Relevant bibliographies by topics / Worldview transformation

Contents

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

Academic literature on the topic 'Worldview transformation'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Worldview transformation"

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Walsh, Brian J. "Transformation: Dynamic Worldview or Repressive Ideology?" Journal of Education and Christian Belief 4, no. 2 (September 2000): 101–14. http://dx.doi.org/10.1177/205699710000400204.

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Boik, John C. "Science-Driven Societal Transformation, Part I: Worldview." Sustainability 12, no. 17 (August 24, 2020): 6881. http://dx.doi.org/10.3390/su12176881.

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Humanity faces serious social and environmental problems, including climate change and biodiversity loss. Increasingly, scientists, global policy experts, and the general public conclude that incremental approaches to reduce risk are insufficient and transformative change is needed across all sectors of society. However, the meaning of transformation is still unsettled in the literature, as is the proper role of science in fostering it. This paper is the first in a three-part series that adds to the discussion by proposing a novel science-driven research-and-development program aimed at societal transformation. More than a proposal, it offers a perspective and conceptual framework from which societal transformation might be approached. As part of this, it advances a formal mechanics with which to model and understand self-organizing societies of individuals. While acknowledging the necessity of reform to existing societal systems (e.g., governance, economic, and financial systems), the focus of the series is on transformation understood as systems change or systems migration—the de novo development of and migration to new societal systems. The series provides definitions, aims, reasoning, worldview, and a theory of change, and discusses fitness metrics and design principles for new systems. This first paper proposes a worldview, built using ideas from evolutionary biology, complex systems science, cognitive sciences, and information theory, which is intended to serve as the foundation for the R&D program. Subsequent papers in the series build on the worldview to address fitness metrics, system design, and other topics.
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HAYES, TERRELL A. "POTENTIAL OBSTACLES TO WORLDVIEW TRANSFORMATION: FINDINGS FROM DEBTORS ANONYMOUS." International Journal of Self Help and Self Care 1, no. 4 (January 1, 2001): 353–68. http://dx.doi.org/10.2190/ple7-543q-7ntf-nq2h.

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Holvenstot, C. "Consciousness Studies and a Transformation of the Western Worldview." Tikkun 27, no. 2 (April 1, 2012): 40–71. http://dx.doi.org/10.1215/08879982-2012-2015.

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Valk, John. "Leadership for transformation: The impact of a Christian worldview." Journal of Leadership Studies 4, no. 3 (September 2010): 83–86. http://dx.doi.org/10.1002/jls.20183.

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Sitron, Justin A., and Donald A. Dyson. "Validation of Sexological Worldview." SAGE Open 2, no. 1 (January 1, 2012): 215824401243907. http://dx.doi.org/10.1177/2158244012439072.

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The authors originally posited that a new construct must be developed to measure the success of affective training for sexologists, particularly the Sexuality Attitudes Reassessment (SAR) modality. Couching their critique in studies that have been conducted to measure the SAR’s effectiveness as a method used to evoke perspective transformation and more sensitive and humanistic service provision, the authors argued that the development of a professional’s sexological worldview would be a more accurate construct than attitude change to measure when considering the outcomes of SAR training. This study in the United States used a two-phase qualitative approach to validate the proposed sexological worldview construct. In the first phase, they surveyed a panel of 16 sexologists regarding their original proposed definition of sexological worldview and refined it. In the second phase, they completed 30 one-on-one interviews with a convenience sample of sexologists and sexology students. Using an inductive content analysis of the interview transcripts, seven themes emerged in support of the proposed definition of sexological worldview, including its components and its developmental characteristics. The article concludes with a discussion of the implications for the use of the construct for the training of sexologists.
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Rumanti, Elisabet Dewi. "A Transformation of Backward by Design Model to Designing a Curriculum." Diligentia: Journal of Theology and Christian Education 2, no. 2 (May 31, 2020): 51. http://dx.doi.org/10.19166/dil.v2i2.2059.

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<p>An educational institution need a curriculum design to organize teaching and learning activities. All models of curriculum design have its own uniqueness. Since the curriculum design will be affected to all objective, teaching, learning, assessment, and express presuppositions of how the education going on that school. In this essay, therefore backward by design model is reviewed in the biblical Christian worldview context with creation, fall, redemption, and glorification approaching concept. Understanding as the main focus of backward by design model need to bring into the concept of biblical truth to see the big picture of God’s design for His creation. God’s purposeful design will affect our worldview; the way we see all aspect in life. Accordingly, the biblical Christian worldview help us to bring unit into context to give a true meaningful experiences. As the result, reconstruction of backward by design model as the transforming curriculum design to be implemented in Christian education.</p>
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Stratonova, Nataliia O. "TRANSFORMATION REFLEXES OF PRE-CHRISTIAN WORLDVIEW IN KIEVAN RUS LITERATURE." Anthropological Measurements of Philosophical Research, no. 7 (May 29, 2015): 150. http://dx.doi.org/10.15802/ampr2015/43736.

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Rudiuk, V. "Worldview Level Visions of Transformation of Judicial Proceedings in Ukraine." Fìlosofsʹkì ta metodologìčnì problemi prava 17, no. 1 (2019): 112–16. http://dx.doi.org/10.33270/01191702.112.

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Pantykina, Marina. "Somatic human rights in modern conditions of technological transformation of body existence." Obshchestvennye nauki i sovremennost, no. 4 (2021): 20. http://dx.doi.org/10.31857/s086904990014757-4.

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The article raises the problem of updating the research of somatic rights in the context of the intensive impact of modern technologies on the human body. The legal and philosophical and worldview foundations of somatic rights structure the problem. In particular, the identification of the causes of their occurrence and the establishment of a content-genetic relationship with other generations of human rights made it possible to determine the specifics of somatic rights and attribute them to a new generation of human rights. Philosophical and worldview are presented as ideological prerequisites and semantic horizons for the development of somatic rights. State of the philosophical and worldview foundations raises the question of the ontological status of somatic rights, which, in turn, led to the need to highlight the forms of being of the expanded body. As a result, it is concluded that in relation to up-to-date technologizedforms of bodily existence, somatic rights should perform the function of demarcation between morphological freedom and arbitrariness.
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Dissertations / Theses on the topic "Worldview transformation"

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Inman, John Lawrence. "Another way to understand gifted and dyslexic| Hypothetical transformation via an indigenous worldview." Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685621.

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To address the daunting challenges we face as a global community, we need people who can see the world beyond an "either-or" dualistic perspective. This dissertation presumes such a dualistic perspective has been especially damaging to the twice-exceptional (2e) or gifted and learning disabled (Gifted and LD or GLD) children of the world, children who are growing up like I did, gifted and learning disabled. These children have so much potential to see the world as connected and to teach us to honor diversity and complementarity. Yet the Western educational paradigm typically thinks of these children as broken and in need of fixing. Twice-exceptional children often find themselves separated, provided remedial programs, medicated, and made to feel broken or just ignored as they can appear average. If 2e children are noticed at all, educators usually focus on 2e children's disabilities rather than on their gifts. If the pattern of medication and behavioral modification intervention causes these children to underperform or drop out of the educational system altogether, we have lost valuable members of society who can help us solve complex challenges.

I propose adding an Indigenous framework to the multi-tiered classroom to help move toward a more holistic approach for developing 2e children and honoring their gifts, regardless of the gifts the children bring to the classroom. With the introduction of traditional Indigenous approaches to education, mindsets can evolve allowing for a rethinking of educational structures. This borderland experience takes place at the intersection of Indigenous and Western worldviews. Just as cultures collide at their borders, so do worldviews. New un-envisioned cultures and possibilities emerge at these borderlands. By Indigenizing schools, classrooms, and curriculum, we can educate children with a more dialogic, holistic, culturally and historically sensitive, and connected approach to learning. Creating such an Indigenous context for schools can prevent the lifelong damage, which often comes from a mechanistic approach to education for 2e and learning disabled (LD) children. This autoethnography "imagines" how my own life's journey might have been different had the Indigenous perspectives been operational in the educational system within which I grew up.

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Mulenga, Kennedy Chola. "Changing risky behaviour through worldview transformation : a pastoral intervention to the spread of HIV/AIDS in Zambia." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24798.

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The study investigates how the church in Zambia can effectively facilitate change toward reducing HIV-risky behaviour. The researcher posits that an intricate connection exists between HIV-risky behaviour and the socio-cultural context of majority people groups in Zambia. He further argues that much risky behaviour is imbedded in pervasive socio-cultural norms and traditions propelled by a worldview which essentially resists transformation. From an insider’s perspective the researcher will design a praxis model for transforming Zambian worldview facets with regard to HIV/AIDS predisposing behaviours in order to achieve enduring HIV risk reduction. The study reviews current literature on HIV behavioural change theories and models to understand where the theories have taken all the stakeholders, including theological praxis. The study will demonstrate the link between Zambian cultural worldviews and trends in sexual behaviour which, arguably, facilitates the proliferation of HIV risky behaviour. The study culminates in designing an evangelical theological praxis/model for transforming relevant cultural worldviews toward changing HIV risky behaviour in Zambia.
Thesis (PhD)--University of Pretoria, 2010.
Practical Theology
unrestricted
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Brashear, Taylor. "TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/35.

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Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.
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Heuer, Afshan. "Darwin and the evolution revolution : audiences, culture, worldview, transformative learning." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28522.

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Although in current practice many cultural institutions are collaborating, sharing and promoting their work on an international scale, visitor studies in internationally travelling exhibitions has been very limited. Performing audience research in the American Museum of Natural History’s travelling exhibition Darwin: The Evolution Revolution at two partner venues, the Royal Ontario Museum, Toronto and the Natural History Museum London, the thesis establishes a new line of inquiry, addressing the cultural aspects of communication and learning through the exhibition medium within a novel context. Furthermore, the thesis focus on the influence of culture, worldview and perspectives in evolution learning and the evaluation of transformative learning in the museum required the creation of new methods of audience research. The empirical research of both museum staff and local adult audiences in London and Toronto demonstrated the critical influence of culture on communication and meaning-making in the context of internationally travelling exhibitions. The study also provided significant evidence of the interrelationship of culture, worldview, perspectives and assumptions and their vital role in transformative learning. Moreover, the evaluation of transformative learning served to establish that visitors had engaged in critical reflection as well as subjective reframing, which leads to perspective transformation. Further research is required in order to provide a basis of comparison and to build a significant body of knowledge on the influence of culture on museum communication and learning in order to effectively guide future practices. Although the thesis intentionally focuses on the analysis of transformative learning and perspective transformation in evolutionary biology, the approach to learning and research methods proposed have a much wider application in audience research of exhibits that present issues of significant social and cultural relevance such as difficult history, social equality, diversity and social justice, as well as in art, history and ethnography museums.
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Evitts, Simon, Brendan Seale, and Dylan Skybrook. "Developing an Interconnected Worldview : A Guiding Process for Learning." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2957.

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Human society faces many environmental and social threats as a result of systemic unsustainable behaviour and values. The root cause of these problems is our collective lack of awareness and inability to understand the connection between our actions and their consequences. Therefore there is a need to develop an increased perception of interconnectivity to prevent these unintended consequences. This study explores how a learning experience could be designed to develop an interconnected worldview in support of Strategic Sustainable Development. Research examines the concepts and capacities associated with developing an interconnected worldview, and pedagogical approaches for transformational adult learning. Finally, a guiding process is proposed for designing a learning experience in this context.
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Gonzalez, Julian Matias. "The emergence of sustainability : culture shift and the transformation of worldviews through social learning." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31902.

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There is an abundant literature describing the sustainability problems our planet is facing, ranging from the loss of biodiversity and ecosystems that are necessary to support healthy communities to the everexpanding population, social inequality and worldwide increase of poverty. Many of the existing sustainability initiatives attempt to address these issues by creating new technologies, increasing efficiency, and modifying systems of governance. While many of these approaches are promising, their success fundamentally depends on their acceptance by society. I argue that this aspect is frequently overlooked and more attention should be paid to the human dimensions of sustainability development. The approach presented in this thesis uses a more comprehensive approach and highlights the importance that consciousness, culture, and values play in shaping our views of reality and therefore our understanding of sustainability. I explore the all-quadrant, all-level approach of integral theory (Wilber, 1996b) as an overarching framework to discuss these ideas. The all-quadrants concept of internal and external, individual and collective realities is used to outline the multiple dimensions of sustainability. I apply the all-levels concept of human development to explain the multitude of conceptions, behaviours and attitudes that individual mindsets and collective worldviews have towards sustainability. One of the main challenges for sustainability is overcoming the values crisis in modern society and it is argued that in order to achieve this, a cultural shift is required if we hope to address today's pressing socio-ecological problems. To this effect a framework of social learning has been developed based on the synthesis of the literature that serves to guide this cultural shift. To illustrate the potential of this framework a case study was conducted in a natural resource conservation and forestry course at the University of British Columbia. The results are encouraging and demonstrate the potential of social learning for shifting individual mindsets towards ones that are more inclined towards cultivating sustainable livelihoods.
Forestry, Faculty of
Graduate
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Brown, Crete. ""Unsettling" the Bear River Massacre| A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606920.

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Grounded in the transformative paradigm (p. 35), this study asked, “In what ways might a group of non-Natives be individually and socially transformed by encountering the Bear River Massacre from within Indigenous Worldviews?” The methodology incorporated Indigenous Worldviews and ceremonial processes (Wilson, 2008) into Queensland University’s Indigenous Australian Studies’ model (Mackinlay & Barney, 2010), interweaving transformative learning processes with Indigenous elements such as a traditional Shoshone sweat lodge, visiting a massacre site, and listening to a Shoshone elder. During ceremonially centered mini retreats data was collected via individual journals, group email and process notes, art-based expressions, videotaping, individual and group written evaluations and surveys, and follow up interviews. Findings established “perspective transformation” (King, 2009) in 80% of participants within the dimensions of better understanding the Bear River Massacre, the Shoshone people, the colonization process, and the loss of their own Indigenous roots. Follow-up interviews revealed that 87.5% of respondents believed that the integration of Indigenous elements into the project impacted their learning experience “a great deal.” 87.5% reported sustained behavioral x change in relation to the topic and 71% stated they wanted to get to know Native people and culture better. In addition, 43% stated they were interested in obtaining a public Presidential apology to Native people. Unconscious shadow transference material (Romanyshyn, 2007) emerged and was discussed from a depth psychology perspective. Limitations to this study include sample size and lack of funding. The theoretical development of ceremonial research potentially expands this method into other areas of inquiry.

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Bartel, Kenneth Cyril, and res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
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Reid, David. "Transformation and worldview in public policy: a case study of the British Columbia Farm Assessment Review." Thesis, 2009. http://hdl.handle.net/1828/1994.

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This thesis examines conflict transformation in public policy in the case of the British Columbia Farm Assessment Review public process in the Capital Regional District from December 2007 to July 2009. The research addresses three questions: 1) Were transformative approaches applied to public policy in the Farm Assessment Review (FAR) case? If so, how were those transformative approaches applied? 2) How did worldview conflicts arise in the FAR case? and 3) What were the effects of the FAR public process in terms of transformative capacity? Data were collected from newspaper articles, press releases, public reports, semi-structured interviews, and personal observations. The data were analyzed through directed content analysis and interpreted through the lens of social constructionism. The study found that the process had few transformative qualities and did not accommodate the worldview differences that were detected and recognized by the parties. Few transformational changes could be found in the data.
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Rehm, Christian Gregor. "Welt lieben : Perspektiven einer schöpfungstheologischen Weltanschauung für ökumenische Spiritualität." Diss., 2013. http://hdl.handle.net/10500/13925.

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Gelebte Ökumene wird, als Zeichen christlicher Glaubwürdigkeit, in unserer postmodernen und postsäkularisierten Gesellschaft gefordert. Die dogmenorientierten Bemühungen zur Ökumene scheinen in die Krise geraten zu sein. Es bedarf es der Suche nach Grundlagen für ökumenische Spiritualität, für die sich der Schöpfungsglaube, als von den großen Konfessionen geteiltes Glaubensgut, anbietet. Um Schöpfungstheologie und -spiritualität als zusammengehörige Elemente wahrnehmen zu können, wird in dieser Dissertation das Weltanschauungsmodell Wrights verwendet, welches durch Waaijmans Aspekt der Umformung ergänzt wird. Konfessionell geprägte Schöpfungstheologien werden in den Kategorien Story und Antworten auf weltanschauliche Schlüsselfragen analysiert. Dies bildet die Basis für eine Synthese, im Sinne der Hermeneutik des differenzierten Konsenses, zu einer ökumenischen Schöpfungstheologie. Konfessionelle Schöpfungsspiritualitäten werden in den Kategorien Symbol und Praxis dargestellt und in einem emergent-synthetischen Entwurf, auf der Basis der ökumenischen Schöpfungstheologie, zu Perspektiven für ökumenische Schöpfungsspiritualität weiterverarbeitet. Die so aufgezeigte schöpfungstheologisch-ökumenische Weltanschauung, bietet eine mögliche Grundlage für ökumenische Spiritualität.
Christian Spirituality, Church History & Missiology
M. Th. (Christian Spirituality)
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Books on the topic "Worldview transformation"

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Jackson, M. G. Transformative Learning for a New Worldview. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230589940.

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A more perfect union: Holistic worldviews and the transformation of American culture after World War II. Oxford: Oxford University Press, 2010.

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McDonald Werronen, Sheryl. Popular Romance in Iceland. NL Amsterdam: Amsterdam University Press, 2016. http://dx.doi.org/10.5117/9789089647955.

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A late medieval Icelandic romance about the ‘maiden-king’ of France, Nítída saga generated interest in its day and grew in popularity in post-Reformation Iceland, yet until now it has not received the comprehensive scholarly analysis that it much deserves. Analysing this saga from a variety of perspectives, this book sheds light on the manner in which Nítída saga explores and negotiates the romance genre from an Icelandic perspective, showcasing this exciting saga’s strong female characters, worldviews, and long manuscript tradition. Beginning with Nítída saga’s manuscript context, including its reception and transformation in early modern Iceland, this study also discusses how Nítída saga was influenced by, and also later influenced, other Icelandic romances. Considering the text as literature, discussion of its unusual depiction of world geography, as well as the various characters and their relationships, provides insights into medieval Icelanders’ ideas about themselves and the world they lived in, including questions about Icelandic identity, gender, female solidarity, and the literary genre of romance itself. The book also includes a newly revised reading edition and translation of Nítída saga.
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Roberto, Verzola, and Philippine Greens (Organization), eds. Society, ecology, and transformation: A program for transforming Philippine society based on the green worldview. 2nd ed. Quezon City, Philippines: Philippine Greens, 1999.

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Rinehart, Robert, Karen N. Barbour, and Clive C. Pope. Ethnographic Worldviews: Transformations and Social Justice. Springer, 2016.

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Barbour, Karen N., Clive C. Pope, and Robert E. Rinehart. Ethnographic Worldviews: Transformations and Social Justice. Springer, 2013.

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Worldview As Worship The Dynamics Of A Transformative Christian Education. Wipf & Stock Publishers, 2011.

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Transformative Learning for a New Worldview: Learning to Think Differently. Palgrave Macmillan, 2008.

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Jackson, M. Transformative Learning for a New Worldview: Learning to Think Differently. Palgrave Macmillan, 2008.

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Wan, Sze-kar. Colonizing the Supernatural. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190278359.003.0010.

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The terms daimōn, “spirit,” “god,” even “genius” in Classical Greek were transformed into the negative “demon” by more than a mere linguistic sleight of hand. The transformation in fact encodes a triumph of the Jewish and Christian worldview over their Greek and Roman counterpart. This chapter traces the linguistic and cultural influences Christianity exerted on the Roman construction of the dead and proposes that conceptualization of the ghostly world does not merely reflect shifts in cultural attitudes but is a deliberate construct designed to bolster the powerful. Armed with monotheism and its constructed power over the spiritual and ghostly realm, imperial Christianity was able to impose a rigid interpretation of the spiritual world and monopolize the cult of the dead. In so doing, the Empire succeeded in colonizing the dead and localized in itself both political and religious power that would last until its eventual collapse.
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Book chapters on the topic "Worldview transformation"

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Chu, Elise L. "Learning to Embody a Non-Dualistic Worldview." In Exploring Curriculum as an Experience of Consciousness Transformation, 165–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17701-0_10.

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Choudhury, Masudul Alam, Saeed Al-Muharrami, and Saleh Ahmed. "Omanization (Development Transformation of the Sultanate of Oman) as an Economic and Social Wellbeing Goal: Application of TSR Circular Causation Method." In The Tawhidi Methodological Worldview, 169–207. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6585-0_15.

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Guryanova, A. V., and I. V. Smotrova. "Transformation of Worldview Orientations in the Digital Era: Humanism vs. Anti-, Post- and Trans-Humanism." In Lecture Notes in Networks and Systems, 47–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27015-5_6.

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Smith, Linda Tuhiwai. "Social Justice, Transformation and Indigenous Methodologies." In Ethnographic Worldviews, 15–20. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_2.

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Bliss, Elaine, and Janelle Fisher. "The Journey to a Good Life: Exploring Personal and Organisational Transformation Through Digital Storytelling." In Ethnographic Worldviews, 93–107. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_8.

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Macdonald, Helen. "Negotiating Safe and Unsafe Space: Participation, Discomfort and Response-Ability in Higher Education Institute Transformation in South Africa." In Ethnographic Worldviews, 61–73. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_6.

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Bawden, Richard, and Melanie Williams. "The learning conference and worldview transformations." In Conferences as Sites of Learning and Development, 74–85. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315228778-7.

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Drew, Neil. "Living and Learning Together: Principled Practice for Engagement and Social Transformation in the East Kimberley Region of Western Australia." In Ethnographic Worldviews, 77–91. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_7.

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Jackson, M. G. "Introduction." In Transformative Learning for a New Worldview, 3–10. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230589940_1.

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Jackson, M. G. "Transform, Reform, Reaffirm." In Transformative Learning for a New Worldview, 145–62. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230589940_10.

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Conference papers on the topic "Worldview transformation"

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Karnaukhov, Igor. "Notions Of Afterlife Concept In Modern Philosophical Worldview." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.60.

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Pecherskaya, Nadezhda. "MENTAL COHESION AS A FACTOR OF POLITICAL CULTURE." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-189-195.

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Discussions of the humankind future problems touch upon the aspect of political culture. The involvement of the socio-psychological category of cohesion will make it possible to specify regulatory mechanisms in the format of a human relations model. Interdisciplinary complexity occurs with the involvement of the concepts of worldview transformation, planetary identity and people-globalizers. The language of the topic meets global challenges, demonstrating solidarity as a social-psychological indicator of group dynamics scenario of response to situations associated with risks to health and life. Interdisciplinarity substantively refracts the concept of cohesion into the plane of dynamics of worldview transformations. Political psychology sets the vector of its operationality within the basic scheme of subject-setting – action-object. Mental cohesion leads to a global dimension of planetary identity.
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Bekasova, Elena N. "Peculiarities Of Linguistic Worldview Transformation On The Territory Of Later Settling." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.78.

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Ragkos, Nikolaos. "THE TRANSFORMATION OF WORLDVIEW DURING EARLY MODERN HISTORY OF EUROPE AND ITS INFLUENCE ON THE ARCHITECTURAL THOUGHT AND PRACTICE IN THE CZECH LANDS - THE WORK OF BONIFAZ WOLMUT." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb51/s17.042.

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Glushkova, Svetlana. "Liberal Ideas of B.N. Chicherin: The Past and The Present." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-25.

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Russian liberal heritage, first of all, the scientific works of the famous Russian legal expert Boris Chicherin, is the fundamental basis for the developing science of human rights in modern Russia; it is from this position that this article examines Chicherin’s work. The main purpose of the study is to identify Chicherin’s priorities in shaping new progressive ideas for Russia and to examine the transformation of his views. In examining and analysing Chicherin’s liberal ideas, historical, logical and comparative methods were applied. It has been concluded that Chicherin set the foundation of the liberal theory of human rights, elaborated a set of progressive ideas and a blueprint of reforms, which determined the formation of several generations of liberals in autocratic Russia and are still relevant today. Defending the priority of private law over public law, Chicherin argued: a civil order based on private law must always be free from state absorption. He was among the first in Russia to develop the idea of a constitutional state in relation with the creation of free institutions and the formation of a high intellectual and moral level of society. By developing the new policy of ‘liberal measures and strong state authority’ as an optimal model for Russian state and society, Chicherin gave rise to the formation of political science in Russia. The author believes that the analysis and discussion of Chicherin’s academic writings in university classrooms and at academic conferences contribute to the formation of a culture of human rights, a liberal worldview, a new generation of reformers, and the advancement of the emerging science of human rights.
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Dreeva, Dzhanetta. "Poetic Text As The Representation Of Peculiarities Of Worldview Of A Poet." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.103.

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Горохов, С. А. "The Role of Ecophilosophy in the Formation of New Worldview Approaches in Education." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.79.56.059.

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в статье рассматриваются вопросы качественных изменений, происходящих в современном обществе. Генерируют данные изменения шестая научно-техническая революция и переход от техногенного общества к информационному. Автор подчеркивает необходимость формирования нового мировоззрения, которое даст возможность осуществить данное изменение не революционным, а эволюционным путем. Особое внимание уделяется системе образования, служащей основой поступательного движения общества в данных преобразованиях. Отмечается необходимость смещения акцента с технических изменений, происходящих в обществе, на человека, его развитие, воспитание и образование. Драйвером этих процессов может выступить экофилософия как мировоззренческий аспект происходящих в обществе преобразований. Именно эколософия может являться тем каркасом, который через мировоззрение свяжет природную и культурною системы в единое целое. the article deals with the issues of qualitative changes taking place in modern society. The generator of these changes is the sixth scientific and technical revolution and the transition from a man-made society to an information society. The author emphasizes the need to form a new worldview, which will make it possible to implement this change not in a revolutionary, but in an evolutionary way. Special attention is paid to the education system, which is the basis for the progressive movement of society in these transformations. There is a need to shift the focus from technical changes taking place in society to the human being, his development, upbringing, and education. According to the author, the driver of these processes can be ecophilosophy as a worldview aspect of the transformations taking place in society. Ecophilosophy can be the framework that connects the natural and cultural systems into a single whole through the worldview.
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Heryanto, Yasozatulo Larosa, Irwanto Berutu, and Mangatas Parhusip. "The Analysis of Global Worldview Mediation Variables in Identifying the Correlation of Teacher Personality and Competence in Empowering E-Learning." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.096.

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Gribkov, Edward, and Tatiana Minchenko. "The problems of human embryos genome editing from the position of Christian denominations." In International Conference "Computing for Physics and Technology - CPT2020". Bryansk State Technical University, 2020. http://dx.doi.org/10.30987/conferencearticle_5fce2774140696.62298815.

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Modern biomedical technologies pose bioethical dilemmas for humanity. On the one hand, medical advances can make life much easier for people, but, on the other hand, the problem of interference in human nature actualizes the most fundamental questions regarding his ontology, the boundaries of permissible transformations, the responsibility of a scientist and a specialist who applies the latest technologies, for remote and unpredictable consequences, due to the integrity and interconnectedness of various aspects of human nature. In the scientific literature, there is a lot of information about the attitude of various denominations to genetic manipulation. This paper presents the experience of generalizing and systematizing the attitude of the main Christian confessions to the problem of editing the human embryo genome. The assessment of modern biomedical technologies from the standpoint of the Christian worldview differs, on the one hand, in the moral depth due to spiritual experience in relation to the higher divine principle, and, on the other hand, if we bear in mind the specificity of the Orthodox, Catholic and Protestant views on the problem of genetic manipulations, it is diversity interpretations in connection with historically arisen and existing to this day confessional and doctrinal differences.
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