The proposed study will investigate the dimensions of the relationship between three conceptualizations of African-centered worldview (ACWV) and racial identity (RI) attitudes in a sample of African American college students. A canonical correlation analysis will be conducted to explain the relationship between the ACWV variable set and the RI attitudes variable set. It is hypothesized there will be several significant correlations and multiple linear correlations (i.e., dimensions) between the variable sets. Specifically, it is hypothesized that endorsement of each conceptualization of ACWV will be negatively related to Pre-encounter RI attitudes. It is also hypothesized that each conceptualization of ACWV will differentially predict identity salient RI attitudes. Implications and limitations of this study will be discussed. / text

Kalba neatsiejamais saitais susijusi su žmogaus mąstymu. Ji padeda atkurti pasaulio vaizdą, esantį žmogaus sąmonėje. Pasaulio suvokimas, arba objektyvios realybės daiktų ir reiškinių samprata, paliekanti pėdsakus kalboje, vadinama kalbos pasaulėvaizdžiu. Kiekviena kalba pasaulio suvokimą nuspalvina skirtingu atspalviu, nes tautų istorija, geografinės sąlygos, gyvenimo būdas, kultūra, aksiologija yra skirtingos. Kalbos pasaulėvaizdį kuria visi, kalbantys ta kalba. Tiriant žodžių vartojimą tekstuose, galima atskleisti kalboje užfiksuotus pasaulėvaizdžio pėdsakus. Tyrimo medžiaga paimta iš tekstynų donelaitis.lt, ruscorpora.ru (национальный корпус русского языка). Tekstynuose ieškota dažniausiai pasitaikančių metaforinių pasakymų ir įvardijimų, kurie būtų motyvuoti esmine metaforine sąvoka. Tuo remiantis ir buvo nustatytos konceptualiosios metaforos, kurios būdingos konceptui tamsa lietuvių ir rusų kalbos pasaulėvaizdyje. Darbo tikslas aptarti prototipines tamsos koncepto reikšmes (naktis, šviesos nebuvimas, kultūros ar išsilavinimo stoka) , į kurias remiasi nemažai metaforinių reikšmių. Pagal metaforinius pasakymus nustatyti, kokie vaizdiniai slypi už tamsos konceptus reprezentuojančių žodžių ir išskirti abiem kalboms bendras ir skirtingas tamsos metaforines reikšmes. Tamsos koncepto metaforiškas suvokimas lietuvių ir rusų kalbose apima šias sferas:1) mirtis – mirusiųjų šalis, užgesęs gyvenimas; 2) šaltis – ledynų tamsa, stingdanti tamsa, 3)... [toliau žr. visą tekstą] / The language in its integral links is related to human intelligence. It helps to restore the picture of the world of the human mind. The perception of the world, or the objective reality of things and effects that leaves the marks in speech, is so called the worldview of the language. Each language has its own perception of the world conected to the nation's history, geographic conditions, lifestyle, culture and so on. The worldview of the language is step by step composed by all who speak that language. Using the investigation method and analysing the usage of the words in texts helps to record and denote the features of the worldview of the language. The research materials are the Corpus of Lithuanian language – Donelaitis and the corpus of Russian language - ruscorpora.ru (национальный корпус русского языка). The data of the analysis of the concept darkness in both languages showed that prototypically darkness is understood in the same way in Lithuanian and Russian languages. The research of the samples was done to denote the most common figurative expressions and conceptual metaphors that are specific to the concepts of darkness in Lithuanian and Russian languages. The aim of the present master‘s thesis “ Darkness in the Lithuanian/Russian Worldview ” focuses on the analysis of theoretical issues of the term concept, and the empirical part focuses on the investigation of concepts of darkness as prototypical meanings (lack of light at night... [to full text]

The purpose of this study was to examine potential relationships between African-centered cultural factors and psychological outcomes in adults who are of African descent. Current literature was reviewed in order to provide an understanding of the development and conceptualization of African-centered theories of worldview and acculturation as cultural constructs. Four hypotheses were tested, 1a) greater African-centered worldview is expected to be associated with higher self-esteem, and 1b) lower psychological distress, 2a) relationships between African-centered worldview and self-esteem, and 2b) African-centered worldview and psychological distress would be moderated by acculturative strategy. Survey packets containing the Worldview Analysis Scale (Obasi et al., 2009), the Measurement of Acculturation Strategies for People of African Descent scale (Obasi & Leong, 2010), the Outcome Questionnaire (OQ-45; Lambert et al., 2004) and the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965), were given to 99 participants in a community sample of people of African descent. Two hierarchal regressions were used to calculate the associations. Significant relationships were found between African-centered worldview and self-esteem, as well as African-centered worldview and psychological distress. Insufficient statistical power may have contributed to the inability to identify a moderator effect for acculturation strategy. Results were discussed in relation to building strength based cultural approaches to psychological theory, research, and practice.

The goal of this dissertation was to develop a relatively comprehensive and culturally de-centered measure of worldview assumptions, basic beliefs that humans have about the world and reality. A pool of 179 items was compiled from a selective review of the literature and submitted to Exploratory Factor Analysis in a US sample. The emergent 6-factor structure was submitted to increasingly stringent tests of invariance in samples from Lebanon, Singapore, and India and met the standards for factorial invariance. The 6-factors showed a diverse set of relationships with measures of the potential functions of worldview: subjective well-being, meaning in life, and tolerance for inequality.

It is impossible to teach students all characteristics of the myriad cultures present in the United States. Providing students with a framework to assess the cultural traits of any client and to understand how those traits may influence the helping relationship gives them a tool to use in any clinical setting. This article presents a systematic process for considering the ways in which cultural values may differ between worker and client. This involves identifying areas of human functioning relevant to the helping relationship which need to be assessed or considered with all clients. This systematic process also prevents the worker from assuming cultural congruence when the client and worker are from the same cultural group.

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Published Article / Sometimes what is not in a text is more significant than what is. This paper examines a variety of texts to establish what is and is not present. The argument presented in this paper demonstrates that skewed perspectives, closed lenses, and distorted worldviews are powerful teachers. Appropriate perspectives and lenses can provide a worldview of complex and sophisticated thought, traditioned through memory, simultaneously stretching back into the past and drawing the past into the present…and pointing a way into the future. The paper examines a well-respected account of the 'Western Mind' and then demonstrates what is not in the text which could contribute to a fuller understanding of human civilization such as is present in the texts of peoples whose knowledge predates and/or precludes scribal alphabetic writing. The paper provides examples of such knowledges from societies which demonstrate sophisticated and complex thinking, both prior to 3000 BCE in theWest and in ancient and present day Africa. The paper demonstrates that the exclusion of evidence of complex and sophisticated thinking which predates or precludes scribal alphabetic writing presents a skewed understanding of the knowledge in such societies, and that Africa can learn from such exclusions to its benefit.

This article explores some of the social processes and functions within a community of learners who had to adjust to changing social and academic contexts. The group included 13 learners from Botswana, five of whom were males and eight of whom were females, with an age range of between 25 and 45 years. The learners were primarily Tswana-speaking, with the exception of one who spoke Afrikaans. The learners were registered for an informal one-year counselling certificate course at the North-West University, Potchefstroom Campus. The Botswana learners had no prior contact with mainly white, Afrikaans-speaking communities, such as those found in Potchefstroom. As a result, they had to make various adjustments on personal, academic and social levels. An inductive qualitative approach was followed, using the Mmogo™-method as a case study, to gain insight into the experiences of a group of learners. The Mmogo™-method facilitated the use of culturally appropriate items and the learners were able to use cultural symbols to reflect on their experiences. The learners were asked to make visual presentations of their experiences throughout the time spent in their new contexts. Thereafter focus group discussions were conducted, where the visual presentations were discussed. The central themes were derived from the focus group data and the analysis of the visual presentations. The findings indicate that the process of creating new social meanings occurred through various phases. The initial phases were marked by uncertainty and misconceptions. The early interactions among the community of learners led them to realise that they generally shared the same goals, and also had other things in common, such as political and religious beliefs. The development of a collective consciousness was characterised by the emergence of smaller groups within the large community. As time went by, the collective consciousness in the community deepened and the smaller groups became more diffused. This contributed to open sharing of information and knowledge creation; and it facilitated the attainment of goals. The findings also indicate that there were a number of processes involved in the construction of meanings that contributed to the negotiation of meaning, and an exchange of ideas and information within the community of learners. The communication patterns within the community of learners were found to be open, honest and inclusive. This contributed to the free flow of information and facilitated minimisation of misconceptions. In addition, these patterns facilitated decision-making and encouraged feelings of belonging within the community. Natural leadership emerged and the responsibilities associated with it were discharged in specific and African-conscious ways. The learners also used context-specific analogies to illustrate relational support within their community. For example, they compared relational support to oxen pulling a plough and to a traditional three-legged pot to express the extent to which they mutually depended on each other's talents and resources. The findings also point to certain underlying assumptions that contributed to the development of relational support. In this community, a collective consciousness and sense of trust emerged as the learners worked together towards their goals. The values of sharing and working together are also the defining features of the African worldview. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

O objetivo desta tese de doutorado é verificar a presença judaica em textos diversos de Jorge Amado (1912-2001), sobretudo em romances, abrangendo suas duas fases, em articulação com sua leitura de mundo. Quanto ao método, a verificação se dá por meio de rastros/indícios do judeu na obra amadiana, considerando que a presença judaica em seus textos aparece mais como referência ou assunto do que personagem. O pensamento analógico é a tônica da tese. As reflexões têm como gatilho o rastro do judeu no texto, nas quais se articulam parte e todo, em mútua influência. Em relação aos resultados, a presença judaica nos trabalhos de Jorge Amado está ligada a um modo bastante monolítico de ver o judeu. Em geral, figuras judaicas são associadas à militância comunista, assim como se relacionam a um plano mítico/profético sobre o qual a cosmovisão amadiana também se assenta. A forma da obra de Jorge Amado, calcada em diálogo com expressões populares, guarda ecos da cultura judaico-cristã, com ênfase no pensamento escatológico e soteriológico. A conclusão é a de que o judeu no texto amadiano tem função metonímica, algo que se relaciona tanto com sua posição ideológica quanto com sua cosmovisão. Portanto, há um feixe de significados na presença judaica em Amado: de contestação à revelação. / The aim of this thesis is verify the Jewish presence in various texts produced by Jorge Amado (1912-2001), focusing in his novels, also covering the two moments of his career. This will be approached through his worldview. As for the method, the analysis is based on trails/signs of the Jew in Amados works as the Jewish presence in his texts comes up more as reference or subject than representation. The analog approach is applied in this thesis. Trails/signs of the Jew in the texts function as the triggers for the analysis, in which all the elements, being central or peripheral, are in mutual influence. As for the results, the Jewish presence in Amados works is related to a monolithic view of the Jew. In general, Jewish traces/characters are linked to Communist militancy, as well as they are related to a mythical/prophetical level on which Jorge Amados worldview also is based. Authors style pays tribute to popular expressions, reverberating Jewish-Christian culture, with emphasis on the eschatological and soteriological thinking. As for the conclusion, the Jew in Amado works function as a metonymy, something that is related to both his ideological position and his worldview. Therefore there are a number of meanings in the Jewish presence in Amado: from subversion to revelation.