• East Asian welfare regime:obsolete ideal-type or diversified reality?

      Abrahamson, Peter (2017-01-10)
      The paper asks if East Asian welfare regimes are still productivist
    • Easy Effective Counseling: A Strategy for Busy Pastors

      Karner, Benjamin (Scholars Crossing, 2013-04-01)
      Pastors are expected to counsel various people with various problems. However, in most circumstances, pastors have little time to prepare for counseling sessions and cannot be long-term therapists. Therefore, it is critical for the pastor to be able to quickly and effectively give substantial guidance to counselees. The purpose of this project is to develop and implement a pastoral counseling program with a decision management focus. A survey will be conducted with at least one hundred (100) pastors who engage in counseling as part of their regular ministry duties. This project will develop and communicate a practical counseling approach for implementation by busy pastors and will be undergirded by case studies. Special attention will be given to developing an electronic tool for pastoral counseling.
    • Echoes from Dharamsala: Music in the Life of a Tibetan Refugee Community

      Magnusson, Jan (American Theological Library Association, 2002)
    • Ecological ethics and media technology

      Maxwell, Richard; Miller, Toby (University of Southern California, Annenberg School for Communication & Journalism, 2008)
    • Economic Issues in John Dewey’s Social Philosophy: An Evolutionary and Ethical Account

      Bazzoli, Laure; Dutraive, Véronique (Association ŒconomiaŒconomia, 2019-12-30)
      This article focuses on the pragmatist philosopher John Dewey’s conception of economic life in his social philosophy and underlines how his Lectures on Political Ethics (1896, 1898, 1901) and his Syllabus: Social Institutions and the Study of Morals (1924) contributed to this issue. We argue that Dewey’s analysis of the nature and role of economic processes in these sources can shed light on his latter, less theoretical and better-known writings on the criticism of social life in the 1920’s and 1930’s. We show that his conception of economic issues is an integral part of his more general project of reconstructing social philosophy and that it is at the heart of his ethical theory on the development of democracy.
    • Economics and Christian social ethics

      Frey, Christofer; von Soosten, Joachim (1993-01-01)
    • Ecumenism and the global anti-apartheid struggle : the World Council of Churches’ Special Fund in South Africa and Botswana-1970-75

      Macqueen, Ian (Historical Association of South Africa, 2018-03-15)
      This paper argues for the importance of ecumenism as part of the understanding of the global anti-apartheid struggle. Specifically, the paper explores the symbolism and effects of the World Council of Churches’ (WCC) decision to fund southern African liberation movements, through the Programme to Combat Racism (PCR) in September 1970. It presents a qualitative analysis of the responses to the grants in South Africa and Botswana, pointing to the mixed results of its funding of the liberation movements and the responses it received in these countries. Reflection on the WCC grants provides insight into a significant element of international pressure on the apartheid regime, in the form of the international ecumenical movement, and an opportunity to contrast South Africa with its northerly neighbour, Botswana. This comparison highlights that the funding to the liberation movements was a political step rather than a purely theological controversy as it has tended to be relegated to through neglect in the mainstream South African historiography.
    • Ecumenism and the global anti-apartheid struggle: The World Council of Churches' Special Fund in South Africa and Botswana, 1970-75

      Macqueen, Ian (Historical Association of South Africa, 2017-11-01)
      This paper argues for the importance of ecumenism as part of the understanding of the global anti-apartheid struggle. Specifically, the paper explores the symbolism and effects of the World Council of Churches' (WCC) decision to fund southern African liberation movements, through the Programme to Combat Racism (PCR) in September 1970. It presents a qualitative analysis of the responses to the grants in South Africa and Botswana, pointing to the mixed results of its funding of the liberation movements and the responses it received in these countries. Reflection on the WCC grants provides insight into a significant element of international pressure on the apartheid regime, in the form of the international ecumenical movement, and an opportunity to contrast South Africa with its northerly neighbour, Botswana. This comparison highlights that the funding to the liberation movements was a political step rather than a purely theological controversy as it has tended to be relegated to through neglect in the mainstream South African historiography.
    • Educació i integració en el cas de la comunitat marroquina a Girona. Una anàlisi entre el país d'origen i el d'assentament

      Marquès, Salomó; Universitat de Girona. Departament de Pedagogia; Palaudàrias, Josep Miquel (Universitat de Girona, 2012)
      La recerca s'ha desenvolupat a través d'un estudi que ha interrelacionat el procés d'integració social i cultural de la comunitat marroquina en la societat d'assentament amb la integració escolar dels infants i joves en els centres d'educació obligatòria. El que suposa una anàlisi del paper integrador que l'escola desenvolupa i pot desenvolupar, i també una reflexió sobre la interculturalitat i l' educació intercultural com a posicionament que afavoreix la integració plural. Tot aquest treball s'ha desenvolupat des d' una perspectiva articulada, ja que permet una major comprensió del fet migratori que es viu a una i altra banda de la Mediterrània. La investigació s 'ha desenvolupat en un paradigma sociocrític i a través d'un procés etnogràfic (observació, relats de vida, entrevistes ... ) al llarg de quasi tres anys, que ha estudiat i ha analitzat des d' una perspectiva comprensiva i transformadora, com la comunitat marroquina valora l'escolarització dels infants i joves des de les concepcions d'educació i d'escola que ha construït a través: 1. El procés migratori, entenent-lo mitjançant l' emigració i la immigració, en una perspectiva articulada. 2. El procés d'integració sociocultural en la societat d'arribada. El treball realitzat ha plantejat un marc teòric de tipus interdisciplinar -que s'ha estès al llarg de la investigació- per tal de situar el procés migratori, el concepte d'integració en la societat d'avui, des d'una perspectiva habermasiana i el paper de l'educació i de l'escola des d'una posicionament comunicatiu. Un cop presentat el marc teòric s'ha estudiat el procés migratori situant-se primer en el context de partida, el Marroc, realitzant una anàlisi que s'ha desenvolupat mitjançant factors socioculturals i educatius que en aquest darrer cas s'han ubicat sobre: l'educació en l'islam i en l'actual sistema d'ensenyament nacional. Posteriorment s'ha estudiat el context d'immigració a través d'aspectes demogràfics, jurídics, socioculturals i educatius. Presentant en aquest darrers un perfil socioformatiu de l'alumnat d'origen marroquí a través d'un estudi realitzat a la província de Girona. En els últims capítols s'exposen, primer situant-se en el Rif Oriental (Marroc), la ciutat de Nador i el seu entorn, de forma mes breu, i després amb extensió sobre l'espai de les comunitats marroquines d'Angles i Palafrugell a Catalunya, localitats de les comarques gironines, les característiques del context sociocutural i escolar, com a elements sobre el quals analitzar el procés d'integració sociocultural i escolar en el context d'assentament. La recerca també ha recollit l'opinió i l'experiència dels treballadors i famílies d'origen marroquí sobre l'escolarització dels infants i joves de la comunitat marroquina i sobre les expectatives que els pares i adults tenen de l'escola corn a institució formativa i integradora. Finalment es presenta una anàlisi, partint de la inforrnació obtinguda, que interrelaciona el procés d'integració sociocultural i escolar en el país d' assentament que ha aportat els següents referents i orientacions: 1. El procés d'integració de la comunitat marroquina mostra que es dóna un replegament sobre si mateixa que dificulta la integració plural. Aquest replegament es dóna mitjançant els valors de la tradició i de l'islam que són simultàniament, elements de cultura i de control. 2. Cal analitzar la integració en funció del model d' integració dominant en la societat d'arribada que es basa sobretot en aspectes funcionals: econòmics, jurídics i productius. 3. La integració en els àmbits morals: drets i deures, i en els aspectes simbòlics: identitats i identificacions són dominats en el primer cas per l'assimilació en els aspectes socials, culturals i productius, i pels estereotips en els aspectes identitaris i d'identificació. Aquesta situació comporta la necessitat de desenvolupar un model d'integració escolar que ha de tenir corn a referent que l'escola no pot integrar ni l'alumnat pot integrar-se si viu un procés de marginació o exclusió fora del centre i si el centre educatiu no és conscient d'allò que succeeix al seu entorn i a l'alumnat més enllà del context escolar. 1- Ha de procurar la integració de l'alumnat en la xarxa relacional i formativa del centre. 2- Ha d'aconseguir la integració de l'alumnat a l'aula. 3- Ha de tenir present que les accions integradores, abans esmentades, han d'afavorir la integració de l'alumnat fora de l'espai escolar i en una perspectiva de futur, ha d' afavorir la integració sociolaboral. Per tant, l'escola ha de plantejar-se que és necessari establir un diàleg amb totes les famílies a través d'un nou model de participació en el qual l'escola passi de ser un lloc de pas a un lloc de trobada. Aquesta dinàmica també replanteja ara les actuals fronteres entre allò públic i privat, entre l'escola i la família, amb l' objectiu de descobrir les coincidències entre els projectes social, cultural i educatiu d'ambdues institucions.
    • Educación, ética y economía en América Latina

      NU. CEPAL; Calderón G., Fernando (CEPALEditorial Jus, 2014-01-02)
      Incluye Bibliografía
    • Educating Engineers Under a Social Justice Perspective

      The British University in Egypt (BUE) and Universidad Católica de Valparaíso, Chile; P. Jiménez, Patricia; School of Industrial Engineering at PUCV, Chile; Pascual, Jimena; School of Industrial Engineering at PUCV Pontificia Universidad Católica de Valparaíso, Chile; Mejía, Andrés; The Faculty of Education, Universidad de los Andes, Colombia (International Association of Online Engineering (IAOE), 2020-05-05)
      Although the need for an engineering education oriented to public welfare and social justice has been acknowledged for many years, the efforts to put it in practice seem insufficient and a culture of disengagement still appears dominant. The aim of this article is twofold: (1) to examine beliefs and motivations of university faculty towards the social responsibility of engineers, and (2) to develop pedagogical principles to deal with the culture of disengagement in engineering. A survey-based quantitative study was conducted among faculty from a university in Chile. A factor analysis revealed two dimensions of social justice in their conceptions, with significantly higher scores for the first one: environmental/ethical versus public/community. Additionally, faculty value less the humanities and social sciences than other non-technical topics in the curriculum. Results, for this university, confirm the prevailing cultural features reported elsewhere. Some guidelines to counteract the cultural pillars of disengagement are based on critical thinking, context-based learning or situated practice, and interdisciplinary learning. These are illustrated in a course on Systems Simulation.
    • Educating Engineers Under a Social Justice Perspective

      Patricia P. Jiménez; Jimena Pascual; Andrés Mejía (International Society for Engineering Education (IGIP), Kassel University Press, 2020-05-01)
      Although the need for an engineering education oriented to public welfare and social justice has been acknowledged for many years, the efforts to put it in practice seem insufficient and a culture of disengagement still appears dominant. The aim of this article is twofold: (1) to examine beliefs and motivations of university faculty towards the social responsibility of engineers, and (2) to develop pedagogical principles to deal with the culture of disengagement in engineering. A survey-based quantitative study was conducted among faculty from a university in Chile. A factor analysis revealed two dimensions of social justice in their conceptions, with significantly higher scores for the first one: environmental/ethical versus public/community. Additionally, faculty value less the humanities and social sciences than other non-technical topics in the curriculum. Results, for this university, confirm the prevailing cultural features reported elsewhere. Some guidelines to counteract the cultural pillars of disengagement are based on critical thinking, context-based learning or situated practice, and interdisciplinary learning. These are illustrated in a course on Systems Simulation.
    • Educating Engineers Under a Social Justice Perspective

      P. Jiménez, Patricia; Pascual, Jimena; Mejía, Andrés (International Association of Online Engineering (IAOE), 2020-05-05)
      Although the need for an engineering education oriented to public welfare and social justice has been acknowledged for many years, the efforts to put it in practice seem insufficient and a culture of disengagement still appears dominant. The aim of this article is twofold: (1) to examine beliefs and motivations of university faculty towards the social responsibility of engineers, and (2) to develop pedagogical principles to deal with the culture of disengagement in engineering. A survey-based quantitative study was conducted among faculty from a university in Chile. A factor analysis revealed two dimensions of social justice in their conceptions, with significantly higher scores for the first one: environmental/ethical versus public/community. Additionally, faculty value less the humanities and social sciences than other non-technical topics in the curriculum. Results, for this university, confirm the prevailing cultural features reported elsewhere. Some guidelines to counteract the cultural pillars of disengagement are based on critical thinking, context-based learning or situated practice, and interdisciplinary learning. These are illustrated in a course on Systems Simulation.
    • Educating Greek Americans [electronic resource] : Historical Perspectives and Contemporary Pathways /

      Soumakis, Fevronia K.editor.edthttp://id.loc.gov/vocabulary/relators/edt; Zervas, Theodore G.editor.edthttp://id.loc.gov/vocabulary/relators/edt; SpringerLink (Online service)
      This edited collection considers Greek American formal and informal educational efforts, institutions, and programs, broadly conceived, as they evolved over time throughout the United States. The book’s focus on Greek Americans aims to highlight the vast array of educational responses to local needs and contexts as this distinct, yet, heterogeneous immigrant community sought to maintain its linguistic, cultural, and religious heritage for over one hundred years. The chapters in this volume amend the scholarly literature that thus far has not only overlooked Greek American educational initiatives, but has also neglected to recognize and analyze the community’s persistence in sustaining them. This book is an important contribution to an understanding of Greek Americans’ long overdue history as a significant diaspora community within an American context.