Recognizing Principles of Integrated Urban Planning in Historical Development of the City: A Case Study of Banja Luka

Integrated urban planning is based on the necessity of constantly adapting to complex social processes and applying methodology that supports multidisciplinarity, flexibility, and adaptability. In trying to achieve future visions and to meet trends of urbanization, inherited contextual values are often forgotten. Although the impression that everything was better before is based on nostalgia, the urban development history should still be analyzed. This article analyzes principles of integrated urban planning by reviewing twentieth-century development of Banja Luka. The objective is to recognize, to evaluate, and to adapt those principles to the contemporary context and to reconsider them in the future. The analysis shows the positive and negative values of the development, which reveals that the principles of integrated urban planning were present in each period. As their singularity and fragmentation without the systematic integration was not efficient enough, recommendations for improving integrated urban planning in the specific context are given.

Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan

Jesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom of God. Jesus did not build a formal class but made Himself and the environment around Him as a learning laboratory. This pattern shows that the pedagogy of Jesus has both parallel and contradiction with the various educational which developing in the world of education. This paper examines the richness of Jesus pedagogy as seem from a progressivism perspective of an education. The philosophical hermeneutic analysis found the substance, pattern and objective value of Jesus education. Then, through reflection and heuristics, we find contextual values that have implications for the world of Christian education and is an inspiration for educational activists today.Key words : Jesus, Pedagogy, Progressivism AbstrakYesus Kristus tidak hanya seorang pendiri kristianitas. Yesus, dari perspektif pedagogik termasuk tokoh pendidikan dengan kekuatan kharisma yang sampai sekarang berpengaruh pada dunia kekristenan. Kharisma pedagogi Yesus tampak dalam pengajaran yang otoritatif, berkharisma, penyampaian harapan-harapan mesianik, dan pola pendidikan yang khas. Telah terhadap kitab-kitab Injil memperlihatkan bahwa pedagogi Yesus tidak berorientasi pada penanaman hukum-hukum agama seperti yang dilakukan para rabi Yahudi. Pendidikan Yesus terfokus pada pembaharuan hati yang berlandaskan pada nilai-nilai kerajaan Allah. Yesus tidak membangun kelas-kelas formal, tetapi menjadikan diri-Nya dan lingkungan sekitar sebagai laboratorium belajar. Pola ini memperlihatkan bahwa pedagogi Yesus memiliki paralel sekaligus kontradiksi dengan berbagai aliran pendidikan yang sekarang berkembang dalam dunia pendidikan. Tulisan ini mengkaji kekayaan pedagogi Yesus yang dilihat dari perspektif progresifisme pendidikan.Analisa hermeneutika falsafati menemukan substansi, pola dan nilai objektif pendidikan Yesus, kemudian lewat gerak refleksi dan heuristika menemukan nilai kontektual yang berimplikasi bagi dunia pendidikan Kristen, dan inspirasi bagi para penggiat pendidikan dewasa ini. Kata kunci: Pedagogi, Progresifisme, Yesus,

Framing the Values of Vernacular Architecture for a Value-Based Conservation: A Conceptual Framework

While a growing number of researchers have provided series of tough critiques of the typology-led heritage value assessment over the recent years, the impacts have been constrained by the continued obsession with expanding the list of the predetermined value typologies rather than escaping its limitations. While these sustained debates have provided important insights, this article argues that operationalizing these predetermined ‘one-size-fits-all’ value typologies is symptomatic of a number of shortcomings, especially in the context of capturing the pluralities of values in contextualized heritage such as vernacular architecture. It also often undermines inclusivity and participation in the valuing processes. However, rather than simply rejecting the values-based paradigm, this article proposes a conceptual value assessment framework that is informed by the theorization of vernacular architecture as a contextualized heritage. The proposed Vernacular Value Model (VVM) puts forward the ‘when(s)’ and ‘how(s)’ of amalgamating both technical and normative processes to capture the range of contextual values present in built vernacular heritage. To this end, this article posits that by drawing on such a proposed flexible framework, the conservation strategy for built vernacular heritage can be propagated as an inclusive and participatory process which captures the wide range of values for a more sustainable practices for conservation.

Addressing Complex Challenges in Coupled Natural and Human Systems Through Principled Pragmatism: A Case Study From Bangladesh

Some of the most persistent challenges facing society and the environment arise from an intricate coupling of natural and human systems (CNHS). These challenges resist traditional expert-driven problem-solving approaches and require a careful synthesis of both “explanation” and “understanding” to achieve equity and sustainability. Whereas, explanations tend to be the domain of scientific experts who seek generalizable solutions through theory building, modeling, and testing, understandings represent the wisdom of practitioners that enables real-world problem solving to proceed by accounting for contextual values, capacities, and constraints. Using a case study from Bangladesh as an illustrative case of CNHS, we take an explanatory approach in using the extended case study method to show why and how an expert-led response to remediation of arsenic-contaminated wells led to unintended outcomes, which could have been accounted for if a complexity science informed framework of the problem was in place. The complexity frame keeps one alert to emergent patterns that otherwise remain unanticipated, and thereby, form the basis of adaptive actions. For a path forward in addressing complex CNHS problems, we introduce a novel problem-solving approach that combines pragmatic explanations and interpretive understandings with attention to emergent patterns. We argue that this problem-solving approach – which we term principled pragmatism – can effectively synthesize and apply scientific knowledge and local practical knowledge to develop and implement adaptive, actionable, and sustainable interventions.

Support for Marginalized Children: Influences of Micro and Meso Contexts on Socially Just Principal Practices

This qualitative case study research examines the perceptions of three U.S. principals as they work for social justice in the school level meso context as enacted through the lens of their micro contextual values and beliefs. Through interviews with three rural high school principals, we look to the influence of context on decision making through a study of the principals’ articulations of the role of context in supporting or hindering their work for marginalized children. Findings from this study point to the culture of the community in which the school was situated and the challenges sometimes associated with the community as the most mentioned meso factor that guided the principals’ practice. The micro context of the leader’s personal story was a testament to what they valued and how they enacted these values as a leader for social justice. The study concludes with a model which reconceptualizes the macro, meso, and micro relationships not as a directional relationship that indicates the influence of one context onto another, but as a structural bond suggesting interdependency.

Community Bonding for Developing Life-Affirming Skills of Children: A Qualitative Case Study of Tole Reading Group in Kaski, Nepal

Based on a qualitative case study of a community reading group in a village of Kaski district, this paper explores how community bonding facilitates children's life-affirming skills. It argues that the networks based on communal values of reciprocal benefits are assets that promote sensitisation among themselves and the children’s learning. A local teacher and a School Management Committee member from the community facilitate as mediators for bridging school and the community meaningfully. It highlights that community members' informal and autonomous engagement in the collective reading and learning of children is more sustainable than the rigid, structured, and controlled mechanisms. Further, the paper claims that the school as an isolated institution with imported global values may not fit in a particular community. Thus, it is essential to respect and value the community bonding with contextual values to bridge the school and community and enhance meaningful reading and learning activities and quality education.

Refleksi Nilai Kearifan Lokal (Local Wisdom) dalam Pembelajaran Sains Sekolah Dasar: Literature Review

Local wisdom of Sasak society is a system of life and values of the Sasak ethnic group, since the past, has proven to give meaning if applied teguq, tuhu, bender and trasna in society. The value of local wisdom is supported by the existence of awik-awik or dynamic customary rules. Awik-awik contains contextual values according to the region of each region which is related in science learning of elementary school students. Through qualitative methods and literature reviews, the author tries to explore the reflection of the value of local wisdom in learning science. In awik-awik the characteristics of science / science are reflected in the form of products, processes and attitudes. Linking awik-awik in learning science aims to instill a sense of love for the noble values of culture and students get real learning experiences and their surroundings. This is expected to motivate teachers to implement it in the design of learning in schools

Person and Context

The way in which theology is formulated often relates to three components—texts, traditions, and contexts—each of which has its own distinctive and interactive forces to shape theology. The major conundrum affecting methodology of contemporary theology is, however, a radical shift from text and tradition to context, as if both text and tradition had been contextual and thus theology were always to be contextual. What if our contexts are oppressive and violent? On what basis can we resist such violent contextual values? Who are ‘we’ here and what does ‘resist’ imply for theological method? Reviewing various concepts of person in Max Scheler, Korean neo-Confucian scholar Dasan Cheong Yak Yong (1762–1836), and Emmanuel Levinas, this article argues that person, not as a self-sufficient subjectivity but as one interacting with others and their contexts, must be included as one of the subjects that formulates theology, along with texts, traditions, and contexts, and that interactions among the four components are the actual forces for constructing theology.

Recognizing the Values of Kashan Historic Urban Context for Achieving Appropriate Regeneration (Case Study: Sarpelleh Passageway)

This paper aims to identify the values of the historical context of Kashan city (Iran) and apply them in its regeneration process, and develop planning methods based on international perspectives and local experiences in Iran. The values and features should be carefully examined by evaluation methods, allowing for the transmission of urban context values to the future. This study will use an appropriate methodology to achieve a validated document based on values and their indicators, allowing for regeneration of the Sarpelleh historic neighborhood. We have divided the purposes of the current research into two levels: First, identification of the values of the historic context of Kashan and then providing an appropriate compatible pattern with contemporary contextual values in different dimensions; second, focusing on designing a cultural and historical axis to represent the values that are compatible with contemporary needs. The outcomes of this research are a clear indication of the values of the Sarpelleh historic neighborhood in three main categories: (1) historical and social values; (2) environmental and physical values; and (3) economic values—the regeneration plans of which are proposed in three alternatives. Note that the proposed regeneration plan balances all of the identified values, without neglecting any of them.

The Behavioral Economics of Biodiversity Conservation Scientists

Values have a profound influence on the behaviour of all people, scientists included. Biodiversity is studied by ecologists, like myself, most of whom align with the “mission-driven” field of conservation biology. The mission involves the protection of biodiversity, and a set of contextual values including the beliefs that biological diversity and ecological complexity are good and have intrinsic value. This raises concerns that the scientific process might be influenced by biases toward outcomes that are aligned with these values. Retrospectively, I have identified such biases in my own work, resulting from an implicit assumption that organisms that are not dependent on natural habitats (e.g., forests) effectively do not count in biodiversity surveys. Finding that anthropogenic forest disturbance reduces the diversity of plant species dependent on shady forests can thus be falsely equated with more general biodiversity loss. Disturbance might actually increase overall plant diversity (i.e., including all of the species found growing in a particular place). In this paper I ask whether ecologists share values that are unrepresentative of broader society, I discuss examples of potential value-driven biases in biodiversity science, and I present some hypotheses from behavioral economics on possible psychological underpinnings of shared values and preferences among ecologists.