This paper analyzes two main pro-vengeance Confucian arguments in light of Desmond Tutu's thinking. In the absence of just authority, Confucianism argues that carrying out blood vengeance is fulfillment of filial piety and fulfillment of moral duty for deterring crime and reforming the wrongdoer's character. Confucianism does not propose a systematic theory of blood vengeance after laws have been installed to prohibit act of revenge. As Confucian ethics focuses on virtue cultivation and advocates moral learning over punishment, it may find the Tutuist approach of addressing wrongdoing compatible and complementary. In line with Tutuism, we argue that revenge is not justified because engaging in vengeance fuels negative and obsessive emotions, which undermine virtue and may lead to undesirable results, such as escalation of violence and harming of the innocent. Moreover, we defend that more conditions need to be met than the ones enunciated by the pro-vengeance standpoint to justify an act of revenge. 相似文献
Prior studies have revealed that positive parent–child relationships are negatively associated with college students’ depressive symptom. However, the underlying mechanisms of this relation whether specific mediators or moderators are at play are little known. Therefore, the current study examined the potential mediating role of psychological needs satisfaction and the moderating role of mindfulness in the link between parent–child relationships and depressive symptom among college students. A total of 900 college students from Shenzhen, China (53.40% male; Mage?=?19.82, SD?=?1.01, range from 17 to 27 years) completed questionnaires regarding parent–child relationships, psychological needs satisfaction, mindfulness, and depressive symptom. This study found that (1) parent–child relationships are negatively related to college students’ depressive symptom; (2) psychological needs satisfaction could be a potential mediator in the link between parent–child relationships and depressive symptom; and (3) mindfulness could moderate both the relation between parent–child relationships and depressive symptom as well as that between psychological needs satisfaction and depressive symptom, and those relations were weaker among college students with high levels of mindfulness than those with low levels of mindfulness. The current study highlights the mediating and moderating mechanisms that may underlie the correlation between parent–child relationships and depressive symptom, which may contribute to the development of more effective intervention and prevention programs for alleviating college students’ depressive symptom.
Even though there is a general presence of aesthetics in school curricula in most of western countries, both at the level of terminology and at the level of choice and definition of contents, objectives and skills to be developed, the approach to sports and physical education potential for the development of aesthetic education of students still does not seem to be a reality in the agenda of this subject. Moreover, it is not transversal in terms of its different didactic contents. In order to explore its relevance, the aim of this work was to deepen how aesthetics is internal and central to sports experience, and which elements of sports and physical education lived experiences can be relevant in the promotion and development of the aesthetic sensibility of students. We propose the deepening of the subject through an hermeneutical qualitative research approach, confronting the content collected in 19 semi-structured interviews that enabled the thematic analysis of its content, and through it, the discussion of viewpoints of representative subjects among those that are the main players in the consideration of an aesthetic education through sport, namely physical education teachers and researchers in the context of aesthetics and sports sciences. With the information gathered and after its processing, we could conclude that there are aesthetic elements of sport's experience that should be taken into account in an aesthetic educational point of view of physical education, namely: complexity, diversity, playability, tension between drama and accuracy, overcoming experience, risk and vulnerability, unpredictable storylines and uncertainty, technique and effectiveness. 相似文献
