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”.     

The interfaith network (UK) and interfaith relations

The InterFaith Network (UK) was formed officially in 1988 as the result of almost two years of negotiations, conversations and preparatory meetings. In the late 1980s there was a feeling in circles working in interfaith affairs that the time might have come for some form of national effort.     

Grandiose narcissism,depression and suicide ideation in Chinese and German students

Current Psychology - In Western cultural context, grandiose (overt) narcissism has been shown to be either unrelated or negatively related to negative mental health (depression, suicide ideation)....     

Psychometric properties and measurement invariance of Depression,Anxiety and Stress Scales (DASS-21) across cultures

Cross-culturally measurement invariant instruments are useful for the assessment of mental symptoms across cultures. The current study aimed to investigate the psychometric properties and measurement invariance of the Depression, Anxiety and Stress Scales (DASS-21) (DASS) across Pakistan and Germany. German participants were recruited through an online survey (N = 1323), while Pakistani participants were recruited through online survey or paper-and-pencil survey (N = 1841). The DASS-21 showed good reliability, construct and structure validity in both countries. The DASS-21 indicated partial weak (stress subscale) and partial strong measurement invariance (depression and anxiety subscales) between both countries. Latent mean comparison of depression and anxiety symptoms between Pakistani and German students indicated that Pakistani university students experience more symptoms of depression and anxiety. Results suggest that the DASS-21 could be used in Pakistan and Germany, but caution should be taken when making direct comparisons between the two countries.     

Parental Influence on Students' Educational Choices in the United States and Germany: Different Ramifications—Same Effect?

Despite the historical trend in all Western societies to increase educational participation irrespective of students' social origin, the correlation between parents' education and socio-economic status and the educational outcomes of their offspring remains a rather universal phenomenon. Although comparative studies have consistently found this association in various nations which differ in many ways in their educational systems, little is known about the mechanism behind this effect. Drawing on the assumption that career decision points are the major gateway for social background influences, we assume that similarities, as well as differences in the structure of the correlation between parents' socioeconomic background and students' school success, can be explained. Using two longitudinal data sets from the United States (N=1425) and Germany (N=1755) covering the school careers from Grade 7 to Grade 10, the analyses supported the hypothesis that (a) achievement information is the best predictor of career relevant decisions in both nations, (b) parents' background variables are independent additional predictors of career decision but not for actual learning progress, and (c) the assumed accumulation process of social background influences is more pronounced in the German than in the U.S. school system.     

The Supervenience Argument and the Generalization Problem

This paper tries to show that Kims strategy of preventing the problem of generalization of mental causation is not successful and that his original supervenience argument can be applied to cases of nonmental macrolevel causation, with the effect that nonmental macroproperties which only supervene on, but are not identical with, configurations of microproperties turn out to be epiphenomenal after all.     

Dimensionen der Gefühle

Zusammenfassung Es war das Ziel der Untersuchung, ein System der Gefühlsqualitäten zu finden, das im Unterschied zu früheren Klassifikationsversuchen nicht auf der Anwendung formaler Kategorien oder anderer, gewissermaßen von außen an den Gegenstand herangetragener Gesichtspunkte beruhte, sondern aus den Erlebnisinhalten selbst hervorging.Nach verschiedenen Methoden wurden drei Versuche unternommen, in denen die Versuchspersonen auf Grund der Vergegenwärtigung des Erlebnisses Urteile über die Ähnlichkeit und über bestimmte Eigenschaften von Gefühlsqualitäten abzugeben hatten.Aus den Ergebnissen aller drei Versuche konnten Ordnungssysteme der verwendeten Gefühlsqualitäten gebildet werden. Trotz der Verschiedenheit der angewendeten Methoden besteht zwischen den drei Systemen in den vergleichbaren Punkten eine nahezu vollkommene Übereinstimmung.Die Gesamtheit der Gefühlsqualitäten ordnet sich nach dem Resultat dieser Untersuchung in drei Dimensionen an, denen die Bezeichnungen Angenehm—Unangenehm, Unterwerfung—Überhebung und Grad der Motivierung gegeben wurden.Nach einigen Betrachtungen über die der Beurteilung von Gefühlsqualitäten zugrunde liegenden subjektiven Prozesse werden methodische Folgerungen gezogen, die besagen, daß die Voraussetzungen für die Untersuchung der Gefühle weit günstiger sind, als dies nach der vorherrschenden Meinung der Fall ist. Schließlich wird die Anwendungsmöglichkeit der Resultate auf einige Fragestellungen der Gefühlsforschung an Hand von Beispielen erörtert.