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"Fourali, Chahid"
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The Case for Multidisciplinary Frameworks for Developing Effective Solutions to Complex Human Problems: An Illustration Based on Development Education, Corporate Social Responsibility and Social Marketing
Education, especially development education (DE), and a number of socially focused disciplines, including corporate social responsibility (CSR) and social marketing (SM), have long been targeted by policy makers for deriving advice on the ‘wisdom’ of levelling up differences and addressing sources of disadvantages at individual, group and/or regional levels. Additionally, the combined wisdom of such disciplines can also be a great source of advice to effectively address perennial universal problems. This paper is conceptual in nature with a multidisciplinary outlook. It contrasts DE, CSR and SM, with the view to deriving common grounds as well as strengths and areas for further development that can produce more comprehensive explanations and solutions to social problems. Such inclusive, more comprehensive explanations would help advise social-cause-focused workers, including researchers, learners and policy makers, about how each discipline can contribute to the resolution of multifaceted problems, the so-called ‘wicked problems’, that each discipline may not be fully equipped to address. The method of analysis used is an adjusted version of critical discourse analysis. It is used to explore the disciplines at four levels, namely definitional, philosophical, methodological and performance levels, thus giving a comprehensive view of each discipline’s nature, philosophical outlook, methodology and perceived efficacy in achieving its aims. The derived arguments also benefitted from comments provided by seven experienced representatives from the three disciplines. Overall, the outcomes suggest a relative maturity of critical ability in DE but also more effective and efficient methodological and evaluative perspectives in CSR and SM. Although the outcome of the analysis is open for debate, it nevertheless suggests several opportunities for mutual learning at all four levels. The paper suggests a novel integrated ‘supra-level’ framework that may help workers, in these three areas of knowledge, gain valuable insights from each of the three disciplines and highlight valuable opportunities for capitalising on their respective strengths.
Journal Article
Education and social change
Education policy and practice has historically been developed within the national/regional context. However, globalization has prompted educationalists to review their practice in the light of international influences. World issues such as global warming, conflict and the depletion of earth resources have also contributed to an increased awareness of the role that education can play in resolving these problems. The contributors focus on how education can bring about social change while connecting with theory at the level of cultural impact and policy implications. They investigate the potential for creating a transnational value system in education, focusing on some key human rights issues both at home and overseas. Truly international in scope, this text lays the groundwork for future research by exposing the commonalities and differences in approaches to knowledge production and its dissemination, drawing together contributions from a variety of cross cultural contexts.
eBook
Beyond opposites: Extending the cultural boundaries of CBT methodology
In cognitive behavioural therapy (CBT), a black or white perception of the world is generally considered to be a distortion of reality. This paper addresses the issue of bipolar or categorical thinking and its role in creating disturbance. It introduces a new quantitative methodology known as fuzzy logic (FL) and shows its potential in developing new effective CBT strategies to address bipolar thinking. The paper maintains that the roots of such thinking can be traced back to the Aristotelian logic which posits a 'black or white' view of the world. It is argued that a bipolar perspective is no longer defendable given recent developments in the field of literature, physics and logic. Moreover CBT can derive significant benefits by embracing the fuzzy logic paradigm. In particular it can, first, benefit by improving the degree of precision of its diagnostic tools and, second, by applying the FL principles to derive alternative strategies for inducing healthy changes in clients. Such improvements are believed to enhance CBT profile in terms of the degree of realism, flexibility and efficiency of its methods. The illustrations offered throughout this paper are based on the two main CBT perspectives; rational emotive behaviour therapy (REBT) and cognitive therapy (CT).
Journal Article
Quality assurance in psychotherapy and counselling
This paper addresses the issue of quality assurance within a mental health context. It looks at the approach to quality in an educational setting and shows the benefit that psychotherapy and counselling may derive by applying this approach.
Journal Article
A cognitive analysis of discourse processing in native and non-native speakers of english
This study establishes a quantitative and qualitative difference in the pattern of text processing of native and non native speakers of English. The psychological nature of this difference is explored in five studies. They reveal the following influences. 1 - Non-native speakers are disadvantaged when text processing relies on mental operations which are based on schema representations of the language e.g. assumption, evaluation and interpretation. They are not disadvantaged when processing is based on mental operations more related r to ability like deducing and inferring. A test of these five mental processes was constructed especially for this investigation. 2 - The study also reveals that native speakers benefit almost twice as much from repeated presentations of the same text. The improvement, however, is limited to certain types of test items. 3 - The processing difference between native and non-native speakers of English was elucidated when analysed in terms of the current expert/novice paradigm. Factors and strategies which differentiate expert learners from novices were also seen to differentiate between native and non-native speakers of English. 4 - The contribution of ability to text processing is studied under a condition of varying relationship between past experience and learning content. The results show that learners' performance is quantitatively and qualitatively different when faced with schema related as against schema unrelated texts. A reciprocal function is observed when the non-schema relevant group compensates for lack of past experience by making use of deductive reasoning. On the other hand, learners in the schema relevant condition make minimum call upon this ability. 5 - The generality of the influence of cognitive group membership (e.g. identical native language, similarity of past experience) was tested by comparing the processing patterns of 'A' level students doing the same science subject (physics) with students doing an arts subject (history). The results support the hypothesis of differential approaches to learning associated with subject discipline. The findings are discussed in the context of positive attempts to improve the processing performance of students operating in a non-native language.
Dissertation
