A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community

This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing a place of critique for current practices.

The Social Production of Altruism: Motivations for Caring Action in a Low-Income Urban Community

Contemporary social science paints a bleak picture of inner-city relational life. Indeed, the relationships of low-income, urban-residing Americans are represented as rife with distress, violence and family disruption. At present, no body of social scientific work systematically examines the factors that promote loving or selfless interactions among low-income, inner-city American individuals, families and communities. In an effort to fill that gap, this ethnographic study examined the motivations for altruism among a sample of adults (n = 40) who reside in an economically distressed housing community (i.e., housing project) in New York City. Content analyses of interviews indicated that participants attributed altruism to an interplay between 14 motives that were then ordered into four overarching categories of motives: (1) needs-centered motives, (2) norm-based motives deriving from religious/spiritual ideology, relationships and personal factors, (3) abstract motives (e.g., humanism), and (4) sociopolitical factors. The implications of these findings are discussed.     

The development of intergroup bias in childhood: how social norms can shape children's racial behaviours

The present research examined the developmental course of racial behaviours in childhood. It tested the hypothesis that White children's expressions of racial prejudice do not necessarily decline in middle childhood due to the development of particular cognitive skills but that instead, as argued by the socio-normative approach, children older than seven will go on expressing prejudiced attitudes under appropriate conditions. This would be explained by the presence of an anti-racism norm, along with the existence of values promoting equal rights, which impede blatant expressions of racism. In the first study 283 White children aged 6-7 and 9-10 years performed a task of resource allocation to White and Black target children in conditions of high (White interviewer was present) or low (White interviewer was absent) salience of the anti-racist norm. The 6- to 7-year-old children discriminated against the Black target in both conditions whereas older children discriminated against the Black child only when the anti-racist norm was not salient. In Study 2, 187 White children aged 6-7 and 9-10 years performed the same resource allocation task in conditions of explicit activation of similarity vs dissimilarity or egalitarian vs merit-based norms regarding race relations. Supporting the hypothesis of the role of racist or anti-racist norms on the expression of intergroup discrimination, results have again shown that 6- to 7-year-old children discriminated against the Black target in both conditions while older children presented significantly different prejudiced/nonprejudiced behaviours consistent with the activated norms. These results were discussed in terms of the need for a reanalysis of the assumptions and research results of the cognitive-developmental theory and of further developments in the socio-normative approach regarding the development of prejudice in childhood.     

When linking is stronger than thinking: Associative transfer of valence disrupts the emergence of cognitive balance after attitude change

The present research investigated the role of cognitive balance vs. associative transfer of valence in attitude change. Participants first formed positive or negative attitudes toward several source individuals. Subsequently, participants were shown source–target pairs along with information about the source–target relationship (‘likes’/‘dislikes’). Afterwards, participants’ attitudes toward the sources were changed by means of information that was opposite to the initially induced attitude. In a control condition, initial source attitudes remained unqualified. Results in the control condition showed that initially formed attitudes and available relationship information produced target evaluations that were consistent with the notion of cognitive balance. However, when attitudes toward the sources changed, target evaluations directly matched attitudes toward individually associated sources, irrespective of the relation between source and target. These results suggest that associative transfer of valence can disrupt the emergence of cognitive balance after attitude change.     

A dual-process account of female facial attractiveness preferences: Sexual and nonsexual routes

The current study conceptualizes facial attractiveness as a dual-process judgment, combining sexual and aesthetic value. We hypothesized that holistic face processing is more integral to perceiving aesthetic preference and feature-based processing is more integral to sexual preference. In order to manipulate holistic versus feature-based processing, we used a variation of the composite face paradigm. Previous work indicates that slightly shifting the top from the bottom half of a face disrupts holistic processing and enhances feature-based processing. In the present study, while nonsexual judgments best explained facial attraction in whole-face images, a reversal occurred for split-face images such that sexual judgments best explained facial attraction, but only for mate-relevant faces (i.e., other-sex). These findings indicate that disrupting holistic processing can decouple sexual from nonsexual judgments of facial attraction, thereby establishing the presence of a dual-process.     

Spontaneous trait inference and construal level theory: Psychological distance increases nonconscious trait thinking

Can psychological distance affect how much perceivers form spontaneous trait inferences (STI) from others’ behaviors? On the basis of construal level theory (CLT) which posits that distant (vs. near) entities are represented more in terms of their abstract, global, and decontextualized features, we predicted that perceived distance would increase the tendency for perceivers to draw spontaneous trait inferences from behavioral information about actors. In two experiments, participants learned about people who were perceived as being distant or proximal to the self, and STI formation was subsequently assessed. We found that perceivers were more likely to form STIs about distant vs. near actors from the same behavioral information. These findings generalized across two distance dimensions: space and time. In addition, we found that priming individuals to adopt a high-level (vs. low-level) construal mindset also resulted in increased STI (Experiment 3). In sum, psychological distance facilitates STI formation, and this occurs via high-level construal of actors and their behaviors.     

When failing feels good—Relative prototypicality for a high-status group can counteract ego-threat after individual failure

Two studies demonstrate that members of high-status groups (i.e., men and students of business administration) but not members of low-status groups (i.e., women and education students) react with an increase in state self-esteem after an alleged poor performance on a fictitious intelligence test. This Failure-as-an-Asset (FA) effect is only observed when the high-status ingroup (i.e., men) is outperformed by a low-status outgroup (i.e., women). In this case, a poor performance will lead to a strong identification with the ingroup due to high ingroup prototypicality. As predicted, the effects of experiencing success or failure on self-esteem were mediated by identification with the ingroup.     

Anti-egalitarians for Obama? Group-dominance motivation and the Obama vote

The election of the first Black president was a watershed moment in American race relations, and many Obama voters saw their choice as affirming and furthering the dream of racial equality. However, the present study provides evidence that Obama also garnered votes from an unlikely source: those wishing to maintain racial disparities. Data from a longitudinal study of the election suggest that, while some anti-egalitarian voters opposed Obama due to his perceived “foreignness,” others voted for him in order to underwrite the hierarchy-enhancing claim that US racism has been eliminated. Anti-egalitarianism was only associated with an increased tendency to vote for Obama among individuals who claimed that his victory signals the end of racism.     

Interracial contexts debilitate same-race face recognition

Social cognitive research has documented the integral role of social categories (e.g., race) in face processing. Activating a social category can lead perception and memory of faces to be biased in a category-consistent direction. The current research extends this past work, to test the hypothesis that making a social category salient can reduce subsequent face recognition. In two experiments, the current research finds that the typically superior same-race recognition is debilitated by making the same-race category salient. We find that when White-Americans self-categorize as ‘White,’ subsequent perceptual and memorial biases reduce the typically strong same-race recognition.     

Preference for impossible figures in 4-month-olds

Can infants use interposition and line junction cues to infer three-dimensional (3D) structure? Previous work has shown that in a task that required 4-month-olds to discriminate between static two-dimensional (2D) pictures of possible and impossible cubes, infants exhibited a spontaneous preference for displays of the impossible cube but left open the question of whether they did so on the basis of purely local “critical regions” or whether they were able to employ more global clues. Here infants were presented with possible and impossible cubes in which the strictly local cues that could have derived from exterior binding contours were deleted. Results showed that infants were still able to discriminate possible cubes from impossible cubes, suggesting that longer looking infants are sensitive to global properties and that the capacity to integrate pictorial information to perceive aspects of global 3D shape may develop earlier than demonstrated previously using reaching tasks.