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81.
Ralph Weber 《Frontiers of Philosophy in China》2015,10(4):547
Contemporary proponents of Confucian political philosophy often ignore the fact that any sizeable future Confucian political order will have to accommodate many “non-Confucians.” The guiding question of this paper is therefore the following: how could a Confucian political philosophy, if it can at all, adequately take into account a plurality of comprehensive worldviews? I first turn to John Rawls and his account of these terms and of reasonable pluralism more generally. I then examine some particularly relevant developments and criticism of Rawls’ account. Finally, I offer a discussion of some recent proposals for a Confucian political philosophy, and examine to what extent each recognizes the fact of pluralism, sees it as a challenge, and deals with it in a persuasive manner. The paper concludes with a depiction of two major stumbling blocks that might stand firmly in the way of such a pluralism-accommodating political Confucianism. 相似文献
82.
Eric Thomas Weber 《Human Studies》2008,31(4):361-382
In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in
their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold
Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any
educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence
of the demands of productive public inquiry and education.
相似文献
Eric Thomas WeberEmail: URL: http://www.olemiss.edu/~etweber |
83.
Confirmatory factor analysis was used to test the invariance of an oppositional defiant disorder toward adults, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, attention-deficit/hyperactivity disorder-inattention, and an Academic Competence factor model between mothers' and fathers' ratings within Brazilian (n = 894), Thai (n = 2,075), and American (n = 817) children with the Child and Adolescent Disruptive Behavior Inventory (G. L. Burns, T. Taylor, & J. Rusby, 2001a, 2001b). The results showed invariance of item loadings, intercepts, and residuals, as well as factor variances, covariances, and means between mothers' and fathers' ratings within each sample. Convergent and discriminant validity was also observed for the between-parent factor correlations, thus providing additional support for the construct validity of the Child and Adolescent Disruptive Behavior Inventory. The confirmatory factor analysis invariance procedure provides a much better way to examine between-source ratings of behavior problems in children than do the simple correlation and raw discrepancy score procedures. 相似文献
84.
Journal of Philosophical Logic - This paper is a step toward showing what is achievable using non-classical metatheory—particularly, a substructural paraconsistent framework. What standard... 相似文献
85.
In recent years, a growing number of studies have demonstrated that individuals can exert higher motivation when working in a group compared to working individually. This is particularly true for less capable, inferior group members. To aggregate these findings and to examine preconditions as well as moderating influences on motivation gains of inferior group members, the authors conducted a meta-analysis (17 studies, N=2,240). Results indicated that the overall motivation gain effect of inferior group members observed is moderate and significant (g=.60). Moderator analyses revealed substantial influences of task structure, performance information, physical presence, gender, and task type. 相似文献
86.
This paper describes the integration of zChaff and MiniSat, currently two leading SAT solvers, with Higher Order Logic (HOL) theorem provers. Both SAT solvers generate resolution-style proofs for (instances of) propositional tautologies. These proofs are verified by the theorem provers. The presented approach significantly improves the provers' performance on propositional problems, and exhibits counterexamples for unprovable conjectures. It is also shown that LCF-style theorem provers can serve as viable proof checkers even for large SAT problems. An efficient representation of the propositional problem in the theorem prover turns out to be crucial; several possible solutions are discussed. 相似文献
87.
In this study, 123 participants (non‐psychology students) who responded to an interpersonal stress situation staged in the laboratory were judged by unacquainted observers in terms of the Big Five dimensions, intelligence and social attractiveness. Coping behaviour appeared to predict personality impressions in a way that mirrors the relations between personality and coping observed in previous research: Overall, higher levels of Extraversion (E), Agreeableness (A), Conscientiousness (C) and Openness to experience (O) (as well as intelligence and social attractiveness) were predicted by problem‐focussed behaviour and cognitive restructuring, whereas higher levels of Neuroticism (N) were predicted by withdrawal/passivity. The interpersonal impact of the particular coping reactions, as indicated by a positive personality impression, were largely inconsistent with their impact on affect following the stress induction. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
88.
Phillip A. Foster Marla Reese‐Weber Jeffrey H. Kahn 《Infant and child development》2007,16(3):277-293
The present study examined fathers' daily parenting hassles and coping strategies to (a) determine their association with fathers' emotional expressiveness and (b) predict their sons' development of socioemotional competence. Fathers of 148 preschool‐aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness; mothers also reported on fathers' emotional expressiveness; and teachers reported on boys' socioemotional competence. Parenting hassles were associated with less rational, more emotional, and more avoidance coping as well as negative emotional expressiveness. More emotional and less rational coping responses were related to more negative expressiveness, whereas more rational, more emotional, and less coping were related to more positive expressiveness. Fathers' negative expressiveness was predictive of their sons being rated as more aggressive and disruptive by their teachers. In addition, fathers' parenting hassles and coping both predicted teacher ratings of their sons' aggressiveness. Implications of the findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
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