Influence and development: Two basic paradigms of education

The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education (Erziehung) is marked with the term “moral communication”.     

CONSTRUCT ACCESSIBILITY AND THE MISATTRIBUTION OF AROUSAL:

Abstract— Schachter and Singer (1962) showed that people search the immediate environment for emotionally relevant cues to label and interpret unexplained physiological arousal We investigated how unobtrusively activated cognitions and physiological arousal interact to produce emotional experience when the immediate environment is devoid of relevant cues Subjects were primed with positive, negative, or neutral concepts They then either exercised or sat still and, either immediately or after a delay, rated their emotional state Consistent with what Schachter and Singer found, subjects in the exercise, delayed-rating condition, who lacked an obvious explanation for their arousal, made the most extreme affective self-ratings, which were consistent with the valence of the primed concepts These subjects apparently interpreted their residual arousal in terms of the primed concepts Subjects in the exercise, immediate-rating condition, who had an explanation for their arousal (i e, the exercise), were not influenced by the primes Subjects in the no-exercise condition showed typical priming effects, with prime-consistent self-ratings that decayed over time Implications for emotion formation, misattnbution of arousal, and cognition are discussed     

Client Cognitive Responses as a Function of Quality of Counselor Verbal Responses

This study examined the relationship between high and low quality counselor responses in four response modes and client cognitions. Twenty-one university students participated in two sessions of brief counseling that included high and low quality counselor responses in paraphrasing, questioning, reflection of feeling, and self-disclosure. After each counseling session, participants used Kagan's (1975) interpersonal process recall method to report their cognitions in response to these counselor responses. Results indicated that the participants had more favorable cognitions toward the counselor associated with high quality counselor paraphrasing and reflection of feeling responses. Participants' cognitions directed toward themselves did not differ in response to any of the four high and low quality counselor responses. Implications of the results are discussed.     

Sentence Context and Word Recognition in Children with Average Reading Ability and with a Specific Reading Disability

The inhibitory and facilitatory effects of context on word recognition were investigated in 24 8-to 10-year-old children with a specific reading disability in comparison with a group of 24 children matched for reading ability and a group of 24 children matched for chronological age. To avoid confounding the effects of reading level with those of word difficulty, target words of equivalent relative familiarity for each participant were presented in congruous, neutral, and incongruous sentence contexts. In agreement with previous studies, there was clear evidence of both general inhibitory and facilitatory effects. In contrast to previous findings, however, reading level did not have a major impact on the inhibition of word recognition in incongruous contexts compared with neutral contexts, although it may have led to greater facilitation in congruous contexts compared with neutral contexts. Although further research is required, these results suggest that if reading-age appropriate materials are selected, less skilled readers and those with a reading disability may not be as influenced by context as has been claimed previously.     

A Longitudinal Study Examining the Psychological Reactions of Job Relocation

A longitudinal study is reported of relocating employees ( n = 51) and their partners ( n = 31) who relocated between two cities in England. A nonmoving comparison group of employees from the same organization ( n = 58) was included. The subjects completed a questionnaire before (approximately 6 weeks) and after (approximately 10 weeks) the relocation. Results showed that relocating employees' pre-move general stress was similar to that of nonmoving employees. Moreover, male relocators' stress reduced significantly following the move, while female relocators stayed the same. Stress specific to relocation was very high for relocating employees and partners, and remained so following the move. Evidence was found to show a relationship between attributions of the causes of relocation problems and the experience of stress.     

Using a Conceptually-Based Predictor of Tenure to Select Employees

This paper describes the development and validation of a personnel selection instrument designed to predict employee tenure. The instrument was developed using models of employee turnover, psychodynamic theory, and beliefs regarding the optimal way to advance one's career. Four predictive designs were conducted to validate the instrument. Correlation coefficients ranged from .14 (p < .07) to .28 (p < .05) in predicting tenure.     

The likely impact of introducing competence-based occupational standards in counselling/psychotherapy and guidance for learning and work

The national context in which occupational standards and NVQs have been developed is described. The NVQ methodology is explained, and issues arising from NVQ implementation are outlined. Developments in accreditation within the contexts of counselling and psychotherapy and guidance for learning and work are identified. The impact of introducing occupational standards and NVQs in these fields is assessed.     

Book notes

Mana: Revue de Sociologie et d'Anthropologie Caen: Department of Sociology, University of Caen, Esplanade de la Paix, 1400 Caen, France. 242 pp, 81 FF (in France, inch postage)

Desh Pardesh: The South Asian Presence in Britain Roger Ballard, ed., 1994 London: Hurst & Co. 296 pp., £9.95 (pb) ISBN 1–85065–092–6

Religions et sécurité international Jean‐François Mayer, 1995 Bern: Office Central de la Défense Series: Études relatives à la politique de sécurité, No. 2/1995 143 pp.

Essential Teachings His Holiness the Dalai Lama London: Souvenir Press, 1995 152 pp., £9.99 (hb) ISBN 0–285–63273–6

Voices of Islam John Bowker, 1995 Oxford: Oneworld Publications 188 pp., £8.95 ISBN 1–85168–095–0

A Short History of the Bahá'i Faith Peter Smith, 1996 Oxford: Oneworld Publications 168 pp., £5.95 (pb) ISBN 1–85168–070–5

A Short History of Islam William Montgomery Watt, 1996 Oxford: Oneworld Publications 156 pp., £5.95 (pb) ISBN 1–85168–109–4

Dictionary of the Middle East Dilip Hiro, 1996 Basingstoke: Macmillan 367 pp., £14.99 (pb) ISBN 0–333–65926–0

The Hebrew Bible Dan Cohn‐Sherbok, 1996 London: Cassell 257 pp., £55.00 (hb), £13.99 (pb) ISBN 0–304–33702–1 (hb), 0–304–33703‐X (pb)

The Puzzle of God Peter Vardy, 1995 London: Fount/Harper Collins 240 pp., £7.99 ISBN 0–00–627965–1