This paper considers how to catalyze marginalized people’s thinking by instilling habits to maximize their use of reflective intelligence. Authors explain intelligence from the viewpoint of American pragmatism and present tools that can empower Iranian single mothers in their daily lives. The case of a single mother who participated in an empowerment project in Iran suggests that reflective intelligence is a dynamic process that can be strengthened by using pedagogical tools. The authors present a model of the intelligent method for further evaluation and application in empowerment-oriented social work practice among poor and marginalized groups.
| Published in | Social Sciences (Volume 3, Issue 6) |
| DOI | 10.11648/j.ss.20140306.12 |
| Page(s) | 189-198 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Pragmatism, Intelligence, Empowerment, Problem-Solving, Iran
| [1] | P. Chabal, and J. P. Daloz. (1999). Africa works: disorder as a political instrument. Indianapolis: Indiana University Press. |
| [2] | J. D. Sachs. (2005). The End of Poverty: Economic Possibilities for our time. New York: Penguin Group. |
| [3] | World Health Organization (WHO). (2008). Closing the gap in a generation: health equity through action on the social determinants of health. Final Report of the Commission on Social Determinants of Health. WHO: Geneva. |
| [4] | M. Bateman. (2010). Why doesn’t microfinance work? New York: Zen Books. |
| [5] | N. Thompson & S. Thompson. (2001). Empowering older people: Beyond the care model. Journal of social work, 1 (1), 61-76. |
| [6] | Aristotle. (1998). Nicomachean Ethics. New York: Dover Publications. |
| [7] | J. Dewey. (1897/1997). “The significance of the problem of knowledge”, in J. Dewey, Ed. The Influence of Darwin on philosophy and other essays, New York: Prometheus Books, pp. 271-304. |
| [8] | G. D. Fenstermacher, & M. Sanger. (1998). What is the Significance of John Dewey’s Approach to the Problem of Knowledge? The Elementary School Journal, 98(5), pp. 467-478. |
| [9] | W. James. (1890/1981). The Principles of Psychology. Cambridge, MA: Harvard University Press. |
| [10] | G. H. Mead. (1934/1964). Mind, Self, & Society, From the Standpoint of a Social Behaviorist. Chicago: University of Chicago Press. |
| [11] | J. Baron. (2000). Thinking and Deciding. Cambridge: Cambridge University Press. |
| [12] | J. Campbell. (1996). Understanding John Dewey. Chicago: Open Court. |
| [13] | D. Hildebrand. (2008). Dewey: Beginners Guide. Oxford: Oneworld Publication. |
| [14] | J. Dewey. (1910/1997). How We Think. New York: Dover Publication. |
| [15] | G. H. Mead. (2001). Essays in Social Psychology (edited with an introduction by M. J. Deegan).New Brunswick, NJ: Transaction Publishers. |
| [16] | J. Dewey. (1917). “The Need for a Recovery of Philosophy”, in J. Dewey, & W. Addison More, Eds. Creative Intelligence: The Pragmatic Attitude, New York: Henry Holt and Company, pp. 3-69. |
| [17] | R. Prus, and A. Puddephatt. (2009). “American Pragmatism: Examining Everyday Life in the Making”, in M.H. Jacobsen, Ed. Encountering the Everyday: An Introduction to the Sociologies of the Unnoticed, London, UK: Palgrave McMillan, pp. 69-92. |
| [18] | J. Hayden Tufts. (1917). “The Moral Life and the Construction of Values and Standards”, in J. Dewey, & E. Webster More, Eds. Creative Intelligence: Essays in the Pragmatic Attitude, New York: Henry Holt and Company, pp. 354-408. |
| [19] | G. H. Mead. (1936). Movements of Thought in the 19th Century (edited by Merritt H. Moore).Chicago, IL: University of Chicago Press. |
| [20] | J. Dewey. (1896). The Reflex-arc Concept in Psychology. Psychological Review, 3, pp. 357- 370. |
| [21] | S. Moran, and H. Gardner. (2007). “Hill, Skill and Will: Executive Function from a Multiple- Intelligence Perspective”,in L. Meltzer, Ed. Executive Function in Education: From Theory to Practice, New York: The Guilford Press, pp. 19-38. |
| [22] | N. Wiley. (1994). The Semiotic Self. Chicago, IL: University of Chicago Press. |
| [23] | N. Wiley. (2008). The Pragmatists’ Theory of the Self. Studies in Symbolic Interaction, 31, pp. 7-30. |
| [24] | J. Dewey, and W. Addison More. (1917). Creative Intelligence: The Pragmatic Attitude, New York: Henry Holt and Company |
| [25] | N. C. Bhattacharyya. (1969). The Concept of Intelligence in John Dewey’s Philosophy and Educational Theory, Educational Theory, 19(2), pp. 185-195. |
| [26] | H. Joas. (1996). The Creativity of Action. Chicago, IL: University of Chicago Press. |
| [27] | J. Fuster. (2003). Cortex and Mind: Unifying Cognition. New York: Oxford University Press. |
| [28] | H. Blumer. (1969). Symbolic Interactionism Perspective and Method. Berkeley, CA: University of California Press. |
| [29] | W. James. (1907/1995). Pragmatism. New York: Dover Publications. |
| [30] | J. G. March. (1994). A Primer on Decision Making. New York: The Free Press. |
| [31] | J. Dewey. (1938/1998). Experience and Education. West Lafayette, Indiana: Kappa Delta PI. |
| [32] | A. Moula. (2005). Population Based Empowerment Practice in Immigrant Communities. Doctoral Dissertation. Linkoping: Linköping University. |
| [33] | A. Moula. (2009). Empowermentorienterat Socialt Arbete [Empowerment-oriented Social Work]. Lund: Studentlitteratur (in Swedish). |
| [34] | P. M. Senge, and C. O. Scharmer. (2006). “Community Action Research: Learning as a Community of Practitioners, Consultants and Researchers”, in P. Reason ,& H. Bradbury, Eds. Handbook of Action Research . London: Sage Publication, pp. 195-206. |
| [35] | L. Vygotsky. (1930/1997). The Instrumental Methods in Psychology, Collected Works, Vol. 3. New York: Plenum Press. |
| [36] | A. Kozulin. (1998). Psychological Tools: A Sociocultural Approach to Education. Cambridge, Massachusets: Harvard University Press. |
| [37] | A. Blunden. (2010). An Interdisciplinary Theory of activity. Leiden: Brill. |
| [38] | A. Moula. (2010). Population Based Empowerment Practice in Immigrant Communities. (Published doctoral dissertation with minor changes). Saarbrucken: Lambert Academic Publisher. |
| [39] | A. Moula, T. Timpka, and A. J. Puddephatt. (2009) Adult–adolescent interaction and adolescents’ brain development: integrating pragmatism/interactionism and neuroscience to develop a platform for research on adolescents’ life regulation. Sociology Compass, 3(1), pp. 118–136. |
| [40] | H. Addelyan Rasi. (2013). Empowering Women in the Middle East by Psychosocial Interventions: Can provision of learning spaces in individual and group sessions and teaching of coping strategies improve women’s quality of life? Doctoral Dissertation. Linkoping: Linköping University. |
| [41] | H. Addelyan Rasi, T. Timpka, K. Lindqvist, and A. Moula. (2013). Can a psychosocial intervention programme teaching coping strategies improve the quality of life Iranian women? A non-randomised quasi-experimental study, BMJ Open, 3(3), e002407, DOI: 10.1136/bmjopen-2012-002407. |
| [42] | H. Addelyan Rasi, A. Moula, A. J. Puddephatt, and T. Timpka. (2012a). Empowering single mothers in Iran: applying a problem-solving model in learning groups to develop participants’ capacity to improve their lives. British Journal of Social Work, 43 (5), pp. 833-852. DOI:10.1093/bjsw/bcs009. |
| [43] | H. Addelyan Rasi, A. Moula, A. J. Puddephatt, T. Timpka (2012b) Empowering newly married women in Iran: a new method of social work intervention that uses a client-directed problem-solving model in both group and individual sessions. Qualitative Social Work, 12(6), pp. 765-781 DOI: 10.1177/1473325012458310. |
| [44] | W. Fisher. (1985). The Narrative Paradigm, An Elaboration. Communication Monographs, 52, pp. 347-367. |
| [45] | M. Cortazi. (2001). “Narrative Analysis in Ethnography”, in P. A. Atkinson, S. Delamont, A. J. Coffey , & J. Lofland, Eds. Handbook of Ethnography. London: Sage Publication, pp. 384-394. |
| [46] | W. Labov. (1972). “The transformation of Experience in Narrative Syntax”, in W. Labov, Ed. Language in the Inner City. Philadelphia, PA: University of Pennsylvania Press, pp. 352-396. |
| [47] | M. Cortazi,. (1993). Narrative Analysis. London: The Falmer Press. |
| [48] | R. Pring (2007). John Dewey: A Philosopher for our Time? New York: Continuum. |
| [49] | J. Shook and T. Solymosi (2014) Neuroscience, Neurophilosophy and Pragmatism: Understanding Brains at Work in the World. Hampshire: Palgrave MacMillan. |
| [50] | A. Moula. (2011). “An Invitation to Empowerment-Oriented Neurosociology” in Learning from Memory: Body, Memory and Technology in a Globalizing World. Ed. Bianca Maria Pirani. Cambridge: Cambridge Scholar Publishing, pp. 234-266. |
| [51] | H. Perlman. (1957). Social Casework: A Problem-Solving Process. Chicago: University of Chicago Press. |
| [52] | F. J. Turner. (1996). Social Work Treatment: Interlocking Theoretical Approaches, 4th edition. New York: The Free Press. |
| [53] | N. Coady, and P. Lehmann. (2008). Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach. New York: Springer Publishing Company. |
| [54] | J. J. Arch, and M. G. Craske. (2009). First-Line Treatment: A Critical Appraisal of Cognitive Behavioral Therapy Developments and Alternatives. Psy Clin North Ame, 32(3), pp. 525-47. |
APA Style
Alireza Moula, Hamideh Addelyan Rasi. (2014). Empowering Marginalized People by Maximizing Reflective Intelligence: A Pragmatist Problem Solving Approach. Social Sciences, 3(6), 189-198. https://doi.org/10.11648/j.ss.20140306.12
ACS Style
Alireza Moula; Hamideh Addelyan Rasi. Empowering Marginalized People by Maximizing Reflective Intelligence: A Pragmatist Problem Solving Approach. Soc. Sci. 2014, 3(6), 189-198. doi: 10.11648/j.ss.20140306.12
AMA Style
Alireza Moula, Hamideh Addelyan Rasi. Empowering Marginalized People by Maximizing Reflective Intelligence: A Pragmatist Problem Solving Approach. Soc Sci. 2014;3(6):189-198. doi: 10.11648/j.ss.20140306.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ss.20140306.12,
author = {Alireza Moula and Hamideh Addelyan Rasi},
title = {Empowering Marginalized People by Maximizing Reflective Intelligence: A Pragmatist Problem Solving Approach},
journal = {Social Sciences},
volume = {3},
number = {6},
pages = {189-198},
doi = {10.11648/j.ss.20140306.12},
url = {https://doi.org/10.11648/j.ss.20140306.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20140306.12},
abstract = {This paper considers how to catalyze marginalized people’s thinking by instilling habits to maximize their use of reflective intelligence. Authors explain intelligence from the viewpoint of American pragmatism and present tools that can empower Iranian single mothers in their daily lives. The case of a single mother who participated in an empowerment project in Iran suggests that reflective intelligence is a dynamic process that can be strengthened by using pedagogical tools. The authors present a model of the intelligent method for further evaluation and application in empowerment-oriented social work practice among poor and marginalized groups.},
year = {2014}
}
TY - JOUR T1 - Empowering Marginalized People by Maximizing Reflective Intelligence: A Pragmatist Problem Solving Approach AU - Alireza Moula AU - Hamideh Addelyan Rasi Y1 - 2014/11/24 PY - 2014 N1 - https://doi.org/10.11648/j.ss.20140306.12 DO - 10.11648/j.ss.20140306.12 T2 - Social Sciences JF - Social Sciences JO - Social Sciences SP - 189 EP - 198 PB - Science Publishing Group SN - 2326-988X UR - https://doi.org/10.11648/j.ss.20140306.12 AB - This paper considers how to catalyze marginalized people’s thinking by instilling habits to maximize their use of reflective intelligence. Authors explain intelligence from the viewpoint of American pragmatism and present tools that can empower Iranian single mothers in their daily lives. The case of a single mother who participated in an empowerment project in Iran suggests that reflective intelligence is a dynamic process that can be strengthened by using pedagogical tools. The authors present a model of the intelligent method for further evaluation and application in empowerment-oriented social work practice among poor and marginalized groups. VL - 3 IS - 6 ER -
Information
Email: