From Buddha to Tagore and Gandhi: Value-Creating Curricula in India

2021 ◽  
Author(s):  
Namrata Sharma
Keyword(s):  
Value Creation ◽  
Indian Subcontinent ◽  
Integrated Approach ◽  
Well Being ◽  
Theoretical Frameworks ◽  
Rabindranath Tagore ◽  
Tsunesaburo Makiguchi ◽  
The Many ◽  
The Individual ◽  
The Buddha

It is common practice to use theoretical frameworks developed in the West for education worldwide, but important contributions come as well from non-Western education perspectives that shed light on the emergence of ideas within given regional diasporas. Value creation serves as a valuable lens through which to examine the ideas and relevance of three thinkers from the Indian subcontinent—the Buddha (6th or 5th century bce), Rabindranath Tagore (1861–1941), and Mahatma Gandhi (1869–1948). The term “value creation” encompasses a Japanese approach to curriculum (based on the work of Tsunesaburo Makiguchi, 1871–1944) that is founded on an interdependent view of life and aimed at developing learners’ capacity to enhance their own existence and contribute to the well-being of others. Using value creation as a lens to examine the contributions of the Buddha, Tagore, and Gandhi can allow for a discourse on the indigenous nature of their respective ideas that are rooted in Eastern philosophies based on similar interdependent worldviews. The emergence of alternative curricular in the Indian diaspora that are based on such interdependent worldviews, offer an integrated approach to education. A value-creating framework can be useful to examine the Indian educational scene and the many attempts that have been made for the individual learner to be the focus of education.

Otherness

2000 ◽  
Author(s):  
Paul A. Bramadat
Keyword(s):  
Well Being ◽  
Higher Learning ◽  
Religious Groups ◽  
Psychological Well Being ◽  
Christian Students ◽  
Values And Beliefs ◽  
Core Elements ◽  
The Many ◽  
The Individual ◽  
Many Core

Throughout the previous three chapters, I have introduced (i) the set of questions A I am asking in this book, (2) four members of the IVCF, and (3) the ways these believers communicate among themselves and with non-Christians. By now it should be clear that IVCF students often feel separated from their non-Christian peers and professors. Moreover, as I have explained, many IVCF students feel that McMaster privileges the beliefs, values, and worldviews associated with liberalism, pluralism, materialism, and permissivism. According to Reginald Bibby, this evangelical perception is largely correct: . . . Education stands out as an institution that not only has been strongly influenced by individualism and relativism but also has done much to legitimize the two themes. Indeed, the mark of a well-educated Canadian is that he or she places supreme importance on the individual while recognizing that truth is relative. To decry individual fulfilment or to claim to have found the truth would be a dead giveaway that one has not graced the halls of higher learning. (1990:71) . . . This situation marginalizes, alienates, or (to make a verb of an adjective) others evangelical students who generally do not embrace these traditions (or many core elements of these traditions). However, although it might appear that IVCF students would suffer unrelenting and agonizing psychological difficulties during their years at McMaster, the majority of IVCF members do not seem to share such an experience. On the contrary, most IVCF participants I met struck me as no less sane, healthy, contented, and well adjusted than the non-Christian students I have met during the many years I have spent in Canadian universities. In fact, I have found that, with a few exceptions, evangelicals at McMaster seem slightly “happier” than non-Christian students. This obviously unscientific impression is consistent with Frankel and Hewitt’s (1994) findings that involvement in religious groups during one’s university years is positively correlated with higher levels of physical and psychological “well-being.” This observation raises an obvious question: how do evangelicals retain these relatively high levels of psychological well-being in an institution that not only ignores their values and beliefs but also, according to IVCF students, often promotes “anti-Christian” principles? The main insiders’ (or “emic”) answer to this question is simply that well-being is a natural by-product of a personal relationship with God (Little 1988:38).

scholarly journals An Integrated Framework for Child Poverty and Well-Being Measurement: Reconciling Theories

2020 ◽  
Author(s):  
Mario Biggeri ◽  
Jose Antonio Cuesta
Keyword(s):  
Capability Approach ◽  
Child Poverty ◽  
Multidimensional Poverty ◽  
Integrated Approach ◽  
Well Being ◽  
Illustrative Case ◽  
Integrated Framework ◽  
Egyptian Children ◽  
The Individual ◽  
The Capability Approach

Abstract Multidimensional child poverty (MDCP) and well-being measures are increasingly developed in the literature. Much more effort has gone to highlight the differences across measurement approaches than to stress the multiple conceptual and practical similarities across measures. We propose a new framework, the Integrated Framework for Child Poverty—IFCP––that combines three main conceptual approaches, the Capability Approach, Human Rights, and Basic Needs into an integrated bio-ecological framework. This integrated approach aims to bring more clarity about the concept and dynamics of multidimensional poverty and well-being and to disentangle causes from effects, outcomes from opportunities, dynamic from static elements, and observed from assumed behaviours. Moreover, the IFCP explains the MDCP dynamics that link the resources (goods and services), to child capabilities (opportunities) and achieved functionings (outcomes), and describes how these are mediated by the individual, social and environmental conversion factors as specified in the capability approach. Access to safe water is taken as a conceptual illustrative case, while the extended measurement of child poverty and well-being among Egyptian children ages 0 to 5 as an empirical example using IFCP. The proposed framework marks a step forward in understanding child poverty and well-being multidimensional linkages and suggesting desirable features and data requirements of MDCP and well-being measures.

scholarly journals An Integrated Approach to Redistribution: Issues of Policy, Economics and Information

2021 ◽  
Author(s):  
◽  
Mark Prebble
Keyword(s):  
New Zealand ◽  
Policy Development ◽  
Personal Information ◽  
Integrated Approach ◽  
Well Being ◽  
The State ◽  
Philosophical Foundations ◽  
The Government ◽  
The Individual ◽  
The Right

<p>This thesis considers how best to administer redistribution policies. It focuses particularly on the information needed to assess relative circumstances, the implications of the government collecting such information, and processes by which the appropriate information may be assembled and assessed. In New Zealand, as with many other OECD nations, the Government's redistribution policies are administered through a range of different agencies, with duplication in some areas and gaps in others. An integrated approach to redistribution systems may offer a means to improve equity and efficiency. Part One discusses the assessment of relative well-being, and adopts the choice set as the intellectual device for this purpose. The time period for the assessment of income is examined in detail, with the conclusion that a long period should be used except where the individual is constrained to operate under a short time horizon. A new concept of "bankability" is developed as a means of identifying those operating under such constraints. Part Two uses the philosophical foundations of the value of privacy to develop a new statement of the right to privacy, such that everyone should be protected against the requirement to divulge information, unless that information is the "business" of another party. A view on the business of the state depends on one's ideology of the state. Since it is generally accepted in New Zealand in the late twentieth century that the state has a role in redistribution, the state has some right to collect information for that purpose. However, the rights of the state are moderated by the existence of a common law tradition of respect for individuals. A set of criteria for evaluating redistribution systems is devised in Part Three. These criteria, which include consideration of the information to be collected, individual control over personal information, and administrative simplicity, are then used to identify significant weaknesses in the systems currently used in New Zealand. The main problems identified are the collection of inadequate information, duplication, and complex institutional structures; the main virtue of the current systems is that information provided is only used for the purpose for which it was provided. An alternative approach is outlined which would address the problems while retaining the current protection of privacy interests. This thesis is a mix of inter-disciplinary academic enquiry and policy development. Part One is an amalgam of economic and philosophical approaches, Part Two involves philosophy and politics, and Part Three applies the theoretical considerations to issues of public administration.</p>

SCHOOL FAILURE

PEDIATRICS ◽  
1965 ◽  
Vol 35 (1) ◽  
pp. 128-141
Author(s):  
Kurt Glaser ◽  
Raymond L. Clemmens
Keyword(s):  
School Performance ◽  
Social Factors ◽  
Learning Difficulties ◽  
Well Being ◽  
Pediatric Care ◽  
School Life ◽  
Strategic Position ◽  
The Many ◽  
The Individual ◽  
Do So

Modern preventive pediatrics recognizes that the school life of the child is one of the important environmental forces affecting his total well-being. Learning difficulties, or any problems interfering with adequate functioning in school, thus enter within the province of pediatric care. While the cause of a learning difficulty may be purely educational, to be handled adequately by the school authorities, the problem is frequently more complex and involves a variety of physical, emotional, or social factors. The pediatrician, through his close acquaintance with the child, his family, and their environment, is in the strategic position to seek and co-ordinate the services needed for the correction of these multi-faceted problems. In order to do so he must be thoroughly acquainted with the many factors which may interfere with a child's school performance so that he can correctly evaluate the problem and find the appropriate avenue for help in the individual child.

Globalization, migration, and mental health

2018 ◽  
pp. 281-288
Author(s):  
Vishal Bhavsar ◽  
Shuo Zhang ◽  
Dinesh Bhugra
Keyword(s):  
Mental Health ◽  
Mental Health Treatment ◽  
Global Mental Health ◽  
Empirical Work ◽  
Theoretical Models ◽  
Well Being ◽  
Social Transitions ◽  
Human Illness ◽  
The Many ◽  
The Individual

Globalization not only affects mental health, but also our conceptualizations and measurements of it. The last three decades have seen global efforts to determine the prevalence of human illness and to universalize the provision of mental health treatment for everyone. At the same time, theorization of the effect of global social, economic, and social transitions on mental health and the factors that influence it have been relatively lacking, limiting the effectiveness and take-up of interventions, and the development of policies. This chapter reviews previous theoretical models of the effects globalization on health, and develops a model for mental health. In particular, the measurement of mental health, well-being, and adversity is located under the influence of macrosocial processes. Influences on mental health across the many levels in which the individual is situated are emphasized. Questions and implications for further empirical work are drawn out, including in the ‘global mental health’ field.

The Role of Value Creating Education and Ubuntu Philosophy in Fostering Humanism in Africa

2020 ◽  
Vol 9 (SI) ◽  
pp. 56-68
Author(s):  
Masumi H. Odari
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Well Being ◽  
African Philosophy ◽  
Global Citizens ◽  
Agents Of Change ◽  
Tsunesaburo Makiguchi ◽  
The Individual

Soka (value creating) education is a Japanese concept propounded by Tsunesaburo Makiguchi and further developed by Josei Toda and Daisaku Ikeda. This educational philosophy aims to foster individuals who can find meaning in their lives and contribute to the well-being of others to better society. Ubuntu, an African philosophy, espouses togetherness and collectivism. Like value creating education, Ubuntu promotes working for the good of all not solely the individual. Examining these two philosophies, this paper explored their role in promoting humanism. Focusing on the education system in Kenya, this paper investigated how the institutionalization of both philosophies can foster global citizens and realize a more humane Kenya. Furthermore, this paper illustrated the importance of educators as agents of change, aiding students to become global citizens who work towards building a more humanistic society. This paper concluded that integrating both value creating education and Ubuntu in the education system can serve as a tool to nurture individuals who will not only improve their quality of life but also contribute positively to promote a more just and prosperous world.    

scholarly journals An Integrated Approach to Redistribution: Issues of Policy, Economics and Information

2021 ◽  
Author(s):  
◽  
Mark Prebble
Keyword(s):  
New Zealand ◽  
Policy Development ◽  
Personal Information ◽  
Integrated Approach ◽  
Well Being ◽  
The State ◽  
Philosophical Foundations ◽  
The Government ◽  
The Individual ◽  
The Right

<p>This thesis considers how best to administer redistribution policies. It focuses particularly on the information needed to assess relative circumstances, the implications of the government collecting such information, and processes by which the appropriate information may be assembled and assessed. In New Zealand, as with many other OECD nations, the Government's redistribution policies are administered through a range of different agencies, with duplication in some areas and gaps in others. An integrated approach to redistribution systems may offer a means to improve equity and efficiency. Part One discusses the assessment of relative well-being, and adopts the choice set as the intellectual device for this purpose. The time period for the assessment of income is examined in detail, with the conclusion that a long period should be used except where the individual is constrained to operate under a short time horizon. A new concept of "bankability" is developed as a means of identifying those operating under such constraints. Part Two uses the philosophical foundations of the value of privacy to develop a new statement of the right to privacy, such that everyone should be protected against the requirement to divulge information, unless that information is the "business" of another party. A view on the business of the state depends on one's ideology of the state. Since it is generally accepted in New Zealand in the late twentieth century that the state has a role in redistribution, the state has some right to collect information for that purpose. However, the rights of the state are moderated by the existence of a common law tradition of respect for individuals. A set of criteria for evaluating redistribution systems is devised in Part Three. These criteria, which include consideration of the information to be collected, individual control over personal information, and administrative simplicity, are then used to identify significant weaknesses in the systems currently used in New Zealand. The main problems identified are the collection of inadequate information, duplication, and complex institutional structures; the main virtue of the current systems is that information provided is only used for the purpose for which it was provided. An alternative approach is outlined which would address the problems while retaining the current protection of privacy interests. This thesis is a mix of inter-disciplinary academic enquiry and policy development. Part One is an amalgam of economic and philosophical approaches, Part Two involves philosophy and politics, and Part Three applies the theoretical considerations to issues of public administration.</p>

Engaged Study of the Qur'an: Gauging its Effect on the Life of the Individual and of Society

2003 ◽  
Vol 5 (2) ◽  
pp. 202-207
Author(s):  
Ruqayya Ṭā Hā Jābir al-cUlwānī
Keyword(s):  
Social Conflict ◽  
Well Being ◽  
Arabic Language ◽  
Modern World ◽  
Educational Systems ◽  
Functional Perspective ◽  
Number Of Factors ◽  
Social Advancement ◽  
Freedom Of Thought ◽  
The Individual

An engaged and perceptive contemplation of the Qur'an forms one of the most important bases for the cultural and social advancement of Muslims in all walks of life, and the absence of such study is one of the reasons behind the general cultural attenuation in the modern world. Reflection is one of the means of the construction and formation of a civilised society. The applied faculty of intellect creates an environment which allows reflective and considered thought to be developed from a functional perspective for the general well-being of society. Meanwhile the effective neglect of such study leads to the proliferation of superstition, dissent and social conflict. Indeed it can even be argued that it diminishes the significance of the laws and conventions which serve as the backbone of society. This paper reveals a number of factors which can impede the achievement of such an engaged study of the text: thus, for instance, thoughtless obedience to societal conventions; shortcomings in educational systems and syllabi; and a failure to encompass the significance of the Arabic language. Furthermore this paper presents several effective suggestions for nurturing students' potential, encouraging an environment which allows freedom of thought, and its refinement.

A Handbook to Eddic Poetry: Myths and Legends of Early Scandinavia, ed. Carolyne Larrington, Judy Quinn, and Brittany Schorn. Cambridge: Cambridge University Press, 2016, xii, 413 pp., 12 b/w ill.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 366-366
Author(s):  
Albrecht Classen
Keyword(s):  
Old Norse ◽  
Entire Volume ◽  
Cambridge University ◽  
Critical Studies ◽  
Individual Contributions ◽  
The Many ◽  
The Individual ◽  
Made In ◽  
Scandinavian Literature

Eddic poetry constitutes one of the most important genres in Old Norse or Scandinavian literature and has been studied since the earliest time of modern-day philology. The progress we have made in that field is impressive, considering the many excellent editions and translations, not to mention the countless critical studies in monographs and articles. Nevertheless, there is always a great need to revisit, to summarize, to review, and to digest the knowledge gained so far. The present handbook intends to address all those goals and does so, to spell it out right away, exceedingly well. But in contrast to traditional concepts, the individual contributions constitute fully developed critical article, each with a specialized topic elucidating it as comprehensively as possible, and concluding with a section of notes. Those are kept very brief, but the volume rounds it all off with an inclusive, comprehensive bibliography. And there is also a very useful index at the end. At the beginning, we find, following the table of contents, a list of the contributors, unfortunately without emails, a list of translations and abbreviations of the titles of Eddic poems in the Codex Regius and then elsewhere, and a very insightful and pleasant introduction by Carolyne Larrington. She briefly introduces the genre and then summarizes the essential points made by the individual authors. The entire volume is based on the Eddic Network established by the three editors in 2012, and on two workshops held at St. John’s College, Oxford in 2013 and 2014.

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