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201.
Thomas Frederick Susan Purrington Scott Dunbar 《Mental health, religion & culture》2016,19(6):553-564
This study examined the relationships between differentiation of self (DoS), religious coping, and subjective well-being in a sample of undergraduate students at a religiously affiliated university. Intrapersonal DoS or the ability to (1) experience emotions, but (2) not be forced to respond to them is an important capacity for self-regulation with important implications for well-being and spiritual maturity. In this study, DoS was a potential method for understanding one’s emotional experience, and perhaps facilitated respondents’ use of a more collaborative religious coping style to manage this experience. 相似文献
202.
《全球旅游伦理规范》的脆弱基础和错误主张 总被引:6,自引:1,他引:5
《全球旅游伦理规范》是世界旅游组织为促进负责任的和可持续的旅游发展,给21世纪的旅游者和旅游利益相关者制定的一个参考框架,但近年来的实践证明,《规范》没有得到应有的支持和响应,其中有多方面的原因。就《规范》本身而言,存在着两大问题:其一,旅游权利论不能为《规范》提供坚实的伦理基础;其二,支持市场经济的错误主张阻碍《规范》的执行。 相似文献
203.
Maarten Simons Barbara Haverhals Gert Biesta 《Studies in Philosophy and Education》2007,26(5):395-404
Although universities are asked to play a role in the European knowledge society, the precise scope and meaning of this role
is still under discussion. A major issue in this debate is the trend to adapt universities to economic needs and demands of
society. In view of taking a critical stance against a one-sided economic interpretation of activities and functions of universities,
their so-called “public” role is increasingly stressed in the debate as a crucial responsibility of universities that should
not be marginalized and therefore deserves our attention. In this paper, which is the introduction to a special issue on the
public role of the university, we want to stress the importance of addressing the question of “the role of universities in
the Europe of knowledge” in an open way and thus, without prejudices against or in favour of possible answers. It is our contention
that a critical view of what is happening in universities today cannot simply rely on authoritative ideas or principles that
are vaguely reminiscent of our university traditions. Consequently, this introductory paper pleas for a firmer argumentative
and a richer empirical basis that takes account of the fact that our background (horizon) has thoroughly changed in comparison
to traditions that still implicitly inform our judgement of what universities can do, should do or should not do. Finally,
we will discuss the way in which the articles collected in this issue are intended stimulating and supporting the debate on
the public role of the university in Europe.
相似文献
Barbara HaverhalsEmail: |
204.
Gert Biesta 《Studies in Philosophy and Education》2007,26(5):467-479
In this paper I ask whether the University has a special role to play in democratic societies. I argue that the modern University
can no longer lay claim to a research monopoly since nowadays research is conducted in many places outside of the University.
The University can, however, still lay claim to a kind of knowledge monopoly which has to with the central role Universities
play in the definition of what counts as scientific knowledge. The problem is, however, that the University’s knowledge monopoly
is predominantly understood in epistemological terms. This leaves only one role for the University in a democratic society,
viz., that of the expert. Based on ideas from John Dewey and Bruno Latour I suggest a different way to understand the distinction
between ‘scientific’ and ‘everyday’ knowledge. Against this background I argue that the University can contribute towards
the democratisation of knowledge if it articulates the difference between scientific and everyday knowledge in non-epistemological
terms.
相似文献
Gert BiestaEmail: |
205.
Sarah M. Bannon Tenille C. Taggart Caitlin M. Kehoe K. Daniel O'Leary 《Personal Relationships》2020,27(2):385-400
The speed, or efficiency, in which people communicate is linked to positive interpersonal outcomes. However, no studies of communication efficiency have examined romantic partners, making it unclear whether efficient communication is linked to relationship satisfaction above and beyond previously identified communication skills (e.g., problem‐solving). We recruited dating couples (N = 56) to attend a laboratory session to complete survey measures and a collaborative communication task. Multilevel models demonstrated that both task efficiency (β = ?.36, p = .04) and self‐reported problem‐solving communication skills (β = .28, p = .002) were associated with relationship satisfaction. Results suggest that communication task efficiency can be meaningfully applied to the study of romantic relationships and couple communication skills. 相似文献
206.
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208.
Groups typically express more confidence than individuals, yet how individual‐level confidence combines during collaborative decision tasks is not well understood. We prescreened 686 community members using a novel confidence measure (a true/false trivia test) intentionally designed to be difficult (accuracy rates were not significantly better than chance) and randomly assigned 72 individuals to collaborate on a matched version of the same test in dyads composed of two low‐confidence individuals, two high‐confidence individuals, or one of each (“mixed”). Consistent with past research, we found that the confidence expressed by dyads was higher than the confidence expressed by individuals; importantly, however, this pattern varied markedly by dyad type, with low‐confidence dyads showing the largest increase, mixed dyads showing a moderate increase, and high‐confidence dyads showing no increase—despite the fact that all dyads showed similarly low accuracy (about 55%). These results highlight the conditions under which groups express greater confidence than individuals and offer insights for the composition of collaborative decision‐making teams. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
209.
The Moderation Role of Self‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving
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Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy‐by‐difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
210.
This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior. 相似文献