试论批判性思维与逻辑的关系

“批判性思维”一词已成为当今教育界一个十分时髦的术语。心理学家、教育学家、哲学家都在讨论批判性思维。但是,什么是批判性思维?其逻辑基础是什么呢?我们认为,目前学界对此的认识有待进一步澄清。在逻辑学界,批判性思维已成为当前逻辑学教学改革和发展的一种重要方向。有学者认为,批判性思维与非形式逻辑有着密不可分的联系,甚至有人认为批判性思维与非形式逻辑两者可以不加区别交互使用。该文首先考察了心理学家、教育学家和哲学家们分别给出的批判性思维的定义,然后分析批判性思维与非形式逻辑、形式逻辑之间的相互联系与区别,进而认为形式逻辑和非形式逻辑共同构成了批判性思维的逻辑基础。     

临床均势原则辨析——对临床科研方法的伦理思考

随机对照试验作为一种评价新疗法的可靠设计方法,开始逐渐被世界范围内的临床医生所广泛接受和采用,成为目前最重要的试验方法之一。RCT的运用应该遵循一定的伦理准则,即临床均势原则。围绕临床均势原则这一主题,对随机对照试验的方法论进行较为深入的伦理学思考。并对临床均势的内涵、伦理意义,以及这一伦理要求在实践中所引发的各种伦理争论加以探讨。     

Private blog reflections connecting course content with field experiences: preservice teachers grapple with teacher identity

A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.     

What Is Philosophy of Music Education and Do We Really Need It?

The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.     

The balance beam in the balance: reflections on rules, relational complexity, and developmental processes

The lead articles by Jansen and van der Maas (2002, this issue) and Halford, Andrews, Dalton, Boag, and Zielinski (2002, this issue) raise numerous questions concerning the development of rule use and how best to assess it. In this Reflection, we focus on the following: (a) When can one infer the use of a rule? (b) What are the mechanisms underlying the development of rule use? and (c) What is the relation between understanding and execution? In addressing these questions, we contrast relational complexity theory with cognitive complexity and control (CCC) theory.     

Scaling affordances for human reach actions

A methodology developed by Cesari and Newell [Cesari, P., & Newell, K. M. (1999). The scaling of human grip configuration. Journal of Experimental Psychology: Human Perception and Performance 25, 927-935; Cesari, P., & Newell, K. M. (2000). The body-scaling of grip configurations in children aged 6-12 years. Developmental Psychobiology 36, 301-310] was used to delineate the roles of an object's weight (W) and distance (D) as well as the actor's strength (S) in determining the macroscopic action used to reach for the object. Participants reached for objects of five different weights placed at 10 distances. The findings of a single discriminant analysis revealed that when object weight is scaled in terms of each individual's strength and reach distance is scaled in terms of each individual's maximum-seated reach distance, a single discriminant analysis was able to predict 90% of the reach modes used by both men and women. The result of the discriminant analysis was used to construct a body-scaled equation, K=lnD+ln(W/S)/36, similar in form to the one derived by Cesari and Newell, accurately predicted the reach action used. Our findings indicate that Cesari and Newell's method can identify a complex relationship between geometric and dynamic constraints that determine the affordances for different reach actions.     

Racial microaffirmations as a response to racial microaggressions: Exploring risk and protective factors

The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize Critical Race Theory (CRT) to extend theorizing on the concept of racial microaffirmations as a response to everyday systemic racism—racial microaggressions. We reframe the psychological concept of risk and protective factors to illustrate the relationship between racial microaggressions and microaffirmations. Our findings identify types of racial microaffirmations experienced by Students of Color at a public four-year institution in California. We explore how these microaffirmations are experienced and the effects they have on the students well-being.     

Building Leadership,Capacity, and Power to Advance Health Equity and Justice through Community‐Engaged Research in the Midwest

The Health Equity Advancement Lab (HEAL) at the University of Iowa College of Public Health began in 2012 to support students, researchers, and community members interested in tackling persistent health inequities through a community‐based participatory research (CBPR) approach. Using concepts from critical consciousness theory, we developed an approach to building students’, faculty members’, and community partners’ capacity to engage in CBPR to promote health equity that involved immersion in developing CBPR projects. Our paper describes the evolution of HEAL as a facilitating structure that provides a support network and engages diverse stakeholders in critical reflection as they participate in research to advance health equity, and resulting political efficacy and social action. We describe one HEAL‐affiliated research project that employs a CBPR approach and has a strong focus on providing transformative learning experiences for students, faculty, and community members. We highlight challenges, successes, and lessons learned in the application of critical consciousness as a framework that engages diverse academic and community partners seeking to promote health equity. We argue that critical consciousness is a relevant theoretical framework to promote transformative learning among students, faculty, and community partners to promote health equity research in diverse communities.