Development Of Social Theory Research Articles

Blockchain in Agricultural Supply Chain: Promote the UN Sustainable Development Goals (SDGS)

Objective: This study aims to evaluate the possibility of Blockchain promoting the UN Sustainable Development Goals (SDGs). Theoretical Framework: Based on the characteristics of blockchain, the content of SDGs, and various theories of new technology and social sustainable development, this study explores how blockchain can be used as instrument in smart regulatory theory to promote SDGs. Method: The analysis is combined with theory and specific fields to evaluate the possibility of blockchain acting as instrument to promote corporate self-regulation for sustainable development, and to specifically analyze smart contracts and Hyperledger Fabric in the agricultural supply chain to promote SDGs. Results and Discussion: The discussion results show that in theory, blockchain could become a regulatory instrument as a technical link; in practice, smart contracts and Hyperledger Fabric can help solve specific problems in the agricultural supply chain and promote the realization of ‘Good Health and Well-being’ and ‘Responsible Consumption and Production’. Research Implications: This study contributes to the use of blockchain as regulatory instrument to promote corporate self-regulation and helps to provide ideas for the realization of SDGs and the resolution of specific difficulties in the agricultural supply chain. Originality/Value: This study contributes to the application of blockchain, the promotion of SDGs, and the interaction between technology and social development.

Integrating Music Education into the Curriculum for Cognitive Developmen

Music education has long been recognized for its benefits in enhancing cognitive development in children. This paper examines the role of music as an essential component of the educational curriculum, emphasizing its impact on cognitive abilities such as memory, language, and mathematical skills. Drawing on theoretical frameworks, including Multiple Intelligences and Social Development Theory, the research highlights the importance of music in cultivating cognitive functions, such as problem-solving, language skills, and emotional regulation. Empirical studies have shown that students exposed to music education demonstrate improved academic performance, social skills, and mental well-being. This paper proposes practical strategies for integrating music into core subjects, discusses the positive outcomes of music-based learning methods, and suggests assessment models to measure cognitive growth attributed to music education. Ultimately, it underscores the need for educational policies that support music as a core subject, advocating for its benefits to foster well-rounded cognitive development and lifelong learning. Keywords: Music Education, Cognitive Development, Curriculum Integration, Early Childhood Education, Multiple Intelligences, Language Skills, Memory Enhancement.

Enhancing Geography Education through ICT: A Study of Public Secondary Schools in Ubungo Municipality, Tanzania

This study examines the impact of Information and Communication Technology (ICT) in enhancing Geography education within public secondary schools in Ubungo Municipality, Tanzania. The research focuses on the availability of ICT resources, their utilization, and the challenges faced in incorporating ICT into Geography teaching. Using a mixed-methods approach grounded in Vygotsky’s social development theory, data were collected from 500 students, 20 teachers, 4 school heads, 1 Municipal Education Officer, and 4 Ward Education Officers through questionnaires, interviews, and observations. Findings reveal that ICT tools such as interactive whiteboards and GIS software, while moderately available, are inconsistently utilized across schools. The study highlights key challenges including outdated equipment, inadequate teacher training, and insufficient technical support, which hinder effective ICT integration. The study concludes by recommending increased investment in ICT infrastructure and regular professional development for teachers, suggesting that these measures are crucial to realizing the potential of ICT in improving educational outcomes.

For and by the People? Internal Versus External Slum Tourism Entrepreneurs’ Impacts

The controversial impacts of slum tourism have sparked debate and raised questions about its benefits for impoverished communities. The potential positive effects of slum tourism often hinge on “last mile” strategies and the crucial role of local entrepreneurs who manage the visits and interactions in determining the benefits to these areas. Drawing on a blend of Social Entrepreneurship Theory and Economic Development Theory, we explore and compare the contributions of both internal and external slum tourism entrepreneurs. Our findings reveal striking differences in their strategies and orientations. For example, internal entrepreneurs are deeply rooted in the focal slum and prioritize long-term poverty alleviation through the creation of permanent jobs and innovative approaches, whereas external entrepreneurs tend to focus on profit maximization and diversification of their offer outside the slums. However, both internal and external entrepreneurs actively challenge stereotypes, catalyze skills’ development, and channel resources back into the slum communities. This research sheds light on the multifaceted impacts of slum tourism entrepreneurship, providing critical insights for future endeavors in community development and slum tourism studies.

Integrating Social Development and Clinical Psychology: Implications for Enhancing Mental Health Interventions

This study investigates integrating social development theories and clinical psychology practices to enhance mental health interventions. The research underscores the importance of considering socio-cultural contexts in clinical settings by critically examining the interplay between social determinants and psychological processes. This interdisciplinary approach provides a nuanced understanding of how community dynamics, socio-economic conditions, and cultural norms impact mental health outcomes. The findings advocate for a comprehensive framework incorporating social development insights into clinical psychology to create more effective, culturally sensitive, and sustainable mental health interventions. This integration is posited to improve therapeutic efficacy and contribute to the broader goal of mental health equity across diverse populations.

Penerapan Teori Perkembangan Sosial Dan Kepribadian Erikson Dalam Pendidikan: Pendekatan Psikososial Untuk Optimalisasi Pembelajaran

This study aims to explore the application of Erik Erikson's theory of social and personality development within the educational context, which is highly relevant in supporting students' holistic development. The research background is based on the importance of understanding the psychosocial development stages that individuals face throughout their lives, particularly within educational settings. The main objective of this study is to analyze how Erikson's theory can be applied by educators to support students' social, emotional, and intellectual growth. The research methodology employs a descriptive qualitative approach through literature reviews and secondary data analysis from various scientific sources. This study is designed to deeply investigate key aspects of Erikson's theory, such as identity, collaboration, and conflict resolution, as well as how cultural values can influence individual development. The findings indicate that the application of Erikson's theory in education can help educators create learning environments that foster students' identity development, encourage collaboration, and facilitate conflict resolution. The implications of this research are significant for educators in designing a more inclusive curriculum that is responsive to students' psychosocial developmental stages while respecting their cultural diversity and social context.

Sublating Kant through Marx: Li Zehou’s Transformation of the Empirical to the Transcendental

In this article, I aim to explore and demonstrate a specific mode of transcultural philosophical comparison by introducing an innovative theoretical model that I tentatively call the “method of sublation.” Through an illuminating case study centered around Li Zehou 李澤厚, a prominent figure credited with pioneering this method, its profound potential for generating creative innovation comes to light. Li Zehou skillfully combined Kant’s transcendental philosophy and Marx’s historical materialism, creating a unique synthesis that sublated traditional divides. This sublation elevates the empirical, seamlessly integrating it into the transcendental domain. The foundation of this paper lies in providing a concise yet comprehensive overview of the method’s theoretical underpinnings, closely followed by a meticulous dissection of its operational structure. A tangible application of the method is then vividly demonstrated through Li Zehou’s adept process of seamlessly sublating static Kantian a priori forms with the dynamic principles of Marxist social development theory, exemplifying the potency of this transformative approach in the realm of philosophy.

The Person in Psychology and Christianity: A Faith-Based Critique of Five Theories of Social Development

The Person in Psychology and Christianity: A Faith-Based Critique of Five Theories of Social Development

“Civilization State” Concept in the Works of Non-Western Scholars

The article discusses the main ideas and theories of non-Western countries researchers that reveal the concept of “civilization state”. As a methodological basis for the study of ideas developed within the framework of a non-Western tradition, the author uses the provisions of decolonial theory, allowing to overcome the clear and implicit dominance of attitudes and epistemological foundations inherent in European-American social science. The article draws attention to the critical perception of decolonial optics, which insists on the need to revise the epistemological foundations of Western thinking and the world order as a whole. The author analyzes the features of distribution and development of “civilization state” concept in a number of non-Western countries in the first quarter of the 21st century; the article presents a brief overview of emergence and evolution of the “civilization” concept, the diversity of semantic and conceptual variations of this concept is shown, the features of this process in the conditions of decolonization of knowledge were identified, an analysis of modern ideas and justification of the “civilization state” concept in China, India, Turkey, Egypt and in a number of African countries was carried out. The author draws conclusions that the concept of “civilization state”, being the Western origin concept, nevertheless, is perceived and develops within the framework of overcoming the West-centric theories of social development. In the conclusion the main advantages, threats and risks are presented that are associated with the adoption of the “civilization state” concept. Among the advantages are such as cultural and value consolidation of society; political mobilization; the basis for sovereignty and an independent policy; preservation and development of civilizational identity; the uniqueness of the civilization country as a source of further development. Challenges and risks include the following: the ambiguity of the new world order; contradictions between the concept of civilization and the concept of the national state; civilizational populism; ideas of isolationism; the risks of becoming the failed civilizational state. The article also recognizes the need for consolidated research work for the further theoretical development of the “civilization state” concept.

Play to Resolve: Educational Games as a Pathway to Conflict Resolution for Early Learners

This study explores the role of educational games in developing conflict resolution skills among children aged 6 to 8, a critical period for social and emotional development. Utilizing a qualitative research design and an exploratory case study approach, the research was conducted in two educational institutions in X, Indonesia, involving 60 children from diverse socioeconomic backgrounds. This diversity provided insights into how educational games affect children with varying levels of social experience and resource access. Data collection methods included observations, semi-structured interviews, and document analysis. Findings indicate that educational games significantly enhance conflict resolution skills by improving communication, empathy, teamwork, and self-regulation. Children demonstrated increased impulse control and thoughtful responses during game-related conflicts, as reported by teachers and parents. These improvements align with Vygotsky's theory of social development, highlighting the importance of structured play in cognitive and social growth. The study concludes that educational games offer a dynamic platform for practicing conflict resolution, thereby fostering children's social and emotional development. Recommendations for educators include integrating a variety of cooperative and role-playing games into curricula and conducting regular debriefing sessions to reinforce learning. This research underscores the broad applicability of educational games in diverse contexts, supporting their integration into educational settings to equip children with essential life skills.

D.ADZEMOGLU AND D.ROBINSON CONCEPT OF SOCIAL DEVELOPMENT («NARROW CORRIDOR»): DETERMINATION OF HEURISTIC POTENTIAL FOR SOCIAL AND POLITICAL RESEARCH

Emphasis placed on the search for new theoretical and methodological foundations for conducting modern social and political research. As the latter, it proposed to consider the leading propositions of the new version of the theory of social development by American researchers D.Acemoglu and J.Robinson, presented in their monograph «Narrow Corridor. States, Societies, and the Fate of Liberty» (2019).In the context of achieving the specified goal, the following tasks solved:– the content of the theory of social development by D.Acemoglu and D.Robinson («narrow corridor»);– the main ideas of the concept are compared with other theoretical constructions of social development proposed by leading Western researchers – R.Dahrendorf, S.Lipset, R.Englgart and . Habermas;– the strategy of applying the concept of «narrow corridor» in relation to the research of the leading elements of socio-political reality is determined.As a result, the following conclusions are drawn: firstly, this conceptual construction of D.Acemoglu and D.Robinson can be considered as a certain theoretical construction, claiming the level of a new version of the theory of social development; secondly, its structure is made up of leading provisions capable of interpreting both the static aspect of the existence of social and political reality (civil society – the state) and the dynamic one – the mechanism of its constant development (the struggle between the elites and the state, on the one hand, and the masses and civil society, on the other hand); thirdly, its heuristic potential for social and political research can be realized through the following research strategy: choosing a research subject; justification of the group of variables that can characterize it; determination of the set of factors that led to its occurrence; determination of the set of factors affecting its further development; consideration of the context of functioning and development of this subject of research – on the one hand, from the standpoint of civil society development, and, on the other – from the standpoint of further state building.

Youth Character Building Through Quality Education in Realizing Golden Indonesia 2045

This article aims to explore adolescent character building through quality education in realizing a Golden Indonesia 2045. These two goals are part of Indonesia's SDGs. Adolescent character development in Indonesia is on an upward trend, so a character education strategy is needed to achieve the golden goal. The urgency of this article is to formulate character development that is qualified in terms of a series of opportunities and challenges faced by the Indonesian nation. This article uses a qualitative method with a literature study approach. The primary sources of this article are education policy documents and relevant recent literature. Meanwhile, the secondary data used in this study are reportage documents and supporting research. The results show that there are three domains that must be suppressed in achieving a Golden Indonesia 2045, namely: 1) Ongoing Conflict, 2) Safety and Security and 3) Militarization. In addition to peace, there are eight factors of justice and educational efforts that can be implemented in achieving SDG's point number 16. On the other hand, the realization of this Gold must be accompanied by multiracial, gender and multireligious knowledge. Building the ideal adolescent character in realizing a Golden Indonesia 2045 involves quality education that emphasizes moral integrity, social skills, a sense of responsibility, and awareness of justice values. Quality education that can realize a Golden Indonesia 2045 requires a holistic approach that integrates character building, multicultural inclusiveness, social skills development, and the participation of all relevant parties. Critical Pedagogy and Social Development theories have an important role in reviewing and creating novelty in this research. The focus of development rests on aspects of criticality, social skills and understanding by encouraging collaboration. Then local values, history and religion become one of the reinforcing factors in achieving a Just and Peaceful Indonesia.

Pengaruh Faktor Lingkungan terhadap Perilaku Kriminalitas Anak

This study aims to evaluate the impact of environmental factors on children's criminal behavior. The underlying problem of this study is that the increase in criminality among children is often influenced by the environment in which they grow up. Environmental factors such as the family's economic situation, social environment, quality of education and level of parental supervision are the main focus of this study. Based on social and child development theories, the environment plays an important role in shaping individual behavior, including the tendency to commit criminal acts. This research uses the literature study method. Data were collected without directly involving the research subjects, but rather through data collection methods. The research adopted a comprehensive literature review approach with a focus on in-depth analysis and synthesis of findings from various relevant literatures. The results show that children raised in an environment with low economic conditions, lack of attention from parents, and exposure to negative social environments tend to be more prone to engage in criminal behavior. As a solution, this study recommends improving the quality of education, educating parents on the importance of supervision, and effective social rehabilitation programs for children involved in criminal acts. It is hoped that these findings can contribute to efforts to prevent criminality among children through a more comprehensive environmental approach.

Reflections on How Social Protection and Social Welfare Policies are Unfolding in Low- and Middle-Income Countries around the World

Social protection in the form of cash transfers to reduce poverty and inequality is described as the “big idea” that emerged in the Global South over the past three decades. This article reflects on the direction that social protection is taking and reviews its achievements. A key challenge is how social protection policies are delinked from a wider system of social welfare and development programs in low- and middle-income countries. Drawing on lessons learned from cross-country studies, pointers are provided on how to overcome this bifurcation, including ways of strengthening social development theory, policy, and practice.

The Fundamental Types of Social Transformations: Evolution and Revolution

The concept of social transformation is of significant importance, as it forms the basis for theories of social development. To comprehensively understand the nature of this phenomenon, it is essential to define its significance. Social transformation, in its broadest sense, refers to the transformation of society's social reality and its ongoing development. However, similar to any socio-cultural phenomenon, transformation exhibits specific characteristics, internal mechanisms, and features that manifest in the interaction between the subject and all aspects of human activity, ranging from economic to social spheres.

Exploring concepts of friendship formation in children with language disorder using a qualitative framework analysis.

Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. We conducted multiple, art-informed interviews on the topic of friendship with 14 children with LD at the age of 6-8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art-informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children. What is already known on the subject Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships What this paper adds This paper directly asks children with LD about their understanding of friendship and strategies for making friends. Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friends Additionally, children with LD do not perceive language and communication as a barrier to making friends. What are the potential or actual clinical implications of this work? Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD.

The population of the cities of Tobolsk province (based on the materials of the 1917 census)

On the basis of archival sources introduced into scientific circulation for the first time, the issues of preparation, the peculiarities of conducting the census of the urban population of the Tobolsk province in 1917 are revealed, and its results are analyzed. The census materials were in demand to coordinate the food issue, supply the population with food, the urban economy as a whole, and prepare for elections to the Constituent Assembly and local authorities. In the study of the processes of formation of urban settlements and their transformation, various methodological approaches are traced. In this regard, the modernization theory of social development is of interest, where, according to the concept, urbanization is considered through the prism of demographic processes primarily in cities. The work is based on the materials of the 1917 urban census in the Tobolsk province. To analyze documentary sources, a set of statistical methods was used, as well as historical-genetic, historical-comparative, historical-typological research methods, methods of graphical representation of the obtained statistical data. Based on newly introduced and published sources of population statistics. The author made the following conclusions: despite the presence of general instructions, there are specific features in the preparation and conduct of the census associated with tight deadlines, lack of qualified personnel and other reasons; the results obtained, although they had a number of drawbacks, suggest an increase in the proportion of the alien population, a decrease in the number of males due to mobilization to the front. The author made the following conclusion: despite the presence of general instructions, there are specific features in the preparation and conduct of the census associated with tight deadlines, lack of qualified personnel and other reasons.

IN THE TRENCHES: A FINANCIAL SOCIAL WORK PRACTICE PERSPECTIVE ON THE PERSISTENT LEGACY OF POVERTY IN THE SOCIAL DEVELOPMENT CONTEXT OF SOUTH AFRICA

Widespread socio-economic challenges such as high levels of poverty and unemployment continue to plague South Africa. Owing to the nature of social work service delivery, social workers often serve the most vulnerable populations. However, it seems that social workers remain metaphorically in the trenches in the war on poverty, meaning that tangible evidence on the progress of poverty alleviation due to the direct involvement of social workers is meagre in social development. This article argues for the integration of a financial social work practice perspective into South African social work service delivery as a potential means of facilitating more efficient social development. The article is conceptual in nature and draws on the principles of theoretical adaptation. It posits social developmental theory as the dominant theoretical paradigm, and financial social work as the practice perspective. Analysis will highlight the current gaps in social developmental practice, and the appropriateness of financial social work to address it. The discussion aims to activate scholarly discourse on financial social work in South Africa and beyond, and to firmly position this practice perspective within sustainable social development. Keywords: financial capability, financial literacy, financial social work, practice perspective, poverty, social development, unemployment

The Role of Teacher knowledge on implementation of Integrated Science in Competency Based Curriculum in Junior Schools: A case Study of Westlands Sub-County

The purpose of the study was to examine the effect of teacher knowledge on implementation of integrated science in Competency Based Curriculum in junior schools in Westlands Sub-County. The social development theory underpinned the study. A descriptive research design was used. The target population were teachers, principals and heads of departments in the 30 junior schools in Westlands Sub County. A census was conducted for the integrated science teachers while 30% of heads of departments and principals were purposively selected. Data were collected through mixed methods. A structured questionnaire was distributed to the teachers in the selected schools. Interviews were conducted with heads of departments and principals. A pilot study was conducted to establish the validity and reliability of the data collection tools. Quantitative data was analyzed using the Statistical Package for Social Sciences version 29, employing correlation and regression analysis techniques. Qualitative data was analysed thematically. Results showed that teacher knowledge positively correlated with implementation of integrated science in the CBC in JSS(r=0.926 p=0.000). This study concludes that, despite teachers' strong understanding of integrated science, they face challenges due to a lack of resources, such as teaching materials and laboratory equipment. There was an increase in teacher workload, yet few received sufficient job training or continuous education opportunities in integrated science. The study concludes that, while the types of resources provided are relevant for instructional teaching, there is inadequacy in the provision of teaching resources. The study recommends that JSS should encourage greater involvement in research activities and professional organizations to promote continuous professional growth.

First-year University Students’ Experiences in Learning Threshold Concepts of Acids-Bases Chemistry

This paper interrogates the concept of threshold concepts (TCs) of acids-bases in the teaching and learning of general chemistry of first-year university students. Acids-bases chemistry has been identified by chemistry scholars worldwide as one of the threshold concepts (TCs) in chemistry that seems to be difficult and the culprit of most failures in chemistry. Acids-bases reactions are also central to learning of other chemical reactions within the discipline of chemistry and other science concepts in life sciences (biology) and physics. The paper is based on the challenges students experience in general chemistry, which tend to discourage students from studying chemistry or pursuing their studies in chemistry-oriented professions, such as medicine, engineering, agriculture, natural resources, and chemistry education; or responsible for students dropping out of the university education completely. To address this problem, we explored lecturers’ and students’ challenges that students experience in learning TCs of acids-bases chemistry and the students’ perspectives of chemistry. A qualitative research methodology was employed in the study. Data was collected through classroom observations and student focus-group conversations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Vygotsky’s social cognitive development theory was used as a theoretical framework to understand the teaching-learning of acids-bases chemistry. Findings suggested that some students’ experiences transformed them into self-directed learners. Researchers can investigate other avenues to the portal in teaching-learning TCs.