Saint Paul University

The paper discusses the problem of Orthodox‐Catholic disunity by naming non‐theological and discussing theological issues behind the issues in bilateral dialogues between the Churches. The main theological issue is the absence of agreement on which doctrinal differences should or should not count as church‐dividing. The author argues that the concept of the ‘hierarchy of truths’, introduced by Vatican II's Unitatis Redintegratio is a promising heuristic tool for distinguishing the doctrines that pertain to the ‘fundamental Christian faith’ and other important doctrines that do not have the same authoritative status. The author proposes that the agreement on the ‘Nicene faith’ could function as a sufficient condition for the Eucharistic communion between the two Churches on two grounds of the use of the Creed in the rites of initiation and the liturgy. The author subsequently articulates three potential objections to his proposal, responds to these objections, and finishes the paper with what could be called a ‘Nicene Formula of Reunion’. The proposed Formula includes a commitment to seeking an increasingly greater convergence on doctrinal and ecclesiastical issues on which there is continuing, although not church‐dividing disagreement.

A transdiagnostic approach is increasingly recognized as crucial in the prevention or treatment of child internalizing and externalizing mental health concerns. There is substantial overlap and comorbidity among various mental health concerns and the onset of one mental illness elevates the risk of others, underscoring the potential limitations of singular-focused mental health education or treatment. Meaning Mindset Theory (MMT) is a transdiagnostic framework developed and evaluated over the past decade in Canada as a promising new approach. MMT emphasizes agency over thoughts and behaviors, empathy and social competence skills, and meaningful engagement to enhance resilience for both internalizing and externalizing symptoms. The DREAM Program—Developing Resilience through Emotions, Attitudes, and Meaning is a mental health education program grounded in MMT principles. This program has enhanced meaning mindset—agency over thoughts and behaviors, hope for a future that is good, positive self-concept, and openness to learning, new experiences, and feelings—as well as both internalizing and externalizing mental health. To date, the DREAM program, as well as MMT more broadly, has been tested in diverse populations with school-aged children, families, neurodiverse and intellectually gifted young people, homeless men, and Black families, among others. Future research should explore the efficacy of an MMT in therapeutic settings compared to standard treatments, potentially enhancing mental health intervention strategies for Canadian children and families.

This chapter explores some of the implicit and explicit cross-border collaborations and circulations that characterize the contemporary North American circus scene, notably focusing on Les 7 doigts de la main (7 Fingers), a collective based in Montreal made up of artists from Québec, France and America. There is a long history of cross-border circus activity between Québec and the U.S., from Rickett’s early modern circus touring Québec in the late 1700s and Ringling Brothers’ attracting Canadian talent to the U.S., to Québec exporting and imposing its artistic, acrobatics-based “new” circus through the success of Cirque du Soleil and other touring companies. This chapter concentrates on some lesser-known stories and connections bridging Montreal, San Francisco, and New York, as experienced by the 7 Fingers. Having deep roots in both Montreal and San Francisco, the collective has constantly been juggling multiple affiliations, affection, and cultural codes. The artistic directors are more than ever aware of their generative role with the next generations of North American circus performers on both sides of the border.

Background/Objectives: Personal support workers (PSWs) are important healthcare workers providing essential services to thousands of Canadians. PSWs face many challenges that were exacerbated in the context of the COVID-19 pandemic. In this study we explore experiences of PSWs working through the pandemic in Ontario long-term care (LTC) homes by focusing on the vulnerability of such workers. Methods: An interpretive description approach was adopted. Eleven PSWs working in LTC homes in an urban center in Ontario participated in semi-structured interviews between January and May 2022. Thematic analysis of the transcripts was informed by concepts of vulnerability. Results: The results suggest that PSWs experienced inherent, situational, and pathogenic vulnerability. Inherent vulnerability was experienced in relation to risks of contracting the coronavirus working in person with residents, and of experiencing physical and psychological distress in relation to challenging interactions with staff, residents and their superiors. Situational vulnerability was experienced in relation to demanding workloads, which were intensified in the context of the pandemic. Participants expressed feeling undervalued, unappreciated, and disrespected, reflecting experiences of pathogenic vulnerability. The narratives shared by PSWs highlighted how the COVID-19 pandemic added new, and magnified pre-existing, challenges and vulnerability, affecting their health and well-being. Conclusions: Understanding risks faced by PSWs in LTC settings is crucial for developing targeted interventions and policies to support PSWs’ health and well-being, mitigate factors that contribute to their vulnerability and promote the long-term sustainability of this caregiving workforce, ultimately enhancing the quality of care provided to residents in LTC facilities.

This study examines the outcomes of transformative education in the program Fostering Canadian Integration for IEHPs: From Learning to Action, created to accompany internationally educated health professionals (IEHPs) in the difficult journey to find fair professional employment in Canada. It shows the importance of self-reflection, a learning community and a welcoming, participatory approach to learning that led to cognitive, emotional and conative transformation for participants. Increased self-awareness of their life journey and emotional patterns, together with critical understanding of their worldviews and new reality supported the participants in the recovery of hope and a sense of agency.

Recently, there has been an increasing focus on how librarians can better support student learning and the development of research and reference skills, particularly when it comes to academic integrity. While one-shot information literacy sessions could prove useful in introducing students to academic integrity skills, they often are limited due to lack of time to dive deeper into the content, lack of assessment opportunities, and, most importantly, lack of application of these skills in the context of a specific assignment. This chapter aims to understand the role of credit-bearing information literacy courses in fostering academic integrity skills of first-year students. By diving into the curriculum design and implementation of the first-year credit-bearing information literacy labs, the authors explore how credit-bearing labs can be used as a preventative measure to address academic dishonesty among undergraduate students. The authors uncover a unique contextual approach to academic integrity education by integrating it into the assignment-based academic integrity curriculum in the information literacy course. Furthermore, the chapter offers insights into students’ self-assessment of their academic integrity learning and examines how students understand and engage with academic integrity principles in the information literacy course.

This chapter discusses one of the novel “scenarios” proposed by the Telecommission Studies that concerned itself, for the first time, with the relationship between telecommunications and “the people” in Canada, emphasizing the urgent need to change the existing policies and regulations to include this vision and encompassing the new trends. It details the different conferences and seminars organized by the Telecommission studies that focused on issues of: access, public participation, privacy, freedom of expression, and the possibility to translate such ideals in the Canadian government’s public policies.

Drawing from the public policy literature discussed earlier, the chapter locates a group of ideas and initiatives that aimed to transform the field of communications public policy in Canada. Particularly, it examines the ideas and networks between and among four different levels in the communications public policy hierarchy, arguing that each played a significant role in transforming the understanding of the role of Canadian communications public policy during the 1960s, and focusing mainly on the idea of public interest and the right to communicate. Public policy theorists argue that the rational-hierarchical model of public policy implementation starts with an analysis of the elected officials responsible for designing the general scope and philosophy of public policy in Canada. Adopting this framework, it first examines the role of Pierre Trudeau, not only because he represented the highest level in the power hierarchy of Canadian policy-making but also because of his unique political doctrine and philosophy, which greatly affected the way the Telecommission approached its investigation, especially concerning the treatment of communication as a human right. Then the role of Alan Gotlieb—the mind behind the Telecommission work, followed by Eric Kierans—the Agent Provocateur, and finally, Henry Hindley: the true pen of the Telecommission and Instant World report.

If research begins with curiosity, it is important for the researcher to move from that state of curiosity to formulate a question that guides the process of investigating his/her research. After going through the stage of curiosity, followed by conducting a review of the relevant literature, I discovered that virtually no scholarly research had focused only on the work of the Telecommission Studies, its report Instant World, or it’s forty other specialized reports examining the practical limitations and possibilities of communication as a human right in Canadian communications public policy. Hence, my core mission is to explore the intellectual origins of the right to communicate concept in Canadian communications public policy through a socio-historical analysis of the Telecommission Studies during the period of its work: September 1969 to April 1971.

This chapter will offer an analysis and a re-examination of the final report of the Telecommission Studies—Instant World—that represents the core manifesto of the Telecommunication Study Mission’s venture. The report was mainly centred on its discussion and recommendations, for the first time in Canada and around the world, on the importance of adopting a “right to communicate” as a new concept in the communications public policies. Instant World, in fact, had proposed “no recommendations” as stated in the archival diaries of its director, rather it carried a strong “plea” for federal/provincial cooperation. Among the main themes discussed in this chapter are the right to be heard; the right to privacy and not to communication, the questions of public participation; and the notion of imperialism and the haves and the have-nots.

One of the particularities of public policy debates in Canadian communications is the recurrence of a consistent group of themes that have preoccupied communication historians, theorists, and researchers since the 1930s. These themes—technological nationalism; regulation versus deregulation; centralization versus decentralization; and state versus private ownership—have tended to stress the technological aspects of communications. However, there was a time during the 1960s and early 1970s when the Canadian understanding of communications public policy shifted dramatically, and there was a concerted attempt to focus on the human, social, and cultural dimensions of communications policy—in short, the public interest. This temporary shift occurred, this book argues, through the pioneering efforts of the Telecommission Studies from September 1969 to April 1971, and the resulting final report Instant World. This book provides a detailed examination of a brief moment in Canadian communications history and the period following it, when Canada missed an opportunity to sustain a new kind of public policy discourse by ignoring the recommendations of the Telecommission, in particular the idea of the “right to communicate.” Although it is argued here that this concept was historically presented in Canada, through the work of the Telecommission Studies, it details how and why it turned out to be a missed opportunity for Canadian communications public policy in subsequent years.

This chapter will shed light on the context within which the Telecommission worked, tracking the route that led to its vision by mapping the general social, political, cultural, and intellectual atmosphere in and outside Canada during this time. This is not to argue that the Telecommission necessarily adopted prevailing attitudes and approaches—for example, the widespread fascination with technology in and of itself—without regard for their social, cultural, and human consequences. Rather, this contextual information is intended to help explain how remarkable and challenging it was for the Telecommission, working within the ideological and empirical constraints of the time, to propose a novel perspective on law and communications—the right to communicate. The chapter will overview the Canadian connection to UNESCO and the MacBride Commission through the work of Jean d’Arcy and Betty Zimmerman.

Since the United Nations’ adoption of the Universal Declaration of Human Rights in 1948, communication has been considered one of the basic human rights, based on the juridical language of Article 19 of the Declaration, among other subsequent covenants and treatises. Still, this human “right to communicate” undeniably lacks an established research literature related to communication studies, contrary to its solid grounding in the scholarly literature of law, international relations, and human rights. This is not to deny, however, that the right to communicate—as I have argued elsewhere—possesses very strong intellectual, philosophical, and historical origins that can be traced back to the seventeenth century in the words of philosophers such as John Milton, John Locke, and Voltaire, through to more contemporary philosophers such as John Dewey and Jürgen Habermas (Dakroury, A. (2009). Communication and human rights. Kendall/Hunt Publishing.). John Durham Peters argues, in his exploration of the history of the idea of communication, that human communication “is a rich tangle of intellectual and cultural strands that encoded our time’s confrontations with itself” (1999, p. 2). He suggests that if we want to understand communication within these intellectual strands, we have to “understand much more” (ibid.). In other words, we need to conduct a historical analysis of ideas that are intertwined, and not merely adopt a linear view or understanding of a given idea in a given period. This chapter attempts to situate the “right to communicate” debate theoretically, within scholarly debates conducted widely under the umbrella of communication studies, by introducing a number of different intellectual positions that theorized, sometimes indirectly, a notion of a right to communicate. They do not consist merely of one theory of a right to communicate but rather form intellectual threads that are intertwined as well as inspired by the advocacy of human rights research.

Although it has been argued in this book that the concept of the right to communicate was “present” in Canada at the same time of its own creation, this chapter details how it turned out to be another “missed opportunity” for Canada in pioneering ideas that still attract attention and spur investigation by communications scholars, human rights activists, democracy advocates, and others interested in the relationship between communications media and freedom of speech, democracy, and human rights.

Depending mainly on archival documents, correspondences, personal diaries, government reports (all deposited in the Library and Archives Canada), as well as my personal one-on-one interviews with key informants in the history of Canadian communication public policy (such as Alan Gotlieb, Pierre Juneau, Spencer Moore, Betty Zimmerman, and Charles Dalfen), the chapter maps out the setting of the department of communications’ Telecommission Studies, their plan, projects, and main outcomes. Mainly it overviews the three main topics it was set as its mission: (1) Telecommunications Environment Pilot Project; (2) telecommunications and individuals; and (3) telecommunications and institutions. I argue that this phase of brain-storming ideas, proposals, discussions, and unavoidably, debates, represented a healthy debut for a novel research inquiry such as the Telecommission and its particular outcome on the right to communicate practice in Canadian communication policy.

Research on organisational storytelling has shed light on different types of narratives. A specific story type, organisational myths, has caught the interest of some scholars in the field, but has not been theorised in any great detail. While it is rarely disputed that organisational members can and do develop emotional connections to myths and mythical stories in their social context, how and why these myths, or ‘sacred stories’, emerge in organisational settings has remained mostly unaddressed. Therefore, drawing upon a Jungian psychosocial approach, we propose a process model for the emergence of mythologised stories in organisations by situating members’ psychological dynamics within the social context in which they emerge. We propose that a conscious understanding of the conditions that lead to the emergence of mythologised stories in organisations can help clarify and deepen the relationship between different types of stories to support and sustain organisational change and development. The paper contributes to the existing literature on organisational storytelling and myths within organisational studies.

This paper examines the protective role of edge emotions in the process of transformative learning through the case study of the Theory U process. It explores the importance of learning strategies that foster emotional awareness and help learners cross the edge of their known meaning-making system into a liminal space of openness to unknown possibilities and discovery of new meaning. Self-reflective, contemplative, dialogue-based, and embodied pedagogies practiced in a safe community lead to emotional transformation. Relying on autoethnographic accounts and interviews with participants in the Theory U foundations program, we show how new meaning emerges through reflexive engagement with the edge emotions of fear, frustration, and sadness.

Messages regarding climate change that are intended to stimulate responsible engagement can impact our mental health in both positive and negative ways, which in turn can increase or limit the potential engagement being sought through those very messages. Increasingly alarmist environmental metaphors are being brought into question due to their possibly detrimental impact on mental health and well-being, and in their place, relational environmental metaphors are proffered to instill hopeful and constructive individual and collective engagement for responsible climate action. This article discusses how both alarmist and relational environmental metaphors interact with eco-emotions. It proposes, in light of concepts arising from Porges’ Polyvagal Theory − on the psychophysiology of autonomic states created in contexts of threatening cues and feelings of safety and connection −, that relational environmental metaphors are preferable for stimulating responsible collective engagement and fostering global well-being in the midst of climate change.