This thesis examines data and theory about how the system of law (SL) operates and evolves: it contrasts data from social workers and attorneys working in the juvenile dependency court with theories about how individuals and social systems evolve. The analysis is based on research conducted in San Diego and revolves around a theory about human development, or the "individual as a system" (HD), and a theory about social systems, such as the autopoietic theory of law and its self-reproducing system (LA). It is suggested that together, the theories of HD+LA help to examine how professionals and law operate and evolve in the legal system. Overall, the thesis rejects the autopoietic systems theory that law reproduces itself, by itself. Instead, analysis in this study supports the finding that law is defined and operates through a dialectic of the individual and the social (or the organic and the mechanistic respectively) such that each gives rise to the other. On the basis of this system connection, aspects from systems theory about legal autopoiesis are integrated into concepts from constructive-developmental theory (HDLA), thus providing a new framework through which to examine how law and its system functions. The new framework is built around an equation that emerged some time after data analysis and theoretical development: SL=HDLA+DSA . The equation states that: The evolution of the system of law involves processes of human development and to some but a much lesser degree, the autopoietic nature of law. The extent of this evolution is best determined by analyzing data from a court setting. The dialectical relationship between individual and social influences in the evolution of law is facilitated by the accumulation of social action � such as activity from media and advocacy groups � and the individual meaning that professionals make about this action, which in turn has an influence on the formal and informal operations that they perform when operating law. The nature of these interacting dynamics will be shown through two interconnected tools of analysis: one is a typology of individual, professional and system self-concepts; the typology helps to show how a cycle of system change (human development giving rise to legal change and vice versa) occurs in the court; the other is the operative structure (or culture) of systems for law and social work in child abuse cases � which unite in court operations. These two interconnected tools help to show how the court operates and how social action (SA) for change contributes to professional and system change in the evolution of law.

The research seeks to explore the leadership development approach within a civil society organisation (CSO) in a developing country and the connection to the Inner Development Goals (IDGs). Constructive- developmental theory and transcendent leadership provide the lens through which to explore how developing inner capacities can shape constructing new meanings of the world around us with a heightened understanding and awareness of complexity and interconnectedness. Semi-structured interviews were conducted with members of a CSO in the Philippines to gain insight into their perspectives of their own leadership development while engaging in the CSO. The study has uncovered the significant role that the CSO's leadership development approach plays in the development of the mental complexities of its members and leaders. This equips them with the capabilities required to navigate adaptive challenges and co-create sustainable solutions. These skills and capabilities are closely aligned with the IDGs.

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No description available.

Wilderness Experience Programs (WEPs) take youth into wilderness settings in order to teach wilderness travel and leadership, expand personal capacity, and equip youth with coping skills in order to manage life’s difficulties. Though considerable research has been conducted on WEPs, no one has sought to understand the student experience these programs provide through a constructive-developmental lens (Kegan, 1982, 1994). The purpose of this case study was to explore, describe, assess, and understand–using the framework of Robert Kegan’s (1982, 1994) constructive-developmental theory–the impact a 21-day wilderness backpacking experience had on five participating youth. The researcher believed that understanding how participants in a wilderness backpacking course make sense of their experience through the lens of their constructive-developmental perspective might help inform the theories of change that underpin WEPs, the means by which desired change is facilitated, and the reasons why some youth thrive and others struggle. This exploratory study utilized a case study approach. The researcher embedded as a participant-observer for the duration on a 21-day backpacking course with Outward Bound Canada in the Ghost River Wilderness, Alberta, Canada. Nine youth participated in the expedition, with five male students volunteering as research participants. Pre-trip and post-trip administrations of the Subject-Object Interview and post-expedition semi-structured interviews were conducted with each research participant. Additionally, the researcher made field observations and wrote field notes. The subsequent analysis produced in-depth profiles of each research participant’s experience of the course, pre and post expedition scores from the Subject-Object Interviews, and a description of how each research participant’s experience might be understood through the lens of their constructive-developmental perspective. Although no significant changes to constructive-developmental perspective were realized, implications of these analyses were discussed, conclusions were drawn, and recommendations were made. / Graduate

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No description available.

This thesis is an examination of why South Africans have converted to Buddhism, how this conversion has come about and what the meaning of the conversion has been in their lives. Chapter one is a literature review which revealed very little literature available on conversion to Buddhism and less on the conversion of South Africans to Buddhism. L.R. Rambo's Theory of Conversion is used in this thesis to see if these conversions to Buddhism can be understood within this theory. In Chapter two Rambo's theory, which is a holistic model for conversion, is analyzed in detail. He proposes seven stages within his model: crisis, quest, encounter, interaction, commitment and consequences. Context is Rambo's first stage and in Chapter three the socio-historic and religious background of these converts is examined. In order to understand how and why these conversions have come about there needs to be an understanding of the background from which these converts come. Taking Refuge (or the Gohonzon Ceremony) was used for the purpose of this thesis to be the turning point from non-Buddhist to Buddhists. In Chapter four the meaning and importance of Taking Refuge is discussed. The empirical aspect of this thesis was to interview twenty South Africans who had converted to Buddhism. Chapter five is a detailed analysis of these interviews and Appendix two gives the questionnaire used. The aim of this analysis was firstly, to investigate whether these conversions to Buddhism can be understood in the context of Rambo's theory, secondly, to see whether Taking Refuge is the correct choice of the turning point from non-Buddhist to Buddhist. In the conclusion it was found that Rambo's theory did not fully account for the conversion of the interviewees to Buddhism, and that Taking Refuge was not necessarily a good focal point in the conversion process. In the light of this a Developmental theory of becoming a Buddhist was proposed which has the following steps: Context, exposure, interest invoked, practical application, commitment and consequences. From the analysis of the people interviewed their conversion to Buddhism was a developmental process rather than a conversion as such. Hence their conversion fitted more closely with a Developmental theory than with Rambo's theory of conversion. This ties in with the discovery amongst the interviewees that none of them experienced one focal point at which they became Buddhist. For most of the interviewees becoming a Buddhist was a developmental process, with many of them having some sort of proto-Buddhist tendency within them before ever hearing about Buddhism. / RELIGIOUS STUDIES & ARABIC / DLITT ET PHIL (REL STUD)

Text in German / This study analyses, mainly within the scope of the stage theories of Fritz Oser/Paul Gmünder and James W. Fowler, the development of religiosity during adolescence. After an introduction into the social and scientific significance of religiosity, the developmental and functional theories of religiosity are explored. The study then shows, by examining multiple perspectives on the scientific controversy, to what extent the stage theories of Oser/Gmünder and Fowler effectively open up the field of religious development for pastoral and religious educational practice. This clarification of the stages of religious development has many consequences for pastoral care and religious education. Some of the proposed applications either complement or modify significantly the stage theories of Oser/Gmünder and Fowler. Altogether the study provides a critical view of the cognitive-structural theory itself, its empirical reliability and range of applicability, as well as its theological suitability. / Practical and Systematic Theology / M. Th. (Practical Theology)

This thesis is an examination of why South Africans have converted to Buddhism, how this conversion has come about and what the meaning of the conversion has been in their lives. Chapter one is a literature review which revealed very little literature available on conversion to Buddhism and less on the conversion of South Africans to Buddhism. L.R. Rambo's Theory of Conversion is used in this thesis to see if these conversions to Buddhism can be understood within this theory. In Chapter two Rambo's theory, which is a holistic model for conversion, is analyzed in detail. He proposes seven stages within his model: crisis, quest, encounter, interaction, commitment and consequences. Context is Rambo's first stage and in Chapter three the socio-historic and religious background of these converts is examined. In order to understand how and why these conversions have come about there needs to be an understanding of the background from which these converts come. Taking Refuge (or the Gohonzon Ceremony) was used for the purpose of this thesis to be the turning point from non-Buddhist to Buddhists. In Chapter four the meaning and importance of Taking Refuge is discussed. The empirical aspect of this thesis was to interview twenty South Africans who had converted to Buddhism. Chapter five is a detailed analysis of these interviews and Appendix two gives the questionnaire used. The aim of this analysis was firstly, to investigate whether these conversions to Buddhism can be understood in the context of Rambo's theory, secondly, to see whether Taking Refuge is the correct choice of the turning point from non-Buddhist to Buddhist. In the conclusion it was found that Rambo's theory did not fully account for the conversion of the interviewees to Buddhism, and that Taking Refuge was not necessarily a good focal point in the conversion process. In the light of this a Developmental theory of becoming a Buddhist was proposed which has the following steps: Context, exposure, interest invoked, practical application, commitment and consequences. From the analysis of the people interviewed their conversion to Buddhism was a developmental process rather than a conversion as such. Hence their conversion fitted more closely with a Developmental theory than with Rambo's theory of conversion. This ties in with the discovery amongst the interviewees that none of them experienced one focal point at which they became Buddhist. For most of the interviewees becoming a Buddhist was a developmental process, with many of them having some sort of proto-Buddhist tendency within them before ever hearing about Buddhism. / RELIGIOUS STUDIES and ARABIC / DLITT ET PHIL (REL STUD)