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Ilan Gur-Zeev 《Studies in Philosophy and Education》2011,30(5):477-483
Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into
its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis
is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning”
into the total harmony that is promised to us within nothingness. 相似文献
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Imperiale Maria Grazia Phipps Alison Fassetta Giovanna 《Studies in Philosophy and Education》2021,40(6):629-648
Studies in Philosophy and Education - This article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate... 相似文献
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Cantarella G 《International journal of group psychotherapy》2002,52(2):265-284
The observation of women's groups in Italy has made it possible to outline specific developmental processes. Clinical illustration also suggests the emergence of specific group areas such as "interchangeability," which are not seen in mixed-gender groups. The safe and confident atmosphere of interchangeability stimulates the relaxation of defences and self boundaries. As a consequence, it allows profound exchanges, which have an immediate impact in enhancing the sense of value and self-esteem of group members. Further therapeutic potentialities of "interchangeability" are described. Women in the here and now acquire the strength necessary for reexamining and psychoanalytically working through unconscious unresolved gender identifications and consequent problems in present relationships. 相似文献
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Dyads of 4- and 5-year-old friends and nonfriends attending preschools in central Italy were identified by friendship nominations. The 217 dyads of friends and non-friends participated in 2 closed-field tasks designed to simulate real-life situations of potential conflict. In the 4-year-old cohort, there were no significant differences in the behavior of the partners in either of the situations. However, at age 5 years, friends respected the rules of a fast-paced competitive game significantly more than did nonfriends. In discussing how to share a single object (a chocolate egg with a toy inside), 5-year-old friends were more likely to reach agreement than were nonfriends. The results suggest important developmental changes in the processes of negotiation and sharing within the preschool years. 相似文献
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In the first part of this paper we review evidence suggesting that there exists a mechanism that selects input on the basis of its similarity to the required action. This response-based input selection differs from the more established space- and object-based input selection in that it is not constrained by the structure of the input. Our evidence suggests that the two-choice Stroop effect is caused by this response-based selection mechanism. By contrast, it is known that the flanker effect is determined by the space- and object- based selection mechanisms. We explore whether the conflict resolution of the Stroop and flanker tasks is different as well by embedding these two tasks in a PRP (Psychological Refractory Period) paradigm. We show that the Stroop and the PRP effects are additive whereas the flanker and the PRP effects are underadditive, suggesting that the processes in charge of the conflict resolution in the Stroop and the flanker tasks are indeed different. We discuss possible reasons for this difference, and discuss possible ways in which the response-based mechanism can be implemented in information processing models. 相似文献
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Numerous previous investigators have explained species differences in spatial memory performance in terms of differences
in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial
memory performance of echidnas (or "spiny anteaters") can be understood in terms of the spatio-temporal distribution of their
prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas
were better able to learn to avoid a previously rewarding location (to "win-shift") than to learn to return to a previously
rewarding location (to "win-stay"), at short retention intervals, but were unable to learn either of these strategies at retention
intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval
results do not.
Electronic Publication 相似文献