Democratic Citizenship, Education and Friendship Revisited: In Defence of Democratic Justice

Literature about the significance of cultivating democratic citizenship education in universities abounds. However, very little has been said about the importance of friendship in sustaining democratic communities. In this article I argue for a complementary view of friendship based on mutuality and love—with reference to the seminal ideas of Sherman and Derrida. My view is that teaching and learning ought to be used as pedagogical spaces to nurture forms of friendship which not only encourage mutuality but also love in order to make possible the taking of risks on the part of students and teachers. And, if teachers and students act with mutuality and love they would be more favourably positioned in their society to take risks and to enact democratic justice.     

German translation and psychometric evaluation of the Body Appreciation Scale

This paper examined the psychometric properties of the German version of the Body Appreciation Scale (BAS), a novel scale for the assessment of positive body image. Based on a community sample of 156 women and 144 men in Austria, results showed good internal reliability and construct validity for the BAS scores, as well as a unidimensional factor structure for both women and men. Specifically, Cronbach's alpha was high for both women ( = .90) and men ( = .85), and the BAS was correlated with the body esteem scale and self-esteem. In addition, women with lower BMIs reported greater body appreciation, but no such association was found for men. Finally, there were small sex differences in BAS scores, with men scoring more positively than women (Cohen's d = 0.26). The German BAS, a useful indicator of positive body image among Austrian adults, should prove valuable for the assessment of body image in German-speaking countries.     

Lexically restricted utterances in Russian, german, and english child-directed speech

This study investigates the child-directed speech (CDS) of four Russian-, six German, and six English-speaking mothers to their 2-year-old children. Typologically Russian has considerably less restricted word order than either German or English, with German showing more word-order variants than English. This could lead to the prediction that the lexical restrictiveness previously found in the initial strings of English CDS by Cameron-Faulkner, Lieven, and Tomasello (2003 ) would not be found in Russian or German CDS. However, despite differences between the three corpora that clearly derive from typological differences between the languages, the most significant finding of this study is a high degree of lexical restrictiveness at the beginnings of CDS utterances in all three languages.     

Validation of the German version of the Driver Skill Inventory (DSI) and the Driver Social Desirability Scales (DSDS)

The psychometric properties of the new German versions of the Driver Skill Inventory (DSI) and the Driver Social Desirability Scales (DSDS) were examined. The DSI is a self-report measure assessing perceptual-motor skills and the safety motive as two important aspects of driving behavior. Self-report measures, however, are susceptible to socially desirable responding (SDR) which is why both general and specific driving-related SDR scales have been developed: Based on the Balanced Inventory of Desirable Responding (BIDR), the DSDS taps Driver Impression Management and Driver Self-Deception as two important aspects of SDR. In two validation studies with less experienced (N = 130) and experienced drivers (N = 1199), both inventories showed the expected two-factor structure and satisfactory internal consistency. In Study 1, self-ratings were compared with and confirmed by peer-ratings. In both studies, we accumulated evidence of convergent and discriminant validity for the German version of the DSI by correlating it with demographic, driving-specific, and personality measures, including the Big Five, Type A behavior, and sensation seeking. The DSI seemed to be only marginally contaminated by SDR.     

RELIGIONIS CAUSA

The claim is widespread that the preservation, or reintroduction, of Western traditions of holy war in the post‐Reformation period was due mostly to Protestantism, especially in its Calvinist variety. This paper makes a case for examining the thought of a much broader selection of minor intellectuals on just and holy war than is usually done, and to do so in other national contexts than exclusively the English Puritan one. To test the apparently widespread view that, historically, Calvinism has had a particular proclivity for holy war, the article treats theological justifications of war in seventeenth‐ and eighteenth‐century Dutch moral theology. Showing that a full‐blown concept of “holy war” was largely absent from Dutch theological thought, it falsifies the assumption that historical Calvinism (or Protestantism in general) is inherently belligerent. The paper demonstrates that justifications of violence religionis causa and ideological motives for war have always been contingent, not on religions, but on the historical contexts in which those religions operate.     

清末民初的道德救世与伦理重构刍议

清末民初时人视道德为救世法宝。其内涵主要体现在道德思维、道德理想、道德精神、道德责任、道德判断、道德选择、道德实践等方面。它们彼此影响,共同推动救世思潮走向高潮。其间显现的现实困难促使伦理重构次递展开。此举客观上冲破了固有纲常经典藩篱,导致此一制度化理论体系的解构,开启了近代伦理重构的序幕。他们立足于批判继承、综合创新以展示其现实价值,初步确立起中国近代伦理学雏形,实现了传统伦理道德的近代化。     

Pentecostal Mission: A German Free Church Perspective

The Pentecostal movement is growing worldwide. This applies both globally and to the German context. Pentecostal mission, therefore, plays an increasingly important role – a role that is also reflected in new networks and institutions emerging in Germany. As Pentecostal churches increase in importance, their ecumenical relationships are also moving into focus. The reproach of prosyletism arises repeatedly at the intersection of mission and ecumenism in ecumenical discussions. This article illustrates the development of ecumenical relations in Pentecostal churches in Germany from a Free Church perspective, viewing ecumenical challenges and opportunities in relation to approaches of church theory.     

Virtually overcoming grammar learning with 3D application of Loci mnemonics?

The importance of contextual information for memory organization has been advocated by memory research and ancient mnemonic techniques (e.g., method of loci), yet it remains overlooked in most current study environments. Here, German noun gender was presented to 48 participants without prior knowledge of German, either without or within a provided spatial context consisting of a simulated virtual environment that could be explored freely. The three main findings were: in addition to reduced forgetting rate, memory was significantly enhanced when acquisition had occurred with a spatial context than without, in immediate, and delayed cued recall, as well as in delayed free recall. Second, visualization ability predicted spatial context efficiency as a memory aid for cued recall. Lastly, performance of the method of loci‐based method correlated with its perceived efficiency. This is the first study to experimentally demonstrate the potential effectiveness of computer‐induced spatial context on grammar learning.     

‘The teachers put effort into teaching us about life,and what’s right and what’s wrong’: values and moral education in publicly-managed schools in Ireland

In light of cultural and demographic changes in the Republic of Ireland, there is an important and urgent need for research on the articulation of values education in Irish publicly-managed schools. This article reports the findings from a research project on the moral, religious and spiritual values and traditions of staff and students in publicly-managed schools. Data was collected from 18 second-level schools throughout the country, using a mixed methods approach involving the named values of participants’ school, as well as the policies and practices employed within the schools to support these named values. Findings show that both teachers and students identify positive values such as respect and well-being, equality and inclusion, and describe values education in practice. However, some differences emerging in the findings highlight the vacuum left by the lack of sectoral guidance. The implications of this vacuum are discussed, as it provides an opportunity for dialogue and consensus-building on values, and also for schools to develop their own context-relevant set of values.