Symbolic Interactionism, Naturalistic Inquiry, and Education

Author(s):  
J.A. Forte
Author(s):  
Halyna Kuzub

The problem of power decentralization is up to date in a modern political science. We can trace its historical genesis first in European and further in the USA political ideas. Decentralization of power was considered along with the study of a perfect state system, civil society and local self-government. It is argued that the major part of successful process of power decentralization in the Western Europe was due to the idea nature for their political culture. The article attempts to retrace the history of the idea of power decentralization. As a background of the investigations of such thinkers as J. Bodin, J. Althusius, J. Locke, J.-J. Rousseau, C.-L. Montesquieu, R. Owen, C. Fourier, J. S.Mill, T. Jefferson, A. de Tocqueville and M. Dragomanov were thoroughly investigated. The paper also considers the modern definitions of power decentralization. Likewise the value of structural functionalism, symbolic interactionism and constructivism are argued in terms of further surveys of power decentralization. To conclude, the author opines that civil servants training, their theoretical teaching and moral education have to become the main objectives in perspective investigations. Furthermore, the success of power decentralization depends not only on devoting authority by central government, but also on capacity of its implementation by deputies on the local level. Keywords: Decentralization of power, deconcentration of power, administrative and political decentralization, classical and non-classical philosophy, structural functionalism, symbolic interactionism, construc-tivism


2012 ◽  
Vol 50 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Ginny Focht-New

Abstract Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n  =  22) and snowball (n  =  1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.


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