Socialism Order of Worth and Analytical Adequacy Axiom

Human Studies - Boltanski and Thévenot (On justification. Economies of worth, Princeton University Press, Princeton, 2006) constructed in their seminal work On Justification the Orders of...     

Positive Affectivity and Collective Efficacy as Moderators of the Relationship Between Perceived Politics and Job Satisfaction

This study explores the moderating potential of positive affectivity (PA) and perceived collective efficacy (PCE) on the relationship between 3 dimensions of politics perceptions and job satisfaction. We hypothesized that high levels of PA and PCE, in unison, would buffer the harmful effects of perceived politics on job satisfaction. Regression analyses for the 3 dimensions (i.e., general politics, go along to get along, and pay and promotion) yielded a significant finding for the PA × PCE × Go Along to Get Along 3-way interaction only. Consistent with our expectations, low PA-low PCE individuals were less satisfied with their jobs when levels of go-along-to-get-along politics increased. Contrary to our hypothesis, however, high PA-high PCE individuals reported a significant inverse relationship between perceived politics and job satisfaction. Implications of these findings and directions for future research are provided.     

The Word Made Speculative? John Milbank's Christological Poetics

John Milbank's The Word Made Strange serves to answer many of the points raised by critics of his earlier Theology and Social Theory, in particular by developing more fully a Trinitarian metaphysics that take seriously the poetic character of human making and knowing. However, this metaphysics raises further questions regarding the underdevelopment of Milbank's Christology, Ecclesiology and Ethics. Specifically, Milbank's thin account of Jesus and the Church indicates an aversion to particularity that risks making his theology merely speculative, and lessens its impact on concrete Christian communities.     

Eliciting Self-Explanations Improves Understanding

Learning involves the integration of new information into existing knowledge. Generating explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. This study extends that finding, showing that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text. Without any extensive training, 14 eighth-grade students were merely asked to self-explain after reading each line of a passage on the human circulatory system. Ten students in the control group read the same text twice, but were not prompted to self-explain. All of the students were tested for their circulatory system knowledge before and after reading the text. The prompted group had a greater gain from the pretest to the posttest. Moreover, prompted students who generated a large number of self-explanations (the high explainers) learned with greater understanding than low explainers. Understanding was assessed by answering very complex questions and inducing the function of a component when it was only implicitly stated. Understanding was further captured by a mental model analysis of the self-explanation protocols. High explainers all achieved the correct mental model of the circulatory system, whereas many of the unprompted students as well as the low explainers did not. Three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding.