University of Humanistic Studies OAI Repository
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Too fast for God?:Hartmut Rosa's contribution to thinking about religion in the 21st century
No full textDit artikel introduceert Hartmut Rosa's denken over resonantie en sociale versnelling, en evalueert de mogelijke bijdrage aan het hedendaagse denken over religie
BEYOND_WP1_T1.1_Literature review_overview of literature list and Analysis.
No full textData sets for D1.1. The first part of this deliverable is a scoping review of the literature examining 147 articles published in peer review academic journals over the past ten years (2013-2023) on the promotion of research ethics and integrity (REI), and breaches of these standards including research misconduct (RM) and questionable research practices (QRPs). It also identifies current challenges, gaps in knowledge and practice, and opportunities for both further research, and policy and educational interventions to promote REI and mitigate RM and QRPs. Findings on state-of-the-art knowledge in REI research suggest some areas of consensus, including on the greater risks for early career researchers to commit RM and the value of responsible conduct of research (RCR) training, particularly approaches that emphasize ethical problem-solving skills. However, the study also identified a lack of consensus in other areas, including the rehabilitation and reintegration of researchers who committed RM. Key findings extracted from the review contribute to the understanding that the environment in which researchers operate and other contextual factors significantly influence RCR, rather than primarily the individual behavior of researchers. As such, these environmental and contextual factors require further research and policy attention
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and Slavery education
No full textThe Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explana- tion for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery edu- cation. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predo- minantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsi- bility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations
Leiderschap en Reflectie:Complexiteit, trage vragen en resonantie in vloeibare tijden
No full textDeze literatuurreview verkent de rol van reflectie en bezinning bij leidinggeven. Twee dimensies komen daarbij naar voren: de persoonlijke en belichaamde reflectie op de vaak intense ervaringen in deze tijd en de dimensie van de gezamenlijke ‘dialogisch betekenisgevende’ reflectie met anderen. Het artikel laat ook zien dat het thema reflectie voornamelijk bij professionals is onderzocht en niet onder leidinggevenden. Dit roept de vraag op: is de algemene aanname dat professionals reflecteren en dat leidinggevenden vooral handelen
Adolescents' moral self-cultivation through emulation:Implications for modelling in moral education
No full textThis paper aims to offer a new perspective on role modelling by examining adolescents’ own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents’ own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students’ personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students’ role models, teachers can facilitate the moral self-cultivation of adolescents
‘A clear center but no clear boundaries.’:The construction of professional identities in spiritual care through boundary work in participatory action research within health care
No full textSpiritual care is increasingly seen as a task of all health care professionals. This is challenging for chaplains working in health care, who hold spiritual care at the heart of their profession but don’t feel rooted in a strong professional identity. In this article we discuss a participatory action research that aimed at strengthening the professional identity of health care chaplains by forming collaborative learning communities of chaplains and general practice mental health. The focus is on the ‘boundary work’ and how participatory action research contributes to this. Relational professionalism, Dialogical Self Theory and Boundary Theory are combined to interpret the complex relational-dialogical processes of negotiating one’s identity within the relationships with diverse others: clients, mental health nurses and society. The result is a more articulated and at the same time flexible professional identity for healthcare chaplains. Participatory action research contributes to these boundary processes by stimulating reflection, explicating, eliciting or encouraging different voices and facilitating the dialogue between these professionals.<br/
Framing dementia care in families with a migration background: an analysis of practitioners' and family carers' views and experiences
No full textLittle is known regarding the ways in which practitioners' views and approaches impact support for persons with a migration background (PwM) caring for individuals with dementia. This paper responds to this knowledge gap by identifying how practitioners frame dementia care in families with a migration background, and how these frames can be understood in light of the experiences of PwM caring for a family member with dementia. A total of 41 participants were included: ten practitioners (i.e. health and social care workers) and 31 PwM caring for a family member with dementia. All participants were part of a qualitative research project on dementia care in Dutch families with a migration background. Practitioners' expressed frames were identified through Hochschild's interpretive framework of ‘framing and feeling rules’. Thereafter, practitioners' identified frames were related to the care experiences of PwM caring for a family member with dementia. Findings indicate that practitioners operate within an approach that does not sufficiently take into account the uniqueness of each family carer. This leads to frictions within the practitioner–client relationship. We thus highlight the need for discussions about the tenability of practitioners' views and approaches in an increasingly globalised and diverse society
Millennials willen niet meer flink zijn, en dat heeft de samenleving hard nodig
No full textFlink zijn is uit bij millennials, constateert hoogleraar Evelien Tonkens. Maken zij zich niet tot al te kwetsbare zieltjes, met hun klachten over prestatiedwang, onveiligheid, of intimidatie? Nou, eigenlijk niet, schrijft Tonkens. ‘We zijn blind voor de moed om je uit te spreken tegen mensen zoals wij.
Siblings of children with intellectual and developmental disabilities:Quality of life perceptions from Catalonia
No full textSiblings' interactions and shared experiences influence their perceptions of quality of life. Recently, research about siblings of children with intellectual and developmental disabilities has been significantly expanded but data from Southern European countries is still missing. This research was carried out in Catalonia (northeast Spain) a region in the Mediterranean area with its own shared culture, language and traditions that equally embraces an important diversity of ethnicities and cultures. The main aim was to collect siblings' perceptions on quality of life from siblings' own voices. Semi-structured interviews were conducted with 14 siblings aged 5–11 years old and thematically analyzed using the following domains: joint activities; mutual understanding; private time; acceptance; forbearance; trust in well-being; exchanging experiences; social support; and dealing with the outside world. Siblings reported a variety of experiences in relation to having a brother or a sister with intellectual and developmental disabilities (I/DD), including unique characteristics of their quality of life perceptions. There were also some common factors amongst the siblings' experiences, such as the importance of being able to communicate properly with their brothers or sisters with I/DD. It emerged that having their own time with their parents was an important factor in their own development. This research echoes some siblings' beliefs that society needs to provide a conscious revision of values and ideas regarding disability. Implications for research and practice are described