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  • The consciousness’ forming by fractal education and the problem of Divinity

    Arghirescu, Marius (Ovidius University of Constanta (Romania), 2020-11-30)
    " The paper analyzes the measure and the ways in which an individual or group consciousness can reach a ‘gracious level’ close to the maximum possible, considered of the Divinity. A first conclusion of the analysis is that fractal, networked education, obtained from simple to complex and from an individual to a larger and larger group of individuals, has generated and is generating fractal, group consciousness, within which the learning of an individual but superior consciousness, with the role of spiritual leader, in particular - teacher, professor, is transmitted to those spiritually guided by transmitting not only of his teaching but also of his attitude towards the transmitted teaching and the strategy of using it in society. It results also that the forming of individual and fractal consciences, of the group, of gracious level, (“haric”-in some acceptions) - understood as the highest value level of the psycho-social Good, requires a strategy of using the obtained orthodox-scientific teaching, based on completing the fundamental principles of the orthodoxy: purification, enlightenment, union with the Divinity, fight against evil, with the scientific principle of orthodox reciprocity. Another conclusion is that - because the possibility of the existence of a divine gracious meta-consciousness, understood in the sense of gracious spiritual leader of several gracious super-consciences which are spiritual leaders of a significant number of superior consciences relative to the average level, exceeds the capacity of a single psycho-bio-social entity, it results that a God with super-normal powers capable of restoring the Good of the orthodox-scientific type in worldwide can exist more as a judicial entity than as a single physical and spiritual entity, so- as a Divine Organization, more realistic and scientific being the concept of Godness. In this case, the Godness must be both judicial and executive, based on Scientific Orthodoxy, which includes the principle of orthodox reciprocity. The possibility of spiritual leadership of the mankind by the Godness supposes energo-informational action with advanced technical means, such as telepathic amplifiers, which could also explain the transmission of the Holy Spirit and some paranormal manifestations such as the cases of ""intelligent ghosts"", reported. It results also that the Godness may be recused by scientific orthodoxism and the principles of the Providence must be modified in the form: orthodox-scientific cooperation with the Creation; orthodox-scientific leadership of the Creation and orthodox-scientific preservation of the Creation."
  • Righteousness of Judah and Tamar : a problematic encounter

    Novotný, Štefan (Ovidius University of Constanta (Romania), 2020-11-30)
    The story of Judah and Tamar is a part of the story of the Abrahamic line. Judah is problematic Jacob's son and Tamar is Judah's problematic daughter-in-law. A climax of their story is the judgment on Tamar: "She is more righteous than I, inasmuch as I did not give her to my son Shelah." (Gen 38:26). The paper examines the context and composition of the story in order to evaluate the righteousness of both characters in their respective social roles. Judah and Tamar's dramatic relationship shows an anthropological perspective of conversion and spiritual growth in borderline situations. In the present COVID-19 pandemic the story shows how the actual world could be reshaped under pressure.
  • In the same melting pot? America and Europe

    Isbasoiu, Iulian; Stanca, Nicoleta (Ovidius University of Constanta (Romania), 2020-11-30)
    Revolving around the key concept of the melting pot, the article discusses cultural models adopted in the American and European societies (i.e. Americanization, multiculturalism, interculturalism, the cultural mosaic, muscular liberalism, and pillarization) in the attempt to explain, historically up to the present day, the circumstances of the encounters of immigrants’ cultures with the ones of the host countries.
  • Global learning: A catalyst for curriculum change

    Stephen Scoffham (UCL Press, 2018-11-01)
    This article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.
  • 'A Mile Wide and an Inch Deep': Surveys of Public Attitudes towards Development Aid

    David Hudson; Jennifer vanHeerde-Hudson (UCL Press, 2012-01-01)
    In this article we argue that existing survey instruments used to examine public attitudes to global poverty are not fit for purpose. Surveys need to be redesigned to successfully support the threefold purpose of development education and public engagement. The core of our critique is that existing measures suffer from poor measurement validity, and fail to control for knowledge-levels or perceptions of aid effectiveness, both of which are thought to limit support. Researchers also lack understanding of the factors that motivate support for development aid in the first place. We conclude by making recommendations for future surveys of public attitudes and suggest that building support for development may require speaking to many publics as opposed the public.
  • Youth voices on global citizenship: Deliberating across Canada in an online invited space

    Lynette Shultz; Karen Pashby; Terry Godwaldt (UCL Press, 2017-10-01)
    This article examines the processes of youth engagement in an 'invited space' for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of The National Youth White Paper on Global Citizenship (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.
  • Globalization and International Education

    Richard P. King (UCL Press, 2014-03-01)
  • Plan UK and Development Education – the contribution of an international development organisation to learning and understanding about global and development issues

    Douglas Bourn; Miriam Kybird (UCL Press, 2012-04-01)
    Plan International is a leading international development organisation that applies a rights based approach to achieving its mission of achieving lasting improvements in the quality of life of children in developing countries. In the summer of 2011, Plan in the UK made a decision to close down its development education programme, as part of a process of re-strategising to focus its organisational resources. Plan UK's development education programme illustrates many of the challenges that International Development Organisations (IDOs) face. Development education practice led by many IDOs tends to emphasise the relationship of education to social change and development goals. But if development education is perceived in terms of questioning and challenging dominant ideologies, and promoting differing voices and perspectives, then it can only be assessed in terms of its educational impact.
  • Teachers as agents of social change

    Douglas Bourn (UCL Press, 2016-02-01)
    Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.
  • Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements

    Simon Hoult (UCL Press, 2020-11-01)
    In this article, the idea of the ‘colonial signature’ is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews. Participants’ responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.
  • Editorial

    Douglas Bourn (UCL Press, 2012-01-01)
  • Editorial

    Clare Bentall (UCL Press, 2019-11-01)
  • Book Reviews

    UCL Press, 2009-08-01
  • Editorial

    Douglas Bourn; Nicole Blum (UCL Press, 2009-04-01)
  • The Discourse of Results in the Funding of NGO Development Education and Awareness Raising: An experiment in retrospective baseline reflection in the Norwegian context

    Arnfinn Nygaard (UCL Press, 2009-01-01)
    Government-funded Development Education and Awareness-Raising (DEAR) programmes are under pressure to show results in many European countries, for a variety of reasons. But how can results be measured in cases where funding was originally given in an era before the current results-based language was in vogue or in use in this field of work? In this article, Arnfinn Nygaard, director of the RORG network in Norway, addresses this anomaly. He presents an experiment in 'retrospective baseline analysis' in a results-based mode, in an effort to find answers to this key question. He does so from the perspective of an engaged actor in the movement for improved DEAR in Norway and Europe.
  • An Ethics of Recognition in Global and Teacher Education: Looking through Queer and Postcolonial Lenses

    Steven Camicia (UCL Press, 2012-01-01)
    Global education and teacher education struggle to address a wide range of objectives surrounding curriculum. Some of these objectives are market-driven while others emphasise critical democracy. A theoretical framework is presented that combines literature from queer theory and postcolonial theory to better understand curriculum through a poststructural ethics of recognition. Recognising individuals and groups beyond normalising discourses and creating third spaces are the main themes of this ethics in curriculum work and global teacher education. These interpretations are illustrated with a brief example of a teacher education project that encouraged dialogue about global inequities and colonisation between pre-service teachers in the Philippines and the United States.
  • Analysing key debates in education and sustainable development in relation to ESD practice in Viet Nam

    Emily Balls (UCL Press, 2016-06-01)
    This article is based on qualitative field research carried out in Ha Noi, Viet Nam, in 2013 for an MA dissertation in Education and International Development at the UCL Institute of Education. It analyses interpretations of education for sustainable development (ESD) in Viet Nam, relating these to key debates around instrumental and democratic approaches. In order to understand and analyse ESD in the Vietnamese context, interviews were conducted in Ha Noi with university student volunteers who create and implement ESD activities. Students were part of NGO-led networks or universitybased clubs. Their activities targeted peers, children, and local communities. NGO staff working on youth-related ESD were also interviewed. The institutional structure in which these youth-led projects operate strongly determined their approach, revealing a focus on behaviour change. This links closely with core debates within the ESD canon on instrumental and participatory approaches. Youth activities generally align with the instrumental approach, however, participant experiences also contained elements associated with the participatory approach. These included critical thinking, personal development, and engagement with complex cross-cutting issues such as climate change. The research presents an example of ESD practice that combines the democratic and instrumental approaches within the unique cultural, social, and political context of Viet Nam.

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