An Evolutionary Explanation for Change in Religious Institutions

2020 ◽  
Vol 12 (3) ◽  
pp. 75
Author(s):  
Andrea Lavazza
Keyword(s):  
Philosophy Of Religion ◽  
Biological Evolution ◽  
Time Frame ◽  
Evolutionary Explanation ◽  
Religious Institutions ◽  
Limited Time ◽  
Evolutionary Models ◽  
Culture Model ◽  
The Individual ◽  
Theology And Philosophy

Many attempts have been made to explain the rise of religious phenomena based on evolutionary models, which attempt to account for the way in which religion can constitute a useful system to increase the fitness of both the individual and the group. These models implicitly mean that beliefs are simply effective adaptations to the environment and in this sense they cannot be truly accepted by those who adhere to the religions in question. In this paper, I use the evolution of culture model elaborated by Cavalli Sforza to propose an approach that can explain the change of institutionalized religions over a more limited time frame than the long times of biological evolution. This model could be heuristically effective in the study of religious phenomena and could also be applicable in terms of theology and philosophy of religion. Given the limits of space, I will only try to take a few steps in this direction, trying to answer some of the major questions that arise about such an approach. In particular, one may ask whether, unlike others, the evolution of culture model applied to religions can make it possible to put into brackets - or to remain agnostic about - the value and the truth of the beliefs and precepts of the religion which is studied.

„Zurück zur Individualität!“ Die Rezeption moderner Religionsphilosophie im Hochland in der Weimarer Zeit

2020 ◽  
Vol 27 (2) ◽  
pp. 220-241
Author(s):  
Paul Silas Peterson
Keyword(s):  
Catholic Church ◽  
Moral Theory ◽  
Philosophy Of Religion ◽  
German Language ◽  
Modern Culture ◽  
Small Minority ◽  
Interpretive Analysis ◽  
Modern Thought ◽  
Subject Areas ◽  
The Individual

Abstract The monthly magazine Hochland was probably the most influential Catholic cultural periodical in Germany in the Weimar Period. According to Georg Cardinal von Kopp’s assessment in 1911, it was “unfortunately the most read periodical in all of the educated circles of Germany, Austria and German Switzerland”. Moving beyond the simple rejection of modern culture in Germany, the journal tried to follow a new program of mediatory engagement, although it did continue to hold to traditional positions in many regards. In this article the reception of modern, Enlightenment-affirmative philosophy of religion in the journal is introduced with reference to reviews and essays from the later 1910s to the early 1930s. The journal’s treatment of a few critical subject areas is given close interpretive analysis, including the journal’s treatment of Gertrud Simmel’s Über das Religiöse, individually conceptualized forms of personalist moral theory, and the general shift to phenomenological discourses and the individual in the philosophy of religion. The fundamental rejections of these ideas and these schools of thought in reviews and essays, which are also found in the journal at this time (as in most all German language Catholic cultural journals of the period), are not addressed in this article. The article thus sheds light on an often-forgotten and relatively small minority phenomenon in German Catholic intellectual circles of the Weimar Period, namely the positive embrace of Enlightenment-oriented modern thought. By promoting these ideas at this time, this group made themselves highly vulnerable to disciplinary measures by the Catholic Church. (The journal was put on the Index in 1911.)

Canadian and American Religion Redux: Revisiting America’s Religious Exceptionalism and Persistence Compared to Canada

2021 ◽  
pp. 000842982110042
Author(s):  
Alastair Hay
Keyword(s):  
Quantitative Research ◽  
Religious Affiliation ◽  
Social Systems ◽  
Religious Culture ◽  
Religious Institutions ◽  
The Us ◽  
The Sixties ◽  
Religious Lives ◽  
The Individual ◽  
The Welfare State

Two core lines of argument presently define our understanding of why Christianity’s historical influence continues to persist in the lives of Americans to a degree not observed in Canada (despite the recent loss of religious affiliation in both countries). These are: 1) changes in the functional dominance of social systems (i.e. shifts to the welfare state in Canada) and 2) important foundational, cultural differences between Canada and America. Using a historiographic approach (coupled with quantitative research conducted in Canada and the US), this article argues that one less well-recognized factor also deserves our attention: Charles Taylor’s observation that American religious culture was primed for the Age of Authenticity. In this article I argue that Taylor was probably right. Over and above the well-established individualistic character of the religious lives of Americans is a related, but important, additional effect—the sanctioning of the ‘this-worldly’ potential of the individual life from within its religious institutions. It is this aspect of America’s religious exceptionalism, I argue, that has also helped to render the religious lives of Americans less vulnerable to – but not immune from – the watershed effects of the sixties compared to Christianity in Canada.

Interventions Promoting Educators’ Use of Data: Research Insights and Gaps

2012 ◽  
Vol 114 (11) ◽  
pp. 1-48 ◽  
Author(s):  
Julie A. Marsh
Keyword(s):  
Data Collection ◽  
Research Question ◽  
Time Frame ◽  
System Level ◽  
Quality Of Data ◽  
Leverage Points ◽  
Knowledge To Action ◽  
Use Of Data ◽  
The Individual ◽  
Capacity Data

Background/Context In recent years, states, districts, schools, and external partners have recognized the need to proactively foster the use of data to guide educational decision-making and practice. Understanding that data alone will not guarantee use, individuals at all levels have invested in interventions to support better access to, interpretation of, and responses to data of all kinds. Despite the emergence of these efforts, there has been little systematic examination of research on such efforts. Purpose/Objective/Research Question/Focus of Study This article synthesizes what we currently know about interventions to support educators’ use of data—ranging from comprehensive, system-level initiatives, such as reforms sponsored by districts or intermediary organizations, to more narrowly focused interventions, such as a workshop. The article summarizes what is what is known across studies about the design and implementation of these interventions, their effects at the individual and organizational levels, and the conditions shown to affect implementation and outcomes. Research Design Literature review. Data Collection and Analysis This review entailed systematic searches of electronic databases and careful sorting to yield a total of 41 books, peer-reviewed journal articles, and reports. Summaries of each publication were coded to identify the study methods (design, framework, sample, time frame, data collection), intervention design (level of schooling, focal data and data user, leverage points, components), and findings on implementation, effects, and conditions. Findings/Results The review uncovers a host of common themes regarding implementation, including promising practices (e.g., making data “usable” and “safe,” targeting multiple leverage points) and persistent challenges (e.g., developing support that is generic but also customized, sustaining sufficient support). The review also finds mixed findings and levels of research evidence on effects of interventions, with relatively more evidence on effects on educators’ knowledge, skills, and practice than on effects on organizations and student achievement. The article also identifies a set of common conditions found to influence intervention implementation and effects, including intervention characteristics (capacity, data properties), broader context (leadership, organizational structure), and individual relationships and characteristics (trust, beliefs and knowledge). Conclusions/Recommendations The review finds that the current research base is limited in quantity and quality. It suggests the need for more methodologically rigorous research and greater attention to the organizational and student-level outcomes of interventions, comparative analyses, interventions that help educators move from knowledge to action, and specific ways in which the quality of data and leadership practices shape the effectiveness of interventions.

scholarly journals How culture and biology interact to shape language and the language faculty

2018 ◽  
Author(s):  
Kenny Smith
Keyword(s):  
Language Learning ◽  
Cultural Evolution ◽  
Cognitive Biases ◽  
Biological Evolution ◽  
Evolutionary Process ◽  
Evolutionary Models ◽  
Language Faculty ◽  
Repeated Cycle ◽  
Individual Level ◽  
Precise Relationship

Recent work suggests that linguistic structure develops through cultural evolution, as a consequence of the repeated cycle of learning and use by which languages persist. This work has important implications for our understanding of the evolution of the cognitive basis for language: in particular, human language and the cognitive capacities underpinning it are likely to have been shaped by co-evolutionary processes, where the cultural evolution of linguistic systems is shaped by and in turn shapes the biological evolution of the capacities underpinning language learning. I review several models of this co-evolutionary process, which suggest that the precise relationship between evolved biases in individuals and the structure of linguistic systems depends on the extent to which cultural evolution masks or unmasks individual-level cognitive biases from selection. I finish by discussing how these co-evolutionary models might be extended to cases where the biases involved in learning are themselves shaped by experience, as is the case for language.

scholarly journals Reasoned Action Frameworks

Communication ◽  
2011 ◽  
Author(s):  
Marco Yzer ◽  
Brian Southwell
Keyword(s):  
Action Research ◽  
Reasoned Action ◽  
Time Frame ◽  
Situational Factors ◽  
Integrative Model ◽  
Behavioral Performance ◽  
Reasoned Action Approach ◽  
Theoretical Understanding ◽  
Wide Range ◽  
The Individual

Reasoned action frameworks, which include the Theory of Reasoned Action and its extensions, the widely used Theory of Planned Behavior and the more recent Integrative Model of Behavioral Prediction, describe that intention to perform a behavior follows reasonably (but not necessarily rationally) from specific beliefs that people hold about the behavior and that people act on their intentions when they have the required skills and when situational factors do not impede behavioral performance. Reasoned action research has two broad foci. A first seeks to advance theoretical understanding of human social behavior as based on expectancy beliefs about consequences of behavioral performance. A second applies reasoned action research to development or evaluation of interventions that seek to modify a specific behavior in a particular population. The relevance of the reasoned action approach for communication scholars lies in its direct applicability to a wide range of important communication questions, including the explanation of communication as a socially relevant behavior and intra-individual processes to explain how exposure to information leads to behavior change. Although reasoned action propositions embed belief-based processes in a multilevel system of influence, the individual is nonetheless the primary level of analysis. The range of citations included in this bibliography addresses the decades-long time frame during which scholars have explicitly employed core reasoned action concepts. Beyond the introductory works, the examples presented here are illustrative rather than exhaustive, by necessity, as few other behavioral theories have generated more citations in communication research.

scholarly journals The Development of Waqf Management Throught Waqf Act in Indonesia (Note on Republic of Indonesia Act Number 41 of 2004 regarding Waqf)

2018 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Aden Rosadi ◽  
Deden Effendi ◽  
Busro Busro
Keyword(s):  
Qualitative Data ◽  
Religious Life ◽  
Social Meaning ◽  
Religious Institutions ◽  
Muslim Community ◽  
Community Needs ◽  
Library Research ◽  
The Republic ◽  
The Government ◽  
The Individual

Abstract: The Development of Waqf Management Throught Waqf Act in Indonesia (Note on Republic of Indonesia Act Number 41 of 2004 regarding Waqf). Waqf is an Islamic endowment of property to be held in trust and used for a charitable or religious purpose. The development of waqf law in Indonesia, as one of religious institutions, is the realization of Muslim community needs to fulfill their religious life. The object of waqf that formerly was focused on immovable objects, with the presence of the Act has been broader to movable property, especially money waqf. This paper describes the urgency of civilization and the dynamics of waqf both from the side of law and its management in the context of people prosperity. By using library research that use qualitative data, this paper found the existence of waqf, normatively lies not only in the individual obligations, but also in social meaning in the context of collective obligations involving mawqûf bih (the property), wâqif (the person creating a waqf), nazir (the supervisor/manager of waqf), mauqûf ‘alayh (waqf users), and the government through legislation. Basically, the Republic of Indonesia Act Number 41 of 2004 regarding Waqf is based on the philosophical, sociohistorical, and juridical foundation.

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

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