University of Humanistic Studies OAI Repository
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Meaning in Life and Social Connectedness
No full textAnja Machielse explains the concept of meaning in life and the importance of social connectedness to the process of meaning-making in old age. Using “belongingness theory”, she clarifies the vital role interpersonal relationships play in personal life and how they contribute substantially to the capacity to make sense of one’s life. However, changes in older people’s lives may affect their experience of meaningfulness and their social needs. The confrontation with adverse life events in various areas has implications for all dimensions of meaning in life and leads to a greater need for emotional closeness. But whereas the need for profound, close relationships increases, the opportunities for maintaining relationships are fewer, and the risk of social, emotional, and existential loneliness increases. Since people who lack meaningful relationships also lose meaning, Machielse emphasizes the importance of social recognition and acceptance of older adults from the wider environment and society. Meaningful aging presupposes a social environment or humane society where older people feel included and accepte
Better spiritual support for people living with early stage dementia: Developing the diamond conversation model
No full textThis dataset is for replication and follow-up research purposes. It consists of all key documents from data collection to data analysis of the research project. See the readme document for the relevant procedure and document description
Teachers' Ideas about what and how they Contribute to the Development of Students' Ethical Compasses.:An Empirical Study among Teachers of Dutch Universities of Applied Sciences.
No full textIn this empirical study, we investigate what and how teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core themes: creating students’ moral awareness, developing students’ moral skills and promoting students’ moral professional behaviour. The majority of the teachers used a wide range of planned and unplanned pedagogic–didactic actions (reflecting individual learning and cooperative and group learning) to enhance the development of students’ ethical compasses. However, teachers’ strategies were mostly unstructured and unreflective and depended on the individual teacher’s ability and knowledge to address moral themes. Furthermore, the study revealed two incompatible ideals: as role models, the teachers aimed to exemplify explicitly how to be a professional with an ethical compass. However, they also wanted to adopt a neutral stance because they were afraid to manipulate the students’ ethical compasses. Therefore, they avoided promoting the ethical compass that they believed to be the best
An Anatomy of Human Dignity:Dissecting the Heart of Humanistic Management
No full textHuman dignity is introduced in the humanistic management school to distinguish humanistic from economistic perspectives on organizational business practices. Placing human dignity at the core of management leads to a different outlook on doing business, organizing and leading. Within the humanistic management literature, there are several distinct paths to ground human dignity in humanistic management. One school views human dignity as a form of motivation, another focuses on its value-laden components, and still others view human dignity as a form of human development. We introduce relational anthropology as a fourth possibility, emphasizing relationality in the notion of human dignity, with love at its core as the essence of human experience. However, as the experience of human dignity is universally human, culturally specific and extremely personal, interpretations of experienced dignity could be very different for different people. We continue to discuss a cosmopolitan view on human dignity, in which we reject both naïve universalism and lazy relativism, pointing to the challenge of leading moral plurality. We close by summarizing the different approaches to human dignity in a conciliatory framework and outline why we believe an explicit emphasis on qualitative, phenomenological research is the best way forward, bringing love to the stage as the potentially unifying principle for humanistic management
Wenn alles auf den Tisch kommt:Die Weltbeziehungen der Homesharer werden in der Küche verhandelt
No full textThe starting point of our contribution is the observation that property relations are linked to specific forms of our relationship to the world. In order to pursue the question of whether and how relationships to the world of subjects change when property relations are altered, we investigate whether irritations and changes in relationships to things, to social others, and to oneself can be observed in the practices and experiences of homesharing, and what form and direction these take. Our focus is on the empirically observable, always precarious, tentative, and temporary communalization processes that arise when sharing interpersonal space. Based on qualitative interviews with users of homesharing platforms, we show that the kitchen and situations of communal eating are central starting points for shaping communality and reconstruct three types of homesharers that oscillate between the patterns of professionalism and familiarity
Gespleten loyaliteit:Sociaal werkers in morele nood
Get PDFRede in verkorte vorm uitgesproken bij de aanvaarding vanhet ambt van hoogleraar Sociaal Werk aan de Universiteit voorHumanistiek op 17 oktober 2024
