<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jonas Christensen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CRITICAL REFLECTION OF BRONFENBRENNER´S DEVELOPMENT ECOLOGY MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">development ecology</style></keyword><keyword><style  face="normal" font="default" size="100%">organisation</style></keyword><keyword><style  face="normal" font="default" size="100%">resilience</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">social ties</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1199720</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">69</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">22-28</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Geert Franzenburg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Baltic</style></keyword><keyword><style  face="normal" font="default" size="100%">diaspora</style></keyword><keyword><style  face="normal" font="default" size="100%">enculturation</style></keyword><keyword><style  face="normal" font="default" size="100%">Exodus</style></keyword><keyword><style  face="normal" font="default" size="100%">resilience</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055766.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it demonstrates how memory constructs coping strategies, which can be transferred into models of enculturation and value-education. Following the stages of the Biblical story of Jewish exile and diaspora, the considerations analyze, how modern people in situations of crisis, transition, mobbing or displacement can draw benefit from the existential experiences memorized in these narratives and actualized in rituals as a memory-culture and process of enculturation. In this context, different memory cultures, focused on a common situation, underline different expressions of remembrance and suggest different approaches to cope with them: symbolic, ritualized, narrative. In this study the Exile- and Diaspora-oriented EXODUS, exemplified by the Baltic exile before and after 1945, facilitates a framework for educators to identify and integrate experiences of exile and diaspora into a concept of enculturation, which combines holistic exercises in non-violent communication, awareness, creative work, intercultural discourse and similar experiences. Furthermore, it assists them to facilitate opportunities to make helpful experiences in their own diaspora-like framework. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59-65</style></section></record></records></xml>