The effect of students’ roles on the establishment of shared knowledge during collaborative problem solving: a case study from the field of mathematics

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge. An earlier version of this paper was presented at the 28th Annual Conference of the International Group for the Psychology of Mathematics Education (PME 28), held in Bergen, Norway in 2004.     

Cognitive science and epistemic openness

Recent findings in cognitive science suggest that the epistemic subject is more complex and epistemically porous than is generally pictured. Human knowers are open to the world via multiple channels, each operating for particular purposes and according to its own logic. These findings need to be understood and addressed by the philosophical community. The current essay argues that one consequence of the new findings is to invalidate certain arguments for epistemic anti-realism.     

解析实践智力理论

实践智力理论是斯腾伯格等人针对智商研究解释力不足提出的,它是对传统智力理论的有益补充。本文介绍了实践智力理论的核心概念、基本观点以及当前心理学界对之提出的主要质疑,并对该理论的优长与缺憾进行了分析和讨论。     

苏格拉底真的认为"美德即知识"吗?

根据史料,我们并不能确认苏格拉底真的认为美德即知识,而“美德即知识”在苏格拉底时代是一个比较含混的命题,并没有准确表达苏格拉底关于美德和知识关系的看法。     

A reconstruction of contemporary Confucianism as a form of knowledge

Traditional Confucianism might be likened to a great tree, with various branches and trends of thought emerging from common roots. Continuing with this metaphor, Confucianism as a form of knowledge might be regarded as a main branch, and the resulting form of Confucianism constitutes the main body of Chinese learning. Due to modern society’s transformation, Confucianism as a form of knowledge has begun to disappear and the form of Confucianism which has its own discourse system and problem consciousness has become a disconnected tradition and an object of study of all the branches of learning in modern times. It is important for the present-day development of Confucianism that we break the rigescent modern academic system, propagate Confucianism as a form of knowledge, and rebuild the Confucian form of knowledge. __________ Translated from Hebei Xuekan 河北学刊 (Hebei Academic Journal), 2005(4) by Yan Xin     

Practical reasoning and practical knowledge

The judgement that provides the content of intention and coincides with the conclusion of practical reasoning is a normative judgement about what to do, and not, as Anscombe and McDowell argue, a factual judgement about what one is doing. Treating the conclusion of practical reasoning as expressing a recommendation rather than a verdict undermines McDowell’s argument; the special nature of practical reasoning does not preclude its conclusions being normative. Anscombe’s and McDowell’s claim that practical self-knowledge is productive of action may be accommodated by identifying the content of practical knowledge not with the conclusion but with a premise of practical reasoning – a kind of practical reasoning that occurs within rather than before action.     

Motor activity and spatial proximity: Relationships to infant emotions and maternal postpartum depression

The ability to express emotions is a protective factor for infant development. Despite the multimodal nature of emotion expression, research has mainly focused on facial expressions of emotions. The present study examined motor activity and spatial proximity in relation to positive and negative infant facial expressions and maternal postpartum depression during face-to-face interactions at four months. Video cameras and a motion capture system recorded mother-infant interactions. Repeated measures ANOVAs were conducted to analyze the effect of micro-coded infant positive and negative facial affect and maternal depression diagnosis on automatically extracted measures of motor activity and spatial proximity, including speed of mothers’ arm movements (nondepressed = 32; PPD = 16), and infants’ arm movements (nondepressed = 29; PPD = 17), and head distance (nondepressed = 45; PPD = 27). Results showed that the speed of infants’ arm movements and head distance were greater during negative compared to positive infant affect. Further, the results demonstrated that the speed of PPD mothers’ arm movements was slower than the speed of nondepressed mothers’ arm movements. In the discussion, it is suggested that increased speed of infant arm movements during negative affect functions to elicit faster caregiving responses, and that increased head distance during negative infant affect functions to decrease the intensity of the interaction. Finally, the slower speed of arm movements in PPD mothers suggests psychomotor retardation, which is proposed to limit these mothers’ abilities to engage their infants during the interaction.     

A posthumanist reading of knowledge in Zhuangzi and Jacques Lacan

This article proposes a posthumanist reading of knowledge in Zhuangzi and Jacques Lacan from four interconnected aspects. First, knowledge is inseparable from practice, as is exemplified in Lacan’s original rewriting of Zhuangzi’s ‘agreement between name and actuality’ as the dialectic relationship between Other and other. Then, knowledge leads us to explore the mysterious knowledge behind the surface, which resists linguistic expression and defies human agency. Furthermore, the importance of the mysterious knowledge compels us to figure out the accesses to reach this unknown territory. Finally, the availability of the opaque knowledge, in a circular form, returns to the beginning question albeit on a more advanced level: the methods of putting the unknown knowledge into practice. Apart from these four logical aspects, the new perspective of posthumanism enables us to go beyond anthropocentric understanding of knowledge and bracket it within a broad framework of cross-species becoming.     

Using lifeworld philosophy in education to intertwine caring and learning: an illustration of ways of learning how to care

Our general purpose is to show how a philosophically oriented theoretical foundation, drawn from a lifeworld perspective can serve as a coherent direction for caring practices in education. We argue that both caring and learning share the same ontological foundation and point to this intertwining from a philosophical perspective. We proceed by illustrating shared epistemological ground through some novel educational practices in the professional preparation of carers. Beginning in a phenomenologically oriented philosophical foundation, we will first unfold what this means in the practice of caring, and secondly what it means for education and learning to care in humanly sensitive ways. We then share some ways that may be valuable in supporting learning and health that provides a basis for an existential understanding. We argue that existential understanding may offer a way to bridge the categorisations in contemporary health care that flow from problematic dualisms such as mind and body, illness and well-being, theory and practice, caring and learning. Ways of overcoming such dualistic splits and new existential understandings are needed to pave the way for a care that is up to the task of responding to both human possibilities and vulnerabilities, within the complexity of existence. As such, we argue that caring and learning are to be understood as an intertwined phenomenon of pivotal importance in education of both sensible and sensitive carers. Lifeworld led didactics and reflection, which are seen as the core of learning, constitute an important educational strategy here.     

组织认同对中小学教师知识共享的影响——团队认同和关系冲突的作用研究

基于社会认同理论和人际冲突理论相结合的视角,通过对20所中小学校的1342名教师的问卷调查,考察了团队认同在中小学教师组织认同与知识共享关系中的中介作用以及关系冲突对该关系的调节作用。数据分析结果表明：中小学教师组织认同显著正向影响知识共享,团队认同在组织认同与知识共享之间起着部分中介作用,关系冲突显著调节组织认同通过团队认同影响知识共享的间接效应,在低关系冲突的条件下,团队认同在组织认同影响知识共享过程中的中介作用显著,但在高关系冲突的条件下,团队认同的中介作用不明显。