Beyond Just Justice – Creating Space for a Future‐Care Ethic

Distributive justice relies on metaphors about spatial distribution. Modelling cross‐temporal relations on cross‐spatial relations in this way obscures how earlier groups become the later ones. Procedural justice metaphors rely on metaphors of (contemporaneous) contract and thereby on impartial reasoning. Their dominance is already problematic in the case of contemporary relations, but is even more so in the case of relations across time, where the conditions for later parties are controlled and created by earlier ones. Future generations should not be thought of as a distinct group living at a different temporal “location,” but as who we will become. Thus, the frame of “justice” is much less appropriate for our relations to them than the frame of “care”.     

Evaluation of Service‐Learning‐Infused Courses With Refugee Families

This study evaluated the impact of service‐learning‐infused courses on multicultural competence and social justice advocacy skills among counseling students. The project, in which students acted as job coaches for refugee families, was integrated into 1st‐ and 2nd‐year counseling courses. Results indicated an increase in multicultural knowledge and advocacy skills, with greater changes reported among 1st‐year students. Implications for counselor training, including placement of service‐learning projects within the counseling curriculum, are discussed. Este estudio evaluó el impacto de cursos con elementos de aprendizaje por medio del servicio en la competencia multicultural y las habilidades de defensoría de justicia social entre estudiantes de consejería. El projecto, en el cual los estudiantes proporcionaron orientación laboral a familias de refugiados, estaba integrado en cursos de consejería de primer y segundo año. Los resultados indicaron un aumento del conocimiento multicultural y las habilidades de defensoría, con mayores cambios comunicados por los estudiantes de primer año. Se discuten las implicaciones para la formación de consejeros, incluyendo la inserción de projectos de aprendizaje por medio del servicio en el currículum de consejería.     

Learning Problem‐Solving Rules as Search Through a Hypothesis Space

Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem property such as computational difficulty of the rules biased the search process and so affected learning. Experiment 2 examined the impact of examples as instructional tools and found that their effectiveness was determined by whether they uniquely pointed to the correct rule. Experiment 3 compared verbal directions with examples and found that both could guide search. The final experiment tried to improve learning by using more explicit verbal directions or by adding scaffolding to the example. While both manipulations improved learning, learning still took the form of a search through a hypothesis space of possible rules. We describe a model that embodies two assumptions: (1) the instruction can bias the rules participants hypothesize rather than directly be encoded into a rule; (2) participants do not have memory for past wrong hypotheses and are likely to retry them. These assumptions are realized in a Markov model that fits all the data by estimating two sets of probabilities. First, the learning condition induced one set of Start probabilities of trying various rules. Second, should this first hypothesis prove wrong, the learning condition induced a second set of Choice probabilities of considering various rules. These findings broaden our understanding of effective instruction and provide implications for instructional design.     

Challenging Racism and White Privilege in Undergraduate Theology Contexts: Teaching and Learning Strategies for Maximizing the Promise of Community Service‐Learning

This paper explores the possibilities and challenges inherent in employing community service‐learning as a pedagogy for engaging undergraduates in theology and religious studies courses that contribute to racial reconciliation. The paper summarizes research from the scholarship of teaching and learning on best practices for structuring service‐learning projects and processes that hold the possibility of students' genuine engagement with issues of race and the wisdom of the Catholic tradition.     

Public Space

“Public space” is the space where individuals see and are seen by others as they engage in public affairs. Hannah Arendt links this space with “public freedom.” The being of such freedom, she asserts, depends on its appearing. It consists of “deeds and words which are meant to appear, whose very existence hinges on appearance.” Such appearance, however, requires the public space. Reflecting on Arendt’s remarks, a number of questions arise: What does the dependence of freedom on public space tell us about the nature of freedom? How does public freedom relate to the freedom of a private individual? Does the latter also depend on its appearing? Which is generatively prior: freedom or public space, i.e., the actions that publicly manifest freedom or the space required for their appearance? How does public power shape this space? In this article, I approach these questions through a phenomenological study of public space.     

Learning Phonemes With a Proto‐Lexicon

Before the end of the first year of life, infants begin to lose the ability to perceive distinctions between sounds that are not phonemic in their native language. It is typically assumed that this developmental change reflects the construction of language‐specific phoneme categories, but how these categories are learned largely remains a mystery. Peperkamp, Le Calvez, Nadal, and Dupoux (2006) present an algorithm that can discover phonemes using the distributions of allophones as well as the phonetic properties of the allophones and their contexts. We show that a third type of information source, the occurrence of pairs of minimally differing word forms in speech heard by the infant, is also useful for learning phonemic categories and is in fact more reliable than purely distributional information in data containing a large number of allophones. In our model, learners build an approximation of the lexicon consisting of the high‐frequency n‐grams present in their speech input, allowing them to take advantage of top‐down lexical information without needing to learn words. This may explain how infants have already begun to exhibit sensitivity to phonemic categories before they have a large receptive lexicon.     

Learning through observing: Effects of modeling truth‐ and lie‐telling on children’s honesty

The current study examined the influence of observing another's lie‐ or truth‐telling – and its consequences – on children's own honesty about a transgression. Children (N = 224, 5–8 years of age) observed an experimenter (E) tell the truth or lie about a minor transgression in one of five conditions: (a) Truth‐Positive Outcome – E told the truth with a positive outcome; (b) Truth‐Negative Outcome – E told the truth with a negative outcome; (c) Lie‐Positive Outcome – E lied with a positive outcome; (d) Lie‐Negative Outcome – E lied with a negative outcome; (e) Control – E did not tell a lie or tell the truth. Later, to examine children's truth‐ or lie‐telling behavior, children participated in a temptation resistance paradigm where they were told not to peek at a trivia question answer. They either peeked or not, and subsequently lied or told the truth about that behavior. Additionally, children were asked to give moral evaluations of different truth‐ and lie‐telling vignettes. Overall, 85% of children lied. Children were less likely to lie about their own transgression in the TRP when they had previously witnessed the experimenter tell the truth with a positive outcome or tell a lie with a negative outcome.     

Creating a Space for Acknowledgment and Generativity in Reflective Group Supervision

Small group supervision is a powerful venue for generative conversations because of the multiplicity of perspectives available and the potential for an appreciative audience to a practitioner's work. At the same time, the well‐intentioned reflections by a few practitioners in a room can inadvertently duplicate normative discourses that circulate in the wider culture and the profession. This article explores the use of narrative practices for benefiting from the advantages of group supervision while mindful of the vulnerability that comes with sharing one's work among colleagues. The reflective group supervision processes described were modified from the work of Tom Andersen and Michael White to provide a venue that encourages the creative multiplicity of group conversation while discouraging unhelpful discourses which constrain generative conversation.     

Creating a Self-Plagiarism Research Topic Typology through Bibliometric Visualisation

Self-plagiarism, textual recycling and redundancy seemed to be controversial and unethical; however some questions about its definition are still open. The objective in this paper presented study was to use bibliometric analysis to synthesise and visualize the research literature production and derive a typology of self-plagiarism research. Five topics emerged: Self-plagiarism, Institutional self-plagiarism, Self-plagiarism and ICT, Self-plagiarism in academic writing, Self-plagiarism in science. The state of the art topics seem to be “social medium”, “virtual world”, “face book”, “sociomateriality”, “knowledge sharing”, “open access”, “institutional repository”, “retraction” and “responsible conduct”.     

Cross‐Situational Learning: An Experimental Study of Word‐Learning Mechanisms

Cross‐situational learning is a mechanism for learning the meaning of words across multiple exposures, despite exposure‐by‐exposure uncertainty as to the word's true meaning. We present experimental evidence showing that humans learn words effectively using cross‐situational learning, even at high levels of referential uncertainty. Both overall success rates and the time taken to learn words are affected by the degree of referential uncertainty, with greater referential uncertainty leading to less reliable, slower learning. Words are also learned less successfully and more slowly if they are presented interleaved with occurrences of other words, although this effect is relatively weak. We present additional analyses of participants’ trial‐by‐trial behavior showing that participants make use of various cross‐situational learning strategies, depending on the difficulty of the word‐learning task. When referential uncertainty is low, participants generally apply a rigorous eliminative approach to cross‐situational learning. When referential uncertainty is high, or exposures to different words are interleaved, participants apply a frequentist approximation to this eliminative approach. We further suggest that these two ways of exploiting cross‐situational information reside on a continuum of learning strategies, underpinned by a single simple associative learning mechanism.     

网络与公共空间

网络对中国民主的促进作用主要体现在其所营造的公共空间和促成公共观念的生成上,也体现在促使人们一定程度上实现和实践了其文化权利和政治权利上.因此,网络对中国社会的民主发展具有建构意义.相反,网络却继电视等大众媒体之后继续解构了西方社会原有的民主形式.借助于网络,人们还一定程度上实现了其自我价值和社会价值.总之,网络为一个更为宽容、多元与和谐的社会提供了技术条件,创造了文化环境,从而凸显了网络技术的文化与道德意义,昭示着一个即将到来的更为自由、民主、宽容与和谐的未来社会.     

Creating a Space for Spiritual Practice: Pastoral Possibilities with Sexual Minorities

Is a religious gay person an oxymoron? It appears possible, given that the research on religion and spirituality among sexual minority individuals is so limited. While books written on the intersection of religion and psychotherapy may include a chapter addressing the religious and spiritual lives of lesbian, gay, and bisexual (LGB) individuals, there are no critical texts focusing solely on this issue. In this paper, we review some of the most recent research on homosexuality, religion, and spirituality, and discuss how LGB individuals may integrate these two identities. A case presentation is offered and implications for pastoral counselors and methods of supporting the integration of the spiritual/religious identity in tandem with a LGB identity are also discussed.     

Creating bizarre false memories through imagination

The present study explored memory for familiar or usual actions (e.g., flip the coin) and bizarre or unusual actions (e.g., sit on the dice). In Session 1, action statements were presented to 210 participants, who had to either perform or imagine those actions. In Session 2, 24 h later, participants imagined performing various actions, some presented in the first session and others totally new. Finally, in Session 3, 2 weeks later, participants were tested on their memory for the original actions. We found that as the number of imaginings increased in Session 2, so did the proportion of did responses to actions that were only imagined or not even presented. This pattern was present for both bizarre and familiar actions. These results demonstrate that bizarre actions may lose the item distinctiveness that is used to make accurate memory decisions after repeated imagination.     

Co‐Creating Adoption Law: A Lutheran Perspective

Abstract : Lutheran theological insights on orders of creation, the duty of neighbor‐love, and the pervasiveness of sin in institutions as well as individuals can help secular governments and adoption agencies consider how to respond to controversies over interracial and intercountry adoption, parental qualifications, open adoption, and the market structure of adoption in the United States.