Journal articles: '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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Rudsberg, Karin, and Johan Öhman. "The role of knowledge in participatory and pluralistic approaches to ESE." Environmental Education Research 21, no. 7 (October 21, 2014): 955–74. http://dx.doi.org/10.1080/13504622.2014.971717.

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Szocik, Konrad. "Research Approaches in the Study of Religion." Studia Humana 4, no. 1 (February 1, 2015): 26–35. http://dx.doi.org/10.1515/sh-2015-0008.

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Abstract Despite development of secular ideas and concepts in the Western world, we can observe increasing interest in the study of religion. However, this popularity of the study of religion and different research approaches has caused that in some sense scholars that were studying religion came to a dead point. Here I show that the most optimal research approach in the study of religion is pluralistic, integral paradigm which connects old traditional methods with naturalistic, cognitive and sometimes experimental approach.

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Diaconu, Daniela, Valéry Detilleux, Agnieszka Strusińska-Correia, Astrid Göbel, Julien Dewoghelaere, and Dirk-Alexander Becker. "UMAN – a pluralistic view of uncertainty management." EPJ Nuclear Sciences & Technologies 9 (2023): 2. http://dx.doi.org/10.1051/epjn/2022049.

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Decisions associated with Radioactive Waste (RW) Management programmes are made in the presence of irreducible and reducible uncertainties. Responsibilities and roles of each actor, the nature of the RW disposal programme and the stage in its implementation influence the preferences of each category of actors in approaching uncertainty management. UMAN (UMAN – Uncertainties Management Multi-Actor Network is a Work Package of the European Radioactive Waste Management Programme – EURAD) carries out a strategic study about the management of uncertainties based on extended exchanges among actors representing Waste Management Organisations, Technical Support Organisations, Research Entities and Civil Society, a review of knowledge generated by past and ongoing R&D projects, and findings of international organisations. UMAN discusses the classification schemes and approaches applied in uncertainty management, and identifies possible actions to be considered in the uncertainty treatment. The relevance for the safety of the uncertainties associated with waste inventory, including spent fuel, near-field, site and geosphere and human aspects, as perceived by each type of actors, and approaches used in their management are explored with the aim to reach either a common understanding on how uncertainties relate to risk and safety and how to deal with them along the programme implementation, or at least arrive at a mutual understanding of each individual view. Finally, uncertainties assessed as highly significant and the associated R&D issues that can be further investigated are being identified.

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Van de Ven, Andrew H., and Marshall Scott Poole. "Alternative Approaches for Studying Organizational Change." Organization Studies 26, no. 9 (September 2005): 1377–404. http://dx.doi.org/10.1177/0170840605056907.

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Scholars hold different views about whether organizations consist of things or processes and about variance or process methods for conducting research. By combining these two dimensions, we develop a typology of four approaches for studying organizational change. Although the four approaches may be viewed as opposing or competing views, we see them as being complementary. Each approach focuses on different questions and provides a different — but partial — understanding of organizational change. We argue that coordinating the pluralistic insights from the four approaches provides a richer understanding of organization change than any one approach provides by itself.

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Frolov, D. P. "The future of pluralistic institutional theory." Voprosy Ekonomiki, no. 4 (April 7, 2022): 45–69. http://dx.doi.org/10.32609/0042-8736-2022-4-45-69.

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The article criticizes the stereotypes about the current state of institutional economics and the logic of its development. These stereotypes are based on underestimating the growth of its internal diversity, blurring the methodological boundaries of new and original institutional economics (NIE and OIE), the emergence of numerous alternative institutionalisms. The history of OIE and NIE shows that their competition has been replaced by methodological exchange, and research programs are becoming more heterogeneous and eclectic. Alternative institutionalisms — interdisciplinary movements focused on new trends in the analysis of institutions — are of growing importance. The paper proposes to move from the narrative about the struggle between NIE and OIE to rethinking institutional economics as a continuum of co-evolving and complementary schools and approaches. The article makes the case for creating an institutional theory based on epistemological pluralism, a combination of qualitative and quantitative methods, and the transition to postdisciplinarity. A pluralistic paradigm can be an adequate response to the challenge of increasing institutional complexity in modern economies.

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Möller-Omrani, Christine, and Ann-Kristin H. Sivertsen. "Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness." Languages 7, no. 2 (May 3, 2022): 109. http://dx.doi.org/10.3390/languages7020109.

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Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teachers’ conceptualization of multilingualism and their cognitions about laying the foundations for LLLL, using pluralistic approaches, and the importance of cross-linguistic awareness. The following data collection instruments were employed: (a) a survey with open- and closed-ended questions and (b) a short Likert scale survey with items based on the Framework of References for Pluralistic Approaches to Languages and Culture (FREPA). We found that the participants’ conceptualization of multilingualism reflected key dimensions in the field. The great majority of them had a positive view of the contribution that elementary school EFL teaching can make to multilingualism. The overwhelming majority were also positive about laying the foundations for LLLL and agreed that cross-linguistic awareness is important for pupils. However, almost one-third of the pre-service teachers were skeptical about pluralistic approaches to teaching.

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Kochuthara, Shaji George. "Challenge of Doing Catholic Ethics in a Pluralistic Context." Religions 11, no. 1 (December 29, 2019): 17. http://dx.doi.org/10.3390/rel11010017.

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The article discusses the possibility of doing Catholic ethics in a religiously and culturally pluralistic context. Beginning with the possibility of pluralistic approach in Catholic ethics, the article refers to the Indian context as an example for the discussion. Particularly it takes two issues—ecological ethics and sexual ethics—to reflect on the need and possibility of doing Catholic ethics in a pluralistic context. Although the arguments here may be applicable to other contexts of pluralism, the article mainly points out examples from the Indian contexts. The discussion here is basically from a Catholic perspective, namely, why Catholics should be open to different sources and approaches in ethics, and how they can work together with others in identifying common grounds for ethics. Although a few guidelines for constructing a pluralistic ethics are indicated, the attempt is not to propose a framework for such an ethics, but mainly to show the need and possibility of such an ethics.

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Eisner, Léïla, Dario Spini, and Nicolas Sommet. "A Contingent Perspective on Pluralistic Ignorance: When the Attitudinal Object Matters." International Journal of Public Opinion Research 32, no. 1 (March 25, 2019): 25–45. http://dx.doi.org/10.1093/ijpor/edz004.

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Abstract Although past research has suggested that pluralistic ignorance—a mismatch between perceptions of others’ opinions and actual personal opinions—does not occur in every circumstance, no studies have directly investigated variations among different attitude objects. Drawing upon theoretical and analytical approaches based on social representations, this study examines differences between personal opinions and perceived opinions of different groups toward same-sex female parenting (a newly debated attitude object) and working mothers (an older debated attitude object). Using data from a study (N = 743) conducted in Switzerland, the findings indicate that pluralistic ignorance occurs in opinions toward same-sex female parenting. Furthermore, the findings show that pluralistic ignorance arises from false consensus among conservatives and from false uniqueness among liberals.

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Kluback, William. "The Ethics of Responsibility: Pluralistic Approaches to Conventional Ethics (review)." Shofar: An Interdisciplinary Journal of Jewish Studies 14, no. 4 (1996): 166–69. http://dx.doi.org/10.1353/sho.1996.0012.

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Franca, Maria Claudia, and Ana Claudia Harten. "Pluralistic Education in Speech-Language Pathology: Above and Beyond Didactic Trails." Perspectives of the ASHA Special Interest Groups 1, no. 14 (March 31, 2016): 90–103. http://dx.doi.org/10.1044/persp1.sig14.90.

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Pluralistic instruction is about social change through education and requires thoughtful resourcefulness and commitment. It has long been emphasized that the development of cultural competence is an ongoing, lifelong process. Given this, it seems intuitive that multiple approaches and techniques must be utilized to support this development. This ever-evolving process involves acquisition of factual knowledge and skills that equip clinicians to assess and treat disorders as opposed to differences, while not overlooking disorders as differences either. This acquisition of knowledge and skills requires two primary pathways for linguistic knowledge attainment (a) dedicated coursework as a foundation for cultural and linguistic knowledge attainment, and (b) infusion techniques, in which culturally enriching concepts and issues are embedded across the curriculum. These essential complementary approaches comprise opportunities for diverse experiences in clinical practicum and interactions with minority groups. In this article, the authors describe pedagogical activities and approaches they implemented while teaching dedicated courses on multiculturalism at their institutions. The authors highlight the different cultural constructs addressed within the didactic methods, and provide suggestions for instructors considering multicultural instruction.

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Franca, Maria Claudia, Valerie Boyer, and Maria Inês Pegoraro-Krook. "Increasing Pluralistic Education Through Cross-Cultural Interprogram Collaboration." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1524–29. http://dx.doi.org/10.1044/2020_persp-20-00020.

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Purpose Achieving professional competence requires a wide-ranging approach of preparation through education. Instructional approaches to advance proper training of future clinicians should contain an array of academic and field experiences that translate into clinical competency; this includes immersion in varied sceneries and exposure to different contexts. For that end, it is crucial to embrace the most current societal paradigms. Conclusions This tutorial describes activities devised to promote higher education pursuits through intercontinental partnership, using recent and ongoing cooperation between two universities in different countries as a backdrop for reflections. The ultimate goal of this tutorial is to summarize collaborative efforts in order to promote similar pursuits. Activities devised to foster international scholastic partnerships aimed at increased professional competence are described.

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Keeler, Bonnie L. "Mainstream and Heterodox Approaches to Water Quality Valuation: A Case for Pluralistic Water Policy Analysis." Annual Review of Resource Economics 12, no. 1 (October 6, 2020): 235–58. http://dx.doi.org/10.1146/annurev-resource-100517-023134.

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Cost-benefit analyses have largely failed to demonstrate a positive benefit to cost ratio for programs designed to improve and protect water quality in the United States and European Union. At the same time, research from outside economics suggests that water quality ranks among the most urgent environmental concerns and highlights deep social and cultural connections to clean water. Exploring alternative explanations for this apparent water value paradox is essential to informing contemporary rulemaking and regulatory analyses, such as the Clean Water Act and the debated Waters of the United States (WOTUS) rule. I review contemporary advances in mainstream environmental economics relevant to the value of clean water, frontiers that have not yet been integrated into mainstream valuation methods, and pluralistic approaches from sociology, history, and moral philosophy that offer policy-relevant insights but do not fit neatly in cost-benefit frameworks of valuation. The review concludes with recommendations for improved water quality planning and policy in pursuit of a more comprehensive and pluralistic understanding of the value of clean water.

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Alvarez, R. M., and T. E. Hall. "Rational and Pluralistic Approaches to HAVA Implementation: The Cases of Georgia and California." Publius: The Journal of Federalism 35, no. 4 (January 1, 2005): 559–77. http://dx.doi.org/10.1093/publius/pji043.

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Olson, Greta. "Introduction: Mapping the Pluralist Character of Cultural Approaches to Law." German Law Journal 18, no. 2 (March 1, 2017): 233–54. http://dx.doi.org/10.1017/s2071832200021933.

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This introduction explains the title of this special issue as a call for transdisciplinary and culturally-oriented research on law in Germany. In an initial overview of pluralism, the text asserts that a German discussion of the pluralistic nature of legal authority predates the twentieth-century one within legal anthropology, legal theory, and political philosophy. The first part of the text reviews the early discussion of legal pluralism in the context of debates about state formation and an appropriate balance of forms of normative authority. This discussion points to the inherent plurality and affectivity of law. The second part of the introduction, in turn, is devoted to an argument in favor of the culturally-embedded and - mediated nature of legal phenomena made through an analysis of images relating to the so-called refugee crisis. On the basis of this analysis, it is posited that critical cultural methods and concepts are needed to comprehend current processes such as the so-calledEuropeanizationof law, the increasing heterogeneity of legal systems and cultures, and to critically bracket the idea of “legal culture” in and of itself. The last part of the introduction offers an overview of the essays in this special issue. On the one hand, each essay contributes to the thesis that law is pluralistic and has to be investigated interdisciplinarily, using a plurality of methods. On the other hand, all of the contributions make a different kind of claim for how law transpires and is transported through theatrical, visual means, narratives, and affects.

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Martin, Ron. "Putting the case for a pluralistic economic geography." Journal of Economic Geography 21, no. 1 (January 1, 2021): 1–28. http://dx.doi.org/10.1093/jeg/lbaa025.

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Abstract Over the past decade or so, concern has grown in economic geography over whether the discipline has become too pluralised, characterised by the proliferation of conceptual schemas, theoretical approaches and local narratives, between which there is often little communication or coherence, thereby militating against the identification of a clear and generally agreed disciplinary identity and ‘core’ research agenda. In response, some economic geographers have argued that what is now needed is an ‘integrative turn’, in order to arrest and reverse this process of pluralisation. This article explores the complex issue of pluralism and argues there are convincing arguments in support of pluralism, on pragmatic grounds, as a purposive–strategic endeavour, and on normative–melioristic grounds. At the same time, the article explores in some detail the ideas of ‘integrative pluralism’ and ‘boundary objects’ as ways of achieving communication between different perspectives while preserving the advantages of pluralism.

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Stiles, William B., Karen Maitland Schilling, Leonard G. Rorer, Roger M. Knudson, Carl E. Paternite, Larry M. Leitner, Margaret O'Dougherty Wright, and Mia W. Biran. "Pluralistic Professional Education: A Modular Curriculum in Clinical Psychology." Teaching of Psychology 19, no. 4 (December 1992): 211–16. http://dx.doi.org/10.1207/s15328023top1904_2.

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We describe a pluralistic curriculum for doctoral education in clinical psychology. Two successful curricular innovations are highlighted. First, the usual courses in psychopathology, psychological assessment, and intervention are offered as 5-week modules. Each module covers a subtopic within the broader area (e.g., introduction to the Minnesota Multiphasic Personality Inventory as an assessment module and depression as a psychopathology module). Second, students are introduced to alternative psychotherapeutic approaches in practicum courses that integrate didactic material with supervised practice in a particular approach. Students select the modules and practica that meet their career goals. All students acquire a core but not necessarily the same core.

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Kopečková, Romana, and Gregory J. Poarch. "Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures." Languages 7, no. 3 (July 4, 2022): 168. http://dx.doi.org/10.3390/languages7030168.

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Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one for secondary school level) not only to showcase the great learning and motivational potential of pluralistic tasks employed in L3 English classrooms but also to bear testimony to the creativity and plentiful resources today’s pre-service language teachers themselves bring into their multilingual classrooms if encouraged and opened up to such a practice. Based on the FREPA descriptors, the paper evaluates the developed teaching material to discuss implications for pre- and in-service training of teachers working with young learners of diverse linguistic and cultural backgrounds.

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Copeland, Darcy. "Moral Ecology in Nursing: A Pluralistic Approach." SAGE Open Nursing 5 (January 2019): 237796081983389. http://dx.doi.org/10.1177/2377960819833899.

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Moral dilemmas are present in all settings in which nurses work. Nurses are moral agents who must make moral decisions and take moral action in very complex social systems. Nurses are accountable for their actions, and it is therefore imperative that they have a solid foundation in ethics. There are multiple ethical frameworks nurses can utilize to justify their actions. A theory of moral ecology is presented here as a way to conceptualize the relationships between these frameworks. The first two steps of moral action, moral sensitivity and moral judgment, are explored in a pluralistic context. Specifically, multiple ethical frameworks that inform the practice of nursing are presented using an ecological model. Nurses work in a variety of practice environments, with different populations, across a spectrum of situations. An ecological model acknowledges that nurses are influenced by the complex social, and ethical, systems in which they find themselves taking moral action. When faced with ethical issues in practice, a nurse's moral sensitivity and moral judgment may be guided by ethical systems most proximal to the situation. Nurses bring individual moral beliefs to work and are influenced by the ethical directives of employers, the discipline's code of ethics, principles of bioethics, and various approaches to normative ethics (virtue, consequential, deontological, and care). Any of the frameworks presented may justifiably be applied in various nursing circumstances. I propose that the multiple ethical frameworks nurses utilize exist in a relationally nested manner and a model of moral ecology in nursing is provided.

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Perconti, Pietro. "Varietŕ di naturalismo." PARADIGMI, no. 1 (May 2009): 185–91. http://dx.doi.org/10.3280/para2009-001014.

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- Naturalism is a widely accepted trend of contemporary philosophy, the analytic tradition in particular. However, the (dis)continuity between philosophy and the sciences is still controversial. In this paper a survey is presented of the different approaches to philosophical naturalism, focusing on the debate between a pluralistic position and a more restrictive one. The latter is well represented by Sandro Nannini's Naturalismo cognitivo (2007), the best example of "hard" naturalism on the Italian philosophical scene. In contrast with this position, we argue that many genuine philosophical issues, such as the first person perspective of conscious experience and the ontological commitment about social rules, remain "hard problems" for radical naturalism. Keywords: Analytical philosophy, Cognitive science, Hard naturalism, Pluralistic naturalism, Reductionism, Social ontology.

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McNally-Key, Nicola Helen. "Creative visualisations, creative counsellors: Inner journeys." Transpersonal Psychology Review 22, no. 2 (2020): 21–36. http://dx.doi.org/10.53841/bpstran.2020.22.2.21.

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This research assesses what may be contributed to counselling through developing practice which is centred on a feminist psychospiritual model. This is a qualitative study which analyses a series of in depth, semi-structured interviews, as I discuss transpersonal and psychospiritual forms of practice with each of the research participants. Interpretative phenomenological analysis (IPA) is selected to analyse the data collected. After conducting the IPA study, the findings and discussion address the potential for transpersonal approaches within a new approach which is provided as a stepped model of guidelines for relevant cases. The study concludes that Collaborative Pluralistic counselling could include a focus on spirituality for relevant clients and within this approach, a psychospiritual model may be offered within collaborative pluralistic therapy.

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Gaikwad, Roger. "A Reconsideration of the Significance of the Death of Jesus Christ in the Context of Religious Plurality." Transformation: An International Journal of Holistic Mission Studies 36, no. 1 (January 2019): 20–28. http://dx.doi.org/10.1177/0265378819831844.

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This article explores the background of the document ‘Christian witness in a multi-religious world’ to ask how the significance of the death of Jesus Christ can be communicated in the context of religious plurality in India. Traditional approaches to the death of Christ are presented as well as dialogical approaches testing them against the recommendation of the document that Christian witness in a pluralistic world includes engaging in dialogue with people of different religions and cultures.

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Lebedeva, Yana. "Interaction of European Union Law and Constitutional Law of the Member States: Pluralistic Approaches." Journal of Foreign Legislation and Comparative Law 17, no. 3 (July 6, 2021): 1. http://dx.doi.org/10.12737/jflcl.2021.027.

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Mogilski, Justin K., Stacy L. Memering, Lisa L. M. Welling, and Todd K. Shackelford. "Monogamy versus Consensual Non-Monogamy: Alternative Approaches to Pursuing a Strategically Pluralistic Mating Strategy." Archives of Sexual Behavior 46, no. 2 (December 17, 2015): 407–17. http://dx.doi.org/10.1007/s10508-015-0658-2.

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Syabibi, Muhammad Ridho, Abdul Karim, Shirin Kulkarni, and Azharuddin Sahil. "Communicative Cultural Dakwah of Abdurrahman Wahid in Pluralistic Society." Karsa: Journal of Social and Islamic Culture 29, no. 2 (December 15, 2021): 1–33. http://dx.doi.org/10.19105/karsa.v29i2.5220.

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The purpose of this study was to examine the background of the life and thoughts of Abdurrahman Wahid or known as Gus Dur in the context of dakwah and communication using a social hermeneutic approach. Critical thinking, history, context of religious issues and Gus Dur’s missionary movement are identified in his various works and socio-religious roles. This type of research is qualitative factual history and literature study, namely research that uses library materials as the main data source. The research approach used is a hermeneutic and historical-sociological approach. The research methods are historical descriptive methods and biographical reconstructions. The data collected from the two approaches were analyzed by descriptive analysis presented inductively based on the framework of Habermas’ communication theory. The results of this study shows: Gus Dur emphasized that Islam is as social ethics based on historical-critical, and normative-theological, that reality epistemologically is plural, and the dialogue is necessary.

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Desnitskaya, Evgeniya A. "Inclusivism, Perspectivism and Pluralistic Tendencies in the History of Indian Culture." RUDN Journal of Philosophy 26, no. 2 (June 30, 2022): 342–52. http://dx.doi.org/10.22363/2313-2302-2022-26-2-342-352.

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This article provides a survey of approaches and conceptual means elaborated in recent decades in the studies of pluralistic tendencies in Indian culture. The concepts of inclusivism, perspectivism, antologizing and polyphony are discussed in a close relation with the specific context in which they were introduced, as well as with the implicit presuppositions of the scholars who elaborated them. In particular, the interpretations of inclusivism introduced by Paul Hacker and Gerhard Oberhammer were inextricably intertwined with the views on Indian religions these scholars developed. The concept of perspectivism was introduced in a philosophical context, mainly with respect to Bhartṛhari’s and Jaina philosophy. Antologizing and polyphony can be characterized as a more cautious way to conceptualize pluralistic tendencies in Indian traditional discourse, because they focus on narrative strategies that enable expressing alternative views in the frames of a single text. From a historical point of view pluralistic tendencies might be stipulated by the diverse social reality in Ancient India where heterogeneous cultural phenomena coexisted in a process of mutual reinterpretation and adaptation. Another possible presupposition of perspectivism could be the cyclic concept of time that was predominant in Indian traditional discourse. In Indian intellectual systems pluralistic practices were usually legitimized with the view that there are different levels of truth. Though instances of inclusivism can be discovered in the cultures of different regions, it was in India that inclusivism became a dominant trend in the cultural history.

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Hellquist, Alexander, and Martin Westin. "On the Inevitable Bounding of Pluralism in ESE—An Empirical Study of the Swedish Green Flag Initiative." Sustainability 11, no. 7 (April 5, 2019): 2026. http://dx.doi.org/10.3390/su11072026.

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This paper explores potential tensions in transformative learning and environmental and sustainability education (ESE) between, on the one hand, pluralistic approaches, and, on the other hand, promotion of societal change to address urgent issues. We stipulate that design of ESE inevitably contributes to a bounding of the plurality of facts and values that are acknowledged in a given learning process. Based on a frame analysis of the Swedish Green Flag initiative, we argue that such bounding by design is a key aspect of how ESE practitioners handle tensions between pluralism and urgency, either consciously or unconsciously. Given its inevitability and importance, we assert that bounding by design is insufficiently theorized in ESE literature, which might partly explain that practitioners perceive pluralistic ideals as challenging. In the empirics, we discern three justifications for bounding by design: (i) certain facts or degree of scientific consensus; (ii) objectives decided by elected bodies; and (iii) decisions taken by student and teacher representatives. We point to the theory of libertarian paternalism and a typology of democratic legitimacy as conceptual tools that can guide further scrutiny of pluralistic ESE and support practitioners in undertaking conscious and transparent bounding by design.

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Kleinhans, Martha-Marie, and Roderick A. Macdonald. "What is a Critical Legal Pluralism?" Canadian journal of law and society 12, no. 02 (1997): 25–46. http://dx.doi.org/10.1017/s0829320100005342.

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AbstractLegal pluralism is a contemporary image of law that has been advanced by sociolegal scholars in response to the dominant monist image of law as derivative of the political state and its progeny. The pluralistic image redirects law and society research toward the myriad normative orders outside the circle of “the Law.” This essay considers the epistemological foundations of both legal pluralism and the legal monist image of law against which its proponents are reacting. It argues that contemporary pluralistic imaginations rest on the same impoverished view of law and its subjects that sustains the traditional claim that law comprises only the processes and institutions emanating from the modern political state. The authors propose an alternative image of law in an effort to redirect the sociolegal studies research agenda.Challenging the traditional social-scientific legal pluralism of reified cultures and communities, the idea of critical legal pluralism presented in this essay rests on the insight that it is knowledge that maintains and creates realities: a critical legal pluralism imagines legal subjects as “law inventing” and not merely “law abiding.” The authors argue that, once the constructive, creative capacities of legal subjects are recognized alongside the plurality of these same subjects, the relationship between laws and selves reveals its complexity. They acknowledge that their approach is only one of many possible critical legal pluralist approaches; but they maintain that any reconception of law within a framework of critical legal pluralism is a form of emancipatory prescription. As definitions of law are revised and rejected, new vistas are opened for sociolegal scholarship.

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Volf, Marina N. "M. Mandelbaum and Historiography of Philosophy." Siberian Journal of Philosophy 17, no. 3 (2019): 222–44. http://dx.doi.org/10.25205/2541-7517-2019-17-3-222-244.

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The views of M. Mandelbaum on the historiography of philosophy have undergone a certain evolution. The paper shows the epistemological foundations of Mandelbaum’s historical and philosophical position. From the standpoint of critical realism and its application to social sciences Mandelbaum shows the advantages and disadvantages of the monistic or holistic approaches, partial monisms and pluralism. He considers A. O. Lovejoy's history of ideas to be the most reasonable pluralistic conception, although its use as a historical and philosophical methodology is limited. Intellectual history, which replaced it, should be called a partial monism, however, according to Mandelbaum, it gets a number of advantages if it begins to use a pluralistic methodology. In this version of methodology, the history of philosophy and intellectual history can be identified. The paper also presents some objections of analytic philosophers against this identification.

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Kennedy, David, and Sandra Cullen. "‘So, Is It True?’ Time to Embrace the Hermeneutical Turn in Catholic Religious Education in the Republic of Ireland." Religions 12, no. 12 (November 29, 2021): 1059. http://dx.doi.org/10.3390/rel12121059.

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A key challenge for educational provision in the Republic of Ireland has been the need to develop appropriate approaches to religious education that are effective in terms of meeting the needs and rights of students in a democratic pluralistic society. At the centre of such discussions, although rarely explicitly recognised, is an attempt to grapple with the question of truth in the context of religious education. This paper argues that religious education, in attempting to engage with this evolving context, is challenged in two trajectories: (a) by approaches that operate from the presumption that objective truth exists and (b) by approaches that are sceptical of any claim to objective truth. It will be argued that proposals, such as those offered by active pluralists, to deal with religious truth claims in religious education are limited in terms of their capacity to adequately treat such claims and the demands that these carry for adherents. This paper argues for a hermeneutical treatment of the context for Catholic religious education in the Republic of Ireland, which is considered under the following headings: (1) irruptions from the periphery, (2) the theological matrix, (3) the status of religion, and (4) the position of students and teachers in religious education classes. From this it will be suggested that promoting religious education as a hermeneutic activity allows for a respectful engagement with competing truth claims.

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Peucker, Mario. "Educational Approaches to Reduce Prejudice ‐ A Core Element of Human Rights Education in Pluralistic Societies." Education and Society 29, no. 2 (January 1, 2011): 57–80. http://dx.doi.org/10.7459/es/29.23.05.

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Farrell, Francis. "“Walking on egg shells”: Brexit, British values and educational space." Education + Training 62, no. 9 (February 8, 2019): 981–97. http://dx.doi.org/10.1108/et-12-2018-0248.

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Purpose The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV). Design/methodology/approach Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings. Findings The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme. Research limitations/implications The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students. Originality/value This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

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Adiprasetya, Joas. "Alasdair MacIntyre and Martha Nussbaum on Virtue Ethics." DISKURSUS - JURNAL FILSAFAT DAN TEOLOGI STF DRIYARKARA 15, no. 1 (April 1, 2016): 1. http://dx.doi.org/10.26551/diskursus.v15i1.16.

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Abstract: Alasdair MacIntyre and Martha C. Nussbaum are two prominent contemporary moral philosophers who attempt to rehabilitate Aristotle’s conception of virtues. Although both agree that virtue ethics can be considered as a strong alternative to our search for commonalities in a pluralistic society such as Indonesia, each chooses a very different path. While MacIntyre interprets Aristotle from his traditionalist and communitarian perspective, Nussbaum construes the philosopher in a non-relative and essentialist point of view using the perspective of capability. Consequently, MacIntyre construes a more particularistic view of virtue ethics, whereas Nussbaum presents a more universalistic view of virtue ethics. Applying virtue ethics to the Indonesian context, this article argues that each approach will be insufficient to address the highly pluralistic societies such as Indonesia. Therefore, we need to construct a virtue ethics proper to the Indonesian context that takes both approaches into consideration. Keywords: Virtue, virtue ethics, community, capability, incommensurability. Abstrak: Alasdair MacIntyre dan Martha C. Nussbaum merupakan dua orang filsuf moral terkemuka pada masa kini, yang berusaha merehabilitasi konsep Aristoteles mengenai keutamaan. Sekalipun keduanya sepakat bahwa etika keutamaan dapat dipertimbangkan sebuah sebuah alternatif yang memadai bagi usaha kita dalam mencari kesamaan di tengah sebuah masyarakat majemuk seperti Indonesia, masing-masing memilih jalan yang sangat berbeda. Sementara MacIntyre menafsirkan Aristoteles dari perspektif tradisionalis dan komunitarian, Nussbaum memahami sang filsuf dari sebuah sudut pandang esensialis dan nonrelatif dengan memakai pendekatan kapabilitas. Akibatnya, MacIntyre mengkonstruksi sebuah pandangan yang lebih partikular atas etika keutamaan, sementara Nussbaum lebih menghadirkan sebuah pandangan yang lebih universal atas etika keutamaan. Mengaplikasikan etika keutamaan pada konteks Indonesia, artikel ini berpendapat bahwa masing-masing pendekatan tidak akan memadai untuk menjadi masyarakat yang sangat pluralistis seperti Indonesia. Untuk itu, kita perlu mengkonstruksi sebuah etika keutamaan yang kontekstual di Indonesia yang mempertimbangkan dan memanfaatkan kedua pendekatan tersebut. Kata-Kata Kunci: Keutamaan, etika keutamaan, komunitas, kapabilitas, inkomensurabilitas.

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Arduser, Lora. "Agency in illness narratives." Narrative Inquiry 24, no. 1 (October 28, 2014): 1–27. http://dx.doi.org/10.1075/ni.24.1.01ard.

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In this essay, I argue that structural approaches to narrative articulate identity and agency as internal constructs. As such, these analyses neglect the roles of institutional and social factors. A pluralistic analysis of these illness narratives, such as the one offered in this essay, can help narrative scholars better understand how these forces interact with the individual experiences of people living with illness in supporting and constraining agency.

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Zainiyanti, Husniyatus Salamah, and Atmari Atmari. "Learning Design of Citizenship Education in Indonesia After Ahok Tragedy, a Shape of Social Media and Critical-Literacy in Educational Process." Tarbiyatuna: Jurnal Pendidikan Islam 11, no. 1 (February 15, 2018): 52. http://dx.doi.org/10.36835/tarbiyatuna.v11i1.266.

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From the fist decade when Soekarno declared Indonesia as Pancasila State, until 71th independence nowaday. Educationally, Indonesia had not an ideal concept how to indoctrine its form of pluralistic cultures and religions, which were emerged and lived in. Differently from another democratic countries, like USA, Australia, and Europian-Community, which faced the multi-ethnic diaspora, new social movement groups, and imigrant people, they reconcile the new concept of citizenship education system within social and cultural changs, as well as they faced. In facts, citizenship education often deliver as a political education as usual. There are no new approaches and systimatic curricular changes to adopt and adapt what presently heppend in the grassroot-society. So that, this articles will explore some progresive problems that shifted the pluralistic stance of Indonesian People. Eventually, in based on educational system and teaching learning posses in general school. The ultimate aims are growing approaches to teach pure Indonesian citizenship values, seem like, what democratic countries did for their citizen, after political abnormal contestation, such as the rise of radicalism, ethnic or racial conflict, and so on. Thus, this article also will focuss on ‘Ahok Tragedy’ which are re-contested a a living historical conflict; Islamic and Nationalist stance of Indonesian identity.

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de Aguiar, Thereza Raquel Sales. "Is the use of financial accounting fit for purpose? An exploration of the theoretical foundations, framework and practicalities." Accounting Research Journal 34, no. 4 (June 10, 2021): 412–28. http://dx.doi.org/10.1108/arj-05-2020-0119.

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Purpose The purpose of this paper is to explore issues related to the use of financial accounting and reporting by discussing three interrelated areas: the theoretical foundations, the framework and practicalities. The paper also discusses participatory and pluralistic approaches to accounting and corporate governance as alternatives to address some of these issues. Design/methodology/approach This is a narrative research based on deductive thematic analysis of secondary data. This study provides a general overview of the existing literature of the limits of the use of financial accounting and its impact on business and society. Findings In terms of the theoretical foundations, this paper contrasts financial accounting explained by agency theory and a dialogic accounting approach. The findings of this study emphasise the need to establish an accounting framework for the interests of the many (not the few) in conjunction and simultaneously with a participatory and pluralistic approach to corporate governance. Finally, this paper explores accounting for carbon emissions and recent financial accounting scandals to analyse the impact of the inappropriate use of financial accounting and reporting in business and society. Originality/value This paper provides an overview of the limits of the use of financial accounting by exploring its theoretical background, framework and practicalities. The paper also discusses the need for new accounting and corporate governance frameworks that allow a pluralistic and participatory approach to the decision-making of companies.

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Mårald, Erland, and Erik Westholm. "Changing Approaches to the Future in Swedish Forestry, 1850–2010." Nature and Culture 11, no. 1 (March 1, 2016): 1–21. http://dx.doi.org/10.3167/nc.2016.110101.

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This article explores the changing construction of the future in Swedish forestry since 1850. The framework is based on three concepts: (1) knowability, addressing changing views of knowledge; (2) governability, addressing changing views of the ability to steer the future; and (3) temporality, referring to varying ways of relating to time. The results reveal that until the 1980s, trust in science-based forestry triggered other knowledge-based activities, such as education, surveys, and field trials. The future was seen as predictable and forecasts were expected to support increased forest production. In the 1970s, the environmental debate about the forest incorporated a pluralistic futures agenda. High-production forestry using intensive management methods was questioned. Futures studies shifted focus from predictions to scenarios, highlighting a less predictable future open to human agency. Paradoxically, with increased knowledge of forest ecology and forest markets with improved modeling techniques, the future horizon shifted to one of risks and uncertainties.

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West, Charles C., J. Mutero Chirenje, J. D. Gort, Walter Fernandes, Michael Bourdeaux, P. A. Kalilombe, Kwesi A. Dickson, et al. "II. Worksh ops." Mission Studies 2, no. 1 (1985): 67–96. http://dx.doi.org/10.1163/157338385x00098.

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AbstractThe workshop brought together some twenty persons from varied and diverse nations and political-economic circumstances - Ghana, Netherlands, New Zealand, Republic of South Africa, United Kingdom, United States of America, West Germany and Zimbabwe. The workshop also reflected a number of Christian denominations - Anglican, Lutheran, Presbyterian, Reformed, Roman Catholic and Seventh Day Adventist. The gathering then was truly pluralistic and ecumenical. Such composition made for a rich encounter of varied and diverse understandings and approaches.

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Karakamisheva-Jovanovska, Tanja. "Fundamental Rights Seen Through the “Pluralistic Interpretive Box”." Central European Journal of Comparative Law 2, no. 2 (November 20, 2021): 65–79. http://dx.doi.org/10.47078/2021.2.65-79.

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Interpretation, or the judicial understanding of the legal acts in the process of protection of the human rights, is becoming increasingly interesting and controversial, both from an aspect of the applied interpretation technique (which interpretation method is applied by the judge in a specific case and why), as well as from an aspect of the legal opportunism/legitimacy of the interpretation. It is a fact that so far, neither the European, nor the national legal theories and practice have offered coordinated systematic approach regarding the application of the legal interpretation methods, which often leads to different interpretation of the legal norms by the national and the European courts when applied in similar or identical legal situations for protection of the human rights. It is considered that the different interpretation of the legal documents by the judges endangers the protection of the human rights, but also the legal security of the citizens. Judicial discretion in choosing an interpretive method in a particular case by the national, or by the courts in Luxembourg and Strasbourg further complicates the already complex procedure of protection of human rights, which directly creates new problems instead of solving the existing ones. The "pluralistic interpretive box" is continuously filled with new and new cases from different approaches by different courts in the process of protection of human rights, which leads to increased scientific interest for a more detailed consideration of this issue. The growing scientific interest in the impact of the legal interpretation on the (non) equality of the human rights protection is the main reason for writing this paper, in which I will try to explain the connection between the three different, but still related issues encountered in the multilevel system of human rights protection in Europe. The first issue addressed in the paper concerns the most common methods of legal interpretation applied in the national and European court proceedings. The second issue concerns the search for a consistent answer to whether and how much legitimacy and legality the court decisions made by applying judicial discretion have when the interpretive method in judicial decision-making is chosen, and the third issue refers to finding an answer to the impact of such court decisions on the functionality and efficiency of the multi-level system of protection of human rights, that is, to what extent such court decisions have a positive or negative effect on the human rights protection. Given that each national court has its own instruments and techniques of interpretation by which the judges make their decisions, the need to study their causality and effectiveness is more than evident.

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Onwuegbuzie, Anthony J., and Julie A. Corrigan. "Intra-Study Matching Considerations When Using Mixed Methods-Based Research Approaches: A Critical Dialectical Pluralistic Approach." International Journal of Multiple Research Approaches 13, no. 2 (April 30, 2021): 116–36. http://dx.doi.org/10.29034/ijmra.v13n2editorial2.

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The step of obtaining a sample(s) (i.e., sampling) in mixed methods-based research studies likely represents the least developed step in the research process, with only 21 Scopus-indexed works published on the topic to date. Consequently, the time is rife for mixed methods-based researchers to develop sampling designs that are more TREEful—that is, transparent, rigorous, equitable, and ethical—especially when sampling among/between phases/components. Because, more than the other 13 mixed methods-based research philosophies, critical dialectical pluralism especially is concerned with the welfare of research participants, and because the sampling step is subject to misuse and abuse of participants, the use of a critical dialectical pluralist lens to ensure that mixed methods-based sampling designs are as TREEful as possible has logical appeal. Therefore, in this editorial, we have provided a meta-framework,1 via a critical dialectical pluralism lens, for selecting samples for each of the following four types of relationships among/between phases/components identified by Onwuegbuzie and Collins (2007), namely, identical samples, parallel samples, nested samples, and multilevel samples. This lens has led to the identification of several options for minimizing, or at least reducing, what we refer to as identical sampling bias, parallel sampling bias, nested sampling bias, and multilevel sampling bias such that samples are optimally matched within a single mixed methods-based research study. In the context of mixed methods-based research, matching refers to the process of forming groups to make them as similar as possible with respect to extraneous or confounding factors (e.g., demographic variables [e.g., gender, age]; personality variables [e.g., resilience]; affective variables [e.g., motivation]). In particular, we outline the use of several matching techniques—specifically, exact matching, greedy matching, optimal matching, propensity score matching, subclassification, and magnitude coding—for addressing these different forms of bias. We encourage mixed methods-based researchers to explore using one or more of these matching techniques, whenever appropriate, regardless of their philosophical stance, in order to avoid researcher participants from being misrepresented.

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Daryai-Hansen, Petra, Brigitte Gerber, Ildikó Lörincz, Michaela Haller, Olga Ivanova, Hans-Jürgen Krumm, and Hans H. Reich. "Pluralistic approaches to languages in the curriculum: the case of French-speaking Switzerland, Spain and Austria." International Journal of Multilingualism 12, no. 1 (August 26, 2014): 109–27. http://dx.doi.org/10.1080/14790718.2014.948877.

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Journal articles on the topic 'Pluralistic approaches'

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