Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period.

Parental Social Cognitions: Considerations in the Acceptability of and Engagement in Behavioral Parent Training

Behavioral parent training (BPT) is a widely used, evidence-based treatment for externalizing child behaviors. However, the ability of BPT programs to be maximally effective remains limited by relatively low rates of acceptance, attendance, and adherence to treatment. Previous reviews have focused on a variety of demographic and mental health characteristics of parents and children that are predictive of poor outcomes in BPT. This paper focuses instead on consideration of parental social cognitions, and how incorporation of these cognitions may, or may not, be useful in advancing the effectiveness of BPT. We first review evidence suggesting limited incremental effects to incorporating parental cognitions within the context of BPT programs. Then, we examine the role of two particular types of parental social cognitions, attributions and parenting efficacy, in relation to the initial stages of accepting and engaging in BPT. We conclude by noting limitations in available research on the links between parental social cognitions and BPT, and we outline a number of potentially useful directions that may clarify whether or not parental social cognitions should be accorded greater attention either in the initial stages or throughout BPT programs.     

Utility of extinction-induced response variability for the selection of mands

Functional communication training (FCT; Carr & Durand, 1985) is a commonly used differential reinforcement procedure for replacing problem behavior with socially acceptable alternative responses. Most studies in the FCT literature consist of demonstrations of the maintenance of responding when various treatment components (e.g., extinction, punishment) are present and absent (e.g., Fisher et al., 1993; Wacker et al., 1990). Relatively little research on FCT has (a) evaluated the conditions under which alternative responses are acquired or (b) described procedures with technological precision. Thus, additional research on a cogent technology for response acquisition appears to be warranted. In the current study, we evaluated the efficacy of exposing problem behavior to extinction for inducing response variability as a tool for selecting an alternative response during FCT. Once participants engaged in appropriate alternative responses, the reinforcer identified in the functional analysis as maintaining problem behavior was delivered contingent on the alternative behavior. Results showed that exposing problem behavior to extinction was a useful method for producing alternative behaviors during FCT.     

亚里士多德物理学中的“原因”和“运动”概念——从库恩的观点看

在库恩“范式”理论的发展中,“类比”对于塑形知识范式的基本作用被越来越多地强调。与此相应,亚里士多德亦将“类比”作为认识得以形成和扩展的基本方法。正是凭借对“人间”领域中较熟悉事物的观察,亚里士多德才得以形成对“天”进行论说的概念基础。正因如此,亚式物理学中那些诸多不同于现代物理学的特质,似都可以通过这种独特的类比模式得到说明。     

微表情的特征、识别、训练和影响因素

微表情是人压抑的真实情绪的泄露, 时间约为1/25~1/2 s, 常出现在说谎情境, 可能源于椎体束运动系统控制的自主面部运动和椎体束外运动系统控制的非自主面部运动的“拔河比赛”。已有研究构建了微表情数据库, 开发了BART和JACBART等微表情识别测验以及METT训练, 并探讨了微表情识别及训练与认知、人格、文化、职业等的关系。但这些研究考察的中性表情背景下微表情只是镶嵌在各表情背景下真实微表情的特例, 生态程度不高; 少量研究探索了表情背景对微表情识别的影响但未建立标准测验。未来应开发生态化微表情识别标准测验和训练, 尝试跨越微表情发生和识别的界限, 并采用生理−心理、电生理和脑成像技术探索其机制。     

Introduction: Organ Transplantation—A Challenge for Global Ethics

A social scientific interpretation of the development of global ethics is offered. Both spontaneous and intended mechanisms of the construction of such an ethics within the broader processes of globalization are analyzed, and possible theoretical foundations are suggested. The scientific and technological achievements that gave rise to the medical procedure of organ transplantation generated new questions and challenges that theologians, scholars of religion, natural scientists, and social scientists are now trying to resolve.     

Evaluating Cognitive Training Outcomes: Validity and Utility of Structural Knowledge Assessment

Conventional approaches to evaluating cognitive outcomes of training typically use paper-and-pencil tests that emphasize gains or differences in declarative knowledge. Yet a key factor in differentiating expert and novice performance is the way individuals organize their knowledge. Accordingly, the acquisition of meaningful knowledge structures and methods of assessing structural knowledge are potentially important issues for designing and evaluating training programs. Two studies were conducted to examine the validity and utility of one structural assessment technique called Pathfinder (Schvaneveldt, Durso, & Dearholt, 1989). Results from academic and organizational samples indicated that Pathfinder measures of structural knowledge quality predicted individual differences in performance self-efficacy. After controlling for differences in declarative knowledge, measures of structural knowledge quality added to the prediction of performance self-efficacy in the student sample, but not in the organizational sample. The unique features and potential advantages of structural assessment for training evaluation are discussed.     

Learning from Our Mistakes: Error Management Training for Mature Learners

This research explored the effects of training goal (learning goal vs. performance goal) and training type (error management vs. error avoidance) on word processing skill acquisition with older workers. Sixty-seven participants were randomly assigned to one of four experimental conditions and attended two interactive tutorial training sessions. Results indicated that error management training lead to significantly higher performance test scores, learning quiz scores, and requests for assistance compared to error avoidant training. Additionally, learning goals generated significantly higher performance test scores and intrinsic motivation levels relative to performance goals. Other applications of error management training are discussed.     

Research into the organisation,training and effectiveness of counsellors who work for free

The activities of voluntary or ‘paraprofessional’ counsellors, who work for free, represent a highly significant component of the delivery of psychological therapy in Britain and other countries. However, in recent years there has been relatively little published research into issues associated with the provision of service by counsellors who work on a voluntary part‐time basis, and who typically receive limited training and supervision. This paper introduces a special theme section on counselling in the voluntary sector, which highlights some recent examples of research into the context, organisation, training and effectiveness of such counsellors. Some suggestions are made concerning the research agenda for counselling in the voluntary sector.     

Cultural diversity: Mapping the experiences of students on an international counsellor training programme

This research study explores one part of a diverse counselling training landscape in the shape of an international postgraduate education and training programme for counsellors. The research sample includes participants from Tanzania, the Gambia, Ghana, Nigeria, Indonesia, China, Taiwan, Iceland, Japan, Greece, Portugal, Lebanon and Saudi Arabia. Cultural diversity is examined in relation to the learning and development of international counselling students. Qualitative analysis of interview data is used to identify issues related to student expectations, the process of becoming a counsellor and student learning outcomes. Some issues in counsellor training appear to be shared across all international students, while other issues arise from specific cultural backgrounds of students. The implications of these findings are discussed.