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151.
Julius N. Tsai 《Teaching Theology & Religion》2008,11(3):159-164
Abstract. Can one engage in pedagogical reflection from within the worldviews and practices of the religious traditions that one teaches? This essay explores the possibility of generating comparative models for teaching and learning via the Buddhist concepts of no‐self (anātman), skilful means (upāya‐kau?alya), and awakening (bodhi). 相似文献
152.
153.
Ming-Hong Tsai Shu-Cheng Steve Chi Hsiu-Hua Hu 《Journal of business and psychology》2009,24(2):193-200
Purpose The purpose of this study was to investigate how salespeople’s renqing orientation and self-esteem jointly affect their selling behavior.
Design/Methodology/Approach Data were obtained from a survey of salespeople from 17 pharmaceutical and consumer-goods companies in Taiwan (n = 216).
Findings Salespeople’s renqing orientation (i.e., their propensity to adhere to the accepted norm of reciprocity) compensates the negative effect of self-esteem
on their selling behaviors, such as adaptive selling and hard work.
Implications Our study results underscore the critical role of the character trait of renqing orientation in a culture emphasizing a norm of reciprocity. Therefore, it would be useful to consider a strategy of recruiting
salespeople with either a high self-esteem or a combination of high renqing orientation and low self-esteem.
Originality/Value The existing literature of industrial/organizational psychology and marketing primarily relies on constructs that are derived
from Western cultural contexts. However, the present paper extended these literatures by investigating the possible joint
effects of self-esteem with a trait originated from the Chinese culture on salespeople’s selling behaviors. 相似文献
154.
Cheng-hung Tsai 《Phenomenology and the Cognitive Sciences》2011,10(4):541-556
Knowing-how is currently a hot topic in epistemology. But what is the proper subject matter of a study of knowing-how and
in what sense can such a study be regarded as epistemological? The aim of this paper is to answer such metaepistemological
questions. This paper offers a metaepistemology of knowing-how, including considerations of the subject matter, task, and
nature of the epistemology of knowing-how. I will achieve this aim, first, by distinguishing varieties of knowing-how and,
second, by introducing and elaborating the concept of hybrid knowing-how, which entails a combination of a ground-level ability
and a meta-level perspective on that ability. The stance I wish to advocate is that the epistemology of knowing-how is a normative
discipline whose main task is to study the nature and value of human practical intelligence required to do things in a particular
manner. 相似文献
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Abstract: To understand any church institution as founded by Jesus, one must take account of its relationship to his work of bringing the Old Testament revelation and its institutions to their eschatological realization. A sample of the work of recent ecumenical dialogues (BEM and the international Lutheran– Roman Catholic document on church and justification) shows that their discussions of church institutions have failed to do this adequately. This failure has complicated the efforts at unity to which these dialogues intend to contribute. Attention to the Old Testament roots of church institutions can help ecumenical ecclesiology to focus better on some important issues. 相似文献
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This article examined changes in ethnic identity as a function of college type and residential status and whether differences due to college type could be explained by involvement in extracurricular activities and college ethnic composition. Although no changes in ethnic labeling or belonging were found, there was a normative decrease in ethnic search, independent of residential status. Moreover, the decline in ethnic search was significantly greater at 2- than 4-year colleges, and this difference was mediated by higher rates of participation in extracurricular activities at 4-year colleges. Ethnic identity did not vary by college ethnic composition. There were no ethnic or generation differences in ethnic identity change; however, women were more likely to include an American term in their ethnic label than were men, over time. Averaging across time, students at 4-year colleges also had a greater preference for the American term in their ethnic labels. Findings illuminate the importance of context in shaping ethnic identity. 相似文献
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