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Steven Lukes 《Res Publica》2015,21(4):429-441
Tomasi’s view of social democracy is shown to mischaracterize it as hostile to private economic liberties, which all real-world social democracies guarantee. The supposed Manichean choice between social and market democracy, seen as requiring contrasting accounts of fairness, results from combining Rawls-style idealization of regime types, the Hayekian presumption that social democracies are advancing along the road to serfdom, and tendentious appeal to scant and unconvincing historical evidence. The proposed constitutional protection of ‘thick,’ market-based economic liberties, as favoring both individual self-authorship and fair equality of opportunity, is defended by Tomasi against high-liberal and social democratic views as compatible with what Rawls’s social justice demands, but as their scope expands in the course of the book this fails to convince. Finally it is argued that the ever-expanding reach of the market across all social life, with feedback effects on the formation of preferences, renders questionable Tomasi’s claims that his account of market fairness is neutral with respect to ways of life and that it specifies conditions under which individuals can live lives that are truly their own. 相似文献
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Steven Stanley Meg Barker Victoria Edwards Emma McEwen 《Qualitative research in psychology》2015,12(1):61-76
In this article, we extend psychosocial research methodology by integrating a breaching experiment, influenced by ethnomethodological sociology, with aspects of mindfulness practice, influenced by Buddhist traditions. We offer an empirical investigation of what happens when researcher-participants subtly “swim against the stream” of normative public social conduct in a capital city setting. Our qualitative analysis explores a single case from a corpus of 172 first-person retrospective accounts of standing still and doing nothing in a busy, public place. We investigate the qualitative aspects of how one researcher-participant arguably adopted a mindful, beginner’s mind orientation toward the flow of psychosocial consciousness. We empirically investigate this psychosocial orientation of mindfulness by integrating Wetherell’s concept of affective-discursive practice with James’ stream of consciousness. Mindfulness offers a specific, embodied reorientation toward psychosocial flows. We discuss the methodological implications and limitations of this reorientation for psychosocial research. 相似文献
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The Cognitive-Affective Processing System (CAPS) is a dynamic and expansive model of personality proposed by Mischel and Shoda (1995) that incorporates dispositional and processing frameworks by considering the interaction of the individual and the situation, and the patterns of variation that result. These patterns of cognition, affect, and behavior are generally defined through the use of if … then statements, and provide a rich understanding of the individual across varying levels of assessment. In this article, we describe the CAPS model and articulate ways in which it can be applied to conceptualizing and assessing personality pathology. We suggest that the CAPS model is an ideal framework that integrates a number of current theories of personality pathology, and simultaneously overcomes a number of limits that have been empirically identified in the past. 相似文献
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Sandra Cluett Redden Steven R. Forness Sharon L. Ramey Craig T. Ramey Bonnie T. Zima Carl M. Brezausek Kenneth A. Kavale 《Journal of child and family studies》1999,8(3):285-303
Although children in Head Start are at risk for emotional or behavioral problems, little is known about their later need for special education. There is evidence that children at risk for emotional disturbance are underidentified or misidentified in other special education categories. We examined special education identification rates for Head Start children at risk for emotional disturbance, learning disabilities, speech or language impairments, and mental retardation as they complete third grade. Two cohorts of 4136 children across 30 sites were followed as part of a larger study on transition. Diagnosis of each child as being at risk for emotional disturbance or related disabilities was made using clinical cut-offs on teacher ratings and individual testing completed in the spring of third grade. Special education eligibility of these children was determined from school records. Only 31.8% of children considered to be at risk, based on research diagnostic criteria, were actually identified by the schools, and fewer than 6% of children at risk for ED were identified in the school category of ED. Comparisons were made between school-identified and nonidentified children in gender, ethnicity, and school variables; and findings were discussed in relation to underidentification or misidentification of children with emotional disturbance. 相似文献