title: Ideological containment: Islamic extremism and the option of theological dialogue

authors: Pratt, Douglas

subjects: Islamic extremism

abstract: Islamic extremism is founded on a dualist worldview: the realm of truth and the sacred (dar al Islam) set in opposition to the realm of falsehood, chaos and war (dar al harb). An ideology of contestation underpins Islamist radicalisation. And Islamic political thought is inherently theological; any response to the political ideology that arises from the dualist worldview must necessarily address allied theological perspectives and presuppositions. 

In October 2007 an ‘Open Letter and Call from Muslim Religious Leaders’ emanating from Jordan, entitled A Common Word Between Us and You, was issued to the Christian Church worldwide. What is at the heart of this ‘call’? What does it suggest with regard to an Islamic theological counter to dualism? What might it portend for the future of relations with Islam? Does it signal a new era for theological dialogue with Islam and co-operative conjoining in the wider struggle against radicalisation and extremism? 

This paper will introduce the letter, review some representative responses to it thus far, note some issues and challenges that are raised and, by way of conclusion, offer a perspective on containing ideological extremism through interfaith theological dialogue. Can the dialogue option enable the addressing of theological factors inherent in the ideological underpinnings of Islamic extremism, thereby acting to contain it?

text: Ideological containment: Islamic extremism and the option of theological dialogue Islamic extremism is founded on a dualist worldview: the realm of truth and the sacred (dar al Islam) set in opposition to the realm of falsehood, chaos and war (dar al harb). An ideology of contestation underpins Islamist radicalisation. And Islamic political thought is inherently theological; any response to the political ideology that arises from the dualist worldview must necessarily address allied theological perspectives and presuppositions. 

In October 2007 an ‘Open Letter and Call from Muslim Religious Leaders’ emanating from Jordan, entitled A Common Word Between Us and You, was issued to the Christian Church worldwide. What is at the heart of this ‘call’? What does it suggest with regard to an Islamic theological counter to dualism? What might it portend for the future of relations with Islam? Does it signal a new era for theological dialogue with Islam and co-operative conjoining in the wider struggle against radicalisation and extremism? 

This paper will introduce the letter, review some representative responses to it thus far, note some issues and challenges that are raised and, by way of conclusion, offer a perspective on containing ideological extremism through interfaith theological dialogue. Can the dialogue option enable the addressing of theological factors inherent in the ideological underpinnings of Islamic extremism, thereby acting to contain it?

year: 2008

title: Examining neuroplasticity as a function of errors during motor learning

authors: Nirol

abstract: Proficient motor learning is important for both athletes looking to improve their performance and patients learning daily living skills. Research has identified different methods for learning motor skills, focusing on two types: implicit and explicit learning. Implicit learning happens with little awareness, while explicit learning requires more conscious thought. Studies show that implicit learning is often more effective because it uses less mental effort and is more reliable under stress. This might be due to stronger neural connections in the brain formed during implicit learning. However, it is unclear whether implicit learning leads to more brain changes, known as neuroplasticity, than explicit learning. Neuroplasticity is the brain's ability to adapt and form new memory networks in response to experiences. This study aims to investigate differences in neuroplastic changes resulting from implicit versus explicit learning of a traditional Dutch shuffleboard game (Sjoelbak). We used baseline electroencephalography (EEG) to measure changes in brain activity before and after practice to assess neuroplasticity. We examined the effects of errorless and errorful learning protocols on task performance and neural connectivity. Both strategies improved accuracy from pretest to posttest, indicating effective skill acquisition. However, participants struggled to transfer skills to new contexts, as shown by decreased performance in the transfer test. Despite expectations of greater neuroplastic changes as a function of errorless learning, resting-state beta connectivity analyses showed no significant interactions. However, no significant differences were evident in the overall error rates between the groups during the learning phase, suggesting that implicit motor learning may not have occurred for the errorless learning condition. This suggests that neural adaptations are more complex than initially hypothesized.

text: Examining neuroplasticity as a function of errors during motor learning Proficient motor learning is important for both athletes looking to improve their performance and patients learning daily living skills. Research has identified different methods for learning motor skills, focusing on two types: implicit and explicit learning. Implicit learning happens with little awareness, while explicit learning requires more conscious thought. Studies show that implicit learning is often more effective because it uses less mental effort and is more reliable under stress. This might be due to stronger neural connections in the brain formed during implicit learning. However, it is unclear whether implicit learning leads to more brain changes, known as neuroplasticity, than explicit learning. Neuroplasticity is the brain's ability to adapt and form new memory networks in response to experiences. This study aims to investigate differences in neuroplastic changes resulting from implicit versus explicit learning of a traditional Dutch shuffleboard game (Sjoelbak). We used baseline electroencephalography (EEG) to measure changes in brain activity before and after practice to assess neuroplasticity. We examined the effects of errorless and errorful learning protocols on task performance and neural connectivity. Both strategies improved accuracy from pretest to posttest, indicating effective skill acquisition. However, participants struggled to transfer skills to new contexts, as shown by decreased performance in the transfer test. Despite expectations of greater neuroplastic changes as a function of errorless learning, resting-state beta connectivity analyses showed no significant interactions. However, no significant differences were evident in the overall error rates between the groups during the learning phase, suggesting that implicit motor learning may not have occurred for the errorless learning condition. This suggests that neural adaptations are more complex than initially hypothesized.

year: 2025

title: Transitioning from kōhanga reo to kura

authors: Hohepa, Margie Kahukura

abstract: This is a collaborative cross-sector research project involving a kōhanga reo (Māori immersion early childhood language nest) kura (Māori language immersion school) and university-based researchers. It focuses on tamariki (children) moving from kōhanga reo to kura classrooms and will examine the development of an 'akoranga whakawhiti', a transition programme that will be based at Te Kōhanga Reo o Ngā Kuaka in Hamilton. The over arching research question for this project is: Pēhea rā te āhuatanga me te kounga o ngā whakawhitinga mai i te kōhanga ki te kura mō ngā tamariki, whānau, kaiako me te hāpori? - What do effective transitions from kōhanga reo to kura look like, feel like, and sound like, for tamariki, whānau, kaiako and the community? The project aims to provide important new insights into learning and teaching in Māori-medium settings and into ways of enhancing transitions from Maori-medium early childhood education to Māori medium classrooms.

text: Transitioning from kōhanga reo to kura This is a collaborative cross-sector research project involving a kōhanga reo (Māori immersion early childhood language nest) kura (Māori language immersion school) and university-based researchers. It focuses on tamariki (children) moving from kōhanga reo to kura classrooms and will examine the development of an 'akoranga whakawhiti', a transition programme that will be based at Te Kōhanga Reo o Ngā Kuaka in Hamilton. The over arching research question for this project is: Pēhea rā te āhuatanga me te kounga o ngā whakawhitinga mai i te kōhanga ki te kura mō ngā tamariki, whānau, kaiako me te hāpori? - What do effective transitions from kōhanga reo to kura look like, feel like, and sound like, for tamariki, whānau, kaiako and the community? The project aims to provide important new insights into learning and teaching in Māori-medium settings and into ways of enhancing transitions from Maori-medium early childhood education to Māori medium classrooms.

year: 2014