Sunday School Student and Theological Fatalism

I will briefly argue that theological fatalism is not a genuine ‘theological’ problem, for it can be reduced to another alleged incompatibility that arises independently of the existence or non-existence of God. I will conclude that the way of arguing against the existence of God or His omniscience by appealing to theological fatalism is blocked for libertarian atheists.     

Restructuring School Counselor Education: Work in Progress

Responding to the cry for school reform and to the growing demand for school counselors, this article offers a rationale for the pursuit of a new approach to educating school counselors. Based on a set of related assumptions, the proposed model relies on a group-oriented, democratic strategic planning process of empowerment that involves participants in the collaborative development of a school counselor education program.     

Work, Well–being and Vocational Education: The Ethical Significance of Work and Preparation for Work

David Carr's account of the nature of professional work is described and examined. It is argued that Carr's criteria for distinguishing between professional and non–professional work are not adequate. The criteria are as follows: the professions' essential role in promoting human flourishing; their contestability; their direct concern for the well–being of clients; their provision of a high degree of autonomy for practitioners. They do not mark out a qualitative difference between professions and other occupations. Carr's notion of civic necessities applies to what he describes as non–professional as well as to professional work. The role of commercial considerations in the usefulness of some kinds of work is considered and a distinction is made between technical and occupational virtues. Carr treats professional virtues as occupational virtues without appreciating that nearly all occupations have both occupational and technical virtues. A significant part of the wouthwhileness of work is bound up with practice of the relevant occupational virtues.     

全国统战部长会议在京召开 汪洋出席并讲话

新华社北京1月17日电全国统战部长会议17日在京召开。中共中央政治局常委、全国政协主席汪洋出席并讲话。他强调,要全面贯彻党的十九大和十九届历次全会精神,学懂弄通做实习近平总书记关于加强和改进统一战线工作的重要思想,深刻把握和运用党的百年奋斗历史经验,弘扬伟大建党精神,切实提高政治判断力、政治领悟力、政治执行力,把迎接党的二十大、学习贯彻党的二十大精神作为重大政治任务,坚持稳中求进工作总基调,以钉钉子精神抓好党中央关于统战工作决策部署贯彻落实,以守土尽责的责任意识坚决防范化解统战领域风险挑战,为奋进新征程、实现中国梦广泛凝聚共识、凝聚人心、凝聚智慧、凝聚力量。     

全国统战部长会议在京召开 汪洋出席并讲话

新华社北京1月17日电全国统战部长会议17日在京召开。中共中央政治局常委、全国政协主席汪洋出席并讲话。他强调,要全面贯彻党的十九大和十九届历次全会精神,学懂弄通做实习近平总书记关于加强和改进统一战线工作的重要思想,深刻把握和运用党的百年奋斗历史经验,弘扬伟大建党精神,切实提高政治判断力、政治领悟力、政治执行力,把迎接党的二十大、学习贯彻党的二十大精神作为重大政治任务,坚持稳中求进工作总基调,以钉钉子精神抓好党中央关于统战工作决策部署贯彻落实,以守土尽责的责任意识坚决防范化解统战领域风险挑战,为奋进新征程、实现中国梦广泛凝聚共识、凝聚人心、凝聚智慧、凝聚力量。     

Social Exclusion and the Transition from School to Work: The Case of Young People Not in Education, Employment, or Training (NEET)

In the modern labor market what Côté (1996) describes as “identity capital”—comprising educational, social, and psychological resources—is at a premium in entering and maintaining employment. One consequence is the extension of education and training while young people acquire the qualifications and skills that will enhance their employability. In accordance with the perspective of life span developmental psychology, this places particular pressure on those young people growing up in disadvantaged circumstances and lacking support, especially when attempting to negotiate the transition from school to work. A particular policy concern in Britain has been directed at those young people who leave full-time education at the minimum age of 16 and then spend a substantial period not in education, employment, or training (NEET). This article reports the result of analyzing longitudinal data, collected for a subsample of the 1970 British Birth Cohort Study surveyed at age 21, to model the relationship of NEET status to earlier educational achievement and circumstances and to assess the added difficulties NEET poses in relation to the building of adult identity capital. It is concluded that although poor educational achievement is the major factor in entering NEET, inner city living for boys and lack of parental interest in their education for girls are also important. For young men the consequences of NEET lie mainly in subsequent poor labor market experience. For young women, the majority of whom are teenage mothers, the damaging effects of NEET extend to the psychological domain as well. It is concluded that effective counseling targeted at high risk groups, along the lines of the new UK “ConneXions” service, are needed to help young people avoid the damaging effects of NEET and make a successful transition to adult life.     

The Malaise of the Soul at Work: The Drive for Creativity,Self-Actualization,and Curiosity in Education

Studies in Philosophy and Education - Franco “Bifo” Berardi tells us that the current transformation of every domain of social life into economy has led to “the subjugation of the...     

初中生人格型乐观、应对策略与学业成绩的关系

采用生活取向测量、应对方式量表对514名初中生进行调查,旨在了解人格型乐观主义、应对策略与学业成绩之间的关系。运用相关分析和回归分析的方法对它们的关系进行了考察。结果发现初中生积极和消极应对策略在其乐观主义影响学业成绩中的中介效应不显著,在不同学业成绩群体中,乐观主义、应对策略和学业成绩的关系会产生变化,乐观主义和积极应对策略对学业成绩有显著的预测力。     

A Community of Friends: The Sunday School Class as a Conduit for Social Contacts and Social Support Among Older Women

ABSTRACT

This article discusses a small group of women in rural Ohio who have transformed their Sunday school class into a community of friends that not only affords spiritual support but also sustains regular social contact well into old age. A qualitative thematic approach was used to analyze the data. Church participation through the life course, common themes that emerged among the women interviewed, and a discussion regarding the role of churches in serving as conduits of intergenerational contact and social support for the elderly are presented.     

初中生认识论信念及其与学习方式、学业成就的关系

该研究采用自编的初中生认识论信念问卷、R-LPQ-2F问卷等工具,对557名初中生一般领域的认识论信念、学习方式、学业成就之间关系进行调查研究。结果表明:1)不同类型学校、年级、性别的初中生在认识论信念的某些维度上存在差异,学校与年级两个变量在接受-建构信念上存在交互效应,学校与性别两个变量在零散-联系信念上存在显著的交互效应;2)认识论信念对学业成就既有直接作用,又有间接作用;3)学习方式在认识论信念对学业成就的影响中发挥着中介作用。     

中学生偶像崇拜与学业自我概念、学业成绩的关系研究

研究主要采用问卷法 ,选取北京市某普通中学 42 8名初一至高三的学生进行研究 ,结果表明 :(1 )有偶像的中学生人数显著高于无偶像的人数 ,“歌星影星”与“著名人士”是其崇拜的主流。 (2 )学业自我概念及其各维度在有无偶像之间不存在显著差异。 (3)主要偶像类型对学业自我概念具有显著主效应。 (4 )有无偶像和主要偶像类型对学业成绩均没有显著主效应。