TY - JOUR
T1 - Helping One’s Neighbor: Teaching and Learning Prosocial Behavior in a Religious Community
AU - Cuadra-Martínez, David
AU - Sandoval-Díaz, José
AU - Perez-Zapata, Daniel
AU - Castro-Carrasco, Pablo
AU - Véliz-Vergara, Douglas
AU - Guzman-Ávalos, Javiera
AU - Ramos-Thompson, Gabriel
PY - 2019/9/5
Y1 - 2019/9/5
N2 - The aim of this study was to describe and interpret the subjective theories that support the development, teaching, and learning of prosocial behavior in a Pentecostal Methodist church located in the Atacama Region (Chile). The study was descriptive-interpretative, with qualitative methodology and a case study design. We worked with 140 church members, employing qualitative observation, episodic interviews, and discussion groups. The data were analyzed using 2 techniques: thematic coding and grounded theory. Results make it possible to describe (a) the context where prosociality is developed, taught, and learned, (b) the subjective meaning of helping behaviors, and (c) community members’ subjective theories about the development of teaching-learning. In the discussion, results are analyzed considering the available scientific evidence and the limitations of the present study. Also, new questions are presented which future research may explore to generate a formal theory about the development, teaching, and learning of prosocial behavior in community contexts.
AB - The aim of this study was to describe and interpret the subjective theories that support the development, teaching, and learning of prosocial behavior in a Pentecostal Methodist church located in the Atacama Region (Chile). The study was descriptive-interpretative, with qualitative methodology and a case study design. We worked with 140 church members, employing qualitative observation, episodic interviews, and discussion groups. The data were analyzed using 2 techniques: thematic coding and grounded theory. Results make it possible to describe (a) the context where prosociality is developed, taught, and learned, (b) the subjective meaning of helping behaviors, and (c) community members’ subjective theories about the development of teaching-learning. In the discussion, results are analyzed considering the available scientific evidence and the limitations of the present study. Also, new questions are presented which future research may explore to generate a formal theory about the development, teaching, and learning of prosocial behavior in community contexts.
UR - https://doi.org/10.3390/rel10090515
U2 - 10.3390/rel10090515
DO - 10.3390/rel10090515
M3 - Article
SN - 2077-1444
VL - 10
JO - Religions
JF - Religions
IS - 9
M1 - 515
ER -