Religious Schools and Discipline

Recently there has been a growing interest in faith-based schools (see e.g. The Times , No. 67060, 2 December 2001, pp. 1, 4). Politicians have indicated a willingness to support such schools on the assumption that religion may make a positive contribution to schooling. It is not at all self-evident that there is a clear inter-relationship between religion and education on which the assumption can be grounded. In what follows I shall seek to explore one sphere in which religion can have a bearing on schooling, notably on its understanding and practice of discipline. Before the specifically religious impact can be explored, the complex nature of discipline and reward/punishment in school is examined. The philosophy of behaviourism is rejected as inadequate for the processes of education, not least because of the insights of Nietzsche and Plato. The analysis leads to the identification of three very distinct forms of discipline, namely, authoritarian, moral and 'Socratic'. Whilst in practice schools may resort to all three, they would not necessarily do so in a coherent way as the authoritarian and moral forms of discipline are, in important respects, incompatible. The understanding of what religion is, is also shown to be of a varied nature. Differing views and features of religion can serve to reinforce the school as an authoritarian, moral or 'Socratic' community. Whilst the inherent authoritarianism of religion and the ethical dimension of religion are well known, a 'Kierkegaardian' view of religion would have strong affinities with 'Socratic' discipline and help to support the view of the school as a community for all.     

Temperance: with a consideration of evil,violence, and pedagogy

The article investigates the meaning of temperance by noting some cultural assumptions, raising the question as to why this classical virtue has largely disappeared from modern ethical discourse. By means of some historical notes temperance is identified as the unifying virtue in the person and in society. In its Christian form it is related to love of the transcendent goal of human life. By being similarly goal driven, education should consider the cardinal virtues and celebrate them through worship.     

Don't trust anybody: Conspiracy mentality and the detection of facial trustworthiness cues

Conspiracy theories express mistrust in common explanations and epistemic authorities. Independent of concrete content, the extent of endorsing conspiracy theories has also shown associations with interpersonal mistrust. Arguing from an evolutionary and error-management perspective, this increased interpersonal mistrust could either represent an enhanced sensitivity to untrustworthiness cues, or a limited ability to recognize trustworthiness, or non-specific mistrust without differentiations between (un)trustworthiness cues. In two experimental studies (N = 563), we manipulated facial trustworthiness and tested the differentiation of trustworthiness evaluations as a function of conspiracy mentality. We found that conspiracy mentality was associated with a generalized tendency to perceive others as untrustworthy, independent of facial trustworthiness, speaking to non-specific manifestations of mistrust. However, the association between conspiracy mentality and trust became non-significant once age was accounted for in Study 1. We discuss how conspiracy mentality may be associated with an increased propensity to view the world as having malevolent intentions.     

When does procedural fairness promote organizational citizenship behavior? Integrating empowering leadership types in relational justice models

We examined how procedural fairness interacts with empowering leadership to promote employee OCB. We focused on two core empowering leadership types—encouraging self-development and encouraging independent action. An experiment revealed that leaders encouraging self-development made employees desire status information more (i.e., information regarding one’s value to the organization). Conversely, leaders encouraging independent action decreased employees’ desire for this type of information. Subsequently, a multisource field study (with a US and German sample) showed that encouraging self-development strengthened the relationship between procedural fairness and employee OCB, and this relationship was mediated by employees’ self-perceived status. Conversely, encouraging independent action weakened the procedural fairness-OCB relationship, as mediated by self-perceived status. This research integrates empowering leadership styles into relational fairness theories, highlighting that multiple leader behaviors should be examined in concert and that empowering leadership can have unintended consequences.     

Reviewing the Religious Education Review

In 2012 a Review of RE in England was initiated by the Religious Education Council of England and Wales, in response to a perceived sense of crisis among the religious education (RE) community. Its recommendations, which include a new National Curriculum Framework for RE, were published in October, 2013. The fact that the proposed National Curriculum Framework for RE aspires to provide a curriculum model of excellence that all schools should follow, naturally invites careful study and scrutiny. This article considers the question whether the Review’s conclusions provides a democratically mandated, legally compliant, educationally convincing and socially appropriate future direction for RE in England. It is concluded that there are serious weaknesses in the proposals and that the Review process was a missed opportunity for the emergence and articulation of a model of religious education that is appropriate to the aims of liberal education in a democratic, increasingly diverse English society.     

No time for powers

In this paper, I will investigate the compatibility of different metaphysics of time with the powers view. At first sight, it seems natural to combine some sort of powers ontology with a dynamical view of time, since the dynamic character of powers appears to account for the progression of time. Accordingly, it has been argued that a powers ontology, which is supposed to be inherently dynamic and productive, is incompatible with eternalism, which does not allow for any sort of real productivity. After having reviewed these arguments, I will argue that the powers view is not only incompatible with eternalism but also with the moving spotlight view and growing block theory. I will go on to argue that the specific notion of activity that the powers ontology provides is not straightforwardly compatible with presentism either.     

The effects of temporal synchrony on the perceived organization of elements in spatially symmetric and asymmetric grids

Three experiments were conducted to investigate the influence of fast temporally segmented presentations of alternate rows or columns on the perception of grids of either symmetrically or asymmetrically spaced dot-like stimuli. Experiments 1a and 1b demonstrated that observers were able to discriminate between temporally segmented presentations of rows/columns stimuli, but showed a reduced performance in discrimination between non-temporally segmented stimuli and temporally segmented stimuli that were spatially unstructured. Experiment 2 confirmed the influence of temporally segmented presentations of rows and columns using elements whose mean luminance summed to the same as the display background. Experiment 3 demonstrated that the influence of temporal cues reduced when display elements were asymmetrically spaced. The results are discussed in terms of the influence of external spatio-temporal factors on the neural mechanisms of visual grouping.     

Agency,Teleological Control and Robust Causation

I propose a compatibilist theory of agency and responsibility, according to which an agent is responsible for an effect, if and only if, she is the earliest source of robust causation over it, via an action she carried out in the service of her long term interests. This theory deploys a notion of teleological control, which is a type of guidance-control of the agent over the effect and it involves action plans and means-end reasoning. The theory makes room for degrees of responsibility, and accounts for the distinction between compulsion and determination. The teleological control view is informed by neuroscience and cognitive theory, and while it is indifferent to the distinction between determinism and indeterminism, it contends that the property of natural laws relevant to agency is the presence of successive stages of attractor and bifurcation dynamics. While the former grounds robust causation over effects of actions, the latter limits the temporal range of robustness, allowing us to characterize responsibility in terms of the earliest sources of robust causation.     

Preferred changes in power differences: Effects of social comparison in equal and unequal power relations

Efforts to change power differences with others who are equal and unequal in power were examined. According to social comparison theory (Festinger, 1954; Rijsman, 1983), people prefer slight superiority in power over comparison others. In Experiment 1, 93 participants imagined working with two others in a group. Group members varied in hierarchical rank and on exact power scores. Participants indicated their preferred changes in power differences. Social comparison theory was supported regarding rank differences, but not regarding power scores. In Experiment 2, 145 participants imagined a similar group setting. Group members were equal, unequal, or very unequal in power. Social comparison theory was supported regarding ranks: power differences with an equally powerful person were increased more often than with a less powerful person. Power scores again yielded no effects. This suggests that social comparisons of power are based on rank and not interval information.     

When are workload and workplace learning opportunities related in a curvilinear manner? The moderating role of autonomy

Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that – at moderate levels of autonomy – workload was positively associated with learning opportunities at low levels of workload, but negatively at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. Furthermore, we examined whether learning opportunities increase particularly as a function of higher matched levels of workload and autonomy and whether mismatch between workload and autonomy is particularly detrimental to the learning process. We found support for these ideas in two large and heterogeneous samples of working adults using moderated and polynomial regression analyses and subsequent response surface methodology. These results integrate conflicting prior findings and extend Karasek's (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities.