Introducing a conscious approach into academic practice: Breaking boundaries in the conference space

This paper aims to explore the emotional geographies involved in introducing a conscious approach into academia. A conscious perspective embodies the notion of reflexive practices to encompass a state of awareness embracing all senses, emotions, feelings and experiences. We argue that adopting a conscious approach can facilitate change and challenge hierarchies and boundaries, to embed compassionate approaches into practice to contest the impacts of the neoliberalising of academia identified in the emotional geographies literature. To illustrate these points we present an analysis of producing a ‘conscious conference’. Conferences are a key site of academic practice in which hierarchies, boundaries and barriers are reproduced. To challenge this, we co-produced an event from a conscious perspective focusing on emotions in academia. This conscious approach demanded attention to the ‘atmosphere’ of the conference which we sought to disrupt and reformulate by deploying three ‘gentle disrupters’. How these were implemented, and the effects that they had, are discussed in three sections: Creating a new multi-sensorial space and atmosphere to challenge boundaries; Communication, Community and Co-Creation; and Emotion. The concluding section explores broader issues regarding introducing consciousness into academia and the central role that emotional geographies play within this approach.     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。     

《管子》的生态思想探析

《管子》蕴含有丰富的生态思想,它叙述了植物与海拔、水等生态因子的关系,叙述了各种不同土壤与动植物以及人们健康的关系等;在对待自然资源方面,它要求辩证地遵循自然规律,要求人与自然和谐发展;通过适度索取和"以时禁发"的方式来实现对自然资源的保护,达到永续利用的目的。这些对当今生态文明的建设是不无裨益的。     

论老子首倡人性善

老子是第一个提出人性善的哲学家。从他的宇宙生成论、人性修养论可以看出老子是主张人性善的。老子认为人性变坏的原因主要是客观事物的影响和世俗教育,"复归于婴儿"是老子人性修养论的总纲,其复归美好天性的主要措施是:反对享乐品的出现,反对世俗的教育。     

Effets comportementaux et attitudinaux d’une procédure de Pied-dans-la-porte en entreprise

The present research investigates attitudinal and behavioral effects of a Foot-in-the-door paradigm (Freedman & Fraser, 1966), adapted to a company world. Moreover, it measures the impact of a variable whose integration to the paradigm has been discussed (Joule and Beauvois, 1998; Joule, Py & Bernard, 2004) although its effect has not been experimentally demonstrated: Action Identification (Vallacher and Wegner, 1985). Results show a response rate to the target request and a mean of affective commitment to the organization (Allen & Meyer, 1990) higher in the F.I.T.D. condition, particularly when the level of action identification is taking into account. Results are discussed in terms of commitment theory and action identification theory.     

La Justice Procédurale comme Variable Prévisionnelle de la Motivation Intrinsèque au Travail

Although the importance of intrinsic motivation at work is already known, the relationship between organizational justice and employees’ motivation remains unexplored. Consequently, the purpose of the present study was to examine the predictive role of organizational justice on intrinsic motivation and the mediation effect of fundamental needs satisfaction in the study of organizational justice and employees’ intrinsic motivation. Key variables have been measured with a sample of 273 workers coming from numerous fields of work. Correlational analyses and multiples regression analyses have been conducted and have shown a significant positive relationship between the variables as well as a partial mediation effect of the basic psychological needs’ satisfaction in the relationship between procedural justice and intrinsic motivation. Results show significant positive relations between the three variables of interest and a partial mediation of the basic needs in the relation existing between procedural justice and intrinsic motivation. The role of justice for the development of intrinsic motivation at work is discussed.     

L’insertion professionnelle des enseignants débutants au Québec

With an aim of checking if educational circles took into account the professional induction of their beginning teachers, in the context of the renewed teacher educational formation, we investigated the working experience of newly graduated high-school teachers from University of Montreal in the years 1998-1999-2000. This study also tries to see if the renewed teacher educational formation inaugurated in 1994 plays a facilitating role in the beginning high school teachers’ induction and if professional exhaustion is part of their problems. The results obtained indicate that 94 % (N=165 out of 176) of the beginners participating in our study considered to have succeeded in their professional insertion. Most of them find their initial formation adequate. They say to be especially satisfied of the quantity and quality of the training courses and state that their formation covers well the various aspects of the actual teacher’s task. Beginners also find that school Commissions should greatly improve their facilitating measures of professional insertion. The results of the investigation showed that the professional insertion of the beginners is more difficult in the absence of helping measures. Finally, although the majority of beginners complain about the heaviness of their task, the investigation reveals that professional exhaustion does not play a part in the success or failure of their induction.     

Analyse interlocutoire d’une plainte exprimée par une équipe mobile de soins palliatifs

This article points out the merits of conducting an interlocutory analysis of a group meeting held between two administrations of a questionnaire. Here, the Company Climate Questionnaire was filled out individually by the members of the group before and after the meeting. Changed attitudes toward the supervisory staff were observed after the discussion. All participants were members of a mobile palliative care team at a university hospital. The verbal interaction analysis allowed us to identify the collaborative facet of the complaint that surfaced, and to determine what inter - subjective processes arising during the group discussion triggered the expressed changes of opinion.     

Sustainable system-of-systems and francophone activity-centered approaches in ergonomics: Converging and diverging lines of dialogue

This paper initiates a dialogue between the sustainable system-of-systems (SSoS) approach and one particular situated approach of activity analysis within francophone activity-centered ergonomics (FACE). This paper explores the possible cross-fertilizations between FACE and SSoS in coping with the challenge of enlargement which ergonomists have to face in order to address sustainability issues. We present how the SSoS model and FACE have currently considered the challenges of sustainable development and the theoretical-methodological principles that frame their approaches. Then, eight topics of dialogue are introduced and debated in order to open the dialogue between the two approaches where emerging lines of convergence are generated. We conclude by further discussing the complementarity between FACE and SSoS in the objectives of their approaches and the levels analysed by each approach, and by highlighting the importance of taking into account the emergent and complex aspects of systems. One possible way forward might be to “situate the sustainable system-of-systems” while also “systemizing systems of sustainable situations” for the future.     

Les représentations philosophiques de la relation entre l’« esprit » et le cerveau des enseignants-chercheurs de psychologie : quelques implications

The history of psychology has been marked by strong methodological, theoretical and epistemological controversies. In this paper, we evaluate the hypothesis that these well-known controversies are often implicitly supported by philosophical, metaphysical and probably religious oppositions. The focus of our investigation concerns the classical opposition in philosophy between dualism and physicalism, more specifically the complex relationship between the brain and the mind. One hundred and sixty-six teachers and researchers (30 in clinical psychology, 37 in cognitive psychology, 31 in development psychology, 38 in social psychology and 30 in neurosciences) from 8 French universities have accepted to participate in this survey by responding to a questionnaire made of 17 questions. Data were analyzed using factor analysis technique and the results of the principal component analysis (PCA) revealed four main factors that are more likely to define accurately the philosophical profile of each sub-discipline. The main result of this survey is that philosophical and metaphysical positions, at the foundations of psychology, clearly distinguish and oppose the five studied sub-disciplines. At one extreme, there are cognitive psychologists and neuroscientists who are strongly physicalist. To the contrary, clinical and social psychologists exhibit more dualistic representation. Developmental psychologists occupy an intermediate position between these two extremes. Finally, we analyzed the implications of the participants’ philosophical representation differences, from an epistemological and clinical/practical point of view. The important point is that these philosophical and metaphysical oppositions are largely implicit. Indeed, inside our community, it is very rare, if not exceptional, that they are explicitly involved in the theoretical or epistemological conflicts, which exist inside our discipline. However, it is probable that they play a massive role in our debates, a role all the more important, as we are largely unconscious of them. The current study is the first to tackle such an important topic by describing more accurately the philosophical representation of scholars in major sub-fields of psychology. By revealing such deep metaphysical oppositions, we hope to shed a new light on the origins of these persisting conflicts in psychology.