Global Peace Index

Estes, Richard J.

doi:10.1007/978-94-007-0753-5_3385

Cited by 6 publications

(3 citation statements)

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“…It seems that the constructiveness-destructiveness of teaching/learning is related not only to educational technologies per se, but also to some general properties of a social system in which teaching/ learning is realized. It would be interesting to compare the constructiveness of teaching/learning strategies in societies with different Global Peace Indexes (Estes 2014) or Moral State of Society Indexes (Iurevich & Ushakov 2010).…”

Section: Alexander Poddiakovmentioning

confidence: 99%

The parental brain: A neural framework for study of teaching in humans and other animals

Kim¹,

Torres-Garcia²,

Swain

2015

Behav Brain Sci

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Parenting, conceptualized as a specific form of teaching, may inform mentalistic, culture-based, and functional definitions. Combined brain-imaging, hormone-measurement, and cognitive-behavioral analyses indicate the importance of mentalization circuits. These circuits appear to function according to culture, and cross animal species. Further, these approaches shed light on sex differences through work on fathers as well as mothers, are affected by psychopathology, and may be amenable to treatment in ways that may be applied to optimize teaching.

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Section: Alexander Poddiakovmentioning

confidence: 99%

The parental brain: A neural framework for study of teaching in humans and other animals

Kim¹,

Torres-Garcia²,

Swain

2015

Behav Brain Sci

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“…South Africa has some of the highest levels of inequality in the world (Bond 2013); experiences some of the highest levels of violence in the world (Estes 2014); entertains endemic levels of inter-related alcohol abuse (Choi et al 2013) and bears the consequences thereof, such as rape or genderbased violence, (Wood et al 2007, Jewkes et al 2010). In addition, the country is currently battling with one of the highest burdens of HIV/AIDS in the world (SANAC 2012) and the alcohol-sex exchange is known to problematically contribute to this burden (Nkosi et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Re-imagining decision making: addressing a discrete social driver of HIV/AIDS through the lens of complexity science

Burman

Moerschell

Mamabolo

et al. 2015

African Journal of AIDS Research

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This article argues that decision making is a discrete social driver that can be associated with the HIV/AIDS epidemic in the Limpopo province in South Africa. The authors argue that complexity science can inform future research and interventions by presenting two decision making frameworks arising out of complexity science that have the potential to enable young people to better negotiate decision-making contexts whilst simultaneously opening spaces of dialogue that can mitigate the impact of HIV-risk in specific, punctuated contexts. The methodological design was prompted by findings from youth-oriented community engagement projects that include Communication Conversations and Sex & Relationships Education. The proposed methods have the potential to exploit the phenomenon of leadership emergence as a product of decision making at critical moments. This has the potential to promote the growth of home-grown leadership skill sets that make sense to young people and to enable them better manage their own health, thus reducing risk and vulnerability to HIV infection and sexual violence.

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“…It seems that the constructiveness-destructiveness of teaching/learning is related not only to educational technologies per se, but also to some general properties of a social system in which teaching/learning is realized. It would be interesting to compare the constructiveness of teaching/learning strategies in societies with different Global Peace Indexes (Estes 2014) or Moral State of Society Indexes (Iurevich & Ushakov 2010).…”

mentioning

confidence: 99%

Multiple dilemmas of help and counteraction to teaching in complex social worlds

Poddiakov

2015

Behav Brain Sci

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Human civilization has a system of different social tools, institutions, and types of positive and negative work with teaching/learning determined by different interests of many actors. Negative work is more hidden and less studied. A paradoxical adaptive problem for teachers with good intentions is design of teaching/learning that equips pupils for learning in future environments unknown to the teachers.

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Global Peace Index

Cited by 6 publications

References 0 publications

The parental brain: A neural framework for study of teaching in humans and other animals

The parental brain: A neural framework for study of teaching in humans and other animals

Re-imagining decision making: addressing a discrete social driver of HIV/AIDS through the lens of complexity science

Multiple dilemmas of help and counteraction to teaching in complex social worlds

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