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Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

Clem Tisdell is one of Australia’s pre‐eminent economists who has made decisive contributions in several areas of economics, perhaps most notably development economics, environmental economics and natural resource economics. Tisdell is presently Professor of Economics at the University of Queensland in Brisbane, Australia, and is also a long‐standing member of the editorial advisory board of the International Journal of Social Economics. This interview, which falls in the tradition of Klamer, was recorded in his Brisbane home in November 1995 and seeks to explore Tisdell’s extraordinary career, the development of his thinking about economics in general and his prodigious research output in particular. Tisdell answered the questions in his customary quietly‐spoken and good‐humoured manner.

Organizing is mainly a conversational process in which people together construct an organizational reality out of a variety of different positions from a more general organizational discourse. Generative dialogue refers to the differences between those positions, to the hidden potential of the in-between, and to the effort of handling these differences meaningfully and productively. At split second bifurcation points in a dialogue, fear and expanding learning opportunities are in mutual competition. In this chapter, we propose seven levels of dialoguing, with increasing generative potential and increasing difficulty. We propose “The Language of Change” (a framework) as a sensitizing device to co-construct richer, more applicable, and more valuable approaches to complex, dynamic, and unique change processes. I will conclude with some key principles to increase the level of generative dialoguing and some examples from my own practice.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Scholarship on the contact hypothesis and peacebuilding suggests that contact with marginalized ethnic and racial groups may reduce prejudice and improve opportunities for conflict resolution. Through a study of dual-narrative tours to Israel/Palestine, the purpose of this paper is to address two areas of the debate surrounding this approach to social change. First, past research on the effectiveness of contact-based tourism as a method to change attitudes is inconclusive. Travel to a foreign country has been shown to both improve and worsen tourists’ perceptions of a host population. Second, few scholars have attempted to link contact-based changes in attitudes to activism.

Through an analysis of 218 post-tour surveys, this study examines the role of dual-narrative tours in sparking attitude change that may facilitate involvement in peace and justice activism. Surveys were collected from the leading “dual-narrative” tour company in the region, MEJDI. Dual-narrative tours uniquely expose mainstream tourists in Israel/Palestine to Palestinian perspectives that are typically absent from the majority of tours to the region. This case study of dual-narrative tours therefore provides a unique opportunity to address the self-selecting bias, as identified by contact hypothesis and tourism scholars, in order to understand the potential impacts of exposure to marginalized narratives.

The findings of this study suggest that while these tours tend to engender increased support for Palestinians over Israelis, their most salient function appears to be the cultivation of empathy for “both sides” of the conflict. Similarly, dual-narrative tours often prompt visitors to understand the conflict to be more complex than they previously thought. In terms of activism, tourists tend to prioritize education-based initiatives in their plans for post-tour political engagement. In addition, a large number of participants articulated commitments to support joint Israeli–Palestinian non-governmental organizations and to try to influence US foreign policy to be more equitable.

These findings complicate debates within the scholarship on peacebuilding as well as within movements for social justice in Israel/Palestine. While programs that equate Israeli and Palestinian perspectives are often criticized for reinforcing the status quo, dual-narrative tours appear to facilitate nuance and universalism while also shifting tourists toward greater identification with an oppressed population. Together, these findings shed light on the ability of tourism to facilitate positive attitude change about a previously stigmatized racial/ethnic group, as well as the power of contact and exposure to marginalized narratives to inspire peace and justice activism.

All researchers have a self, but how many understand how their self informs their identity and world view? The use of self is vital in relationships, especially where helping others to learn is central to the role. Many occupations, such as teaching and health care, require the individual to engage in reflective practices to inform how individuals give of themselves in professional practice. Despite the potential power of analytic autoethnography, there is an absence of clear examples which clarify how the theory and method are linked. From my background as a lecturer and mental health nurse I argue the value of analytic autoethnography as research-based self-study to assist self-development. This chapter has two main aims: (i) to provide an example as to how the theory and method within analytic autoethnography articulate into a research design; and (ii) to forewarn researchers as to the areas which require early consideration when constructing an analytic autoethnography to safeguard the researcher’s psychological wellbeing. My experiences draw parallels between the cognitive reflective skills required within the research methods to review values and beliefs held within memories and mental health cognitive therapies. The potential for cathartic insights increases the researcher’s empathy to shape appropriate responses to assist others to learn.

The purpose of this paper is to emphasize and provide some insights into the changes occurring in the library field, focusing on the need to become multi‐culturally competent to address these changes and in helping to bridge gaps between diverse communities.

The paper investigates various learning, teaching and communicating styles among cultures. It focuses on using the human experience in general to highlight and bring to the forefront the similarities that humans share rather than what drives them apart.

Many libraries, grassroots and more established organizations are struggling to achieve common ground and inclusiveness as a sustainable institutionalized work environment. Libraries, by nature, can play a leading role in these steps towards progress.

The nature of the topic and the fact that it is unproductive to treat new views and social changes with old styles of thinking, approaches and solutions, results in difficulties when conformity to style or research methods is mandatory. Trying to box the human experience in scientific or quantified measures negate change and inclusion.

This paper suggests ways by which libraries and other organizations, in multicultural societies, can adapt their view points, work styles, by being open to change and valuing and respecting the different in order to devise new institutionalized measures that encompass all view points and values.

Complex social interactions such as argumentation and persuasion are increasingly common in online communications. To better understand these interactions and their impacts on people and on the society, it is important for the authors to understand how people reason online such as when they need to justify themselves or convince others with their perspectives. Reasoning in online discussions is expectedly to be different from doing so offline, as one often communicates with others anonymously and asynchronously in such contexts (e.g. Reddit discussions). The purpose of this paper is to investigate people's reasoning behavior in online environments focusing on how they justify their perspectives.

In this study, the authors examined how a subreddit Change My View (CMV) users offer their opinions and justify them through the lens of argumentation and reasoning. The authors annotated, 330 Reddit discussion original posts (OPs) to identify claims, rationales and supports for reasoning, i.e. personal experiences, definitions, domain expertise and external sources. The authors investigated the correlations among the occurrences of these supporting statements and whether they are related to the topics of the posts.

The findings suggest that if people mention their domain expertise, they tend to provide related personal experiences as well. Additionally, if the participants talk about the topic of domestic politics, they tend to utilize their personal experiences.

Further research may be conducted to help system designers. System designers (e.g. online debate systems, collective decision-making systems, etc.) may benefit from the findings to design systems by considering commonly used supporting statements, which may enhance people's reasoning and argumentation processes. The sample size is a small sample. The authors acknowledge that the small sample size of the study may limit the generalizability of the findings; however, it is still acceptable compared to the existing literature. One future study could be annotating a larger dataset to further probe the use of supporting statements in online reasoning.

The authors' findings might be useful to understand how Reddit users are justifying their opinions as the reflection of their reasoning processes. In order to contribute further research in argumentation and reasoning in online platforms, the authors make the annotated dataset publicly available.

To best of the authors' knowledge, this study was one of a few studies whose purpose is to understand Reddit CMV users' reasoning processes. To understand how online users offer their reasons while providing their ideas is important to have effective communication processes and to improve online discussion experiences which are very common in today's digital era.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-08-2020-0330