Reflection Of Community Research Articles

Intellectual Dimensions of Madīnian Polity and its Implication for Islamic Governance: Lessons from the Early History of Islam

The very first verse revealed to the Prophet of Islam ﷺ, namely ﴾ Read in the name of your Lord ﴿ implied the concept of knowledge that corresponds with the intellectual attestation of the first article of Islamic faith, that is, the belief in the unity of God, which for its part requires a specific kind of knowledge related to the Divine. With the same token, the Revelation continued to provide the Prophet ﷺ with the intellectual and spiritual insights that he ﷺ perfectly transformed into the nucleus based on which the first Islamic state known as the Madīnian polity was firmly established. Hence, in this paper, the analysis will cover the intellectual dimensions of the Madīnian polity portrayed here in three essential aspects: the revelation as the principal source of knowledge, the affirmation as the intellectual and practical application of knowledge, and the manifestation as the individual and communal reflection of knowledge. I will argue that the said aspects as they were displayed in the Madīnian polity are the core factors that underpin the Islamic governance as such.

Teaching math in real time.

Narrative, first-person accounts of a collective, traumatic event preserve the authenticity of the experience and defend against inaccurate retrospective idealizations. Such artifacts allow us time to process the event, extract the lessons it has for us, and to bring these lessons to bear on our practices. I offer my own narrative here, as a practitioner and researcher, of daily experiences of teaching mathematics in the USA during the SARS-CoV-2 pandemic. Sudden perturbations to our regular educational practices expose ways in which those practices are incomplete or outright unstable. This, in turn, troubles the theories underpinning our practices. I offer my narrative as a point of communal reflection on what we do and know, and how we might do and know it better.

Изменение мировоззрения российских меннонитов и разрушение их сообщества

The article raises the problems of the Mennonite community's reflection on the reforms in Russian Empire as well as the modernization of social, political and economic environment in 1861–1914, during the First World War, the recurring power changes and political anarchy in Ukraine during the Civil War. The author examines the Mennonites' attempts to adjust the changes in reality, the cause-and-effect relationships of arising social crisis which ultimately led to the destruction of the ethnoreligious community's canonical foundations. The research bases on the testimonies of the eyewitnesses (given in their diaries), memoirs and other published materials. The author examines the gradual deviation processes among the Mennonite society that were transforming the fundamental statements of the congregations’ doctrine and their moral norms and traditions. It is analyzed whether the Russian-Ukrainian Mennonites remained an ethno-religious conglomerate or lost their inherent values. As a result it has been proved the following: the Mennonites in Russia in a short period from the beginning of the reforms of the 1860s – 1870s to the beginning of the 20th century, went from a close-knit religious community to an opened and spiritually weakened unification. During the period of “challenges and reactions” of the First World War and the Civil War, the leaders of the community were unable to maintain the unity and cohesion, a complex of moral and ethical markers, pacifist views, social institutions, which led to a deformation of values and disorientation in further actions. Only a small part of the Mennonites society was able to organize itself and, thanks to the support of the Canadian Mennonites communities, it emigrated in 1923–1926 and thus avoided the Bolshevik regime repressions.
 Key words: the Mennonites, World War I, Civil War, Makhno, identity.

Finding the Rainbow Needle in the Research Haystack

This article will discuss the fundamental importance of community-led, organic research methodologies when uncovering and revealing LGBTQIA+ identities within the Irish national collection. Using the National Gallery of Ireland as a case study, the paper highlights the importance of this research in an Irish context. The representation of the LGBTQIA+ community in historical and cultural institutions in Ireland has grown in the past four years. This is partly due to the Marriage Equality Referendum passing in favour of equal marriage in 2015. With this increased acceptance from the people of Ireland, more members of the community are actively reflecting on their place in society and history. To best direct this communal reflection, a cyclical research methodology was applied to uncovering previously overlooked LGBTQIA+ representation in the Gallery’s collection. Initial research into key works was disseminated via public LGBTQIA+ tours of the collection. Tour participants’ feedback and ideas were gathered over several months and guided further research. This community-led approach has yielded a new directory of some 30 works and artists that will be shared on the Gallery’s website for the general public to access. Engaging with the LGBTQIA+ community when carrying out this research has been of fundamental importance. Until recently, this community in Ireland has been largely ignored by historians, researchers, and curators. To reveal, commemorate, and celebrate queer stories and sources from these times, the voices of the existing community are essential. The foundation of the LGBTQIA+ Research Network and plans for an island-wide database will ensure that these voices will no longer be ignored.

Graduate student experience in focus: a photovoice investigation of physical and health education graduate students in Canada

ABSTRACT Background: Over the past couple decades, concerns have been raised regarding graduate student wellbeing and attrition in Canada and abroad. Although research on graduate education has increased in response to these concerns, these works are often focused upon a narrow aspect of the multifaceted reality of graduate education and have not been student-conducted. This situation is largely mirrored in the case of physical education (PE), although further complicated by the focus on the United States in which graduate programmes differ considerably from Canada, Europe, and elsewhere. Purpose/Aim: The purpose of this research was to conduct a broad investigation into our own experiences as PE graduate students in Canada. Two research questions guided our team of eight Canadian-based PE graduate students: What are our experiences as PE graduate students in Canada? How might we enhance the experience for ourselves and others like us? We hoped that if we worked together to better understand and thrive in our situations, we might develop a supportive peer community and be able to promote positive changes to PE graduate education. Design: Drawing upon the participatory research method of photovoice, we individually took photographs of our graduate experiences and then engaged in critical discussions about the meaning, conditions, and possibilities of those experiences. These discussions were analysed in an iterative process of independently and collaboratively coding, thematizing, and refining to produce themes of our experiences. Guided by the criteria of continuity and interaction in Dewey's theory of experience, we engaged in an interpretive analysis of the themes in terms of their educative and miseducative quality. Finally, we interpreted the quality of the larger experience of engaging in this participatory investigation. Findings: Thematic findings included our experience of: (a) work knowing no bounds, including the time-intensive struggle of work-life balance, dictates of funding and employment, and challenges of juggling multiple roles; (b) feeling fortunate for opportunities to grow as lifelong learners, to have support systems, and to engage with children and youths; and (c) feeling in limbo due to challenges to PE, our transient positions, and our mental health. Conclusion: We interpreted the majority of our thematic experiences to be educative and as pushing us to grow academically in constructive directions. Objective conditions such as graduate programmes, supervisors, peers, and family were primarily credited for this. We interpreted the minority of our thematic experiences as miseducative and as distorting our academic growth in unconstructive directions. This was almost exclusively attributed to internal conditions such as our failure to adapt ourselves to the environment. The larger experience of engaging in this participatory investigation was perceived as educative and due to the objective conditions of our newly formed community and Dewey's theory. Our communal reflection on our experiences via Dewey's criteria stimulated growth and the desire to continue in, rather than retreat from, PE and academia. We suggest that all PE graduate students would benefit from the opportunity to engage with a community of peers in sustained, theory-guided reflection on the quality of their graduate experiences.

Indigenous Perspectives on Leadership: A Communal Reflection

The authors who contributed the interviews that follow did so with the understanding that their individual interviews, when considered collectively, could help readers gain a preliminary understanding of some of the fundamental values associated with indigenous leadership. Consistent with this intent, readers are urged to read all five interviews before engaging in discussions related to this material. Readers should resist the temptation to focus on traditional, western models of leadership as exemplars, and refrain as much as possible, from relying on their taken-for-granted assumptions about education, schooling, community involvement, and decision-making. Instead, readers are encouraged to be open to the ways in which their own leadership knowledge and practice could be transformed by these indigenous leaders.

The 'sharing economy community' on the role of local government in promoting, steering and governing the sharing economy. An exploratory study

The phenomenon of the sharing economy is gaining momentum and has become a focus of analysis, debate, and study for the scientific community as well as for a range of other actors. Thus, an identifiable broader community of knowledge-based experts and practitioners is generating a 'meta-discourse' on the sharing economy. This is the point of departure for the current paper, which examines the phenomenon in depth, particularly focusing on the role that local governments can play in promoting, steering and governing this disruptive social innovation. Drawing on the input of a panel of ten experts from academia, the consultancy sector, policy-making, and business, the sharing economy is analysed and reassessed. The community's reflections on its own nature and characteristics are also reported.

Coping with children's wit: Materials for a dialogical odyssey

In this paper we start by discussing how Philosophy for Children (P4C) was launched by Matthew Lipman (1922-2010) in the 1970s in order to establish philosophy as a fully-fledged school programme in the US, and has since become a movement which evolved through the last four decades, adopting different epistemological and pedagogical discourses (Vansieleghem & Kennedy, 2011). From philosophy for children we arrive at philosophy with children, swapping the fixed method for the modelling and coaching by communal reflection, contemplation and communication, thus giving a greater emphasis to dialogue, while opening up different approaches, methods, techniques and strategies. This is precisely the line of work we personally prefer, when it is articulated with Gareth Matthews' assumption that children can ask the same questions as philosophers do, and sometimes even better ones. Along the lines of Storme and Vlieghe (2001), we think that P4C can allow the child to be philosophical and philosophy childish, an understanding that perhaps can free us from the dominant one dimensional unproblematized realm of the ideology of productivity that envisages education as a process exclusively preparing persons for labour markets, understood as the set of positions gained in an operative and ruthlessly competitive battle. This offers a context where constructing existential meaning, by and for each individual, is excluded from education. Keywords: Philosophy for children, song, tales, cinema.

The Preparatory Stage of the 5th Synod of the Diocese of Tarnów – Structure and Tasks

A diocesan synod is necessary so that it could express the common concern for being the Church and being in the Church, the key manifestation of which is the concern for identification with it. And this can be reached only by communal reflection about who we are as the Church and what our tasks in this field are. In December 2016, the Bishop of Tarnów decided to convoke the 5th Synod of the Diocese of Tarnów. Before this Synod was inaugurated, it was preceded by a preparatory stage. Therefore, this article presents the following issues connected with this important synodal stage in the Diocese of Tarnów: the announcement of synod convocation, the aims of synod preparatory stage, the establishment of the Preparatory Commission and its tasks and, finally, the results of works performed during the pre-synodal stage will be presented.

The Washington Heights Uprising of 1992: Dominican Belonging and Urban Policing in New York City

Situated at the intersection of Latinx postwar migration, community formation, and urban politics, this article explores the Washington Heights uprising of 1992 as a lens through which to historicize Dominican belonging and urban policing in late twentieth-century New York. It tracks the history of New York’s Dominican community beginning in the early 1960s and their myriad struggles leading to the climactic uprising which was spurred by the police shooting of twenty-three-year-old Jose “Kiko” Garcia. Garcia’s murder galvanized Washington Heights’ Dominican community, prompting deep communal reflection and action concerning the future of Dominican belonging and mobilization in New York City. Meanwhile, Rudolph Giuliani’s sharp demonization of the uprising helped secure his mayoral victory the following year. His ascendance to the city’s highest office through racial antagonism held significant implications for New York’s Latinx people and the evolution of urban policing both in the United States and beyond.

Growing the community – a case study of community gardens in Lincoln's Abbey Ward

AbstractCommunity gardens, as previous research has found are as much about growing the community and the individuals involved, as gardening itself. The study of Green Synergy's community garden initiatives within Lincoln's relatively deprived Abbey Ward provided an exceptional case study in which to review the inter-relationship of impact both at a community and individual level. The social element of community gardening in building connections between social and natural capital is explored, and how community gardens can provide a ‘counter-narrative’ to perceptions of place and individual well-being.The qualitative research approach which included observation, interviews, a focus group and workshop was designed to reflect the wide scope of the projects and generate both individual and communal reflection on the projects. The themes that emerged open up a further understanding of the multiple dynamics arising from the collaborative creation of ‘green spaces’ in providing bonding and bridging social capital within communities, together with challenging narratives of individual and community capacity. In so doing, it adds to existing research evidence on the diverse community connections, spaces and products that community gardening engenders.

At sea with disability! Transformative learning in medical undergraduates voyaging with disabled sailors.

Attitudinal objectives are difficult to formulate, teach and assess; yet good attitudes are fundamental to good practice. For instance, studies highlight negative attitudes to disability in the medical student community that contrast with the self-conceptions of disabled persons. This study was designed to better understand attitudinal learning, inadequately addressed by contemporary programmes, through the application of Mezirow's 'transformative learning theory' (TLT) to a novel educational intervention. Participating students went to sea, for voyages of 5-7days, in tall ships operated by the Jubilee Sailing Trust. Each student was buddied with another sailor living with disability. Disabilities included cerebral palsy, loss of sight, loss of limbs and paraplegia. Students recorded their experiences using audio diaries, written logs, formal voyage reports and art work and in post-voyage seminars. The data were analysed using interpretive phenomenological analysis, and the results are considered under five themes suggested by Mezirow. Sixteen students were recruited, with four students sailing on each of four separate voyages. Each student recorded audio-diary entries, which had a total duration of between 10 and 212minutes. For seven of the 16 students, the five key elements of TLT were demonstrable, suggesting that transformative learning, as described by Mezirow, was occurring. Drawing on diverse qualitative data, insights into different aspects of this transformation areprovided. TLT can be used to characterise, and thus design, educational interventions to meet attitudinal learning objectives. Students can be helped to discover their less helpful frames of reference. In safe environments these frames can be challenged and subjected to personal and communal reflection. Drawing on audio diaries and other evidence, and in answer to critiques of contemporary medical teaching on disability, we demonstrate such transformation in students 'at sea with disability', highlighting elements that couldpotentially be transferred to the mainstream curriculum.

The pursuit of authenticity on Marc Maron’s WTF podcast

One new technology, the podcast, has been especially instrumental as a site of expression for stand-up comics. One of the most popular of these podcasts is Marc Maron's WTF, which has over 350 episodes. Maron's podcast has vaulted the once-struggling comedian to popular culture prominence while allowing him to experience perceptions of a more authentic sense of self. Through an analysis of four episodes of Maron's podcast, I demonstrate that WTF allows Maron and his guests to resolve interpersonal disputes, explain away controversy, participate in communal reflection and provide the place from which a more authentic presentation of oneself emerges. The field of media studies is under constant revision as the parameters of the discipline mirror the identic fluidity of the actors pushing those parameters. Podcasts like WTF, I argue, provide a vehicle through which the agent exercises more freedom of control over how they perceive themselves and perceive others. Participatory, do-it-yourself media, such as WTF, are particularly conducive to the pursuit of a more authentic sense of selfhood, a development that has implications for how these types of technologies allow for narratives of self-discovery that elude and resist dystopian understandings of new communication technologies.

문화역사 활동이론 관점에서 예비과학교사 공동체의 수업에 대한 반성 분석 - 3년간의 생물 실험교실 프로그램 운영 사례

문화역사 활동이론 관점에서 예비과학교사 공동체의 수업에 대한 반성 분석 - 3년간의 생물 실험교실 프로그램 운영 사례

Ghana@50

The Ghana@50 commemorative events organised by government and government-related institutions aimed at advertising Ghana as “champion” of “African excellence” vis-à-vis an international audience as well as fostering national unity by providing moments of communal reflection and future commitment. However, while many Ghanaians apparently appreciated the magnificent party, the Jubilee also provoked bitter debates that touched on three main issues. First, political inclusiveness, i.e. the question who precisely should organise, finance and lead the celebrations, without aggravating party-political tensions. The second issue regarded social inclusiveness, the extent to which the symbols and festivities addressed the “grass-roots” or were restricted to the (international) (political) elite. The third point of contention concerned ethnic and regional inclusiveness, i.e. how evenly Jubilee events and funds were geographically distributed and to which degree all regions and ethnic groups could identify with the festivities’ symbols and slogans. The paper explores these controversies as well as the festive formats around Ghana@50, based on the author’s observations in Accra during the celebrations and an analysis of newspaper articles and Internet forums.

Inquiring Minds Want to Know: A Lay Person's Perspective on the Proposed Anglican Covenant

AbstractBaptism is the sacrament that incorporates Christians into the Body of Christ; 99 percent of the church are laity. The proposed Anglican Covenant's emphasis on formal authority exercised by bishops and primates changes the relationships among all Anglicans, not just bishops. This change may run against a fundamental Anglican tradition of ongoing communal reflection that acknowledges that elements of church life change because they are no longer convenient or useful in particular locales. In adopting the Anglican Covenant, are we stating that traditional Anglican polity is no longer convenient or useful for the Provinces of the Anglican Communion, including the Episcopal Church?

Praying the Roman Missal: Pastoral Reflections on the Revised English Translation by Robert L. Tuzik

240 Antiphon 16.3 (2012) Prior to the postconciliar reform, the Order of Mass began with the words “Sacerdos paratus,” which means, “When the priest is ready.” Now that phrase is replaced with “Populo congregato,” which means, “When the people have gathered.” This change, according to Turner, “unveils one of the main values of the revised Missal, the active participation of the people” (2). Turner’s entire volume provides a sophisticated yet accessible commentary on the Mass that not only promotes understanding but invites individuals deeper into its mysteries. Kristin Colberg College of St. Benedict / St. John’s University St Joseph / Collegeville, Minnesota Robert L. Tuzik Praying the Roman Missal: Pastoral Reflections on the Revised English Translation Chicago: Liturgy Training Publications, 2011 241 pp. Paperback $16.95. Robert Tuzik’s Praying the Roman Missal is one contribution among several works aimed at assisting the English-speaking Church to receive and pray well the Mass. The promulgation of the English edition of the Missale Romanum: Editio Typica Tertia inaugurated the rise of a particular genre that spans from technical lingual and process analyses to reflections upon theological shifts and focus, to pastoral reflections for the wary or casual observer. This ecclesial phenomenon, having begun in the United States on the First Sunday of Advent 2011, but prepared for months in advance, is, when viewed in a positive light, an opportunity for communal reflection. For the seasoned pastor it is a chance to meet the orations again for the first time. For the faithful, and possibly uninformed , Catholic parishioner, a time to understand better what it is the Church prays and believes. Tuzik writes for as broad an audience as the Roman Missal is intended, since every Catholic is affected no matter their liturgical or ecclesial role. As stated in the preface, the author hopes for the book “to appeal to parish councils, school boards, religious education boards, Catholic school teachers, catechists, RCIA teams, liturgy committees, musicians, cantors, and choir members” (x). And it would. Clearly written and not burdened by historical and theological complexities but filled with pastoral advice and ideas, the book could serve as a helpful resource to the host of groups mentioned above. 241 Book Reviews And yet distinctions in audience are not always evident. At times he gives advice seemingly to a priest celebrating Mass at the home of a shut-in. Elsewhere Tuzik encourages good use of a particular Mass for Various Needs, advice that could be directed to a priest, or perhaps to a liturgy committee that prepares which set of orations will be used. And then the reflection questions located at the end of each chapter tend to be mostly directed toward parishioners. Despite these shifts in tone, focus, and audience, Tuzik’s work holds the potential to be of assistance to any and all who engage it. At first the book focuses heavily upon translation comparisons. This is particularly true when discussing the Order of Mass. Then Tuzik speaks more broadly about the overall structure of the Roman Missal and its individual parts. This is helpful when analyzing the 22 Votive Masses and the 49 Masses and Prayers for Various Needs and Occasions. Readers may already be familiar with Lift Up Your Hearts, a collection of essays edited by Tuzik exploring the major structures of the Roman Missal. The two works complement each other. Though unfortunate that Tuzik excludes the Latin text, readers will benefit from side-by-side comparisons of the former and the newer English translations, making evident the perplexing omissions in the former English and thus the need for a translation more faithful to the original Latin. A helpful feature throughout most of the book is that individual words of the former translation which were not found in the original Latin, as well as words faithfully included in the newer, are placed in italics, a point Tuzik mentions repeatedly—six times in chapter five alone. Tuzik, like any fair-minded person, admits that no translation is perfect and lists what he names “unresolved issues”, including run-on sentences. But this work is overall positive in its outlook and is eager to assist priests, liturgy committees, and parishioners in familiarizing themselves...

The Role of Assessment in the Development of Judgement

AbstractThis paper introduces an integrated assessment model developed within a project management discipline stream in a Construction Management course. Following Boud and Falchikov (2007) this model starts with practice, that is, the actual ‘doing’ of project management as the basis for shaping assessment that equips students to learn for the rest of their lives. Practice is understood as a holistic conception of what professionals do in particular contexts, and a theoretical construct that provides a method of framing ways in which we can investigate the world (Schatzki, 2001). This approach opens the way for considerations of assessment that engage with, and cultivate, certain kinds of professional learning and identity formation including the development of judgement. Integral to the model is the non-sequential nature of assessment activities, evolving team formation and ongoing self and communal reflection. The paper concludes that the use of an authentic and integrated assessment model creates a co...

Teacher development using group discussion and reflection

This article presents outcomes from a study of science teachers participating in a collaborative action research project. A case study methodology was used to describe and analyze effectively the views and practices of teachers participating in this project. Through group discussion and reflection with other participants, the teachers discussed and critiqued current practices, clarified action research questions, and explained and evaluated their students’ activities. From these discussions emerged collaborative and communal reflection which helped promote problem‐solving and dialogical thinking, and resulted in teachers’ views changing from the contextual particulars of their local school to a more systematic awareness of their curricular actions. At the same time, these reflective experiences exposed teachers’ personal tensions related to implementing their action research plans. The idea of using group discussion and reflection as a strategy to prompt perceptual restructuring of teachers’ experiences to promote teacher development is presented.

Structuring the project environment for learning

This paper argues that project learning and the learning competency development of project practitioners are most appropriately pursued through the creation and maintenance of supportive situated learning environments within projects. Drawing on participative action research into learning practices within a case study project involving organizational change, this paper introduces a model of project situated learning behaviour and identifies and explains five sociological elements (barriers or enablers) that are primal in shaping the learning behaviours of project team participants. This framework facilitates practitioners’ systematic and communal reflection on their learning practices and helps develop their skills in ‘learning how to learn’.