Bridging Paradigms

This volume examines positive development across adulthood with particular emphasis on postformal thought. The editors acknowledge that researchers have compiled a substantial body of descriptive evidence about the styles of thinking used by adults under certain conditions. The questions that remain are whether these styles reflect qualitative changes; how these styles develop; whether there are necessary precursors; why there is content specificity; what the relationship is to physiological or neurological development; whether adults can deliberately control postformal thought; how postformal thought develops in different cultures; what key developmental experiences, if any, are needed for postformal thought to develop; and what postformal thought means in a practical sense. These questions are addressed by the research and theory discussed in this volume. The contributors reflect a diversity of backgrounds assumptions, disciplines, and methods. Postformal thought and its correlates are described from physiological, psychological, sociological, anthropological, and clinical perspectives.

Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward. Volume 1: Paradigms analyzes the ways in which we make sense of English as a global language, its many varieties and how these come into contact and interact with other languages. It moves the field beyond existing 'models' that are no longer sufficient to describe English(es) in the era of globalization.

During the 21st century organizations will undergo a level of radical and global change that has rarely been seen before. This transformation will come as a result of the environmental, social and economic challenges that now confront organisations in all their activities. But are our understandings and theories of change up to the task of meeting these challenges? Will we be able to develop sustaining visions of how organizations might contribute to the long-term viability of our interdependent global communities? Organizational Transformation for Sustainability: An Integral Metatheory offers some innovative answers to the big questions involved in organizational sustainability and the radical changes that organizations will need to undergo as we move into the third millennium. This new approach comes from the emerging field of integral metatheory. Edwards shows how a "Big Picture" view of organisational transformation can contribute to our understanding of, and search for, organisational sustainability. There are four key themes to the book: i) the need for integrative metatheories for organisational change; ii) the development of a general research method for building metatheory; iii) the description of an integral metatheory for organisational sustainability; and iv) the discussion of the implications of this metatheory for organisational change and social policy regarding sustainability. This book brings a unique and important orienting perspective to these issues.

Rev. ed. of: Handbook of adult development and learning / edited by Carol Hoare. 2006.

Reconceptualizing Qualitative Research: Methodologies without Methodology calls for qualitative research that is complex, situational, theoretically situated, and yet productive. Author Mirka Koro-Ljungberg challenges ideas about data, research design, and researcher responsibility that are often taken for granted, provoking readers to rethink beliefs, paradigms, processes, and methodological frameworks. Written in a clear, conversational style, the book compels readers to think about qualitative research differently—often in creative ways—and to continuously question existing narratives and dogmas.

Various articles are presented covering psychological, sociological and cross-cultural topics or relevance to religious/spiritual researchers and academics.

The intercultural communication classroom can be an emotionally and intellectually heavy place for many students and teachers. Sensitive topics arise and students must face complex issues with intellectual curiosity and collegial respect. To navigate the precarious waters of intercultural communications, teachers need an intentional approach to foster meaningful discussion and learning. This pedagogical guide presents conceptual overviews, student activities, and problem-solving strategies for teaching intercultural communication. The authors navigate eight categories of potential conflict, including: communicating power and privilege, community engagement in social justice, and assessing intercultural pedagogies for social justice. In addition to empirical studies and the authors’ own classroom experiences, the book features the personal narratives of junior and senior intercultural communication teacher-scholars whose journeys will encourage and instruct readers towards more fulfilling teaching experiences.

Peacebuilding is explained by combining interpretive frameworks (paradigms) that have evolved from the subfields of international relations and comparative politics.