Proefschrift van drs. Jeroen Gradener naar de legitimiteit van community development (opbouwwerk). Niet vanzelf krijgen opbouwwerkers een mandaat van bewoners om hen te ondersteunen in het verbeteren van hun eigen leven en hun leefomgeving. Hoe deze opbouwwerkers erin slagen om ondanks weerstanden hun legitimiteit als professional te ontwikkelen is onderwerp van het internationaal vergelijkend promotieonderzoek.
What does it mean to position anthropos in the center? Questioning anthropocentrism is far more than an academic exercise of debating the dominant cultural motif of placing humans at the center of material and ethical concerns. It is a fertile way of shifting the focus of attention away from the problem-symptoms of our time (be these symptoms as far-reaching as rapid climate change or as inconvenient as “just” jellyfish jamming the machine) to the investigation of root causes. And certainly the dominant beliefs, values, and attitudes guiding human action constitute a significant driver of the pressing problems of our day. https://doi.org/10.1007/s10624-014-9362-1 https://www.linkedin.com/in/helenkopnina/
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This article explores the perceptions of development through metaphor use by students of International Business Management Studies at The Hague University. Students’ reflections upon the concepts of nature and development before and after educational intervention are examined through discourse analysis and narrative analysis. Results show that initially students reflect the dominant development paradigm which tends to conflate ‘nature’ with ‘natural resources’. This study suggests that the critical course has the potential to shift the student focus from the unquestioning acceptance of economic development and instrumental view of nature to recognition of more ecologically benign and culturally variable paths to sustainability. In terms of pedagogy, the ‘trans-human’ Gestalt, or mindset conducive to planetary consciousness, may require a distinct type of didactic strategy, discussed in this article. It is concluded that while transformative social learning towards sustainability requires the integrative switching back and forth between the various mindsets, effective, ecologically engaged and critical learning may require a more fixed, committed and above all affirmative action approach. https://doi.org/10.1177/0973408214529989 https://www.linkedin.com/in/helenkopnina/
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