Relationships of Equality: A Camping Trip Revisited

G. A. Cohen incisively argued that our judgments of social justice should fit our convictions about how to interact with others in our personal lives. Ironically, the ordinary morality of cooperation invoked in his last book undermines his favored principle of equality, and supports John Rawls’ reliance on a relevantly impartial choice promoting appropriate fundamental interests as a basis for distributive standards. His further objections to Rawls’ account of distributive justice neglect the role of social relations in establishing the proper scope of that impartiality and the moral force of Rawls’ taxonomy of non-ideal societies. In contrast, the powerful evocation of goods of community at the end of Cohen’s last book points to a genuine inadequacy. Conscientious fellow-citizens must take account of the impact of their political choices on options for sharing and caring. In finding a proper balance between these goods and competing individualist concerns, the original position is of too little use to sustain Rawls’ assessment of his conception of justice as complete. In the face of our strong moral convictions about how to live together, both Cohen’s luck egalitarianism and Rawls’ barriers between aspirations to community and political choice must give way.     

Mothers’ and Fathers’ Responsive Problem Solving with Early Adolescents: Do Gender,Shyness, and Social Acceptance Make a Difference?

We assessed the extent to which youths’ (n = 231) shyness and social acceptance in preadolescence were associated with parents’ responsive problem solving 1 year later after controlling for initial levels of parents’ problem solving. Teachers (n = 176) completed assessments of youths’ shyness and social acceptance, and parents (n = 231 married pairs) completed assessments of their responsive problem solving with the child. For shy daughters, higher levels of social acceptance from peers predicted more responsive problem solving from fathers. Greater social acceptance predicted marginally less maternal problem solving for sons, but greater social acceptance predicted marginally more maternal problem solving with daughters. Results suggest the salience of child gender, shyness, and social acceptance when considering typical levels of parental involvement with youth. Implications for parents include the importance of successful problem solving discussions with emerging adolescents, especially youth who are shy or excluded by peers.     

Socialization of Children’s Recall and Use of Strategies for Coping with Interparental Conflict

Using experimental, observational and interview-assessment methods, we examined relations among mother–child discussion skills and suggested strategies for coping with postdivorce interparental conflict in a conflict task, children’s memory for those strategies in a later recall interview, and children’s self-reported use of coping strategies in response to parental conflict at home. Participants included 50, 9–12 year-old children (50% female, 11% Mexican-American, 81% Euro-American, 8% other) and their mothers. Results indicated that the frequency of suggested coping strategies in the conflict task significantly predicted children’s later recall of the same strategies, and recalled strategies significantly predicted children’s self-reported use of the same strategies at home. Mothers’ and children’s discussion skills were less robust predictors of coping, except for secondary control and disengagement coping at-home. Gender and age differences, though few, were consistent with existing literature.     

Responses of Three Muslim Majority Primary Schools in England to the Islamic Faith of Their Pupils

This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and pedagogical characteristics and trends in English education influencing the schools’ options and choices. The main body of the article is a comparative analysis of the three schools, focusing on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. As the schools devise strategies and select between options, they provide in microcosm differing models of the inclusion of minority Islam in a western society.     

社会主义与宽容

社会主义者致力于共同公民身份观念,对于他们而言,重要的是如何回应文化多样性的问题。其中,族群性提出了最尖锐的问题。社会主义者应该高度重视两个领域,一个是言论自由,一个是私人文化。为在政治舞台上获得支持而提出的理由必须向所有人开放,这使得社会主义者进入困境。为了逃出困境,他需要依赖于一种超越文化差异的共同公民身份意识。但是,这需要通过合适的背景体制来培育,政治制度自身和教育体制是关键的。社会主义宽容观的基础是没有理由压制少数观点和文化,同时社会主义社会的制度应该致力于培育一种共同公民身份感。     

Profit maximization versus disadvantageous inequality: the impact of self‐categorization

Choice behavior researchers (e.g., Bazerman, Loewenstein, & White, 1992 ) have found that individuals tend to choose a more lucrative but disadvantageously unequal payoff (e.g., self—$600/other—$800) over a less profitable but equal one (e.g., self—$500/other—$500); greater profit trumps interpersonal social comparison concerns in the choice setting. We suggest, however, that self‐categorization (e.g., Hogg, 2000 ) can shift interpersonal social comparison concerns to the intergroup level and make trading disadvantageous inequality for greater profit more difficult. Studies 1–3 show that profit maximization diminishes when recipients belong to different social categories (e.g., genders, universities). Study 2 further implicates self‐categorization, as self‐categorized individuals tend to forgo profit whether making a choice for themselves or another ingroup member. Study 3, moreover, reveals that social categorization alone is not sufficient to diminish profit maximization; individuals must self‐categorize and identify with their categorization. Copyright © 2005 John Wiley & Sons, Ltd.     

Spirituality, Gender, and Supervisory Style in Supervision

This study used the following guiding question: Is gender associated with variations in perceptions of supervisory style and the frequency with which spiritual issues are addressed in supervision? Results suggest that spirituality is perceived relevant to numerous aspects of supervision. For example, findings indicate that a relationship exists between two characteristics of supervisory style and the frequency with which spirituality is addressed in supervision. Results also intimate that male therapists viewed male supervisors as addressing spirituality more frequently than female supervisors, and female therapists viewed female supervisors as addressing spirituality more frequently than male supervisors. Overall, these findings highlight the significance of spirituality within the context of supervision and underscore the critical need for attention to gender in the study of spirituality within clinical settings.     

Programmed Instruction: Construction Responding, Discrimination Responding, and Highlighted Keywords

Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials; those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency.