The Social Teaching of Paul. VII. The Family

The theory of family is at the heart of classic Christian social doctrine, since family exemplifies every sociality such as an ecclesial community, a work collective, a local community, a nation, humanity. Modern family crisis leads to the transformation of the social teaching when interpersonal relations become an example. In particular, relations between a husband and a wife in a family, relations between a person and God, relations within a monastic community, relations within an ecclesial Eucharistic community become a general ideal proposed for the secular sociality. In the ethics of family life, the social teaching of Constantinopolitan Patriarchate places special emphasis on the absolute dignity of the individual from the moment of conception to natural death. Large attention is paid to the protection of children from various menaces in the society, effective measures are suggested in order to avoid the crimes against children. The apology of all aspects of sexual life of a family is also provided, various biases with regard to women and marriage are condemned. Generally, the social teaching of Constantinopolitan Patriarchate on a family is the expression of ethics of Christian realism where the recognition of the absoluteness of certain values is joined with the readiness to understand and forgive human errors. In the doctrine of the family, social doctrine from the standpoint of communitarianism passes to the adoption of the principles of Christian personalism.

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Murder with Impunity: The Construction of Arab Masculinities and Honor Crimes

Al-Raida Journal ◽

10.32380/alrj.v0i0.39 ◽

1970 ◽

pp. 38-45

Author(s):

May Abu Jaber

Keyword(s):

Violence Against Women ◽

Social Boundaries ◽

Religious Institutions ◽

The Social ◽

The Family ◽

The Media ◽

The One ◽

Male Authority ◽

Cultural Networks ◽

Gender Specific

Violence against women (VAW) continues to exist as a pervasive, structural,systematic, and institutionalized violation of women’s basic human rights (UNDivision of Advancement for Women, 2006). It cuts across the boundaries of age, race, class, education, and religion which affect women of all ages and all backgrounds in every corner of the world. Such violence is used to control and subjugate women by instilling a sense of insecurity that keeps them “bound to the home, economically exploited and socially suppressed” (Mathu, 2008, p. 65). It is estimated that one out of every five women worldwide will be abused during her lifetime with rates reaching up to 70 percent in some countries (WHO, 2005). Whether this abuse is perpetrated by the state and its agents, by family members, or even by strangers, VAW is closely related to the regulation of sexuality in a gender specific (patriarchal) manner. This regulation is, on the one hand, maintained through the implementation of strict cultural, communal, and religious norms, and on the other hand, through particular legal measures that sustain these norms. Therefore, religious institutions, the media, the family/tribe, cultural networks, and the legal system continually disciplinewomen’s sexuality and punish those women (and in some instances men) who have transgressed or allegedly contravened the social boundaries of ‘appropriateness’ as delineated by each society. Such women/men may include lesbians/gays, women who appear ‘too masculine’ or men who appear ‘too feminine,’ women who try to exercise their rights freely or men who do not assert their rights as ‘real men’ should, women/men who have been sexually assaulted or raped, and women/men who challenge male/older male authority.

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Summary

Ukrainian Religious Studies ◽

10.32420/1999.10.848 ◽

1999 ◽

pp. 95

Author(s):

Editorial board Of the Journal

Keyword(s):

Turning Point ◽

Religious Studies ◽

The Self ◽

Social Teaching ◽

World Outlook ◽

The Social

In the 10th issue of the Bulletin “Ukrainian Religious Studies” in the rubric “Scientific Reports and Announcements” there are in particular the following papers: “Religious Studies and Theology” by A.Kolodny, “Activity of the Orthodox Mission in Ukraine on the Turning Point of the XIX-XXth Centuries” by G.Nadtoka, “Religion in the Spiritual Heritage of V.Lypinsky” by L.Kondratyk, “Church as a Factor of the Self-identification of the Nation in the Cultural and Civilization Environment” by O.Nedavnya, “The Problems of Development of The Social Teaching of the Catholicism” by V.Sergyiko, “The God-Thunder Perun in the Pagan World-outlook of the Ancient Rus’” by N.Fatyushyna and other papers

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LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

Tarbawi Jurnal Keilmuan Manajemen Pendidikan ◽

10.32678/tarbawi.v4i01.833 ◽

2018 ◽

Vol 4 (01) ◽

pp. 13

Author(s):

Hasbullah Hasbullah

Keyword(s):

Religious Education ◽

School Environment ◽

Teaching And Learning ◽

Educational Environment ◽

Environment Education ◽

Artificial Environment ◽

The Social ◽

The Family ◽

Biological Environment ◽

Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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Entanglements between Agency and Vulnerability in the Phenomenon of Birth. Reflections on Children’s Expressions about ‘Being Born’

Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research ◽

10.3224/diskurs.v15i2.02 ◽

2020 ◽

Vol 15 (2-2020) ◽

pp. 135-146

Author(s):

Catrin Heite ◽

Veronika Magyar-Haas

Keyword(s):

Social Studies ◽

Social Construction ◽

Well Being ◽

Social Contexts ◽

Living Environment ◽

Social Actors ◽

The Social ◽

The Family ◽

Cultural Embeddedness

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.

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Organization of Individual Counselling of Children Brought up in Foster Families (on the example of the «Family» Centre»)

10.33920/pol-01-2003-05 ◽

2020 ◽

pp. 42-50

Author(s):

Aygul Fazlyeva ◽

Aliya Akhmetshina

Keyword(s):

Interpersonal Relationships ◽

Personal Characteristics ◽

Social Situation ◽

Individual Counseling ◽

Emotional Instability ◽

Foster Families ◽

Individual Counselling ◽

The Social ◽

The Family ◽

The Relationship

Children, brought up in foster families, experience various problems (diffi culties in interpersonal relationships with parents, diffi culties in communicating with peers, emotional instability), which lead to confl icts, quarrels, running away from home, destructive phenomena, etc. One of the eff ective forms of working with children brought up in foster families is individual counselling. Individual counselling is used by various specialists (psychologists, educators, psychotherapists), where a special place is taken by a social educator. His or her activity involves the implementation of social-protective, preventive, educational, informational, advisory functions. In the process of organizing individual counseling, the social educator takes into account the social situation of the family and the child, personal characteristics, social conditions, social and cultural characteristics and the nature of the relationship with the social environment. To organize individual counseling, a social educator needs to master various and eff ective techniques, and take into account a number of recommendations. An analysis of the literature and practical socio-pedagogical experience led to an understanding of the insuffi cient degree of elaboration of this issue. The purpose of this article was the solution to this problem.

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SOCIAL PEDAGOGICAL WORK WITH DIFFICULT CHILDREN

Knowledge International Journal ◽

10.35120/kij28031021r ◽

2018 ◽

Vol 28 (3) ◽

pp. 1021-1026

Author(s):

Rozalia Kuzmanova – Kartalova

Keyword(s):

Social Inclusion ◽

Behavioral Control ◽

Educational Institutions ◽

Process Diagnosis ◽

Road Map ◽

The Social ◽

The Family ◽

Preventive Work ◽

Difficult Behavior ◽

Difficult Children

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.

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Social Environment and Creativity

Lifelong Learning ◽

10.11118/lifele2011010246 ◽

2011 ◽

Vol 1 (2) ◽

pp. 46-58

Author(s):

Jiří Semrád ◽

Milan Škrabal

Keyword(s):

High School Students ◽

Social Environment ◽

Family Environment ◽

Social Background ◽

Family Influence ◽

Creative Activity ◽

School Students ◽

Cultural Legacy ◽

The Social ◽

The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

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The Failed Campaign Against Prostitution

10.1093/oso/9780190844394.003.0006 ◽

2017 ◽

Author(s):

P. C. Kemeny

Keyword(s):

Civil Society ◽

Red Light ◽

Public Support ◽

Late Nineteenth Century ◽

Traditional Gender Roles ◽

The Social ◽

Cult Of Domesticity ◽

The Family ◽

Late Nineteenth ◽

Reform Organizations

Protestants criticized prostitution because it threatened the family and ultimately civil society, and the Watch and Ward Society devised a campaign to shut down Boston’s red-light districts. These Protestant elites espoused traditional gender roles and Victorian sexual mores and endorsed the “cult of domesticity.” In the late nineteenth century, a number of reform organizations turned their attention to the “social evil,” as it was popularly called. The Watch and Ward Society’s quest to reduce prostitution placed it squarely within the larger international anti-prostitution movement. Moral reformers resisted all forms of policy that officially sanctioned or tacitly tolerated prostitution, instead arguing for its abolition. Their attempt to suppress commercialized sex eventually collapsed because of the lack of public support.

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Betwixt and Between

10.1093/oso/9780198810087.003.0018 ◽

2018 ◽

Author(s):

Shenique S. Thomas ◽

Johnna Christian

Keyword(s):

Sense Of Belonging ◽

Minority Groups ◽

Family Members ◽

Social Processes ◽

Ethnic Minority Groups ◽

The Social ◽

The Family ◽

Incarcerated Men ◽

Challenges And Opportunities ◽

Racial And Ethnic Minority

This chapter draws from a qualitative study of incarcerated men to investigate the social processes and interactions between both correctional authorities and family members that inform their sense of belonging and legitimacy. It reveals that prison visitation rooms present a complex environment in which incarcerated men have access to discreet periods of visibility and relevance to their family members and the broader community. There are, however, several precarious aspects to these processes. The family members who are central to enhancing men’s visibility and legitimacy are primarily women from economically disadvantaged, racial, and ethnic minority groups, resulting in their own marginalization, which is compounded within prison spaces. By illuminating both the challenges and opportunities of familial connections, this chapter informs a social justice framework for understanding the experiences of both incarcerated men and their family members.

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