Symposium Prejudices, hot topics, teaching about religions: European answers

International Symposium organized by IESR in Paris (France) with the support of the teams involved in the SORAPS European project,
co-funded by the Erasmus + Program of the European Union. The main topics will be prejudices about religions in schools, and teaching about religions in order to deal with hot topics in the classroom.

The symposium will be Friday 22 and Saturday 23 March 2019. Check the full programme and complete the registration on the following link:

Click on the picture to download the flyer.


In today’s world, with the technological developments, human life has changed. Social media is one of the most important technological developments that change human life. In this study, it has been tried to determine the negative psychological effects of social media usage in human life. In this study, we aim to investigate the effect of social media on the psychological tendency of depression. Considering the current state of technology, the increasing use of social media and becoming a part of daily life has led to the need for more scientific research. To be able to do this study, 78 students were interviewed face to face at high school level in Kadıköy, İstanbul. Content analysis method was used as data analysis method. According to the answers it is realized that the average daily duration of social media use was quite long.
Social media is also a place where individuals can experience psychological problems and can have social problems such as depression. In addition, the likes and dislikes of the shares made by other people have a serious impact on a person’s life. As seen in this study and similar studies, the impact of social media on human life is one of the important issues that need to be studied more scientifically. The duration of social media usage and the purposes on which social media shares are made and the response to the postings and the impact on the user are extremely important.

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Recently, the increase in antidepressant use constitutes the subject of scientific researches mostly. Increased use of antidepressants -especially by teenagers- reduces sociality and the quality of time spent with family, and this drives these teenagers into technology even more. By way of this information, in this research, the impacts of antidepressants on technology addiction –in high school students- are investigated. In order to understand the interaction between the two variables, we decided to test and compare the technology addiction of the students using antidepressants with the ones that don’t. “Internet Addiction Test” developed by Dr. Kimberly Young is applied to the students that were determined upon data searching. The subject students were determined among students of two high schools (one private and one public) that are located in Istanbul’s Zeytinburnu district. A total of 100 students of 15,16,17 and 18 ages (25 students per each age group) were investigated. Half of the students were antidepressant users, while the other half was not. Students who use antidepressants were tested by their school counselors and in compliance with the privacy principle. Test results were evaluated through the IBM-SPSS Version 24.0 program and it was determined that students using antidepressant had a higher level of technological addiction compared to students that did not use.

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Today, in line with the developments in new communication technologies, interest in using social media tools, especially by the young population, has increased. When using social media, people share certain contents because they believe that they may attract their followers’ attention and they satisfy their self-desire for being applauded, appreciated, own prestige, being valued, loved and respected by social media releases. Narcissistic personalities attain their self-desire to be much more viewed, recognized and approved and to portray an identity that they want to be –instead of their actual identity- by creating a social media profile.

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The development of technology, the occurrence of new communication technologies, the rapid increase in the use of internet in the last few years, providing fast and easy access to everything has caused the disappearance of the time and space concepts. This situation is directly affected by people’s communication and interactions and socialization processes. Adolescents who are unable to discover their own talents and interests are experiencing problems at the point of use of the internet and computers.  This misuse causes less and more isolated face-to-face communication. Not only internet usage between adolescents but also game dependencies are quite common in recent years. In this study, the negative effects of gaming addiction on socialization processes in adolescents aged between 13 and 15 years are taken into consideration and for these adolescents, a study on positive effect of the socialization processes is planned. The hypothesis of the study; while organizing class plan if students with low communication skills who are addicted to the game, and students with advanced communication skills who do not use the internet for gaming purposes sit together, the socialization processes of students who are addicted to games changes and their communication skills are positively affected. In the study within a 60 people group between 13-15 years’ individual interviews were conducted in a private high school. Later to the game addicts the Game Dependence Scale was applied. Based on the data obtained changes were made in the classroom planning of the students and finally the interview technique and observations were made. According to the results, there was no significant difference in the communication processes of the students for the first week, but after the second week, there was a significant change in the behaviour of the students. At the end of 1 month, there were positive developments in face-to-face communication with students’ friends and teachers.

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Identity by Massimo Raveri

An interesting article by Professor Massimo Raveri, Cà Foscari University of Venice, about identity:

Every culture forms a complex, always dynamic, system, which lives on a deep tension between phases of opening and closure to other cultures.

On the one hand, there are phases of coherence, where symbolic and regulatory structures tend to agree with foundational choices and traditional values. On the other hand, there are phases of transformation and divergence from the views of the past.

On the one side, this is due to those endogenous factors – such as the generational turnover, the economic dynamics of redistribution of wealth, the mobility of the social power –  which generate new ideas and different values.

On the other side, there are exogenous factors – such as immigration, or colonial rule – that create a double social perception of both euphoria and confusion.

The latent danger is that hybridization mechanisms may be too risky, and innovative processes too fast, overcoming as a consequence the control strategies and the social conformism, and that the inconsistency of the cultural system masy go too far and collapse.

This is exactly what happened in traditional African societies when they fell under the colonial rule.

In this process, the need for an ideal of an “identity” that might reinstate the coherence of the cultural system becomes a fundamental need.

The identitary discourse is a symbolic, abstract and fictitious construction: it is a myth.

Nevertheless, it is thanks to this “illusion” that many fast-developing societies were able to “see” and find themselves, making sense of the events which disrupted the usual cultural landscape.

The past is re-read by way of  manipulating the memory and the oblivion.

Ideas and concepts, which are useful to the present we live in, are extrapolated and deprived of their historical dimension in order to reassemple them in a very semplified vision, coherent and atemporal (fictitious, but credible), as if this vision has always been the foundation of that culture, despite the vicissitudes and the changes in history.

Furthermore, the identitary discourse is very often based on a religious vision in order to exacerbate the power and the immutability of the identity, as if the identity of a people or of a nation were the product of a divine action and the heart of a strategy of the Absolute in the world.

And at the end of this process of symbolic elaboration, it is said that this is the only and true nature of “our” people.

That is not true: a society has multiple “identities” that are intertwined and that change over time.

But in a period of change, it is useful to believe in a mithological vision of one’s own country, a clear and unchangeable vision to hold on to – not with the aim to understand the past, but to make sense out of one’s own future.

The topic of the uniqueness is fundamental.

It creates a reassuring perception of strenght, of comprehensibility and coherence.

But the distinct, strong identity is a symptom of weakness and deep-rooted fear.

This dream of a “uniqueness”  is the price to pay, not a prize.

Asserting the uniqueness of one’s own “identity” generates big self-representation and estrangement problems. That is because the identity is based on process which distinguish, divide “us” from “them”, by way of collocating “us” on the pedestal of an absolute, eccentric and one reality.

That is a wrong self-perception, without that balance which comes from the generalisation and comparison processes with regard to values of “normalcy” which link all the men, beyond differences.

The construction of a perfect model of “who we really are” it is not the product of a memory of reconciliation. It is legitimized by a catharsis: the invention of an otherness that threatens because is “spurious”, “mixed”, “crossbred”. They are different from us, they are those people who are rejected, marginalized and then treated as outsiders and enemies.

Webinar: Who is watching us? Considerations for a networked world

Doğa Schools, as part of the WYRED project, organize on 7th February from 12:10 to 12:50 CET a webinar on the topic of “Who is watching us? Considerations for a networked world”.

The webinar is free of charge. You can join the webinar by clicking on the following link: with Access Code: 265-921-077.

The webinar aims to highlight privacy and security aspects connected to the internet and to social media, and to generate a conversation among participants on how to stay safe online whilst enjoying the benefits of a connected world. It is envisaged that the conversation will continue on the WYRED Platform on the community Our digital footprints – protecting ourselves, inside the forum Who is watching us and how are we watching.

If you are between 14 and 30 years old, and you want to join the conversation on the WYRED Platform, complete the form available on

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The relationship between friendship quality and type of attachment among high school students.

Amacı lise öğrencilerinde arkadaşlık kalitesi ve arkadaşa bağlanma stili arasındaki ilişkiyi ölçmek olan bu çalışmanın örnekleminde 66’sı (%47.83) kız, 72’si (%52.17) erkek olmak üzere 138 öğrenci bulunmaktadır. Öğrenciler Özel Kurtköy Doğa Koleji’nde öğrenim görmektedir. Gerekli literatür taramaları yapıldığında literatürde lise öğrencisi ergenlerin arkadaşlarına bağlanma stilleri ile arkadaşlık kaliteleri arasındaki ilişkiye dair boşluk oluşu bu araştırmayı gerekli kılmıştır. Örneklemi oluşturan öğrencilerin yaş ortalaması 15.96 olarak hesaplanmıştır. Verilerin analizinde çoklu Pearson korelasyonu ve bağımsız örneklem t testi kullanılmıştır. Araştırmada Arkadaşlık Kalitesi Ölçeği, Ergenlerde Arkadaşa Bağlanma Stili Ölçeği ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Yapılan analizler sonucunda arkadaşlık kalitesi ile arkadaşa güvenli bağlanma alt boyutu arasında pozitif yönde anlamlı korelasyon bulunurken, kaçınan bağlanma alt boyutu ve kaygılı-korkulu bağlanma alt boyutlarında ise negatif yönde anlamlı korelasyon bulunmuştur. Arkadaşlık kalitesi ve öğrenci cinsiyeti arasında anlamlı bir farklılık görülmezken, güvenli bağlanma alt boyutunda erkek öğrenciler lehine, kaçınan bağlanma alt boyutunda kız öğrenciler lehine anlamlı farklılık ölçümlenmiştir. 

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