Dissertations / Theses on the topic 'Worldview transformation'

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.

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

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.

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.

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.

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

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.

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.

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.

German text
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)

The sufficiency of Jesus Christ in the African Church is challenged by the widespread spiritual insecurity in African Christians, prompting them to hold on to ATR. The wholistic securing power of ATR challenges the sufficiency Christ's salvation to Africans. Proposing African Christological motifs alone is inadequate to induce confidence upon Christ. The African worldview must further be transformed inline with the implications of the victory of the Cross over Satan. Indeed, Christ has fully liberated African Christians from Satan's authority, placed them in his kingdom, and transformed them into a glorious state. However, because of the Fall, salvation, before the eschaton can never result in the utopian order envisioned in ATR. Suffering does not necessarily indicate satanic harassment. It is a fact of the fallen world. African Christians stand secured in Christ; therefore, they must hold on to their faith.
Systematic Theology and Theological Ethics
M.Th. (Systematic Theology)

An African Perspective on Poverty Proverbs in the Book of Proverbs: An Analysis for Transformational Possibilities. This thesis contributes to the emerging global scholarly discussion on prioritising the practical relevance of biblical interpretation, particularly in Africa. Taking poverty as a case study, this thesis employs the notion of the popular social origin of proverbs to critically analyse the subject in the Book of Proverbs. A social anthropological approach, historical-critical methods, rhetorical criticism and contextual exegesis are used to analyse proverbs regarding the poor in the Book of Proverbs and African proverbial material. On one hand, the investigation reveals that many Western scholars take their cue from the `official' social context of the Book of Proverbs. However, the impact of an unconscious subjectivity owing to the Western secularising influence on their studies into poverty has posited a conservative status quo in the way the Book of Proverbs addresses it. On the other hand, an investigation of similar traditional African proverbial material on the poor reveals a holistic transformative possibility. Its life-centred dynamism is located in an integrative worldview that comprises mutual assistance, collective responsibility, family, community, social, political, religious and economic networks as one whole. Because cultural parallels exist between the society of ancient Israel and traditional African societies, the thesis argues the use of the African proverbial performance context in the interpretation of proverbs concerning the poor in the Book of Proverbs. The result of such cross-cultural application highlights the possible transformative social, economic, political and religious supportive networks essential to a viable and sustainable holistic development of society. Consequently, such a holistic approach to poverty may enable Bible readers to make meaning and empower the will of African Christians to rise practically to the challenge of poverty eradication in all spheres of their lives. A caution also to the universal church is to be found in the fact that the Book of Proverbs made an essential contribution to the transformation of the social, economic, political and religious life of Israel. Approaching the Book of Proverbs in terms of a popular context is a fact that can no longer be simply ignored.
Old Testament and Ancient Near Eastern Studies
D.Th.

Text in Afrikaans
Die hoofdoel van hierdie verhandeling is om 'n studie te maak van die interkulturele bediening in die kultureel-diverse konteks van die SuidAfrikaanse Nasionale Weermag. Die benadering wat in hierdie studie gevolg word, is om die historiese pad van politieke stryd van deelnemende magte in die SANW te volg tot en met die historiese integrasie proses wat sy aanvang in 1994 geneem het. Hierdie samestelling van weermagte wat bestaan uit die SAW (Suid-Afrikaanse Weermag), MK (Umkhonto we Sizwe), APLA (Azanian's People Liberation Army), TBVC state, het elkeen respektiewelik sy eie militere- politieke ideologiese pad geloop. Om die verskille verder te aksentueer bestaan hierdie magte uit verskillende kulturele-, etniese-, en godsdienstige agtergronde. Die grootste verskil setel daarin dat hierdie magte aardsvyande van mekaar was. Die verdere verloop van hierdie verhandeling is om 'n blik te werp op hierdie diversiteit en die samehangende vraagstukke en problematiek wat voortspruit uit die integrasie van magte waarin diepgewortelde verskille setel. Teneinde samehorigheid en 'n gees van vreedsame naasbestaan te ontketen,word daar 'n indringende soeke geloods om effektief oor kultuurgrense heen te kommunikeer. Hierdie soeke om sinvol en effektief te kommunikeer geskied ook langs die weg van refleksie vanuit die Skrif. In die lig daarvan dat hierdie verhandeling vanuit die Sendingwetenskap bedryf word, word vraagstukke vanuit die Skrif benader, met antler woorde, watter leiding vind ons vanuit die Woord van God op die problematiek in die SANW. W anneer daar 'n introspeksie gehou word, oor die vraagstukke en problematiek wat voortspruit uit die proses van transformasie in die SANW, dan word daar indringend besin oor die rol wat die kapelaansdiens in die kultureel-diverse konteks van die SANW vertolk, gegee die vraagstukke en problematiek waarin die organisasie gewikkel is. Hierdie navorsing het tot die een slotsom gekom, tewete, dat die kapelaan die rol as fasiliteerder van versoening moet vertolk. Hy doen dit langs die weg van identifisering met die uitdagings waarmee lede worstel en begelei hulle pastoral om die visie van'n verenigde weermag vir die Republiek van Suid-Afrika te intemaliseer. Sy pastoraat bereik sy diepste wese wanneer koninkryksbeginsels soos vrede, geregtigheig, naaste liefde, vergewingsgesindheid en versoening in die konteks van die SANW as uitkomste verkondig word.
The main objective of this thesis is to make a study of the intercultural ministry in the cultural-diverse context of the South African National Defence Force. The approach of this study was to follow the political struggle of participating forces in the SANDF, up to the point of integration in 1994. These forces consists out of the SADF (South African Defence Forces), MK (Umkhonto we Sizwe), APLA (Azanian People's Liberation Army), TBVC States, who travelled their own military, politically and ideological routes. They also differ culturally, ethnically and religiously in their make-up. The thesis focuses on the problems and challenges which were caused by the integration of forces in which deep-seated differences are entrenched. In order to maintain a peaceful co-existence an urgent search was lodged to find ways of effective intercultural communication. Being a missiological study, the focus was on Scripture to find guidance that can overcome problems and challenges in the SANDF. This brings the role of the Chaplain in sharp focus in his ministry to the SANDF. The research came to one conclusion that the Chaplain must fulfill the role of facilitator of reconciliation. He is doing it by way of identification with the challenges with which the members struggle and guide them pastorally to internalize the vision of a United Defence Force for the Republic of South Africa. His pastorate reaches its depths when Kingdom principles, such as peace, righteousness, neighbourly love, forgiveness and reconciliation are proclaimed as outcomes within the context of the SANDF.
Theology
D.Th. (Theology)

This collaborative study investigates the events that led to the repatriation of the Stone T’xwelátse from the Burke Museum of Natural History, University of Washington Seattle, USA to the Noxwsá7aq people of Deming Washington, USA and to the Stó:lō people of Chilliwack, B.C. Canada. Stone T’xwelátse is the first ancestor of the Chilliwack people who was transformed to stone by the transformer This research grew out of the desire to learn about and share the positive lessons learned during the repatriation process and to investigate if these experiences could benefit repatriation processes in Canada, specifically the province of B.C. This work establishes the current legal setting for cultural repatriation processes in Canada, the United States, and internationally, tells the ancient and contemporary story of Stone T’xwelátse, and examines the impact of Indigenous law, differing worldviews, community capacity, and relationships on cultural repatriation processes. An analysis of the conflict is presented through the identification of the key challenges and successes. The events of the repatriation, as told by the research participants, support the argument for the implementation of John Paul Lederach’s Conflict Transformation Theory practices in future cultural repatriation processes. Using Participatory Action Research and Indigenous Research methodologies data was gathered through participant interviews to form the result of the study: How to Work Together in a Good Way: Recommendations for the Future for Museums, Communities, and Individuals from the Participants of the Stone T’xwelátse Repatriation Research Project and Museum Professionals. These recommendations were formed to share the lessons learned from the Stone T’xwelátse repatriation and also to state changes that the participants would like to see implemented in cultural repatriation processes in Canada. Stone T’xwelátse is now with the Stó:lō people fulfilling his role to teach the people “how to live together in a good way.”

The United Nations works towards sustainable development for present and future generations and therefore set their target for 2030 to attain seventeen goals, not only to help future generations meet their own needs, but also to help this present generation to be sustainable. In view of all that, one realizes that world leaders released a new, holistic paradigm shift known as systemic thinking. The new paradigm falls back to the ancient old tension between parts and the whole. Nowadays, 21st leaders reject the emphasis on the parts with its linear, rational and competitive edge. At this time in history, the new paradigm embraces a nonlinear, integrative, intuitive and holistic view of life with a moral vision at the tail end. As a result, a strong emphasis on the earth as a living being called world leaders to emphasize the moral calling of humans towards the planet. At it's heart, the calling is spiritual in order to keep the planet sustaining itself at all costs. Therefore, leaders tune themselves in to sense the future- that's to say they continuously solve complex problems fast and secure with simple solutions. Forecasts of the future is derived from sensing, experience and observation of best future possibilities. Presencing means leaders envision the future and then act on what they sense. Sources of leadership vision are foresight that leads to insight and action. Before any of the above will be effective, some preparation has to be done. Preparing the mind, heart and will to open and to resist judgementalism, cynicism and fear lays the groundwork for implementing sustainable development principles. Sensing requires stillness or mindfulness; becoming quiet to wait for the right moment to act. Strong and impulsive reactions to promote the egoistic self should be quenched by asking oneself “Who am I?”, “What is my task?” .This study examined the role of motion leadership towards sustainable development in Canadian secondary schools in Alberta Province. A qualitative investigation at three independent schools in the province of Alberta near the greater Calgary area was done. Data were gathered by means of face-to-face, in-depth interviews. Each interview lasted thirty minutes. Each school’s principal, assistant-principal and a teacher have been interviewed. Data were also gathered through document analysis from the Alberta education websites. The findings revealed that, to a greater or lesser extent, motion leadership is present throughout. Findings showed that openness in the schools are present and that leaders do try to get rid of their blind spots. Participants were in favour of mindfulness sessions at their schools and work towards a borderless migration to spread the sustainable development principles. The study, in the light of the new paragdigm, recommends that firstly, motion leaders need to remain clear on their moral vision, namely to serve the planetary wellbeing through sustainable development principles. Secondly, the study recommends that every motion leader has to help to turn the beam of observation on themselves in order to see that they are part of a holistic system and part of the problem the system might encounter. Thirdly, both parents and the wider community should be intricately involved in learning to become system citizens.
Educational Leadership and Management
M. Ed. (Educational Leadership and Management)

The study commenced by identifying a theological problem relating to the lack of understanding regarding grass-roots African Pentecostal healing praxis. The empirical-theological approach of Van der Ven was utilised, therefore, to study the healing praxis of an African Pentecostal body, called: The Group‘ Assemblies of God, in KwaZulu-Natal, South Africa. Van der Ven‘s original framework was developed by drawing on the hermeneutic and methodological work of Cartledge. A case study was undertaken on a Group‘ Assembly in rural KwaZulu-Natal. The use of social scientific techniques produced a wide range of results that point to the church‘s ministry of healing as a process, rooted in the Trinity, that can occur through varied channels. These pathways ended in a broad understanding of healing. A dialogue between the qualitative results and the healing literature was used to develop a more precise theological question. Case study categories were conceptualised and then operationalised as a questionnaire. A survey was performed on all Assemblies affiliated to The Group‘ Assemblies of God in KwaZulu-Natal. A significant number of people participated in the survey which produced a wide range of data. It is found that worldview and charismatic experience form an important hermeneutic axis that influences attitudes towards the healing ministry. Conservative biblical belief, ethnicity, education and gender influence attitudes towards healing. A distinct divide exists between positive attitudes towards physical, spiritual, inner healing and deliverance and more negative attitudes towards social and environmental healing. The reflection on these results focuses on the perceived influence of American dispensational fundamentalism. The eschatology formed from these beliefs has a narrowing effect on holistic healing ministry. Moltmann‘s transformational eschatology is suggested, therefore, as a suitable alternative. The methodological evaluation finds that several problems exist with regard to research in a rural African location. The cycle concludes by offering a range of suggestions for further study.
Practical Theology
D. Th. (Practical Theology)