Taking a children’s rights perspective on children’s spirituality

Abstract

The right to spiritual development has had little attention in public educational policy. This is more challenging, considering the fact of increasing religious diversity and the focus on spirituality and religion in that context, as well as the way the spiritual is mentioned in documents on children’s rights. This article traces the development from the first documents on the rights of the child and responses to these documents. It is argued that educational policy and practice should pay more attention to the way children’s spirituality is included in the documents. This is an issue of general education as well as of moral philosophy. The article concludes with a claim: spiritual development is a matter of survival and flourishing as human beings, and considering this in the framework of children’s rights could mean exploring spiritual sources in one’s own faith as well as in other faiths.     

Cultivating Christians: North American family cultures and religious identity formation

North American Christian families face many challenges as they try to live faithfully in an intercultural, multi-religious, secularising world, particularly with regard to the formation of religious identity in children. Answering the question of how children become Christian is more complicated today than it was for previous generations because adults cannot assume that the Christian vestiges of a civil religion will be sufficient to help children embrace a robust sense of themselves as God’s beloved and called people in a divinely created world. Thus, this essay explores what social science research and theological reflection might offer religious leaders as frameworks and tools for encouraging family cultures that cultivate young Christians, focusing particularly on strategies for sharing religious language, communicating beliefs and values, modelling spiritual practices, encountering symbolic images, and participating in congregational life.     

Using video-supported reflection in peer groups to increase instructional effectiveness

This article reports upon the findings of research that explored change in teachers’ reflective thought and practice on a core set of complex teaching practices after the teachers participated in video-supported reflection model. Five 4th–7th grade teachers participated in the model that paired video-supported collaborative reflection with a research-based observation instrument, Classroom Assessment Scoring System (CLASS). Classroom observation data was collected by video and scored to determine change in teaching practice. All video-supported collaborative dialogue sessions between peers were videotaped and transcribed. Findings point to the developmental process necessary when learning to critically reflect upon and enact complex instructional practices that are not already prominent in practice. Individual development of practice progressed as the collaborative dialogue group expanded their capacity for describing, understanding, and evaluating practice based upon a new schema of effective practice, intentionally enacting change resulting in significant increases in teacher performance.     

The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution

This paper showcases the work of Third Space professionals in a complex higher education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case-study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights that learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.     

A computational analysis of general intelligence tests for evaluating cognitive development

The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In particular, can we assess whether the ‘fluid’ or ‘crystallised’ intelligence of an artificial cognitive system is changing during its cognitive development as a result of acquiring more concepts? In this paper, we address several IQ tests problems (odd-one-out problems, Raven’s Progressive Matrices and Thurstone’s letter series) with a general learning system that is not particularly designed on purpose to solve intelligence tests. The goal is to better understand the role of the basic cognitive operational constructs (such as identity, difference, order, counting, logic, etc.) that are needed to solve these intelligence test problems and serve as a proof-of-concept for evaluation in other developmental problems. From here, we gain some insights into the characteristics and usefulness of these tests and how careful we need to be when applying human test problems to assess the abilities and cognitive development of robots and other artificial cognitive systems.     

De l’aménagement des bureaux à la transformation des modes de travail : quelles répercussions collectives ?

An increasing number of companies choose to implement “activity-based” workplace environments. Building upon activity theory and situated cognition, we focus on the impact of these office solutions on collective work practices. Our study is based on 15 semi-structured interviews as well as 5-day activity diaries followed by commented walks. We aim at understanding how the office layout is dealt with and acted upon by the employees of an Information Technology company. Our results show that the “activity-based” workplace provides a framework for both interpreting the work of colleagues and organizing one's own work. More generally, our research opens up a reflexion on how office design intervention could support activity development.     

Does snobbish service generate better sales? The case of luxury goods

The objective of this study is to explore whether a “bad” service encounter triggers a consumer's impulse purchase in a luxury goods store in an Asian emerging market. A 2 (service encounter: favorable vs. snobbish) × 2 (shopping companion: alone vs. with a close friend) between‐group factorial design was employed with 160 female consumers in an Asian emerging market to examine the antecedents of both the urge to save social identity and the impulse purchase of luxury goods. The results show that consumers in an Asian emerging market can be triggered to make an impulse purchase of a luxury good, not because they received excellent service in the store but because they encountered snobbish service, especially when shopping with a close friend. Research implications and limitations are also discussed.     

A Threatened Identity: The Mental Health Status of Syrian Refugees in Egypt and Its Etiology

This study utilized the development-based trauma framework on identity traumas to study the cumulative effects of trauma on the identities of Syrian refugees. Participants included 196 Syrian refugees residing in Cairo, Egypt (Mean age = 35.99, SD = 11.05). The rate of post-traumatic stress disorder was 33.5%, and the rate of depression was around 30%; the level of comorbidity was high with a high rate of suicidal plans or attempts (13.7%). Analyses indicated that existential annihilation anxieties, moderated by identity salience, mediated the effects of cumulative trauma on mental health. The results confirmed the utility and validity of the identity trauma model and provided evidence of the dire mental health needs of Syrian refugees.     

Identity Status,Gender, and Social Comparison Among Young Adults

The aim of this study was to investigate identity status globally and across identity domains among young Swedish adult women and men. Also, potential differences in social comparison among identity statuses were evaluated. The results showed that most of the 124 participants (50% women, M_age 33.29 years) were assigned to an achieved global identity and had made identity-defining commitments across domains. Gender differences in identity status were found in the occupational and parenthood domains. In addition, differences in social comparison orientation were found only in the parenthood domain, whereas those assigned to moratorium scored higher in social comparison than did those assigned to foreclosure and diffusion. These results bring important knowledge to our understanding of identity during young adulthood.