The Ethiopian ”family collective” and child agency

Any discussion of the “family collective” and the place of children within it requires an understanding of what constitutes a family and what a child is. Since ”family”, “child” and “agency” are all value-laden notions full of meanings, and vary cross-culturally, they need to be unpacked, and this is one of the things I will be doing throughout this lecture. What is a family? Is there one ideal Ethiopian family collective? Who is the ageless, genderless and culture-neutral “child”? Also, how is the agency of children in the plural differentiated, intersected and dissected by religion, ethnicity, stage of childhood, and social maturity, as well as rural and urban locations? To what extent are the actions of children constrained or enhanced by the family collective and vice versa? Clearly, these are very broad and complex questions, and while I do not attempt to answer them all, I try to approach them from the perspective of my own discipline of geography, largely focusing on rural-urban contrasts, differences and linkages. In so doing, I underline some overlaps, contradictions and peculiarities in the ways in which children exercise agency within families by drawing on (and sometimes inferring from) the limited sociological and anthropological literature on the issue (Hammond 2004, Poluha 2004, 2008, Hamer 1987, Hamer & Hamer 1994), as well as my own research (Abebe 2008). My lecture is organized along the following lines. I begin with problematizing the Ethiopian family collective and present a discussion of families and households, and their diverse structures, forms and functions. Second, I explore the concept of childhood, focusing on how notable lifecycle events, such as birth, name-giving, circumcision, and christening, are infused with notions of agency, particularly ones related to symbolic agency. Finally, I discuss how children experience authority while growing up, and exercise agency to varying degrees and in contexts in which they find themselves. I wish to emphasize from the outset that this attempt is only descriptive and although I give examples whenever possible, this is at the risk of making generalizations about the otherwise ethnically and culturally diverse country of Ethiopia, which, demographically speaking, is also the second most populous nation in sub-Saharan Africa.

Social maturity in digital age: issues, transformation and problems of individual self-determination

The aim of this study is to analyze the peculiarities of the perception of social maturity and its manifestations in representatives of different ages. As a research method, the questionnaire method was used, which allows the effectively identifying characteristics of ideas about social maturity and individual self-determination problems. Results of the research: the article describes the peculiarity of the interviewees' ideas about the transformation of social maturity among representatives of different ages. Problems related to individual self-determination are analyzed. The novelty and originality of the study lies in the fact that for the first time the problem of the correlation of social maturity and individual self-determination between representatives of different ages is considered. It is proven that age identity and individual self-determination affect the idea of social maturity. It is revealed that representatives of different ages have similar characteristics and character traits peculiar to their age and there are differences of other ages. It is shown that the main difference between one age and another was the idea of values and priorities.

Kedewasaan Usia Perkawinan Perspektif Hadis Nabi Muhammad dengan Pendekatan Interkoneksitas Maslahah

Indonesian Muslims have not maximally applied maturity of marriage age as an important aspect in obtaining marital success. Apart from the concept of maturity of diverse marriage age, divorces and many marital problems based on the immaturity of a married couple still rife in Indonesia. The government has even issued regulations related to the age of marriage through Law number 1 of 1974 that was revised by Law number 16 of 2019, which stipulates that marriage is limited to a minimum age of 19 years for the two brides. This article aims to find the concept of quality-oriented marriage age to complement the quantity-oriented idea as applied by the Indonesian government and as understood differently by Muslims based on the opinions of the scholars (‘ulamā). This article abstracts the concept of the ideal age of marriage from the instructions of the Prophet Muhammad PBUH as the primary reference of Islamic teachings by discussing the hadīth using the ma‘ānī al-ḥadīṡ analysis with three interpretation techniques namely textual, intertextual, and contextual interpretation to obtain comprehensive meaning. The results of the examination show that the hadīth requires the criteria for the maturity of the marriage age in the form of religious, physical, financial, and social maturity. These qualitative criteria fulfill the element of maqāṣid al-syarī‘ah and are interconnected so that they should be actualized as a new basis in the formulation of policies related to the maturity of marriage age in Muslim societies.

CONCEPTION OF DEVELOPMENT OF SOCIAL MATURITY OF FUTURE TEACHER

The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher is conditioned not only by educational practice, but by objective needs of society as well. In our thesis, we consider the concept of development of social maturity of the future teacher as the unity of purpose, essence, principles, structure, content and the result of its implementation in the pedagogical educational process. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity».

Cognitive and Personality Predictors of Magical Thinking during Social Maturity

Целью статьи является анализ онтологических аспектов магического мышления как социально-психологического феномена, а также его когнитивно-личностных предикторов в период социального взросления. Гипотеза исследования заключается в постулировании магического мышления как копинг-стратегии, коррелирующей с комплексом когнитивно-личностных предикторов. Научная новизна исследования — в системном анализе когнитивно-личностных детерминант магического мышления взрослого человека как психологической категории. В процессе исследования использовались мета-анализ, системный анализ. В статье представлены материалы, полученные в результате проведенного авторами полустандартизированного интервью с людьми, имеющими выраженное магическое мышление, а также результаты проведенного наблюдения. Эмпирически выявлены следующие когнитивно-личностные особенности людей как предикторы магического мышления: эклектичное мировоззрение; искажение причинно-следственных связей и соблюдение принципа жесткого детерминизма; повышенная тревожность, коррелирующая с высокими показателями нейротизма и фрустрации; экстернальный и интернальный локус контроля, а также сверхконтроль; аффективное воображение и склонность к эскапизму, тенденции макиавеллизма; преобладание когнитивных искажений и резонерства при средних и высоких когнитивных способностях, а также стремлении к самореализации. The aim of the article is to analyze ontological aspects of magical thinking as social and psychological phenomenon and to investigate its cognitive and personality predictors during social maturity. The hypothesis of the research consists in the fact magical thinking is treated as a coping strategy which correlates with a complex of cognitive and personality predictors. The scientific novelty of the research consists in systemic analysis of cognitive and personality determinants of magical thinking of a mature person as a psychological category. The research uses meta analysis and systemic analysis. The article presents data collected via semi-structured interviews with people who have profound magical thinking and data collected via observation. Empirical research identifies the following cognitive and personality predictors of magical thinking: eclectic worldview; distortion of causal relationships and preservation of rigid determinism; high anxiety correlating with high neuroticism and frustration; external and internal locus of control, overcontrol; affective imagination and escapism, machiavellianism tendencies; cognitive distortion and reasoning with average and high cognitive abilities, self-realization.

SCIENTIFIC CONTENT OF THE CATEGORY «SOCIAL-PROFESSIONAL MATURITY» ОF PERSONALITY

The concepts of «personal maturity» and «professional maturity» are often used in the literature, which are not identical since they describe different psychological realities. Personal maturity is defined by the authors as a key new formation of age, which radically changes the previous social situation of development, as a psychological new formation. That is, professional maturity may be a relatively autonomous entity that does not necessarily correlate with personal growth. Personal maturity is characterized by a process of internal personal transformation, the source of which is the individual's need for self-actualization and sense of identity. Autonomy is determined as the most important feature. Personal maturity within the functional approach framework is considered as a self-regulatory system, where the main function is the transformation (regulation) of the ontogenetic development process into a purposeful, systemic, personality-given process that acquires individual features in the means, conditions and purposes of this development. It is known that the effectiveness of socio-pedagogical activities largely depends on the level of training, theoretical knowledge and practical skills of the teacher, one’s skills and abilities to establish contact with the student. In our opinion, the best indicator of the quality of socio-pedagogical training, primarily, is the effective implementation of future professional activities. We believe that the criterion for ensuring the effective performance of professional duties is a high level of future teacher’s socio-professional maturity development. Social maturity consists of individual components like any complex, integral phenomenon. Certain states of personality that accompany one’s activities in various spheres of public life act as such components. There are many approaches in the scientific literature to building the structure of social maturity and to identifying the components that are of most importance and play the role of «supporting element» of the «core» of social maturity.

The effect of using competencies on selection and appointment policies in the Palestinian Ministry of Higher Education and Scientific Research (Normative Commitment, variable and mediating): أثر استخدام الكفايات في سياسات الاختيار والتعيين في وزارة التعليم العالي والبحث العلمي الفلسطينية -الالتزام المعياري متغير وسيط

The study aimed at trying to build and test the validity of a theoretical model to reveal the effect of using the competency framework on selection and appointment policies in the Ministry of Higher Education and Scientific Research in Palestine in light of the mediating role of the standard commitment variable. To achieve this purpose, the researcher used the descriptive and analytical method and the questionnaire to collect data from a sample of (223) employees, And to test the study hypotheses related to studying the direct and indirect impact of using the competency framework on selection and appointment policies, Partial Least Square Structural Equation Modeling was used based on Smart PLS 3.2.1 program, and the theoretical framework of the study is based on theory Evaluate the application of competencies according to the Holistic competence model presented by (Porvaznik, J a Kol, 2013), which consists of three dimensions (the cognitive dimension, the application dimension, and the social dimension), while the researcher added the technical dimension to suit the purposes of the study and cover all its aspects. The results of the study indicated that the degree of availability of competencies in its various dimensions was high, as the mean value for them was (3.71), The results showed that the highest degree of availability of competencies is on the dimension of social maturity skills, where the value of the arithmetic average was (3.90), while the lowest was the application skills, where the value of the arithmetic mean was (3.55). The results also showed that there is a direct positive impact of cognitive abilities on selection and appointment policies. And the designation (0.179) while there was no statistically significant direct effect for the other dimensions, and it was also found that there was a positive effect of the dimensions of cognitive and applied competencies and social maturity on the standard commitment of workers (0.159, 0.391, 0.152, respectively), and the results also showed that the standard commitment partially mediates The relationship between cognitive abilities and selection and recruitment policies (0.062), The results also showed that the standard commitment mediates the relationship between application skills and the selection and appointment policies (0.152). The study recommended the necessity of addressing the problems of using competencies and building a comprehensive strategy to implement the competency framework in the various practices entrusted with managing human resources in the Palestinian civil service, to be the beginning of a stepping-stone towards promoting the transition to competency-based human resource management.

The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

Objective To retrospectively review the characteristics of preschool children with speech and language disorders to determine their clinical features and compares the average degrees of language delay based on hospital visit purposes, language developmental delay causes, and maternal language.Methods One thousand one hundred two children (832 males, 270 females) with the chief complaint of language or speech problems who underwent language assessment for the first time were included. Their medical records, including demographic data, language environments, and family history of language problems and other developmental problems, were collected. Furthermore, the results of language and developmental assessments and hearing tests were collected.Results Among the children enrolled in this study, 24% had parental problems and 9% were nurtured by their grandparents. The average degree of language delay did not differ regarding purposes of hospital visits. The average degree of language delay was greatest in children with autism spectrum disorders and least in children with mixed receptive–expressive language disorders. In children with mothers who do not speak Korean as their native language, social quotients in the social maturity scale were less than 70.Conclusion Language environment is an essential factor that may cause speech and language disorders. Moreover, maternal language seems to affect the social quotient of the social maturity scale.