Critical reflection on the ESL teacher’s subjectivity

This study explores the possibility of raising the author’s own critical awareness as an ESL teacher by reflecting critically on his subjectivity involved in the implementation of critical literacy in the reading classroom, especially examining not just his thoughts and feelings but also his teaching practices. It highlights discrepancies between his expectations and realities, and conflicts between his own beliefs. It also highlights not just effective aspects of his teaching, which show his contribution to enhancing dialogue among students and their engagement with critical social practices, but also less-effective aspects of his teaching, which show his failure to push participants for more information and his distortions of participants’ statements. Further, the study demonstrates the need for encouraging teachers to reflect critically on themselves as transformative beings.     

Children's developing notions of (im)partiality

This research examines the development of children's understanding that people's judgments may be skewed by relationships, and that situational factors may make it difficult to be impartial. One hundred and seventy-one adults and children between kindergarten and eighth grade heard stories about judges in contests with objective or subjective criteria for winning. In Experiment 1, by fourth grade, children rated a judge with no personal connection (the "neutral judge") as being more likely to be objective than a judge with a personal connection (the "connected judge"). Younger children showed the opposite pattern. Experiment 2 replicated this finding for judges, and also found that children across development have similar ideas regarding the characteristics for being a good judge. Not until eighth grade, however, did children indicate that a connected judge was more problematic in subjective situations than in objective ones.     

How young children judge whether a word is one they know: a dual criterion account

Word familiarity judgment may be important for word learning, yet little is known about how children make this judgment. We hypothesized that preschool-age children differ in the judgment criteria that they use and that this difference derives from individual differences in basic memory processes. Those who have superior phonological working memory, but who retrieve less semantic information than their peers, base the judgment on whether they recognize a word’s sound form. Those who show the opposite memory profile base the judgment on whether they retrieve a word’s meaning. The results of two studies of 3- and 4-year-olds were consistent with these claims. Among those performing poorly on one memory measure, judgment accuracy was directly related to performance on the other memory measure. These memory-judgment relations were also found to be highly specific. This is the first investigation to demonstrate the usefulness of an individual differences approach for identifying relations between linguistic judgment processes and basic memory processes during early childhood.     

Derrida on teaching: The economy of erasure

This article explores Derrida's claim that teaching is a deconstructive process. In order to explore this claim, the Derridean concept of "erasure" is explored. Using the concept of erasure, this article examines two important aspects of teaching: the name that teachers establish for themselves, and, teaching against social power from a Derridean (erasure-oriented) perspective. Ultimately, the paper confirms Derrida's claim that teaching is indeed a deconstructive practice.

The pragmatic circle

Classical Gricean pragmatics is usually conceived as dealing with far-side pragmatics, aimed at computing implicatures. It involves reasoning about why what was said, was said. Near-side pragmatics, on the other hand, is pragmatics in the service of determining, together with the semantical properties of the words used, what was said. But this raises the specter of ‘the pragmatic circle.’ If Gricean pragmatics seeks explanations for why someone said what they did, how can there be Gricean pragmatics on the near-side? Gricean reasoning seems to require what is said to get started. But then if Gricean reasoning is needed to get to what is said, we have a circle.     

Danto’s Dialectic

Arthur C. Danto’s Analytical Philosophy of History has a Kantian ambition: to state the conditions that make historical knowledge possible and to show “the unhappy destiny” that attends attempts to extend modes of representation beyond these conditions. Even though Danto’s book fails to achieve this ambition, it succeeds in making a number of important—if neglected—suggestions in the course of its attempt. One concerns the significance of the progressive tense for our thinking about human agency. Another concerns the way agency can impact negatively on the possibility of foreknowledge.

多层螺旋CT灌注成像在急性脑梗死超早期的应用

为了评价多层螺旋CT灌注成像(MSCTPI)指导下急性脑梗死超早期溶栓治疗,对60例发病≤3h临床诊断为脑梗死的患者进行常规颅脑CT扫描,对所有入选病例均进行MSCTPI检查。结果提示,MSCTPI可以超早期诊断急性脑梗死,为早期溶栓及个体化治疗提供影像学证据。     

从卦爻辞的内容看其性质

根据卦爻辞的形式和内容,我们把它分为三类;直接表述吉凶等断辞的;记述象占的;单纯纪事,无吉凶等断辞的。从性质上来说,《易经》是一部老皇历式的著作。卦爻画表示的是日历。直接表述吉凶的卦爻辞记述的是时日占候。记述象占的卦爻辞表述的是一些行为禁忌,其中的某些卦爻辞也应和时日有关系。单纯纪事的卦爻辞情况则较复杂,有些卦爻辞可能是祈使句,表示此卦爻所当时日内应做某事,有些则是记述的某时日内“名人”“名物”的事迹,供后人参考,有些则可能是些“半拉子工程”。     

Just methods in revolting times

This article takes up the challenge of critical methods in “revolting times,” as we conduct qualitative research on (in)justice festering within repulsive inequality gaps, and yet surrounded by the thrill of radical social movements dotting the globe. I introduce a call for “critical bifocality,” a term coined by Lois Weis and myself, to argue for research designs that interrogate how history, structures, and lives shape, reveal, and refract the conditions we study. Borrowing from critical researchers long gone, W. E. B. Du Bois in his text The Philadelphia Negro and Marie Jahoda in her stunning case study Marienthal, I offer up a set of epistemological muddles and methodological experiments, hoping to incite a conversation about our responsibilities as critical psychologists in deeply contentious times, refusing downstream analyses and resurrecting instead what Edward Said called “lost causes.”