World Views: Creating Significance of Learning in the Classroom

This paper asks why so many students today seem to rely upon memorization of facts and details over critical thinking in the classroom. The paper argues that the current environment is one that privileges a scientific definition of education. This has led to a testing environment based narrowly upon methods of quantitative assessment. The paper connects this problem back to the definitions of education and knowledge of the Cartesian method of Rene Descartes. The paper further argues that recent philosophers of knowledge like Nietszche have challenged this notion of knowledge arguing for a broader qualitative form of knowledge. The author argues that history should be approached through the lens of World Views. World Views are defined as filters based upon beliefs of human nature, knowledge, and purpose. The author then provides possible methods and classes for implementing World Views positions

Aboriginal world views and their implications for the education of Aboriginal adults

The purpose of this thesis is to gain a greater understanding of Aboriginal world views and determine their implications for the education of Aboriginal adults. Aboriginal world views are the fundamental assumptions or deep structures which form the basis of Aboriginal cultures. World views are mediated and expressed through language, dance, art, and religion. In this research I chose to gain; a greater understanding of Aboriginal world views by, interviewing the Aboriginal staff and students of the Prince George Native Friendship Centre.I began the fieldwork for this ethnographic study in June of 1992 by interviewing the staff and students of Project Refocus, by taking part in two classes with the students of the Start Program, and by entering into conversations with individual staff members from a variety of programs. Four of the participants in these interviews: became key respondents who acted as editors of my written work and guides for my ongoing investigation. I built upon the knowledge gained in our conversations by reading the' literature pertaining to Aboriginal world views. This knowledge was further supplemented by my participation in such Aboriginal ceremonies as the sweatlodge and the pipe ceremony. Personal narrative is entwined with academic discourse throughout the thesis in order to reflect the manner in which I gained a greater understanding of Aboriginal world views.Examination of the interview transcripts revealed two themes common to the world views of the Aboriginal participants. The first theme, harmonious relationships, demonstrates the value these participants place on living in harmony with the other human and non-human entities who inhabit the world. Recognizing that all entities are important to the continuation of life, the participants in this research work to enhance and preserve their relationships with their human and non-human cousins. The second theme, spirituality, refers to many participants' belief that all aspects of the natural world possess, spiritual characteristics. The spiritual dimensions of nature link human and non-human together in kinship, and lead to greater knowledge and understanding.Having examined the two themes of harmonious relationships and spirituality, I go on to discuss their implications for the education of Aboriginal adults. Foremost among these is that knowledge has a social purpose; it is not acquired for personal gain but is to be used for the benefit of the human and non-human community. Second, Aboriginal peoples consider that the relationship between educator and learner lies at the heart of the educative process in contrast to Euro-Canadian education which stresses the transmission of skills and knowledge. Third, education does not interrupt the harmonious interrelationships found in nature. Finally, approaches to the education of Aboriginal adults should incorporate their spiritual understandings, for their knowledge and wisdom are spiritually inspired

MORAL COMPETENCY OF GRADE 8 AND 9 STUDENTS

Sustainability of society demands diversified and balanced development of one’s personality with morality-based quality of knowledge and skills. This can be achieved by respecting the mission of education, namely, to facilitate integrity of social and personal competencies. The goal of the study is to highlight the understanding of teachers and parents about ethical views and moral competency of the young people. The article reveals views of teenagers about values of people and life, about human beings and their obligations. The study combined the quantitative and qualitative research methods, and included content analysis of research documents, surveys and data of pedagogical observations. Moral opinions expressed by the students in the framework of the study reveal that their views on human beings, their obligations towards themselves and society are superficial and declarative. Knowledge about morality and values is notional; therefore, it does not act as motivation for civic action. Moral competency, which is based on relativism, is not complete.

A Wesleyan Approach to Knowledge

This presentation explores how Wesley’s philosophical and theological commitments shaped his approach to scriptural interpretation, and how this has particular implications for doing faith integration. Within this presentation, the empiricist tradition is defined and compared with rationalism, Catholic and Reformed/Calvinist views on human nature and divine providence are compared with Wesleyan views, the Wesleyan doctrine of grace is explained, and the roots of the Wesleyan Quadrilateral are traced. Wesleyan values call for an integrative approach to faith. Knowledge should not be compartmentalized into sacred and secular spheres. An integrative approach to knowledge and faith suggests that we should seek to organize our knowledge and beliefs into a coherent whole, and this implies that there should also be no division between the theoretical and the practical

Importance of tacit knowledge towards company performance and its relevance to construction

Valuable human and knowledge resources will be wasted unless organisations make better use of these prime resources. Tacit knowledge in particular is still considered to be relatively unexplored and proper understanding and management of this resource is of immense importance for better organisational performance. The research addresses the importance of people factor and tacit knowledge in construction and examines the contribution towards the company performance and achievement of competitive advantage through a thorough literature review. Principle insights of dominant views on organisational resources are discussed to highlight the strategic nature of tacit knowledge. Labour and knowledge intensive nature of the construction industry is revealed and finally the importance and the significant role of people factor and tacit knowledge in construction are highlighted. This provides the basis for more empirical research on finding importance of tacit knowledge towards organisational performance in the construction industry

A Wesleyan Approach to Knowledge

This presentation explores how Wesley’s philosophical and theological commitments shaped his approach to scriptural interpretation, and how this has particular implications for doing faith integration. Within this presentation, the empiricist tradition is defined and compared with rationalism, Catholic and Reformed/Calvinist views on human nature and divine providence are compared with Wesleyan views, the Wesleyan doctrine of grace is explained, and the roots of the Wesleyan Quadrilateral are traced. Wesleyan values call for an integrative approach to faith. Knowledge should not be compartmentalized into sacred and secular spheres. An integrative approach to knowledge and faith suggests that we should seek to organize our knowledge and beliefs into a coherent whole, and this implies that there should also be no division between the theoretical and the practical