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541.
Sabine Rolleberg 《World Futures: Journal of General Evolution》2013,69(1-3):107-108
Television has failed: failed because we are no longer dealing with information, but with stage‐management; failed because the viewer looks for the picture before looking for analysis, looks for effect before truth. 相似文献
542.
Dominique Bocquet 《World Futures: Journal of General Evolution》2013,69(1-3):116-119
If the notion of European citizenship is present in the Maastricht Treaty, the reality of that citizenship among the young at present rests upon three elements: the freedom of circulation, the freedom to study and to work, the freedom of cultural exchanges. For today's youth, Europe is a reality, even if it needs to be anchored in action. 相似文献
543.
Richard Rymarz 《Journal of Beliefs & Values》2020,41(3):331-341
ABSTRACT This paper examines the experiences of six teachers from a regional, Australian diocese who attended World Youth Day (WYD). It also reports on aspects of their worldview and their experience working in Catholic schools. Overall participants were very positive about working in Catholic schools, and though not connected in an ongoing way with parish communities, they were happy to support the religious dimension of Catholic schools and were often involved in parish-based programmes when there was a connection with school activities. Their worldview could be characterised as having much in common with dominant cultural paradigms that sees religion in moral terms along with a deistic sense of God. Established social networks supported them in these views. Teacher pilgrims reported that WYD gave them the opportunity to experience a broader, more diverse Catholicism as well as the experience of going overseas and being part of a large gathering. Participation in WYD may open up opportunities for reflective discernment on the part of teacher pilgrims and a result has implications for the formation of teachers working in Catholic schools. 相似文献
544.
545.
Tony Eaude 《International Journal of Children's Spirituality》2019,24(1):5-19
ABSTRACTThis article explores how cultures and traditions influence the construction of young children’s identities. Identity is conceptualised as a constantly changing narrative based on how an individual sees him or herself and how s/he is perceived. We all have multiple, intersecting identities. Different meanings of culture are discussed, highlighting norms and values, ‘culture-as-the-arts’, and space for growth. Primary and secondary socialisation is emphasised, recognising the influence factors such as gender, race, class and religion. The effect of the home and of the macro-culture and different micro-cultures and traditions is considered. In relation to children’s spirituality, trusting relationships and hospitable environments, and the need to counter messages given by an individualistic and consumerist macro-culture are highlighted. An apprenticeship approach is advocated, where adults encourage questioning and strive to maintain children’s sense of agency, with a gradual transfer of power as children become older and/or more confident. It is suggested that researchers and practitioners should take more account of external factors such as gender, race and class in relation to children’s spirituality. 相似文献
546.
Professor Courtecuisse 《World Futures: Journal of General Evolution》2013,69(1-3):77-83
Health education lies on the boundary between family and school. Its contents are therefore difficult to define, even though the need to educate, especially through dialogue, is quite clear. Young people who feel uncomfortable with themselves are already half way to failure. 相似文献
547.
Patricia Riveccio 《World Futures: Journal of General Evolution》2013,69(1-3):103-105
The relationship between the media and the young is characterized by desire and incomprehension: desire to be informed, to learn, to understand and to have fun; yet also the feeling of being left out, of having to sit through boring speech, irrelevant to their everyday preoccupations. 相似文献
548.
549.
Olga Schihalejev Arniika Kuusisto Linda Vikdahl Arto Kallioniemi 《Journal of Beliefs & Values》2020,41(3):371-384
ABSTRACT The paper explores children and youths’ perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students’ choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families. 相似文献
550.