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Studies in Philosophy and Education - 相似文献
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Schildermans Hans Vandenabeele Joke Vlieghe Joris Zamojski Piotr 《Studies in Philosophy and Education》2020,39(3):257-268
Studies in Philosophy and Education - In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices,... 相似文献
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Piotr Oleś 《Journal of constructivist psychology》2020,33(3):290-306
According to social psychology, radicalization occurs for a variety of reasons reasons. They include a sense of exclusion, threatened identity, loss of meaning and significance, negative emotions and defensive identification with a group representing power and a clear-cut ideology. In the terms of the Dialogical Self Theory, radicalization implies atrophy of the internal polyphony and dialogical functions of the self. Two hypothetical models of the radicalized self are proposed. The first posits the creation of a powerful I-position that represents a “universal” truth that is not open to doubt. The second introduces twin I-positions, one representing a sense of insecurity and another depicting a redemptive idea. Both types imply lowered openness and reduction of social and internal dialogs, resulting in a dysfunctional, rigid organized self. The question discussed in this article is: How can such an internal organization of the self be changed? Thus it aims to describe and explain the process of de-radicalization, which is proposed to consist of three elements: (1) reorganization of the self-structure and stimulation of a promoter position, (2) restoration of security, which can awaken the polyphony and dialogicality of the self, and (3) supporting internal dialog, promoter functions and a meta-position by reference to values that are significant for the relevant I-positions and the system as a whole. 相似文献
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According to the New Angle, any explanation of the Knobe effect must be gradable and asymmetric. It has been argued that only Hindriks’ approach meets both criteria. First, we argue that Holton’s hypothesis also meets the criteria. Second, we show that the authors are not justified in taking the criteria to be empirically justified. We have failed to replicate the asymmetry result in two experiments. Moreover, gradability can be objective or epistemic. We show that the New Angle presupposes objective gradability. In our experiments, the patterns of responses to questions about epistemic and objective gradability are the same, irrespective of whether the feature is objectively gradable (e.g., blameworthiness) or not (e.g., intentionality). Our results thus question the extent to which the New Angle is empirically grounded. Moreover, they raise doubt whether the answers to questions about epistemic and objective gradability can be taken at face value at all.
Abbreviations: NRH - normative reasons hypothesis; NVH - norm violation hypothesis; DQ - degree question; DAQ - degree of agreement question 相似文献
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Theoretical Medicine and Bioethics - According to the mainstream position in the bioethical definition of death debate, death is to be equated with the cessation of an organism. Given such a... 相似文献
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