself is decisive, making himself the object of critical analysis, becoming a formative subject, which indicates his spiritual (personal) maturity.
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