Beginning in the late nineteenth century and lasting well into the Cold War, socialism represented the most powerful and sustained force of political and social dissent in Europe. Prior to the First World War, this dissent operated largely outside of the dominant order. Socialist political parties were excluded from participation in government and the industrial actions undertaken by labor unions were often met with violence and state repression. After the war, the socialist movement split into rival Social Democratic and Communist parties. The former entered government in many countries, while the latter contributed substantially to the political polarization that fed the emergence of authoritarian regimes across much of Europe.

This chapter maps secularism as a culture, using the example of Berlin. It takes the reader through all of the venues that provided materialist monism and establishes their relationship to the socialist milieu. It begins in Free Religion, and then analyzes the city’s chief popular scientific institutions. It looks in detail at the offerings of each to illuminate how monism was communicated. This chapter argues that despite political polarization among the secularist organizations, there was nonetheless a great deal of ideological and personnel coherence across the secularist spectrum

The concluding chapter takes stock of findings and trends in the field, identifies key challenges, and highlights directions and methods for research. It focuses on the imbalance between the three elements comprising the field of emotion regulation in parenting: how parents regulate their own emotions, how parents regulate their own emotions in the context of parenting, and how parents regulate the child’s emotions during parent–child interaction. The most documented of the three is the regulation of the child’s emotions by the parent and its effect on child development. The chapter highlights other shortcomings, such as the importance given to parent-driven effects over child-driven effects, the predominance of correlational studies, and a tendency to simplify by considering the relationships between emotion regulation, parenting, and child development as linear and homogeneous. This chapter proposes future directions focusing on content and methodological issues to overcome the current limitations. Although much work has been done at the intersection of emotion regulation and parenting, much remains to be done. The perspectives proposed should stimulate research in this area.

This chapter undertakes a collective biography of socialist intellectuals working in the Berlin Free Religious Congregation to explore the common sociological factors that contributed to this intellectual type.

The development of children’s emotions and emotion-related self-regulation are involved in many important developmental outcomes. The purpose of this review is to examine the ways that parents socialize their children’s experience and regulation of emotionality. We begin by presenting our theoretical model of parental socialization of emotions. Next, we review literature on three aspects of emotion-related socialization practices including (1) socializers’ reactions to children’s emotions, (2) socializers’ own expressions of emotions and regulation, and (3) socializers’ discussion of emotions. Complexities in these relations, such as potential bidirectional relations and moderators, are considered. Specifically, we discuss the role played by contextual factors such as culture/race, child characteristics, and global parenting behavior in the relation between emotion-related socialization behaviors and children’s emotion-related outcomes. We conclude with a review of intervention studies that sought to improve children’s emotional competence through changes in parenting behaviors and future directions for research.

Developmental theories propose that children learn emotion regulation through dynamic interactions with their parents over time. Emotion regulation is transmitted intergenerationally through environmental and genetic pathways, yet both parents and children evoke regulatory capacities from each other. Further, these interactive effects iterate on a micro -level day by day, as well as on a longer time scale, influenced by factors like parenting style and dyadic conflict. Thus, dyadic parent–child emotion regulation is a bidirectional developmental process requiring careful study design, measurement, and analysis. Yet there are fewer research studies on these dynamic processes than one would expect, perhaps due to the aforementioned complexity. In this chapter, we provide a brief theoretical background on interactive emotion regulation between parent–child dyads, review example studies that have addressed these processes, identify conceptual and methodological barriers to conducting this research, and provide resources for researchers. Finally, we highlight the Actor–Partner Interdependence Model to derive interactive and bidirectional inferences into parent–youth emotion regulation.

This chapter gives an overview of the concepts of diversity, equity and inclusion in the context of Kazakhstan. It gives an exposition of developments regarding the process of implementing inclusive education in Kazakhstan. A historical policy context is mapped out. The chapter uses Ainscow’s lever of change approach to highlight how inclusion has evolved in aspects of conceptualisation, curriculum, policy development, teacher practices, beliefs and attitudes, schools, leadership, non-governmental organisations (NGOs) and communities. One of the lessons drawn from the review is that despite efforts and plans to make the system more equitable and inclusive, the conditions for inclusive education have not been met. There is a need to revise policies regarding student placement and practices in teaching and learning. While curriculum reforms were implemented, less effort seems to have been invested in preparation of pre-service teachers. The fact students with disabilities and special needs are integrated into the mainstream means more training for school leaders on managing inclusive schools is needed.