Agonistic Recognition in Education: On Arendt’s Qualification of Political and Moral Meaning

Agonistic recognition in education has three interlinked modes of aesthetic experience and self-presentation where one is related to actions in the public realm; one is related to plurality in the way in which it comes into existence in confrontation with others; and one is related to the subject-self, disclosed by ‘thinking. Arendt’s conception of ‘thinking’ is a way of getting to grips with aesthetic self-presentation in education. By action, i.e., by disclosing oneself and by taking initiatives, students and teachers constitute their being. The way Arendt theorizes action (vita activa) makes it essentially unpredictable and destabilizing, which does not seem to fit into what should be expected from education. In the article I will argue that it should have a place by virtue of the debate, challenge and contest it offers. But education should also be defined from a specific kind of contemplation called ‘thinking’ to become the cultivation of a faculty of judgment in education—thinking (vita contemplativa) as a common virtue in education. Arendt’s demarcation between truth and meaning does from the point of view of agonistic recognition in education call for ‘thinking’ as a qualification of political and moral meaning–the ‘taste’ to be established in the individual, by individual judgements but always judged in relation to members of a community.     

Motivation Gains in Computer‐Supported Groups1

One challenge in computer‐supported groups is the maintenance of high performance motivation of group members because face‐to‐face interaction and social control are restricted. Based on research on the Kohler effect (Hertel, Kerr, & Messe, 2000), we expected high motivation of group members when their individual effort is highly instrumental for the group's success. First, a task paradigm was developed and validated to measure motivation in a computer task. Then, this paradigm was used to explore group members’ motivation in computer‐supported dyads without face‐to‐face contact. Consistent with our expectations, motivation (and performance) of the group members was high and even exceeded the baseline of individual work (thus revealing motivation gains) when the individual's contribution was highly instrumental for the dyad's success (i.e., weaker coworker under conjunctive task demand). When instrumentality was low (i.e., weaker coworker under additive task demand), inconclusive results were obtained. Overall, the results demonstrate that motivation gains can be produced in computer‐supported dyads, even without face‐to‐face interaction.     

Time pressure and closing of the mind in negotiation

Research on time pressure (TP) in negotiation has considered strategic choice (demands and concession making) but largely ignored information processing. Based on Lay Epistemic Theory ([Kruglanski, 1989]) it is hypothesized that TP reduces motivation to process information systematically, and the time needed to negotiate an agreement, and that it produces greater reliance on cognitive heuristics when placing demands, and less integrative agreements. Two studies revealed that effects of time constraint on information processing in negotiation were due to higher need for cognitive closure under high TP. Study 1 also showed that negotiators use stereotypes about the opponent as a heuristic cue more under high rather than low TP. Study 2 revealed that negotiators under high TP were less likely to revise their unfounded fixed-pie perceptions during negotiation and, therefore, reached less integrative agreements. Implications for motivated information processing in negotiation are discussed.     

What we want to do versus what we think we should do: an empirical investigation of intrapersonal conflict

People often feel torn between what they want to do and what they believe they should do. As a result, they experience intrapersonal conflict. For example, people know that they should avoid credit card debt, but they want to splurge on just one more purchase. Following Loewenstein's ( 1996 ) temporal perspective to understanding internal conflict and inconsistency, we offer three studies that empirically demonstrate (1) a distinction between the want self and the should self, (2) that behavior is more closely linked to the want self, (3) that the want self is the self that is temporally inconsistent, and (4) that adopting a want versus should perspective can have a significant impact on actual behavior. Copyright © 2002 John Wiley & Sons, Ltd.     

The influence of power on the information search, impression formation, and demands in negotiation

Based on work by Fiske (1992), we argue that power differences influence information search strategies during negotiation. Experiment 1 showed that negotiators with less power ask more diagnostic than leading questions, and more belief-congruent than incongruent questions, when facing a competitive rather than cooperative partner. Experiment 2 suggested that this result was caused by stronger accuracy and impression motivation among less powerful negotiators. Experiment 3 showed that belief-congruent rather than incongruent questions produce more positive impressions during negotiation. And when less powerful negotiators are asked leading questions about their willingness to cooperate (compete), they responded with lower (higher) demands. The results are discussed in terms of a motivated information-processing model of negotiation.     

Personal and parents’ life stories in patients with borderline personality disorder

Patients with borderline personality disorder (BPD) display disturbances in understanding self and others. We examined whether these disturbances extended to how patients described their personal and parents’ life stories and to measures of identity, alexithymia, empathy, and emotional intelligence. Thirty BPD patients and 30 matched control participants described personal and parents’ life stories and completed measures of identity disturbance, alexithymia, empathy, and emotional intelligence. Compared to the controls, patients with BPD described their personal and their parents’ life stories more negatively and with fewer themes of agency and communion fulfillment. Patients and controls showed equally complex reasoning about their personal life stories, but patients displayed less complexity and more self‐other confusion, when reasoning about their parents’ stories. Patients also differed from controls on identity disturbance, alexithymia, and empathy. The results suggest that patients’ storied understanding of themselves and others are disturbed and should be taken into account to better understand BPD.     

Conflict's consequences: effects of social motives on postnegotiation creative and convergent group functioning and performance

Two studies tested the effects of social motives during negotiation on postnegotiation group performance. In both experiments, a prosocial or a proself motivation was induced, and participants negotiated in 3-person groups about a joint market. In Experiment 1, groups subsequently performed an advertisement task. Consistent with the authors' predictions, results showed that proself groups performed worse on the convergent aspects of this task but better on the divergent aspects than prosocial groups. In Experiment 2, the authors manipulated social motive and negotiation (negotiation vs. no negotiation), and groups performed a creativity task (requiring divergent performance) or a planning task (requiring convergent performance). Proself groups showed greater dedication, functioned more effectively, and performed better than prosocial groups on the creativity task, whereas prosocial groups showed greater dedication, functioned more effectively, and performed better than proself groups on the planning task, and these effects only occurred when the task was preceded by group negotiation.     

Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers

This study of dyslexia was concerned with the quality of phonological representations of lexical items. It extended the studies of verbal learning in dyslexia from learning new vocabulary items (pseudo-names) to the learning of more well-specified variants of known words. The participants were 19 dyslexic adolescents in grades 4 to 6 and 19 younger normal readers in grade 2 matched on single word decoding. The dyslexics were significantly outperformed by the reading-age controls in non-word reading and in phoneme awareness. The dyslexics also took longer time to learn to associate a set of pseudo-names with pictures of persons although the dyslexics learned to associate familiar names with pictures as quickly as the controls did. The acquisition of new phonological representations of words was studied in an imitation task with maximally distinct pronunciations of long, familiar words. The dyslexics gained less than the controls in this task. They also gained less on one measure taken from a phoneme substitution task with the same words as in the distinctness task. The results are interpreted in the light of the hypothesis that poorly specified phonological representations may be an underlying problem in dyslexia.     

CB1 cannabinoid receptors modulate kinase and phosphatase activity during extinction of conditioned fear in mice

Cannabinoid receptors type 1 (CB1) play a central role in both short-term and long-term extinction of auditory-cued fear memory. The molecular mechanisms underlying this function remain to be clarified. Several studies indicated extracellular signal-regulated kinases (ERKs), the phosphatidylinositol 3-kinase with its downstream effector AKT, and the phosphatase calcineurin as potential molecular substrates of extinction behavior. To test the involvement of these kinase and phosphatase activities in CB1-dependent extinction of conditioned fear behavior, conditioned CB1-deficient mice (CB1(-/-)) and wild-type littermates (CB1(+/+)) were sacrificed 30 min after recall of fear memory, and activation of ERKs, AKT, and calcineurin was examined by Western blot analysis in different brain regions. As compared with CB1(+/+), the nonreinforced tone presentation 24 h after auditory-cued fear conditioning led to lower levels of phosphorylated ERKs and/or calcineurin in the basolateral amygdala complex, ventromedial prefrontal cortex, dorsal hippocampus, and ventral hippocampus of CB1(-/-). In contrast, higher levels of phosphorylated p44 ERK and calcineurin were observed in the central nucleus of the amygdala of CB1(-/-). Phosphorylation of AKT was more pronounced in the basolateral amygdala complex and the dorsal hippocampus of CB1(-/-). We propose that the endogenous cannabinoid system modulates extinction of aversive memories, at least in part via regulation of the activity of kinases and phosphatases in a brain structure-dependent manner.     

Rational self-interest and other orientation in organizational behavior: a critical appraisal and extension of Meglino and Korsgaard (2004)

B. M. Meglino and M. A. Korsgaard (2004). argued that rational self-interest varies across individuals and negatively relates to other orientation (OO). OO moderates effects of job characteristics on attitudes, motivation, and helping. Viewing organizations as social dilemmas in which employees face a mixture of competitive and cooperative incentives, the author argues in this article that strength of self-interest links to self-concern (SC), which should be distinguished from OO. SC and OO are orthogonal and unipolar. Implications are that some propositions by Meglino and Korsgaard need to be rewritten in terms of SC or OO, and that SC is predicted to moderate effects of self-related variables (e.g., job characteristics), whereas OO might moderate effects of social variables (e.g., team climate) on satisfaction, motivation, and helping. This also implies that when both SC and OO are strong (weak), individual- and group-level constructs are both (in)valid predictors of satisfaction, motivation, and helping.