Generalized multivariate lens model analysis for complex human inference tasks

A generalized multivariate lens model is presented which will permit the analysis of complex human inference tasks. Such tasks, occurring in their natural ecology, may involve judgments or decisions on multiple criteria and/ or where the influence of theoretically interesting partitions or augmentations of cue profiles needs to be systematically delineated. The generalized model incorporates the standard, hierarchical, and fully partialed lens models, the initial elaborations of which were made by N. J. Castellan (1972, Organizational Behavior and Human Performance, 8, 242–261) and T. R. Stewart (1976, Psychometrika, 41, 101–120). Both multivariate and univariate lens model equations are presented within a common notational system. An example which demonstrates some aspects of the generalized model is discussed in detail. Other potential applications for the model are outlined.     

Transforming habits of inattention to structural racial injustice in educational settings: A pedagogical framework that pays attention to the affective politics of habit

This paper draws together current scholarship regarding affect, habit and social change to suggest that attending to the affective dimension of habits in pedagogy and education develops a novel account that not only begins to explain why transforming habits of inattention to structural racial injustice proves particularly difficult in educational settings; this account can also offer new pedagogical openings for educators and students to engage more productively with the negative affective responses (e.g. denial, defensiveness, resentment) that often result from pedagogical efforts to disrupt these habits. Rather than seeing habits as conservative forces of routine and passive behavior, recent theorizing in affect theory and cultural geography pays attention to habits as affective and performative forces that influence the emergence of environment and can transform socio-spatial, affective, and material conditions. As such, the paper argues that a critical re-appraisal of the notion of habit in pedagogy and education, where the role of affect is central, can provide a fruitful terrain for understanding the ethical, material and affective complexities of transforming habits of inattention to structural racial injustice.     

Education for Civil Society: Evolutionary Guidance and the Democratic Ideal

This article honors Bela H. Banathy's work in social systems design and acknowledges his intellectual, professional, and humanitarian gifts to the system sciences community. The author examines Banathy's epistemology of conscious self-guided evolution and how it has influenced the author's thinking and research in design of educational systems, and in particular the study of education's role as an evolutionary guidance system for civil society. Specifically, the author examines Banathy's notions of evolutionary guidance systems (EGSs) and the design inquiry process. Design conversation is elaborated as a communication method for systems design and as a medium for communicative democracy. The concepts of civil society and democracy are examined in depth, providing an etymological analysis of each as a foundation for civil society as an ideal image. Consideration is given to Banathy's ideas of democracy and the New Agoras as ethical systems for the pursuit of conscious evolution. The author presents his considerations for education as an EGS for conscious evolution of civil society.     

The Associations of Greek and Religious Organization Participation with College Students' Social Well-Being and Purpose

Two online-survey studies examined the associations of Greek (i.e., sorority and fraternity) and religious (i.e., church or campus ministry) organization participation with college students' social well-being and sense of purpose. In study 1 (N = 281), religious organization membership (versus no membership) was associated with connectedness and purpose, but for Greek organizations the associations held only with respect to level of organization involvement. In study 2 (N = 426), Greek and religious organization membership were both associated with most social well-being and purpose indicators, but only Greek membership was linked to lower loneliness. As in study 1, level of involvement in Greek, but not religious, organizations was linked to social well-being. Hypothesized moderators of the associations between organization membership and the purpose and social well-being variables were not supported. We discuss implications for professionals who work with college students to promote well-being, and we present future research ideas.     

New Digital Technologies: A Kairos for Catholic Education in Rwanda

ABSTRACT

While the Catholic Church in Rwanda endeavors to revitalize Catholic Education, the Government of Rwanda is trying to leverage the use of digital technologies to raise access, improve the quality, and strengthen the relevance of education and training to the labor market. The purpose of this article is therefore to explore and assess the value and potentially constructive educational benefits offered by digital technologies in Catholic schools. The Catholic Church is one of the key educational development partners of the Government of Rwanda. Approximately 41% of students attend Catholic schools in Rwanda. The article scrutinizes some ethical concerns associated with the emergence of digital technologies in schools. Then it critically analyzes the position of the Catholic Church vis-à-vis digital technologies and sheds some light on their ethical and responsible use in Catholic schools. Consequently, the article suggests some actions that may be undertaken by the Catholic Church in order to assist the youth to make an informed choice among a diverse range of options offered by digital technologies in a way that aligns with the Catholic social teaching and tradition.     

Role strain among South African seminarians in the Anglican Church: toward a typology of congregational support

This phenomenological study explored student value perceptions of religious participation among nontraditional South African distance learners who persisted in theological distance education. Four basic types of churches emerged including the Equipping Church, the Empowering Church, the Engaging Church, and the Endangering Church. However, in examining religious coping strategies among South African distance learners, it was discovered that the four women interviewed experienced a deep sense of loneliness in their calling and had to rely almost exclusively on resources outside their local church. These Black South African women’s sense of being called alone is both inconsistent with the theoretical framework of role theory and the theological framework of the Anglican Church as expressed by the official Prayer Book.     

The emotional geographies of education: Beginning a conversation

While emotional geography is a burgeoning field of inquiry, to our knowledge no emotional geographies of education exist. Educational research on space and place largely ignores emotionality. In this special issue we begin to rectify this situation through the development of what we call socio-cultural-spatial analyses of education and emotion.     

The impact of culture and education on non-verbal neuropsychological measurements: a critical review

Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented.     

Reinventing the University to Teach Both Mind and Heart (Part II)

The articles in this issue continue the theme of university reform begun in Part I, published in this journal in July. The university might well respond to current criticisms by teaching and studying interpersonal and emotional skills in combination with intellectual skills, which are already emphasized. Such a change would assist the adult development of university students and prepare the university and its students for the global society of the next century. The concept of the university as providing nourishment for life is described. This second part of the Special Issue includes both empirical studies and responses to all the articles in both this part and Part I.