Relevant bibliographies by topics / Pluralistic approaches

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pluralistic approaches'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Pluralistic approaches"

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Grant, Lisa D. "Pluralistic Approaches to Israel Education." Journal of Jewish Education 77, no. 1 (February 28, 2011): 4–21. http://dx.doi.org/10.1080/15244113.2011.545234.

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Friend, Miles Edward, Doug Blandy, Kristin G. Congdon, and Terry Barrett. "Pluralistic Approaches to Art Criticism." Journal of Aesthetic Education 28, no. 4 (1994): 102. http://dx.doi.org/10.2307/3333369.

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Gavin, Michael, Joe McCarter, Fikret Berkes, Aroha Mead, Eleanor Sterling, Ruifei Tang, and Nancy Turner. "Effective Biodiversity Conservation Requires Dynamic, Pluralistic, Partnership-Based Approaches." Sustainability 10, no. 6 (June 2, 2018): 1846. http://dx.doi.org/10.3390/su10061846.

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ÖZDEMİR, Atilla, Emine PEHLİVAN ŞİŞMAN, and Kağan BÜYÜKKARCI. "Pluralistic approaches to languages and cultures: scale development study." Dil ve Dilbilimi Çalışmaları Dergisi 17, no. 2 (March 26, 2021): 848–65. http://dx.doi.org/10.17263/jlls.904075.

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Neo, Jaclyn, and Brett G. Scharffs. "Religious Nationalism and Religious Freedom in Asia: Mapping Regional Trends in a Global Phenomenon." Asian Journal of Law and Society 8, no. 1 (February 2021): 1–18. http://dx.doi.org/10.1017/als.2020.53.

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AbstractIn recent times, religious nationalism has emerged as a major basis for identity and mobilization. In Asia, religious nationalism specifically challenges existing pluralist approaches to constitutional government, which have generally been seen as necessary to ensure peaceful coexistence. The increasing alignment of religious and national boundaries has the worrying capacity to neutralize the “cross-cutting cleavages” that could otherwise vitiate the centrifugal tendencies of pluralistic societies. In the context of pluralistic Asia, therefore, religious nationalism is fundamentally anchored in a rejection of ethnic, religious, cultural, and even legal plurality. This has serious consequences for the freedoms of religious groups, particularly minority groups and minorities within dominant religious groups. This article introduces the Special Issue studying not only the phenomenon of religious nationalism in Asia, but also its impact on the rights of religious groups and their religious freedoms, broadly conceived.
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IYAMABHOR, Martins, John, O. OGBOR, and Onome Precious AWOSIGHO. "Beyond Rational Systems: Managing Organizational Conflicts From Pluralistic, Open Systems and Stakeholder Perspectives." Archives of Business Research 9, no. 7 (July 19, 2021): 23–43. http://dx.doi.org/10.14738/abr.97.10437.

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This paper examines organizational conflict in the context of rationalist, pluralist, open systems and stakeholder approaches. It argues that the prevailing rational and unitary approaches which dominate organizational analysis are inadequate theoretical tools for understanding the dynamics of organizational conflicts in a pluralistic society. Methodologically, the research approach is built on meta-synthesis. A meta-synthesis is a research approach that brings together qualitative data to form a new interpretation of a research field. From this approach, the paper critically examines three of the dominant approaches in organizational theorizing (the rational, pluralist and open systems perspectives) and their implications for understanding and managing organizational conflict. A synthesis of the literature combines the three perspectives to propose a framework for managing conflicts in organizations. The paper suggests that the open system perspective, in line with a pluralist perspective, is an appropriate framework for studying the relationship between stakeholder management and conflict management and for understanding the dynamics and the forces shaping conflicts in organizations. A stakeholder approach for understanding interests and sources of organizational conflicts is presented including stakeholders’ sources of power and legitimacy. Finally, a framework encompassing strategies for managing organizational conflicts by applying principles of stakeholder management are suggested.
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Oyama, Mayo, and Saeri Yamamoto. "Pluralistic approaches for Japanese university students preparing to study abroad." European Journal of Language Policy 12, no. 1 (April 2020): 29–53. http://dx.doi.org/10.3828/ejlp.2020.3.

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Frost, Nollaig, and Sevasti-Melissa Nolas. "The Contribution of Pluralistic Qualitative Approaches to Mixed Methods Evaluations." New Directions for Evaluation 2013, no. 138 (June 2013): 75–84. http://dx.doi.org/10.1002/ev.20059.

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Boyns, Trevor, and John Richard Edwards. "PLURALISTIC APPROACHES TO KNOWING MORE: A COMMENT ON HOSKIN AND MACVE." Accounting Historians Journal 27, no. 1 (June 1, 2000): 151–58. http://dx.doi.org/10.2308/0148-4184.27.1.151.

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Motamed, Hamid Reza, Mohammad Hossein Yarmohammadian, and Alireza Yousefy. "Comparative Study of Pluralistic & Unitarianism Approaches Concerning Elements of Curriculum." Procedia - Social and Behavioral Sciences 83 (July 2013): 831–35. http://dx.doi.org/10.1016/j.sbspro.2013.06.156.

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Dissertations / Theses on the topic "Pluralistic approaches"

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Quasimodo, Silvia <1993&gt. "Learning strategies in pluralistic approaches to foreign languages: a study of "Intercomprehension between Romance languages" university students." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17777.

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Le strategie di apprendimento linguistico sono uno degli ambiti di ricerca più produttivi nel campo della glottodidattica. La maggioranza degli studi ha analizzato le strategie usate per imparare una singola lingua straniera. Tuttavia, l’uso delle strategie in corsi di lingua basati su approcci plurali non è stato considerato con altrettanta attenzione. Pertanto, questa tesi intende sopperire a tale mancanza esaminando le strategie impiegate dagli studenti di "Intercomprensione fra lingue romanze", un corso dell’Università di Verona basato sull’omonimo approccio plurale. Gli obiettivi di questo lavoro sono (1) identificare le strategie usate dagli studenti di intercomprensione e (2) paragonarle con le strategie impiegate da altri studenti di lingue che non frequentino tale corso. Le informazioni inerenti all’uso delle strategie sono state raccolte tramite un questionario composto dal SILL (Oxford, 1990) e da una sezione aggiuntiva basata sulle strategie incluse nel FREPA (2012). Inoltre, è stato utilizzato un think-aloud protocol per identificare le strategie impiegate dagli studenti di intercomprensione nello svolgimento di un’attività di comprensione in una lingua romanza a loro non familiare (Gallego). I risultati hanno mostrato che gli studenti di intercomprensione utilizzano le strategie più frequentemente e ne hanno una maggior conoscenza teorica rispetto agli altri apprendenti di lingue. Inoltre, dal think-aloud protocol si desume che gli studenti di intercomprensione padroneggiano una gamma di strategie di tre diverse tipologie (cognitive, compensative e metacognitive). Il risultato più significativo è che gli studenti sono in grado di combinare strategie diverse per far fronte alle parole opache del testo.
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Pountney, Michael James. "Religious education in a pluralistic society : suggested approaches based on the work of Gabriel Moran and Stanley Hauerwas." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60087.

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Increasing pluralism in Canadian society challenges educators who wish to continue religious education in Ontario's public schools. A brief history of religious education in Ontario helps explain the current situation.
Because religion is foundational to human experience, religious education is vital. Various scholars are cited in support.
Gabriel Moran is a major resource in developing religious education as an academic field. He helps teachers to teach religion itself rather than about religion.
Stanley Hauerwas broadens religious education to include character development. His emphasis on the self-agency of the moral agent helps teachers to educate character. His use of narrative encourages teachers to be inclusive and non-judgmental.
Religious education must change to accommodate pluralism. Yet it still has a valid place in the public school if it is multi-faith and inclusive, encouraging all students to be religious according to their own faith community.
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ANDREOLETTI, CHIARA. "ALLA SCOPERTA DELLA DIVERSITA' LINGUISTICA NELLA SCUOLA PRIMARIA: L'INTERCOMPRENSIONE COME STRUMENTO PER PROMUOVERE L'EDUCAZIONE PLURILINGUE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18476.

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La ricerca nasce con l’obiettivo di approfondire, da un punto di vista teorico e operativo, il tema della scoperta della diversità linguistica attraverso l’approccio intercomprensivo. In ambito glottodidattico il concetto di intercomprensione tra lingue affini (d’ora in avanti, IC) si trova attualmente al centro degli approcci plurali che propongono una didattica orientata allo sviluppo della competenza plurilingue e interculturale. Lo studio si articola in quattro capitoli tra loro interrelati. Nel primo capitolo, si presenta una ricostruzione storica dei progetti chiave che, in senso al Consiglio d’Europa, hanno gettato le fondamenta dell’attuale formulazione della politica linguistico educativa comunitaria. Il secondo capitolo offre una sintesi dei documenti e degli strumenti più recenti prodotti dall’Unità delle Politiche Linguistiche del Consiglio d’Europa per la promozione del plurilinguismo. Il terzo capitolo fornisce un’introduzione al concetto di intercomprensione da più punti di vista: come oggetto dell’apprendimento, come strategia di apprendimento, come approccio didattico e come strumento di politica linguistica. Nel quarto e ultimo capitolo si dà voce alla natura, agli obiettivi, alla metodologia e ai materiali utilizzati nell’ambito della sperimentazione in IC, condotta nell’anno scolastico 2014/15 con gli alunni di due classi quinte di una scuola primaria di Varese.
The aim of the research is to investigate, from both a theoretical and a practical point of view, the discovery of linguistic diversity through intercomprehension. In the field of ​​language teaching the concept of intercomprehension between related languages is currently at the heart of pluralistic approaches which promote plurilingual education. The study is divided into four chapters. The first chapter offers an historical reconstruction of the key projects which the Council of Europe developed for the foundation of its educational language policy. The second chapter provides a summary of the most recent documents and instruments produced by the the Council of Europe's Language Policy Unit for the promotion of multilingualism. The third chapter gives an introduction to the concept of intercomprehension from several points of view: as a learning object, as a learning strategy, as a teaching approach and as a language policy instrument. The fourth and final chapter introduces to the aims, the methodology and the materials used in the research conducted during the school year 2014/15 with Year 5 pupils of a primary school in Varese.
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ANDREOLETTI, CHIARA. "ALLA SCOPERTA DELLA DIVERSITA' LINGUISTICA NELLA SCUOLA PRIMARIA: L'INTERCOMPRENSIONE COME STRUMENTO PER PROMUOVERE L'EDUCAZIONE PLURILINGUE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18476.

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La ricerca nasce con l’obiettivo di approfondire, da un punto di vista teorico e operativo, il tema della scoperta della diversità linguistica attraverso l’approccio intercomprensivo. In ambito glottodidattico il concetto di intercomprensione tra lingue affini (d’ora in avanti, IC) si trova attualmente al centro degli approcci plurali che propongono una didattica orientata allo sviluppo della competenza plurilingue e interculturale. Lo studio si articola in quattro capitoli tra loro interrelati. Nel primo capitolo, si presenta una ricostruzione storica dei progetti chiave che, in senso al Consiglio d’Europa, hanno gettato le fondamenta dell’attuale formulazione della politica linguistico educativa comunitaria. Il secondo capitolo offre una sintesi dei documenti e degli strumenti più recenti prodotti dall’Unità delle Politiche Linguistiche del Consiglio d’Europa per la promozione del plurilinguismo. Il terzo capitolo fornisce un’introduzione al concetto di intercomprensione da più punti di vista: come oggetto dell’apprendimento, come strategia di apprendimento, come approccio didattico e come strumento di politica linguistica. Nel quarto e ultimo capitolo si dà voce alla natura, agli obiettivi, alla metodologia e ai materiali utilizzati nell’ambito della sperimentazione in IC, condotta nell’anno scolastico 2014/15 con gli alunni di due classi quinte di una scuola primaria di Varese.
The aim of the research is to investigate, from both a theoretical and a practical point of view, the discovery of linguistic diversity through intercomprehension. In the field of ​​language teaching the concept of intercomprehension between related languages is currently at the heart of pluralistic approaches which promote plurilingual education. The study is divided into four chapters. The first chapter offers an historical reconstruction of the key projects which the Council of Europe developed for the foundation of its educational language policy. The second chapter provides a summary of the most recent documents and instruments produced by the the Council of Europe's Language Policy Unit for the promotion of multilingualism. The third chapter gives an introduction to the concept of intercomprehension from several points of view: as a learning object, as a learning strategy, as a teaching approach and as a language policy instrument. The fourth and final chapter introduces to the aims, the methodology and the materials used in the research conducted during the school year 2014/15 with Year 5 pupils of a primary school in Varese.
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Gacia, Emilie. "Enseignement apprentissage en intercompréhension intégrée au Cycle 3 : enjeux, fonctionnement et compétences." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0371/document.

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L’école a longtemps ignoré les langues et cultures maternelles des élèves.Une exploration des apports de la recherche en didactique d’apprentissage des langues, avec notamment les approches plurielles, montre comment la didactisation du contact de langue permet de construire une réflexion métalinguistique favorisant de nouveaux apprentissages en langue vivante étrangère ou dans la langue de scolarisation. Une étude de l’évolution historique des programmes scolaires français laisse enfin entrevoir la perspective d’ouvrir l’école au plurilinguisme, en adéquation avec les préconisations des Institutions Européennes. L’intercompréhension entre langues apparentées, apparaît comme une modalité d’apprentissage favorisant la compréhension et le fonctionnement de plusieurs langues, d’autant plus si l’apprentissage organise l’intégration des langues entre elles. Nous décrirons le fonctionnement et les enjeux de l’intercompréhension intégrée en langues romanes.Une expérimentation fut menée sur deux classes de CM1-CM2 lors des apprentissages scientifiques en intercompréhension intégrée à l’aide du manuel Euromania. Dans une classe, cette expérimentation était couplée à l’approche interculturelle Comparons nos langues. Il s’agissait d’observer de quelle manière cette expérimentation contribuait à l’évolution des représentations linguistiques des élèves, au développement de compétences linguistiques ainsi qu’à l’élaboration de stratégies de compréhension. Nous observerons les bénéfices apportés par l’intercompréhension intégrée et les approches interculturelles, aux apprentissages linguistiques et discipinaires, au plurilinguisme, à une meilleure réussite et à un plus grand épanouissement des élèves
For a long time, primary education has overlooked the students' languages and cultures of origin. An exploration of the conclusions of research in the field of language didactics, and more specifically pluralistic approaches establishes that the didactisation of language interaction/language contact helps in building a metalinguistic reflection that can facilitate fresh learning in a foreign language or in the language in which the child is being educated. At last, a study of the evolution ofFrench school curricula can show us the way for opening schools to multilingualism, in conformity with European Union directives. Intercomprehension between related languages is shown to be a modality of learning that facilitates the comprehension and the way different languages work, especially if the learning process organizes the integration of these languages. We will describe the methodology and the stakes of integrated intercomprehension in romance languages. An experiment has been conducted with two classes of CM1-CM2/last grades of Middle School during science classes, using integrated intercomprehension with the help of the schoolbook Euromania, as well as, in one of the classes, the intercultural-approach based Comparons nos langues. The goal was to observe to which direction this experiment contributed to the evolution of the students' linguistic representations, to the development of linguistic competence and to the invention of strategies of understanding. We will present the benefits of integrated intercomprehension and intercultural approaches to language learning and to learning in other subjects, to multilingualism, and to the well-being of learners, conducive to more successfullearning
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Chorin, Emilie. "La comparaison des langues en contexte immersif : analyse de pratiques enseignantes en école et collège dans les Calandretas, établissements bilingues français-occitan." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20008/document.

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Cette thèse a pour objectif la mise au jour et la description des pratiques enseignantes en matière de comparaison des langues dans les écoles immersives français-occitan Calandretas. Les activités centrées sur l’observation comparée du fonctionnement de différentes langues font depuis quelques décennies l’objet de nombreuses recherches et suscitent l’intérêt des didacticiens, qui y voient de nouvelles pistes de travail pour l’enseignement des langues étrangères, de la langue maternelle et/ou de scolarisation avec, en arrière-plan, la perspective d’une meilleure maîtrise des langues et du langage. La mise en œuvre de ces activité questionne très clairement le rôle et la place attribués aux langues dans la formation linguistique des élèves, qu’il s’agisse des langues de leur biographie langagière, des langues du curricula, ou de langues inconnues. Les tendances actuelles allant dans le sens du rapprochement des langues entre elles, que ce soit à des fins d’apprentissage d’une langue-cible en particulier ou dans la perspective, plus large, d’une éducation aux langues et au langage, nous nous sommes demandée ce qu’il en était dans le contexte très spécifique de l’enseignement bilingue, et, plus particulièrement, dans le contexte de l’enseignement immersif en langue régionale. Dans les écoles occitanes Calandretas, les enseignants comparent-ils les deux langues de scolarisation (l’occitan et le français), et/ou d’autres langues entre elles ? Si oui, comment et pourquoi ? A partir d’une étude des pratiques déclarées et des pratiques observées menée auprès d’enseignants de cycle 3, notre thèse se propose de rendre compte de la façon dont sont mises en place les situations d’observation comparée du fonctionnement de l’occitan et du français et/ou d’autres langues, mais aussi d’étudier les contenus linguistiques abordés à travers la comparaison. Située à l’interface de la linguistique et de la didactique du plurilinguisme, la thèse cherche également, sur le plan épistémologique, à clarifier la place de la comparaison des langues dans les approches plurielles des langues et des cultures et à préciser ce que signifie comparer les langues
This thesis aims at presenting and describing the teaching practices related to language comparison in the immersive French-Occitan schools “Calandretas”. Activities focusing on the comparative observation of the functioning of different languages have been widely researched for a number of decades. They are of great interest to applied linguists who consider them as new ways of approaching language teaching, as much of foreign languages, as of the mother tongue or the language of schooling. The implementation of these activities very clearly questions the role and place attributed to languages in the language training of pupils; it addresses the languages of their language biography, of the curriculum or even languages unknown to them. Current trends lean towards disciplinary decompartmentalization and the setting up of links between languages, whether for the purpose of learning a particular target language or the wider perspective of language education. Therefore, I wanted to explore what took place in the very specific context of bilingual education, more specifically in the context of immersive teaching of the regional language. Do the teachers in the Occitan Calandretas schools compare the two languages of schooling (Occitan and French), and / or other languages? If so, how and why? Based on a study of reported and observed practices of teachers of Key Stage 3, our thesis offers to report not only on the way in which the situations of comparative observation of Occitan and French and / or other languages functioning are set up, but also to study the linguistic contents covered by the comparison. Situated at the interface between linguistics and the didactics of multilingualism, this work also seeks, to clarify the place of the comparison of languages in the plural approaches of languages and cultures from the epistemological point of view and to clarify what it means to compare languages
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Zakaria, Aalhassan. "Human Rights In Islam : A Pluralistic Approach." Thesis, Linköping University, Centre for Applied Ethics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9125.

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Human rights as codified in international documents are claims every human being have by virtue of being a human. Meaning that every state must ensure, through its laws, that each individual is guaranteed these claims or rights equally. Islamic principles like other religions are obligations that its members (Muslims) must perform rather than claims. Therefore, it is possible that individual rights may not be respected within Islamic principles because, of the differences in their origin and emphasis, one is a claim and the other a duty of believers.

The concern of violating rights of other people within Islamic law calls into attention how Islamic principles can be applied in a state while guaranteeing human rights as universal principles.

This study discusses various approaches proposed by Muslim authors on how human rights can be justified in Islam. Since human rights are political concepts, in the sense that each state must ensure that human beings go about their life freely, they should be the focus of consensus among different doctrines in a modern state. That is a principle to justify human rights in Islam must consider the fact of pluralism of religious doctrines and how all are included in the political process of the state.

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Dayes, J. E. "A pluralistic approach to medically unexplained symptoms." Thesis, City University London, 2014. http://openaccess.city.ac.uk/12137/.

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Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is associated with physical, cognitive and emotional challenges, and much research suggests that mindfulness-based interventions (MBIs) can be helpful for these difficulties. It is reasonable to assume that living with ME/CFS influences how people experience MBIs. However, existing literature provides little insight into what it is like to attend an MBI if experiencing ME/CFS and thus there is a paucity of information to guide intervention. The current research aimed to elucidate this experience by applying Interpretative Phenomenological Analysis to eight interview transcripts. Four master themes - ‘The gift of mindfulness’, ‘Struggling with doubts and understanding’, ‘The vulnerable self’, and ‘Healing relationships’ - emerged. Individuals gave complex reports of MBIs which encompassed both positive and negative accounts. Throughout these accounts, ME/CFS appeared at the forefront of individuals’ perceptions as if it were a lens they viewed their experiences through. For some, mindfulness gifted acceptance, ways of self-soothing and methods of regaining control. Many participants struggled with mindfulness however, fighting with their own internal barriers and finding the guidance they were given confusing. Being at the MBIs seemed to automatically place individuals in a vulnerable position. Participants reported that it was essential for them to ‘be on guard’, to monitor their activity and environment in regards to illness exacerbation. Indeed, many individuals seemed to expect the worst from the MBIs, particularly from the attitudes of their course peers and facilitators. In contrast to participants’ expectations, individuals commonly reported that their facilitators and peers understood their conditions and experiences. This sense of being validated and of belonging was reported to be therapeutic. Moreover, relationships with others on the course were found to elicit a sense of hope and helped individuals engage with the mindfulness material. Best practice recommendations include reducing participants’ anxieties and managing expectations around MBIs as well as harnessing the power of the group. Future research might further explore discourses around MBIs, the group dynamics involved, hope, demographic differences, and the potential utility of Acceptance and Commitment Therapy for ME/CFS.
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Smith, Mark Andrew. "Developing a recovery ethos for psychiatric services in New Zealand." The University of Waikato, 2007. http://hdl.handle.net/10289/2615.

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This thesis is about developing a recovery ethos for psychiatric services in New Zealand. The argument of the thesis is that currently a procedural ethos is dominant in psychiatric services in New Zealand, based on eclectic ways of facilitating recovery. Recovery from mental illness, is based on the criteria of symptom reduction and functioning and can be further refined to have a client and professional perspective. Rather than using an eclectic approach to facilitating recovery the thesis argues for a pluralistic approach, where the virtues, the relationship with professionals, client narrative and the psychiatric community become central to decision making, rather than principle based procedures. The thesis is an argued, applied philosophical thesis in terms of methodology. The scope of the thesis is psychiatric services and the focus is broadly ethical decision making. There are three main divisions to the thesis. Part 1 is concerned with clarification of the main terms used in the thesis. This involves exploring the historical background to the concept of recovery, clarifying the concept of recovery itself and providing an argument for giving greater prominence to the term mental illness over the term mental disorder. Part 2 identifies the main problem of the thesis, namely the procedural ethos, and the problems it is causing clients suffering from mental illness in facilitating their recovery. Part 3 shows what is involved in developing a recovery ethos for psychiatric services in New Zealand.
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Patricio, Beltamiro Selso. "Pour une prise en charge didactique de la pluralité linguistique dans l'enseignement du français dans les lycées au Mozambique." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2056.

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Le contexte de notre étude est celui du Mozambique qui est caractérisé par un multilinguisme où le français cohabite avec des langues bantoues en sus du portugais qui a un statut de langue officielle et qui est la seule langue de scolarisation. Dans ce contexte, le français est appris comme une langue étrangère mais sans aucune considération des autres langues connues et pratiquées par les élèves. Cette recherche réinterroge cette pratique d’enseignement.Ainsi, l’objectif de cette recherche est d’observer l’impact dans l’apprentissage du français d’un appui sur la totalité du répertoire linguistique des apprenants. Cette recherche, qui est une recherche empirique, compare à partir d’un dispositif pédagogique commun deux milieux contrastés : l’un urbain et l’autre dans la banlieue rurale de la ville de Maxixe.L’hypothèse principale que nous cherchons à vérifier s’appuie sur les recommandations des derniers travaux des didacticiennes et des didacticiens du plurilinguisme qui plaident pour un enseignement articulé des langues. En sus de ce choix, nous ajoutons la variable milieu où l’enseignement se déroule car nous considérons que les conditions contextuelles d’un enseignement ont une influence sur la réussite de l’apprentissage.Le dispositif pédagogique que nous avons mis en place pour vérifier l’objectif de notre recherche est le suivant : recueil des données dans des classes du milieu urbain et celles de la banlieue rurale. Dans ces deux contextes, nous comparons pour des adolescents de lycée qui ont entre 14 et 15 ans, trois situations d’enseignement du français : la première, qui sert de référence, dispense l’enseignement du français de manière habituelle, la seconde appuie l’enseignement du français sur une comparaison explicite du français avec la langue portugaise et la troisième situation, s’appuie sur la comparaison entre le français et les langues bantoues régionales : le guitonga, le cicopi et le citswa. Les résultats de cette comparaison sont diversifiés
The context of our study is Mozambique. A country which is characterized by multilingualism, where French coexists with other Bantu languages, in addition to Portuguese, which bears the status of official language and the only language of education. In this context, French is taught as a foreign language, but without any consideration of the other languages known and spoken by the students. This is the practice that this research seeks to re-examine.Therefore, the main objective of our research is to draw the impact of learning French while taking into account the support of the entire linguistic background the students have. This is an empirical research which compares two different teaching environments using one common educational context: one is the urban area of the city of Maxixe and the other context is the rural outskirts of the same city.The main hypothesis we are trying to verify is based on the recommendations of the latest studies carried out by multilingualism teaching experts who advocate for an articulated language teaching process. In addition to this option, we added the variable of the context where the education process takes place, because we are of the opinion that the contextual condition in which the teaching occurs has influence in the success of the learning process itself.The pedagogical framework we used to test this hypothesis is the following: classroom data collection in rural and urban areas. In both contexts, we compare three different scenarios of French teaching among students aged between 14 and 15 years: the first scenario, which is our main reference, is based solely on French teaching in the classic fashion, the second scenario articulates French teaching in explicit comparison with Portuguese and the third scenario is based on the comparison between French teaching taking into account other Bantu languages like: guitonga, cicopi and citswa. The overall results of this comparison are quite diversified
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Books on the topic "Pluralistic approaches"

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1951-, Blandy Douglas Emerson, and Congdon Kristin G, eds. Pluralistic approaches to art criticism. Bowling Green, Ohio: Bowling Green State University Popular Press, 1991.

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Wurzburger, Walter S. Ethics of responsibility: Pluralistic approaches to covenantal ethics. Philadelphia: Jewish Publication Society, 1994.

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Multirational management: Approaches to contradictory expectations in pluralistic organizations. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2014.

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Hinman, Lawrence M. Ethics: A pluralistic approach to moral theory. 2nd ed. Fort Worth, TX: Harcourt Brace College Publishers, 1998.

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Ethics: A pluralistic approach to moral theory. 4th ed. Australia: Thomson/Wadsworth, 2008.

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Ethics: A pluralistic approach to moral theory. Fort Worth, [Tex.]: Harcourt Brace College Publishers., 1994.

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Ethics: A pluralistic approach to moral theory. 5th ed. Boston, MA: Wadsworth Pub Co, 2013.

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Pujolle, G., and Otto Carlos M. B. Duarte. Virtual networks: Pluralistic approach for the next generation of internet. London, UK: ISTE, 2013.

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David, Stoesz, ed. American social welfare policy: A pluralist approach. 6th ed. Boston: Allyn & Bacon Pearson, 2010.

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David, Stoesz, ed. American social welfare policy: A pluralist approach. 5th ed. Boston: Pearson/ Allyn & Bacon, 2006.

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Book chapters on the topic "Pluralistic approaches"

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Collins, Lynn H., Jennifer J. Mootz, Jeanne Marecek, Alisha Guthery, Sayaka Machizawa, Oliva M. Espín, Andrea L. Dottolo, et al. "Transnational psychology in the classroom: A pluralistic approach." In Transnational psychology of women: Expanding international and intersectional approaches., 229–56. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000148-011.

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Wiśniewski, Bartosz Maciej. "Pluralistic Forms of Ensuring the Social and Democratic Balance as Part of Sustainable Development." In Interdisciplinary Approaches for Sustainable Development Goals, 43–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71788-3_5.

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Coelho, Daniela, and Yecid Ortega. "Pluralistic Approaches in Early Language Education: Shifting Paradigms in Language Didactics." In Educational Linguistics, 145–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36983-5_7.

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Smith, Steven R. "Explanatory and Purpose-Based Approaches to Pluralistic Understandings of Well-Being." In The Ontology of Well-Being in Social Policy and Welfare Practice, 197–223. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18142-9_8.

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Stoyanov, Drozdstoy, and Bill Fulford. "Living at the Edge of Compromise: Balkan Pluralism as a Resource for Balanced Decision-Making." In International Perspectives in Values-Based Mental Health Practice, 171–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_20.

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AbstractThis chapter presents a case study from Eastern Europe illustrating Balkan pluralist cultural values as a resource for balanced dissensual decision-making in values-based practice. In responding to his neighbor Ivailo’s request for a loan, Dr. Petrov has to balance the conflicting demands of financial prudence and humanitarian neighborliness. In this, he draws on the Balkan tradition of ‘living at the edge of compromise’ required to survive several centuries of occupation by different colonizing powers. Balkan pluralism so derived provides a counter example to the idea that people are inherently monistic rather than pluralistic in their response to conflicting values and thus opens up new approaches to implementing values-based practice.
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Tzimoula, Despina, and Diana Mulinari. "‘Pain Is Hard to Put on Paper’: Exploring the Silences of Migrant Scholars." In Pluralistic Struggles in Gender, Sexuality and Coloniality, 239–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47432-4_9.

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Abstract Despite the successful collection of thirteen life stories of working-class women of Greek background in their late sixties, who had migrated to Sweden in the 1970s, the two researchers who engaged in the study—Despina, herself a child of migrant Greek parents, and Diana, a political refugee from Argentina—were unable to publish the results. The aim of this chapter is to listen to women’s narratives by bringing into conversation the concept of social suffering through the use of a psychosocial approach. The aim is also to explore our inability (as migrants and daughters of migrants ourselves) to acknowledge what over-exploitation, gender and racial regimes can, and indeed do, to people regarding their sense of self and well-being. The chapter contains four sections. First, the text provides a short introduction to Swedish racial formation, followed by relevant efforts to conceptualise human pain, inspired by the work of Black British feminist scholars Gail Lewis and Yasmin Gunaratnam. Their theoretical intervention suggests the value of a synthesis of politicised psychoanalytic approaches to the dynamics of ‘race’ and emotional labor; providing a frame for a reflection of our own emotions, with special focus on shame and guilt. The central focus of the chapter is in the section ‘What (We Think) Hurts the Most’, which explores the stories collected organised through three topics—(failed) motherhood, broken bodies and (racist) respectability.
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Ylimaki, Rose M., and Lynnette A. Brunderman. "School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach." In Evidence-Based School Development in Changing Demographic Contexts, 3–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_1.

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AbstractAcross the globe, we observe policy trends towards evidence-based school development, “scientific” research, and increasingly centralized curriculum, all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects aimed at continuous improvement. In this chapter, we contest evidence produced from quasi-experimental research designs with other empirically tested evidence. We critique several established school development programs across the U.S. Finally, we propose that in order to have school capacity for continuous development, we need a school development process that is contextually-based and able to consider, reflect upon and use data from evidence-based programs and other sources as appropriate for school-identified problems, and that schools must be able to evaluate their own programs and processes in their particular contexts, with particular populations. For this, we need school development grounded in understandings of education and leadership as well as evidence. For our purposes, we define school development as a continuous growth process for school teams supporting education amidst tensions between policy expectations for use of research-driven evidence and the needs of students in increasingly diverse contexts.
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Yanhong, Xu. "Chapter 5. Towards Pluralistic and Interdisciplinary Approaches: A Refl ection on Translation Studies in Contemporary China." In Translation, Globalisation and Localisation, edited by Wang Ning and Sun Yifeng, 88–108. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690548-008.

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Kopečková, Romana, and Gregory J. Poarch. "Teaching English as a Third Language in Primary and Secondary School: The Potential of Pluralistic Approaches to Language Learning." In Sprachliche Vielfalt im Unterricht, 219–30. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-23254-2_12.

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Gasbarrini, Molly F., and Douglas K. Snyder. "Pluralistic Approach to Couple Therapy." In Encyclopedia of Couple and Family Therapy, 2228–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_929.

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Conference papers on the topic "Pluralistic approaches"

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Bérešová, Jana, and Roman Ševčík. "PLURALISTIC APPROACHES IN TEACHING GERMAN AS A SECOND LANGUAGE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0620.

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Koza, Erfan, and Asiye Öztürk. "A Coherence Model to Outline Obstacles and Success Factors for Information Security from the CISO's Point of View." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002206.

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Against the backdrop of the progressive digitalization of Critical Infrastructures (CRITIS), especially within the socio-technical fields, this paper addresses the identification of obstacles as well as critical, technical, and human success factors, which play an essential role in efficient information security management. Furthermore, the focus is also put on the crystallization of differentiated views regarding the meaningfulness and usefulness of laws. To this end, we conducted a study with 86 chief information security officers, including CRITIS with 76% participation and non-CRITIS with 24% participation, data center operators (14), water and wastewater utilities (25), energy supply companies (33), and healthcare stakeholders (14) in Germany. The study is based on a methodological pluralistic orientation in which, in addition to the integration of quantitative methods for empirical data collection, other analytical approaches are used to determine coherence and correlation. As an artifact, the empirically validated factors are compiled intersectoral in a coherence model and related in terms of causality.
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Narayanamurti, V. "Frontiers in Nanoscience and Technology in the 21st Century and New Models for Research and Education at the Intersection of Basic Research and Technology." In ASME 4th International Conference on Nanochannels, Microchannels, and Minichannels. ASMEDC, 2006. http://dx.doi.org/10.1115/icnmm2006-96012.

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Over the last 50 years, solid state physics and technology have blossomed through the application of modern quantum mechanics to the real world. The intimate relationship between basic research and application has been highlighted ever since the invention of the transistor in 1947, the laser in 1958 and the subsequent spawning of the computer and communications revolution which has so changed our lives. The awarding of the 2000 Nobel Prize in Physics to Alferov, Kroemer and Kilby is another important recognition of the unique interplay between basic science and technology. Such advances and discoveries were made in major industrial research laboratories — Bell Labs, IBM, RCA and others. Today many of these industrial laboratories are in decline due to changes in the regulatory environment and global economic competition. In this talk I will examine some of the frontiers in technology and emerging policy issues. My talk will be colored by my own experiences at Bell Labs and subsequently at a major U.S. national laboratory (Sandia) and at universities (University of California at Santa Barbara and Harvard). I will draw on experiences from my role as the Chair of the National Research Council (NRC) panel on the Future of Condensed Matter and Materials Physics (1999) and as a reviewer of the 2001 NRC report, Physics in a New Era. The growth rates of silicon and optical technologies will ultimately flatten as physical and economic limits are reached. If history is any guide, entirely new technologies will be created. Current research in nanoscience and nanotechnology is already leading to new relationships between fields as diverse as chemistry, biology, applied physics, electrical and mechanical engineering. Materials science is becoming even more interdisciplinary than in the past. Different fields of engineering are coming together. The interfaces between engineering and biology are emerging as another frontier. I will spend some time in exploring the frontier where quantum mechanics intersects the real world and the special role played by designer materials and new imaging tools to explore this emerging frontier. To position ourselves for the future, we therefore must find new ways of breaking disciplinary boundaries in academia. The focus provided by applications and the role of interdisciplinary research centers will be examined. Strangely, the reductionist approach inherent in nanoscience must be connected with the world of complex systems. Integrative approaches to science and technology will become more the norm in fields such as systems biology, soft condensed matter and other complex systems. Just like in nature, can we learn to adapt some of the great successes of industrial research laboratories to a university setting? I will take examples from materials science to delineate the roles of different entities so that a true pluralistic approach for science and technology can be facilitated to create the next revolution in our field.
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Winschiers-Theophilus, Heike, Tariq Zaman, Donovan Maasz, Chris Muashekele, Uariaike Mbinge, Garen Jengan, Colin Stanley, and Khairuddin Ab Hamid. "Indigenous Knowledge Fairs: a new approach to pluralistic knowledge dissemination in HCI." In NordiCHI '22: Nordic Human-Computer Interaction Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3547522.3547687.

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Paya, Ali. "IN DEFENCE OF UNIVERSAL ETHICAL VALUES AND PRINCIPLES." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/wnza5901.

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In the past few decades a new approach to ethical principles known as ‘particularism’ has become fashionable among moral philosophers. According to the particularist the progress in the field of ethics, is from monism (the view that there is only one moral principle), through pluralism (the view that there are many), to particularism (the view that there are none). Jonathan Dancy advocates a radical particularist theory: arguing against a variety of univer- salist–pluralist doctrines, he maintains that there are no moral principles; and, even if there are, our ethical decisions are highly context-dependent, made case by case, without the sup- port of such principles. In this paper, drawing on a number of theoretical concepts used in science as well as the philosophy of science, and making use of Fethullah Gülen’s insights, I try to develop a mod- erate universalist–pluralist model in defence of universal ethical values and principles. This model, I argue, is less vulnerable to Dancy’s criticisms and better equipped, in comparison to Dancy’s own model, to deal with particular moral cases. While particularism in ethics leads to relativism and leaves moral agents with no clear guidelines, the model developed here could serve all moral agents, regardless of credal or cultural association and socio-political outlook, in making sound and commendable moral judgements.
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Weerakkody, Niranjala. "Technology and Marginalization: A Case Study of the Limited Adoption of the Intranet at a State-owned Organization in Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2755.

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Taking a critical theory approach and the pluralist view of technology, this paper examines the problems in organizational communication that arose due to the implementation of a limited intranet electronic mail system as the main channel of communication between a rural state-owned organization and its city-based Head Office, installed at the sole discretion of the latter. The intranet was provided only to the administration division and managers of some units due to financial constraints. This required others to receive information carried via the intranet through a gatekeeper who due to information and work overload, failed to disseminate the information effectively and efficiently. Using a combination of qualitative data collection methods, this study found that the intranet had marginalized those without access to it and reinforced the privileged position of those already with higher status within the organization, contrary to the utopian predictions of new technologies as leading to social equality.
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Fauth, Gabriela, and Rosângela Lunardelli Cavallazzi. "El derecho a la ciudad como alternativa pluralista a la crisis urbana: el caso referencia de Barcelona." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6246.

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En el contexto generalizado de crisis en el que la transición sociohistórica y cultural condiciona la construcción científica así como la organización político-social del presente, al que se añade el actual proceso de globalización, este trabajo pretende repensar nuevas formas urbanas y construcciones normativas. Se aspira mostrar el diálogo entre el Derecho y el Urbanismo como adecuado para la construcción de un discurso jurídico sensibilizado por la realidad y nutrido por otras áreas del conocimiento como forma de alcanzar la eficacia social de la norma en el sentido del derecho a la ciudad. Dar nuevos sentidos a las construcciones normativas y a su efectividad es una de las alternativas posibles visualizadas en la gran contradicción de este siglo. Por tanto, el estudio se desarrolla desde una perspectiva interdisciplinar, en que el derecho a la ciudad se presenta como la categoría analítica adecuada, ya que permite que se construya un contrapunto al consenso de ciudad y de enfoque jurídico actual. El espacio costero de Barcelona fue elegido como caso referencia por presentar importantes elementos de análisis, a saber: la planificación urbanística conocida como “modelo Barcelona”; la configuración de la ciudad como sede de los Juegos Olímpicos de 1992 y, su actual contexto de ciudad capitalista neoliberal que permite la reflexión sobre los fenómenos urbanos presentes en su territorio. In the general context of crisis, this work opens a space for rethinking new urban forms and legal instruments. Envisages demonstrating the possibilities of dialogue between Law and Urbanism for the construction of a legal discourse sensitized by the reality and nurtured by other knowledge areas as a way to achieve social efficiency of the law within the meaning of the right to city. Giving new meaning to normative constructions and their effectiveness is one possible alternative witnessed on the great contradictions of this century. The study is developed from an interdisciplinary perspective between Law and Urbanism. The right to the city is presented as the appropriate analytical category since it allows for building a counterpoint between the consensus of city and the current legal approach. Barcelona and its coastal zone have been chosen as a reference case as it features important elements of analysis: “Barcelona model”, Olympic city and its current context of capitalist city of a neoliberal pattern that allows for reflecting about the extremely actual present urban phenomena.
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Reports on the topic "Pluralistic approaches"

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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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