Possibility and limits of dialogue between religion and psychology is an interesting topic attracting significant attention of theologians and psychologists today. A century long experience of Catholic Church being in dialogue with modern psychological theory and practice is a proof of complexity and multifacetedness of this endeavor as well as an authentic illustration of its challenges, possibilities and potential solutions for all religious traditions faced with similar dilemmas. The aim of the study is threefold: 1) to offer a short historical overview of attitude of the Catholic Church towards achievements of modern psychological science, 2) to present the main areas and challenges faced by the Church in dialogue with and exploitation of contemporary psychology today and 3) to identify agents and mechanisms of this process. This attitude evolved from the initial suspicion and antagonism to respect towards achievements of healthy psychology and systematic attempt of their integration in Catholic teaching and pastoral work. Seemingly two factors are especially important for the achieved success, namely individual enthusiasm and systematic approach of Catholic theologian-psychologists to the issue at stake and the existence of minimum of official support in the Church for these endeavors, even at the time of the hey-days of anti-modernism in the Catholic circles. These are eventually the useful hints for all religious traditions perplexed with similar dilemmas.
This study explored decentralization and rural community participation in primary education in three woredas in Horro Gudurru Wollaga Zone of Oromia Regional State, Ethiopia. The study has illustrated how communities participate in their local schools and examined the successes and challenges in the implementation process. The main fieldwork was conducted in July and August 2009. Qualitative research approach was applied and focus group interview, qualitative interview, documents and field observation were used for data collection. The study majorly involved 24 informants that include woreda education officers, headmasters, Kebelle Education and Training Boards, Parent Teacher Associations and community members. \n\nThe study investigated that the decentralization in education has improved community participation in education. This has improved access and equity in education, sense of community ownership and school level disciplinary problems. Despite these encouraging outcomes, the implementation of decentralization and community participation in education is suffering from many challenges. Poverty in the community and fluctuation in households’ income were found to affect community capacity to finance schools. The block grant fund for schools was inadequate. Schools have no adequate infrastructure and the existing ones were intended to fix problems quickly and hence are of low quality. The PTA and KETB lack basic knowledge and experience for the position and were not succeeded in performing their functions effectively. These bodies have also limited power over control of teachers and performance of headmasters. Further, there is inequality between localities and weak relationship between actors and sectors. \n\nGenerally, the decentralization of education and community participation has brought great change in the way a school is financed, but little change in the way a school is managed and educational quality is improved. Hence, the decentralization of education is serving as a tool for lessening state responsibility for provision of education. Moreover, the lack of necessary resource and trained manpower at the local level are potential challenges for the successful implimetation of the decentralization of education and the promotion of community participation and hence for local educational development.
In Niger the decentralization of the education system and the implication of local communities in the management and financing of education services is the dominant logic of national education policy promoted by international donors. In the article I examine the mobilization of local actors in public education provision. I do this using an ethnographic study of the daily management of a newly established public primary school in peri-urban Niamey. The case study illustrates the diversity of actors, from traditional chiefs to district advisors and international development projects that are implicated in the provision of public education as well as the different logics and stakes at play. It is also revelatory of the limited room for manoeuvre of the ‘local community’ organized in school committees in ensuring the day-to-day functioning of the school. Finally it is argued that at the same time as education provision is in part taken over by local actors the idea of the state as the ideal provider of public education remains strong.
After the collapse of the Soviet Union, and especially after passage of the 1990 law on freedom of conscience, Russian people showed increased interest in religion, moral values, and national cultural traditions. Such a phenomenon is quite understandable because the ideology of socialism had failed. Every other state also has come to bear various aspects of a multicultural society nowadays. Elements, which constitute society, such as ethnicity, culture, and religion, have become far more diversified than expected. As a result, every state is compelled to restructure its educational system, so that it may better accommodate to this growing diversity. While the specific contents of value education differ from country to country, it can generally be stated that those in advanced countries involve citizenship education, multicultural education, or education aimed at developing autonomous value judgment. On the other hand, those in developing countries involve moral education, religious education, or education aimed at developing national identity.From the early 1990s on, we have observed the decentralization of the system of education in Russia. School curricula are being revised, new elective and local initiatives in education are being encouraged, and private schools are appearing. Thus the system of education has become more flexible and there is a favorable situation to introduce religious education as an elective. In the early 1990s, the Russian Ministry of Education made the decision to introduce religious studies in Russian schools by means of curricula stressing Christian ethics and morality. High officials from the Russian Ministry of Education also approached Western Christian educators for help. The response was a collaborative effort of over 80 Western mission groups called the CoMission, which instructed Russian public school educators in the teaching of Christian ethics and morality. The CoMission was to teach those Christian beliefs that were common to all Christian denominations, but its curriculum represented a Protestant approach to Christian ethics and Scripture. In 1995 the Ministry of Education suspended the Protocol of Intention with the CoMission.By virtue of its title Alla Borodina's textbook “Basics of Orthodox Culture” became the symbol of the proponents of introduction of BOC. The textbook has the stamp “Recommended by the Coordinating Council on Cooperation of the Ministry of Education of Russia and the Moscow patriarchate of the Russian Orthodox Church.” The discussion about the teaching of the “Basics of Orthodox Culture” in public schools began as a reaction to a circular letter by Russian Minister of Education Vladimir Filippov to regional offices of administration of education in October 2002. To the letter was appended sample contents of education in the academic subject of “Orthodox Culture.” Two camps arose; on one hand were those who approve the introduction of basics of Orthodox culture into the curriculum of secondary education; on the other hand are those who categorically oppose it. Two members of a human right organization made an attempt to initiate criminal investigation against Borodina. They accused her of anti-Semitism. More than ten court sessions took place in Moscow concerning this matter. Nevertheless the “Orthodox Culture” has already become a regular school subject in several cities and provinces of Russia: Voronezh, Kursk, Smolensk and others.It will be a great loss for Russia's children if either the path of indoctrination or an irreligious school education is pursued. In the former case, while trying to preserve national identity and the consolidation of Russian society, they potentially lose democratic principles and freedoms. In the latter case, while trying to preserve freedoms, they lose all connection with their national spiritual tradition and,
Ruy de Queiroz, Luiz Carlos Pereira, Edward Hermann Hæusler
This volume contains the Proceedings of the 10th Workshop on Logic, Language, Information and Computation (WoLLIC'2003). The Workshop was held in Ouro Preto, Minas Gerais, Brazil from July 29 to August 1, 2003, in the Escola de Minas of the Universidade Federal de Ouro Preto ( UFOP ). WoLLIC is a series of workshops which started in 1994 with the aim of fostering interdisciplinary research in pure and applied logic . The idea is to provide a forum which is large enough in the number of possible interactions between logic and the sciences related to information and computation, and yet is small enough to allow for concrete and useful interaction among participants. Previous versions were held at: Recife (Pernambuco, Brazil) in 1994 and 1995; Salvador (Bahia, Brazil) in 1996; Fortaleza (Ceará, Brazil) in 1997; São Paulo (Brazil) in 1998; Itatiaia (Rio de Janeiro, Brazil) in 1999; Natal (Rio Grande do Norte) in 2000; Brasília (Distrito Federal, Brazil) in 2001; Rio de Janeiro (Brazil) in 2002. Scientific sponsorship comes from the Interest Group in Pure and Applied Logics ( IGPL ), the European Association for Logic, Language and Information ( FoLLI ), the Association for Symbolic Logic ( ASL ), European Association for Theoretical Computer Science ( EATCS ), the Sociedade Brasileira de Computação ( SBC ), and the Sociedade Brasileira de Lógica ( SBL ). Funding was kindly given by:(i) CNPq ( Conselho Nacional de Desenvolvimento Científico e Tecnológico , the scientific and technological development council of the Brazilian Ministério da Ciência e Tecnologia ) (grant 450709/2003-5);(ii) CAPES ( Fundação Coordenação de Apoio ao Aperfeiçoamento de Pessoal de Nível Superior , a Foundation for the Development of Higher-Education under the Brazilian Ministério da Educação e do Desporto ) (grant PAEP0565/03);(iii) FAPEMIG ( Fundação de Amparo à Pesquisa do Estado de Minas Gerais , the Minas Gerais state foundation for the support of scientific research);(iv) Escola de Minas da UFOP ( Universidade Federal de Ouro Preto ). Contributions were received in the form of short papers in all areas related to logic, language, information and computation, including:pure logical systems, proof theory, model theory, algebraic logic, type theory, category theory, constructive mathematics, lambda and combinatorial calculi, program logic and program semantics, logics and models of concurrency, logic and complexity theory, proof complexity, foundations of cryptography (zero-knowledge proofs), descriptive complexity, nonclassical logics, nonmonotonic logic, logic and language, discourse representation, logic and artificial intelligence, automated deduction, foundations of logic programming, logic and computation, and logic engineering. Apart from the contributed papers (15), and the invited talks (5), the programme includes 5 tutorial lectures: 1. Algorithmic Randomness and Derandomization by Eric Allender (Department of Computer Science, Rutgers, the State University of New Jersey, USA) 2. Generalized Quantifiers by Lauri Hella (Department of Mathematics, Statistics and Philosophy, University of Tampere, Finland) 3. Implicit computational complexity by Jean-Baptiste Joinet (Preuves-Programmes-Systèmes, Université Paris 7, France) 4. Proof search foundations for logic programming by Dale Miller (INRIA/Futurs/Saclay, and Laboratoire d'Informatique, École Polytechnique, France) 5. Iterated theory change by Hans Rott (Institut für Philosophie, Universität Regensburg, Germany) All papers in the volume were reviewed by the program committee consisting of Mauricio Ayala-Rinóon ( Departamento de Matemática, Universidade de Brasília, Brazil ) Argimiro Arratia ( Depto. Matematicas, Universidad Simon Bolivar, Venezuela ) Alessandra Carbone ( Institut des Hautes Études Scientifiques, and Université de Paris XII, France ) Marcelo Coniglio ( Centro de Lógica e Epistemologia, Universidade Estadual de Campinas, Brazil ) Gilles Dowek ( INRIA, France ) Arnaud Fleury ( Facoltà di Scienze, Università di Verona, Italy ) Dexter Kozen ( Cornell University, USA ) Maarten Marx ( ILLC, Faculty of Science, Universiteit Amsterdam, The Netherlands ) Anto˚nio Carlos da Rocha Costa ( Escola de Informática, Universidade Católica de Pelotas, Brazil ) Dieter Spreen ( Fachbereich Mathematik, Theoretische Informatik, Universität Siegen, Germany ) Luiz Carlos Pereira ( Departamento de Filosofia, PUC-Rio and UFRJ, Brazil ) Jouko Väänänen ( Department of Mathematics, University of Helsinki, Finland ) Renata Wassermann ( Departamento de Cie˚ncia da Computação, Instituto de Matemática e Estatística, Universidade de São Paulo, Brazil ) The organising committee consisted of Lucília Figueiredo ( Departamento de Computação, Universidade Federal de Ouro Preto, Brazil ) Fred Ulisses Maranhão ( Centro de Informática, Universidade Federal de Pernambuco, Brazil ) Anjolina Grisi de Oliveira ( Center of Informatics, Universidade Federal de Pernambuco, Brazil ) Elaine Pimentel ( Departamento de Matemática, Universidade Federal de Minas Gerais, Brazil ) (Co-Chair) Ruy de Queiroz ( Center of Informatics, Universidade Federal de Pernambuco, Brazil ) (Co-Chair) Maria Angela Weiss ( Departamento de Matemática, Universidade de São Paulo, Brazil ) The volume will be published as volume 84 in the series Electronic Notes in Theoretical Computer Science ( ENTCS ). This series is published electronically through the facilities of Elsevier B.V. and its auspices. The volumes in the ENTCS series can be accessed at the URL http://www.elsevier.nl/locate/entcs A printed version of the current volume has been distributed to the participants at the workshop in Ouro Preto. We are very grateful to the following persons, whose help has been crucial for the success of WoLLIC'2003: Mike Mislove, one of the Managing Editors of the ENTCS series, for his assistance with the use of the ENTCS style files; Thanks are also due to the Department of Mathematics of Universidade Federal de Minas Gerais and the Department of Computing of the Universidade Federal de Ouro Preto, which has provided the logistic support to the organising committee. August 2, 2003 Ruy de Queiroz, Elaine Pimentel, Lucilia Figueiredo