Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74237
T. Martsinkovskaya, E. Kiseleva, Oksana V. Gavrichenko, Darja Tkachenko
The peculiarity of socialization in transitivity world is examined. Social and personal aspects of socialization in transitivity are revealed. It was stated that different aspects of transitivity are associated with various problems—the uncertainty with a destruction of identity and multiplicity—with difficulties with directions of socialization. Challengesconsequences of socio-psychological transitivity are shown. The analysis of obtained material showed the decrease of positive socialization in transitive space because it appears for youth as difficult situation which includes multicultural, uncertain and changing aspects of surrounding world. The results of two empirical studies are presented. The leading trends of transitivity in adolescence are the “weakening” of the criteria for self-assessing and value orientations. It leads to the increasing of conformism and positive attitudes towards schoolmates and decreasing orientation toward interaction with them. It is also decrease dominance, activity and responsibility. It was shown that reflection of the situation as a transitivity crisis situation has a particularly negative impact on socialization in a multicultural space. The ethnic identification is carried out on the basis of native, rather than the most commonly used language. Majority of teenagers and youth have an unambiguously positive, idealized attitude towards their ethnos, which leads to ethnocentrism and a negative attitude towards alien nations.
{"title":"Socialization in Modern Transitive World","authors":"T. Martsinkovskaya, E. Kiseleva, Oksana V. Gavrichenko, Darja Tkachenko","doi":"10.5772/INTECHOPEN.74237","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74237","url":null,"abstract":"The peculiarity of socialization in transitivity world is examined. Social and personal aspects of socialization in transitivity are revealed. It was stated that different aspects of transitivity are associated with various problems—the uncertainty with a destruction of identity and multiplicity—with difficulties with directions of socialization. Challengesconsequences of socio-psychological transitivity are shown. The analysis of obtained material showed the decrease of positive socialization in transitive space because it appears for youth as difficult situation which includes multicultural, uncertain and changing aspects of surrounding world. The results of two empirical studies are presented. The leading trends of transitivity in adolescence are the “weakening” of the criteria for self-assessing and value orientations. It leads to the increasing of conformism and positive attitudes towards schoolmates and decreasing orientation toward interaction with them. It is also decrease dominance, activity and responsibility. It was shown that reflection of the situation as a transitivity crisis situation has a particularly negative impact on socialization in a multicultural space. The ethnic identification is carried out on the basis of native, rather than the most commonly used language. Majority of teenagers and youth have an unambiguously positive, idealized attitude towards their ethnos, which leads to ethnocentrism and a negative attitude towards alien nations.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128712116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.76882
R. Morese, Matteo Defedele, Juri Nervo
Bullying is a very common, complex and important public health problem among school students. Dovigo describes the school as a place where the conflict can emerge among relational dynamics and involve students, teachers and families. Through the description of an Italian pilot project “Mediamente Bullo,” this chapter examines two tools for preventing bullying: empathy, the ability to share and understand emotional states of others, and mediation, useful to cope interpersonal conflicts. Using the mediation tool, students can learn that many forms of conflicts, including violence, can be solved by identifying the causes, discussing them and practicing nonviolent methods and behaviors. This process helps students to become more aware of positive aspects during the conflict and the power that they have in making important and positive choices. In addition, using the empathy tool, they can better understand the experience of social exclusion. In fact, several studies show that children with higher levels of empathy show less aggressive and more prosocial behaviors and they are more able to regulate their emotions. The goal of this chapter is to provide a contribution about integrated application of two important tools, mediation and empathy, in bullying among school-aged youth for future directions and intervention efforts.
{"title":"I Teach You to Quarrel - Empathy and Mediation: Tools for Preventing Bullying","authors":"R. Morese, Matteo Defedele, Juri Nervo","doi":"10.5772/INTECHOPEN.76882","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.76882","url":null,"abstract":"Bullying is a very common, complex and important public health problem among school students. Dovigo describes the school as a place where the conflict can emerge among relational dynamics and involve students, teachers and families. Through the description of an Italian pilot project “Mediamente Bullo,” this chapter examines two tools for preventing bullying: empathy, the ability to share and understand emotional states of others, and mediation, useful to cope interpersonal conflicts. Using the mediation tool, students can learn that many forms of conflicts, including violence, can be solved by identifying the causes, discussing them and practicing nonviolent methods and behaviors. This process helps students to become more aware of positive aspects during the conflict and the power that they have in making important and positive choices. In addition, using the empathy tool, they can better understand the experience of social exclusion. In fact, several studies show that children with higher levels of empathy show less aggressive and more prosocial behaviors and they are more able to regulate their emotions. The goal of this chapter is to provide a contribution about integrated application of two important tools, mediation and empathy, in bullying among school-aged youth for future directions and intervention efforts.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130019664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74649
Anna-Mari Almila, D. Inglis
One of the most important features of the world-wide Islamic diaspora at the present time is how the socialization of individuals into Islamic belief and observance operates. This chapter considers such matters in relation to the socialization of women into Islamic religious observance in a contemporary north-west European context, namely Finland. This involves consideration of issues surrounding bodily comportment and those types of garments intended to cover parts of the female body in ways that are taken to be expressive of Islamic piety. Such clothing objects are made available by the globalized Islamic fashion industry. The chapter focuses on the means whereby such sartorial objects are used to encourage females to adopt certain kinds of practices which are thought to be expressive of the religious norms of a community. Attention is directed to what happens when one woman gives another woman an Islamic garment as a gift. The gift brings with it a set of obligations on the part of the receiver, and these obligations function as often potent means of ensuring acceptance of group norms as to acceptable and unacceptable visual appearance and behaviours. The chapter considers the obligatory nature of gifts, which pull recipients into observance of religious rules and community norms. This is done with reference to Marcel Mauss’s classical anthropological work on the institution of gift-giving. It is found that Mauss’s original insights continue to be valuable for understanding socialization processes in globalized, diaspora contexts today.
{"title":"The Hijab as Gift: Mechanisms of Community Socialisation in the Muslim Diaspora","authors":"Anna-Mari Almila, D. Inglis","doi":"10.5772/INTECHOPEN.74649","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74649","url":null,"abstract":"One of the most important features of the world-wide Islamic diaspora at the present time is how the socialization of individuals into Islamic belief and observance operates. This chapter considers such matters in relation to the socialization of women into Islamic religious observance in a contemporary north-west European context, namely Finland. This involves consideration of issues surrounding bodily comportment and those types of garments intended to cover parts of the female body in ways that are taken to be expressive of Islamic piety. Such clothing objects are made available by the globalized Islamic fashion industry. The chapter focuses on the means whereby such sartorial objects are used to encourage females to adopt certain kinds of practices which are thought to be expressive of the religious norms of a community. Attention is directed to what happens when one woman gives another woman an Islamic garment as a gift. The gift brings with it a set of obligations on the part of the receiver, and these obligations function as often potent means of ensuring acceptance of group norms as to acceptable and unacceptable visual appearance and behaviours. The chapter considers the obligatory nature of gifts, which pull recipients into observance of religious rules and community norms. This is done with reference to Marcel Mauss’s classical anthropological work on the institution of gift-giving. It is found that Mauss’s original insights continue to be valuable for understanding socialization processes in globalized, diaspora contexts today.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130916395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74132
Turhan Şengönül
This chapter addresses the socialization processes for the development of empathy, sym- pathy and prosocial behaviors in children and adolescents. Democratic or authoritative socialization practices contribute to prosocial development. Parental support, warmth and sensitivity, parental induction and inductive reasoning, parental demandingness and control have been associated with empathy, sympathy and behavior in children and adolescents. Parental warmth/responsiveness can develop a secure attachment between the parent and the child. Securely attached children tend to be responsive to parental controls and more eager learners and prosocial during the socialization process. Parents may foster behavior in children by modeling and concerning for the needs of others. Parents may induce perspective-taking, empathy and sympathy in their children and adolescents by pointing out the beneficial or harmful consequences of their actions through inductive reasoning and explanations. Parental inductive reasoning and explanations can lead to empathy-based guilt in them by highlighting consequences of the devi- ating behavior in the children and adolescents for the victim. Children and adolescents can attend to and care about parental messages, internalize prosocial values of their parents, socialize to acquire prosocial behavior when parents behave warmly, responsively and supportively and use inductive reasoning and explanations for their children and adolescents in socialization practices.
{"title":"Socialization Processes toward Children and Adolescents for Developing Empathy, Sympathy and Prosocial Behaviors","authors":"Turhan Şengönül","doi":"10.5772/INTECHOPEN.74132","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74132","url":null,"abstract":"This chapter addresses the socialization processes for the development of empathy, sym- pathy and prosocial behaviors in children and adolescents. Democratic or authoritative socialization practices contribute to prosocial development. Parental support, warmth and sensitivity, parental induction and inductive reasoning, parental demandingness and control have been associated with empathy, sympathy and behavior in children and adolescents. Parental warmth/responsiveness can develop a secure attachment between the parent and the child. Securely attached children tend to be responsive to parental controls and more eager learners and prosocial during the socialization process. Parents may foster behavior in children by modeling and concerning for the needs of others. Parents may induce perspective-taking, empathy and sympathy in their children and adolescents by pointing out the beneficial or harmful consequences of their actions through inductive reasoning and explanations. Parental inductive reasoning and explanations can lead to empathy-based guilt in them by highlighting consequences of the devi- ating behavior in the children and adolescents for the victim. Children and adolescents can attend to and care about parental messages, internalize prosocial values of their parents, socialize to acquire prosocial behavior when parents behave warmly, responsively and supportively and use inductive reasoning and explanations for their children and adolescents in socialization practices.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123630617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74131
Şenay Kocakoyun, Fezile Ozdamli
Gamification has become the most popular topic of the last few years. Studies in gami - fication area are examined based on certain different criteria in this study and content analysis method was used in order to identify trends in this area. Web of Science were scanned through using gamification as keyword without year restriction. A total number of 313 studies were regarded as appropriate for the aim of the study and examined. It is seen that research in this area have begun in 2011 and increased every year. It is also seen that motivational theories are mostly preferred in the studies conducted in gami - fication area. It was determined that goal-duty, reward and progression sticks are the mostly used components as game components. It is seen that gamification applications are frequently preferred in virtual environment, simulation and augmented reality learn ing environments after mobile environments and in parallel with these, they are also preferred in learning areas such as public, service, food and health. Therefore, identifying different activities which could affect success in online environments, integrating these into education environment and provide these activities with theories appropriate for students’ ages for them not to lose their motivation are essential. ABSTRACT Structured summary 2 Provide a structured summary including, as applicable: background; objectives; data sources; study eligibility criteria, participants, and interventions; study appraisal and synthesis methods; results; limitations; conclusions and implications of key findings; systematic review registration number.
游戏化已经成为过去几年最热门的话题。在本研究中，基于某些不同的标准对游戏化领域的研究进行了审查，并使用内容分析方法来确定该领域的趋势。以“游戏化”为关键词对Web of Science进行扫描，不受年份限制。总共有313项研究被认为符合本研究的目的，并进行了审查。可以看到，这方面的研究从2011年开始，每年都在增加。在游戏化领域的研究中，动机理论也被广泛采用。目标任务、奖励和进程棒是最常用的游戏组件。可以看出，在移动环境之后，游戏化应用在虚拟环境、模拟和增强现实学习环境中经常受到青睐，与此同时，在公共、服务、食品和健康等学习领域也受到青睐。因此，识别在网络环境中可能影响成功的不同活动，将其融入教育环境，并为这些活动提供适合学生年龄的理论，使他们不失去动力是至关重要的。提供一个结构化的摘要，如适用，包括:背景;目标;数据来源;研究资格标准、参与者和干预措施;研究评价与综合方法;结果;限制;主要发现的结论和影响;系统评审注册号。
{"title":"A Review of Research on Gamification Approach in Education","authors":"Şenay Kocakoyun, Fezile Ozdamli","doi":"10.5772/INTECHOPEN.74131","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74131","url":null,"abstract":"Gamification has become the most popular topic of the last few years. Studies in gami - fication area are examined based on certain different criteria in this study and content analysis method was used in order to identify trends in this area. Web of Science were scanned through using gamification as keyword without year restriction. A total number of 313 studies were regarded as appropriate for the aim of the study and examined. It is seen that research in this area have begun in 2011 and increased every year. It is also seen that motivational theories are mostly preferred in the studies conducted in gami - fication area. It was determined that goal-duty, reward and progression sticks are the mostly used components as game components. It is seen that gamification applications are frequently preferred in virtual environment, simulation and augmented reality learn ing environments after mobile environments and in parallel with these, they are also preferred in learning areas such as public, service, food and health. Therefore, identifying different activities which could affect success in online environments, integrating these into education environment and provide these activities with theories appropriate for students’ ages for them not to lose their motivation are essential. ABSTRACT Structured summary 2 Provide a structured summary including, as applicable: background; objectives; data sources; study eligibility criteria, participants, and interventions; study appraisal and synthesis methods; results; limitations; conclusions and implications of key findings; systematic review registration number.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116609066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74166
N. Erdoğan
This chapter investigates the relationship between social, cultural and religious traditions and the architecture of vernacular housing. It also represents a search for answers as to how the Turkish cultural traditions of the traditional Turkish family, beliefs, values and rituals influence housing architecture. The relationship between the house form and sociocultural factors can be explained through a model. Therefore, in this chapter, a model that consists of four parts and is flexible is used. It shows the linkages between architectural artifacts selected or devised by a culture, architectural values, social norms and social values. We illustrate the model through a study of the traditional Turkish house, focusing on how social values such as religious beliefs or the relationship between the male and the female figure, family structure, statue of the family in the society, privacy of the family, neighborhood, hospitality and social values in Turkish-Islamic tradition relate, in order to build form in Anatolia.
{"title":"How Do Social Values and Norms Affect Architecture of the Turkish House?","authors":"N. Erdoğan","doi":"10.5772/INTECHOPEN.74166","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74166","url":null,"abstract":"This chapter investigates the relationship between social, cultural and religious traditions and the architecture of vernacular housing. It also represents a search for answers as to how the Turkish cultural traditions of the traditional Turkish family, beliefs, values and rituals influence housing architecture. The relationship between the house form and sociocultural factors can be explained through a model. Therefore, in this chapter, a model that consists of four parts and is flexible is used. It shows the linkages between architectural artifacts selected or devised by a culture, architectural values, social norms and social values. We illustrate the model through a study of the traditional Turkish house, focusing on how social values such as religious beliefs or the relationship between the male and the female figure, family structure, statue of the family in the society, privacy of the family, neighborhood, hospitality and social values in Turkish-Islamic tradition relate, in order to build form in Anatolia.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130544696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74130
D. O. Trufanov
The chapter is focused on the theoretical perspective of analyzing the process of socializa- tion from the standpoint of the postnonclassical (universum) rationality theory. Rationality is defined as the cognitive self-reference of a society, a recursive layer of social reality, reflecting its existence and development via the means of consciousness and thinking. Socialization is considered as a process of mastering culture, the former having rational and irrational sides. The rational side is connected with the individual’s acquisition of the ability to reflect reality discretely, normatively, symbolically, and reflexively. These abili - ties are necessary conditions to enter the world of human society culture. The irrational side is expressed in the process of the needs’ socialization, during which the individual’s extra-subjective needs in emotional satisfaction are transformed into orientations toward experiencing certain emotional states associated with the possibilities of satisfying needs in a particular society and culture. An important result of the socialization process is the formation of a system of the individual’s value orientations. The rational level of this system consists of orientations that have become the subject of the individual’s conscious choice. The irrational level consists of orientations to value experiences; these are the indi - vidual’s emotional experiences of his/her relationships with reality.
{"title":"Socialization from the Point of View of Postnonclassical (Universum) Sociological Theory of Rationality","authors":"D. O. Trufanov","doi":"10.5772/INTECHOPEN.74130","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74130","url":null,"abstract":"The chapter is focused on the theoretical perspective of analyzing the process of socializa- tion from the standpoint of the postnonclassical (universum) rationality theory. Rationality is defined as the cognitive self-reference of a society, a recursive layer of social reality, reflecting its existence and development via the means of consciousness and thinking. Socialization is considered as a process of mastering culture, the former having rational and irrational sides. The rational side is connected with the individual’s acquisition of the ability to reflect reality discretely, normatively, symbolically, and reflexively. These abili - ties are necessary conditions to enter the world of human society culture. The irrational side is expressed in the process of the needs’ socialization, during which the individual’s extra-subjective needs in emotional satisfaction are transformed into orientations toward experiencing certain emotional states associated with the possibilities of satisfying needs in a particular society and culture. An important result of the socialization process is the formation of a system of the individual’s value orientations. The rational level of this system consists of orientations that have become the subject of the individual’s conscious choice. The irrational level consists of orientations to value experiences; these are the indi - vidual’s emotional experiences of his/her relationships with reality.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129708822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.5772/INTECHOPEN.74391
Adrian Scribano, A. Sena, P. Lisdero
This chapter aims to describe the central features of some conditions that enable the socialization of children and adolescents in Argentina as a possible example of them in the Global South, from the perspective of a sociology of the body/emotion. To achieve this goal, we propose the following argumentative strategy: (1) first, we will present a general approach to a sociology of bodies/emotions that allows us to access the phenom- enon of socialization in an “oblique” way; (2) we will present general data related to the transformation of the educational institution as processes associated to the conditions of possibility/obstacle to the connection education-socialization; (3) we present and analyze data on the status of child poverty in order to render some central features of the processes that condition the possibilities from which children and adolescents “become part” of society; (4) the same is done regarding the nutritional deficit in Argentina; (5) to conclude, the re-constructed scenario is completed by identifying and describing interstitial forms from which maternal “love” is constituted as a platform for the possibility of certain axes of socialization in spaces of socio-segregation and expropriation. a renewed interest in relation to life and affect across the social sciences and humanities. The paradigms of both life and affect break down the distinction between humans and other life forms, as we find in various forms of vitalism (Bergson, Deleuze, Massumi) and echoe in debates across the biological and ‘environmental’ sciences (Varela, Oyama, Lewontin, Margulis, Rose). This is a new post- humanism that examines our communality with other forms of creaturely life and companion species (Haraway), and the need for a non-anthropocentric ethics (Derrida). The focus upon life recognizes the governance and regulation of bodies (bio-politics), as well as investments across diverse practices (me-dia, consumer, biotechnological) in both the materiality and immateriality of bodies as biocapital and bio-media (code, information).” [12]
{"title":"Socialization, Poverty and Love: Contributions from the Sociology of the Body/Emotion","authors":"Adrian Scribano, A. Sena, P. Lisdero","doi":"10.5772/INTECHOPEN.74391","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74391","url":null,"abstract":"This chapter aims to describe the central features of some conditions that enable the socialization of children and adolescents in Argentina as a possible example of them in the Global South, from the perspective of a sociology of the body/emotion. To achieve this goal, we propose the following argumentative strategy: (1) first, we will present a general approach to a sociology of bodies/emotions that allows us to access the phenom- enon of socialization in an “oblique” way; (2) we will present general data related to the transformation of the educational institution as processes associated to the conditions of possibility/obstacle to the connection education-socialization; (3) we present and analyze data on the status of child poverty in order to render some central features of the processes that condition the possibilities from which children and adolescents “become part” of society; (4) the same is done regarding the nutritional deficit in Argentina; (5) to conclude, the re-constructed scenario is completed by identifying and describing interstitial forms from which maternal “love” is constituted as a platform for the possibility of certain axes of socialization in spaces of socio-segregation and expropriation. a renewed interest in relation to life and affect across the social sciences and humanities. The paradigms of both life and affect break down the distinction between humans and other life forms, as we find in various forms of vitalism (Bergson, Deleuze, Massumi) and echoe in debates across the biological and ‘environmental’ sciences (Varela, Oyama, Lewontin, Margulis, Rose). This is a new post- humanism that examines our communality with other forms of creaturely life and companion species (Haraway), and the need for a non-anthropocentric ethics (Derrida). The focus upon life recognizes the governance and regulation of bodies (bio-politics), as well as investments across diverse practices (me-dia, consumer, biotechnological) in both the materiality and immateriality of bodies as biocapital and bio-media (code, information).” [12]","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121735568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.5772/INTECHOPEN.74789
Daiki Kato
In this chapter, we introduce the framework and practice of collaborative artwork and group activity. In particular, we focus on the collaborative block creation method and show its psychological evidence. The first section introduces the theoretical back - ground underlying collaborative work and overviews recent studies concerning social skills, especially from psychological perspective. The second section introduces this study, in which we demonstrated the effectiveness of collaborative LEGO® block creation work as a medium of communication in group therapy and investigated the effects of fostering communication, especially for developing social skills and trust. The third section focuses on interpersonal relations. We examined the psychological effect of collaborative block creation from the perspective of Ibasho, a Japanese term for one’s whereabouts or a place of our own. Next, we show a case study of collab- orative LEGO block creation for Japanese adolescents with autism spectrum disorder (ASD). Finally, we introduce a new type of group approach in the area of student counseling.
{"title":"Improving Social Skills through Collaborative Artwork and Group Activity","authors":"Daiki Kato","doi":"10.5772/INTECHOPEN.74789","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74789","url":null,"abstract":"In this chapter, we introduce the framework and practice of collaborative artwork and group activity. In particular, we focus on the collaborative block creation method and show its psychological evidence. The first section introduces the theoretical back - ground underlying collaborative work and overviews recent studies concerning social skills, especially from psychological perspective. The second section introduces this study, in which we demonstrated the effectiveness of collaborative LEGO® block creation work as a medium of communication in group therapy and investigated the effects of fostering communication, especially for developing social skills and trust. The third section focuses on interpersonal relations. We examined the psychological effect of collaborative block creation from the perspective of Ibasho, a Japanese term for one’s whereabouts or a place of our own. Next, we show a case study of collab- orative LEGO block creation for Japanese adolescents with autism spectrum disorder (ASD). Finally, we introduce a new type of group approach in the area of student counseling.","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132973906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, to learn entrepreneurial skills, economic and financial literacy is relevant to understand the globalized world. In this way, around the world various programs are being developed to support the learning process of relevant knowledge and skills. Therefore, financial and entrepreneurial education is being added to different curricular programs from elementary schools to universities, aimed at developing basic skills to survive in this increasingly complex world. From the Center of Excellence in Economic Psychology and Consumption (CEPEC), economic literacy and entrepreneurship have been taught to schoolchildren through the methodology of interdisciplinary classroom projects, where multidisciplinary pedagogical interests and school interests are articu- lated through a central axis. The second version of the program, “Teaching to Teach: Economics and Entrepreneurship,” for students between 11 and 14 years old, was cre - ated in 2016 in conjunction with Juega+, and sought to promote financial knowledge as well as entrepreneurial skills in children, which are developed through a social entrepre - neurship project. To evaluate the experience of this program descriptive-type qualitative research has been carried out through six focus groups, one for each participating school, whose general objective was to describe the experience of the participants of the “123 emprender” program, t he results obtained show acceptance, enthusiasm and enjoyment to this new form of learning. In addition, students show an incorporation of economic and financial concepts; they give relevance to the collaborative work, among other skills .
{"title":"Entrepreneurship and Interdisciplinary School Projects of Vulnerable Students in Santiago de Chile: Experiences from the “123 Emprender” Program","authors":"Marianela Denegri-Coria, Pamela Salazar-Valenzuela, PamelaCanales-Poo, Alejandra Gallo-Poblete","doi":"10.5772/INTECHOPEN.74088","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74088","url":null,"abstract":"Currently, to learn entrepreneurial skills, economic and financial literacy is relevant to understand the globalized world. In this way, around the world various programs are being developed to support the learning process of relevant knowledge and skills. Therefore, financial and entrepreneurial education is being added to different curricular programs from elementary schools to universities, aimed at developing basic skills to survive in this increasingly complex world. From the Center of Excellence in Economic Psychology and Consumption (CEPEC), economic literacy and entrepreneurship have been taught to schoolchildren through the methodology of interdisciplinary classroom projects, where multidisciplinary pedagogical interests and school interests are articu- lated through a central axis. The second version of the program, “Teaching to Teach: Economics and Entrepreneurship,” for students between 11 and 14 years old, was cre - ated in 2016 in conjunction with Juega+, and sought to promote financial knowledge as well as entrepreneurial skills in children, which are developed through a social entrepre - neurship project. To evaluate the experience of this program descriptive-type qualitative research has been carried out through six focus groups, one for each participating school, whose general objective was to describe the experience of the participants of the “123 emprender” program, t he results obtained show acceptance, enthusiasm and enjoyment to this new form of learning. In addition, students show an incorporation of economic and financial concepts; they give relevance to the collaborative work, among other skills .","PeriodicalId":231522,"journal":{"name":"Socialization - A Multidimensional Perspective","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125999938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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