globalbriefs
News and resources to inspire concerned citizens to work together in building a healthier, stronger society that benefits all.
Got Faith? Global Religion Remains Strong Despite Repression
In a recent, nondenominational global survey of 18,000 people across 24 countries by UK research firm Ipsos Mori, 70 percent identified themselves with a chosen religion. Thirty percent said that their religion motivates them to give time or money to people in need and 73 percent of those under age 35 said their religion or faith was important in their life. At the same time, Rising Restrictions on Religion, a recent report by the Pew Research Center’s Forum on Religion & Public Life, found that more than 2.2 billion of the world’s total population of 6.9 billion people live in countries where either government restrictions on religion or social hostilities involving religion rose substantially between 2006 and 2009. Most of the countries that experienced substantial increases already had high levels of restrictions or hostilities. “This survey shows how much religion matters and that no analysis of the con- temporary world, political or social, is complete without understanding the relation- ship between faith and globalization,” says former UK Prime Minister Tony Blair, a patron of the Tony Blair Faith Foundation. “There is much to encourage the view that people can learn to respect those of another faith and live with them peacefully. Interfaith dialogue and action today is not just an interesting but peripheral minor subject; it is the essence, central to creating greater social cohesion and harmony.”
Sources: Christian Today (UK);
PewForum.org
Bully Beaters Cooperation is Key to Social
Harmony
Bullies seem to be made, not born. A study from the University of California, Berkeley, concludes that a cooperative school experience, versus a competitive one, can play a major positive role in the socialization of students.
Researchers canvassed 217 students in grades three through five, measuring how much they liked to cooperate or compete with their peers, and how often they acted with aggression or kindness toward them. The youngsters also esti- mated how often their teachers put them in small groups to complete assignments together, a classroom strategy known as “cooperative learning,” because the students have to collaborate with one another to get their work done. Students that engaged in more frequent cooperative learning were more likely to say they enjoyed cooperating with others and reported exhibiting kind, helpful, pro-social behaviors. In contrast, students that said they preferred to compete were sig- nificantly more likely to act aggressively toward their peers and try to do them harm. The results suggest that cooperation begets cooperation. The researchers further concluded that cooperative experiences promote the development of the personality trait of cooperation. Based on their results, the researchers advocate more cooperative learning in classrooms as a way to promote positive behaviors and combat bullying, or harm-intentioned aggression.
Source: Greater Good Science Center 24 Collier/Lee Counties
swfl.naturalawakeningsmag.com
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72