Political consumer behaviour among university students in Brazil and Germany: The role of contextual features and core political values

This study investigates the relationship between political consumerism and core political values (CPVs) among university students in Brazil (N = 414) and Germany (N = 222). Despite the prerequisite to endorse values that are compatible with political consumerism, contextual features of one's immediate environment might affect overall levels of political consumerism. Our results show that political consumerism is significantly associated with higher income in Brazil (but not in Germany). After controlling for income, political consumerism was practised more frequently in Germany than in Brazil, in urban compared with rural areas, and was not dependent on gender. The urban–rural split was stronger in Brazil than in Germany. These results confirm our hypothesis that contextual features are associated with political consumerism. Furthermore, the political value Equality positively predicted political consumerism in both countries. In contrast, Traditional Morality and support of Free Enterprise negatively predicted political consumerism, although the effect sizes of these relationships were only small. These results suggest that political consumerism among university students is widespread in Germany but not in Brazil. Interestingly, regardless of its low prevalence in Brazil, political consumerism is positively associated with the CPV of Equality among university students in both countries.     

Genesis and profanation of the other world: The interpretation of dreams

This paper addresses Nietzsche's reflections on the phenomenon of dreams as a crucial precedent of Freud's Die Traumdeutung. The works of Nietzsche and Freud are scrutinized to establish and compare the most relevant aspects of their understanding of dreams. The philosophical impact of both accounts is assessed in terms of the transvaluation of religious and metaphysical values, which reveals three epistemological shifts: the replacement of Metaphysics by History/Genealogy (Nietzsche) and by Metapsychology (Freud), and the expansion of rationality beyond the limits of consciousness (Nietzsche and Freud). Both authors are shown to consider dreams as figurative expressions of a postponed desire – or, more specifically, as the imaginary fulfillment (compensation) and the evocation/awakening of desire. As captured by the phrase “Memento libidines”, dreams are portrayed in both accounts as the guardians of sleep and desire. Finally, and in contrast with Assoun, a new interpretation of Thus Spoke Zarathustra is proposed, as an interpretation of the prophet's dreams reveals the presence of individual desire within the Nietzschean understanding of the phenomenon.     

Hard times and European youth. The effect of economic insecurity on human values,social attitudes and well‐being

While economic downturns have adverse effects on young people's life chances, empirical studies examining whether and to what extent human values, social attitudes and well‐being indicators respond to sudden economic shocks are scarce. To assess the claim that human values are less affected by economic shocks than social attitudes and well‐being, two distinct yet related studies based on the European Social Survey (ESS) are conducted. The first employs a fixed effects pseudo‐panel analysis of the 2008–2014 ESS‐waves to detect whether changes over time in the socio‐demographic group's unemployment risk and national youth unemployment affect individual dispositions to varying degrees. The second study captures micro‐ and cross‐national effects in the 2010 ESS cross‐section. Unique for this set‐up is that we can test whether the findings hold for over‐time changes in youth unemployment within countries (pseudo‐panel), as well as for cross‐country differences in youth unemployment (multilevel). Both studies indicate that political trust, satisfaction with the economy and subjective well‐being are lowered by economic risk and hardship, while social trust and self‐rated health are less affected by changes in youth unemployment. Secondly, human values are immune to economic risk, underscoring that values transcend specific situations and are therefore resistant against sudden economic shocks.     

A common ground in clinical discussion groups: Intersubjective resonance and implicit operational theories

Clinical discussion groups based on the Three‐Level Model for Observing Patient Transformations (3‐LM) enable us to reflect on the clinical common ground shared by psychoanalysts who have different theoretical frameworks. The very existence of this common ground is controversial. While analysts such as Wallerstein support it, others, like Green, think it is just a myth. In their 2005 controversy Wallerstein and Green proposed an observation procedure that might clarify this matter. This procedure bears great similarity to the one used by clinical discussion groups that apply the 3‐LM. The study of numerous theoretically heterogeneous groups that use this model shows that communication is possible in crucial areas. We may thus conclude that a partial and dynamic common ground exists. At a phenomenological level, certain fragments of material produce a shared resonance that enriches clinical understanding for the whole group. Communication is also possible with regard to the conceptualization of patient changes, although some controversial issues persist at this level. Finally, at the level of theoretical explanations, divergences concerning abstract theories do not prevent a fertile interaction among ‘in vivo’ personal implicit theories. The latter give rise to the actual operational frameworks underlying participants' approach to clinical problems.     

Boys,girls, and the school cultural environment: Teachers’ judgment and students’ values

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers’ judgment regarding the display of these values in school and students’ endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student’s gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys’ school-related outcomes are discussed.     

When criticism is ineffective: The case of historical trauma and unsupportive allies

Three studies examined the effect of historical trauma reminders and criticism from international allies on attitudes toward current conflicts. In Study 1, Israeli participants (N = 116) were primed with the Holocaust, and read either that the U.S. President Obama supports Israel's right to defend itself and attack Iran, or that he opposes such action. Then, support for preemptive violence was assessed. Study 2 (N = 133) replicated this design, comparing inclusive and exclusive framings of the Holocaust. Study 3 (N = 478), examined the effect of Holocaust reminders and criticism from the European Union on attitudes toward militant policies against Palestinians. All three studies found that Holocaust primes juxtaposed with international criticism increased support for aggression, especially under exclusive framings of the Holocaust. Study 3, however, found this effect only among left‐wing participants. These findings indicate that when historical trauma is salient, international criticism may be ineffective and may even backfire.     

THE PROBLEM OF “GOD” IN PSYCHOLOGY OF RELIGION: LONERGAN'S “COMMON SENSE” (RELIGION) VERSUS “THEORY” (THEOLOGY)

The emphasis on God in American psychology of religion generates the problem of explaining divine‐versus‐natural causality in “spiritual experiences.” Especially “theistic psychology” champions divine involvement. However, its argument exposes a methodological error: to pit popular religious opinions against technical scientific conclusions. Countering such homogenizing “postmodern agnosticism,” Bernard Lonergan explained these two as different modes of thinking: “common sense” and “theory”—which resolves the problem: When theoretical science is matched with theoretical theology, “the God‐hypothesis” explains the existence of things whereas science explains their natures; and, barring miracles, God is irrelevant to natural science. A review of the field shows that the problem is pervasive; attention to “miracles”—popularly so‐named versus technically—focuses the claims of divine‐versus‐natural causality; and specifications of the meaning of spiritual, spirituality, science, worldview, and meaning itself (suffering that same ambiguity: personal import versus cognitive content) offer further clarity. The problem is not naturalism versus theism, but commonsensical versus theoretical thinking. This solution demands “hard” social science.     

Values, Framing, and Citizens' Thoughts about Policy Issues: Effects on Content and Quantity

This study examines how frames invoking a core value shape the content and quantity of citizens' thoughts about a policy issue. An experimental study showed that exposure to a pro-school voucher equality frame increased the probability that participants would invoke equality in their open-ended survey responses. Exposure to an anti-school voucher equality frame produced the same effect, as did exposure to both frames. At the same time, participants who received either frame or both frames provided fewer open-ended responses. Thus, the frames appeared to focus participants' thoughts on one value while reducing the overall extent to which they thought about the issue. In broader terms, value framing may have implications for the nature and quality of public deliberation about policy issues—a point that scholars should keep in mind when considering how to define and study framing effects.     

Civic Education in Post-Apartheid South Africa: Alternative Paths to the Development of Political Knowledge and Democratic Values

Despite the proliferation of civic education programs in the emerging democracies of Latin America, Africa, and Eastern Europe, there have been few recent evaluations of the effectiveness of civics instruction in achieving changes in democratic orientations among student populations. We present findings from a study conducted in 1998 that examined the impact of democratic civic education among South African high school students. Using a battery of items to gauge democratic orientations, including measures of political knowledge, civic duty, tolerance, institutional trust, civic skills, and approval of legal forms of political participation, we find that civic education had the largest effects on political knowledge, with the magnitude of the effect being approximately twice as large as the recent Niemi and Junn (1998 ) finding for the United States. Exposure to civic education per se had weaker effects on democratic values and skills; for these orientations, what matters are specific factors related to the quality of instruction and the use of active pedagogical methods employed by civics instructors. Further, we find that civic education changed the structure of students' orientations: a "democratic values" dimension coalesces more strongly, and in greater distinction, from a "political competence" dimension among students exposed to civic education than among those with no such training. We discuss the implications of the findings for our theoretical understanding of the role of civic education in fostering democratic attitudes, norms, and values, as well as the practical implications of the results for the implementation and funding of civic education programs in developing democracies in the future.     

When multi‐problem poor individuals' values meet practitioners' values!

Every intervention process can be thought of as a journey of partnership between people, as well as an intellectual journey of ideas and an emotional journey of relationships. This exploratory study aims at reaching a better understanding of three questions: (i) What values do individual heads of multi‐problem poor households and practitioners show regarding their relationship? (ii) How might those values inform the interaction between them, in positive and/or negative ways? (iii) What might the value system which organizes the interaction between the participants be? This study was carried out using a critical incidents technique and was based on a sample comprising two sub‐groups: 100 heads of multi‐problem poor families and 97 professionals. Findings reveal the following individual values: heads of multi‐problem poor families value instrumental support, relationships and effectiveness; while professionals' appreciate relationships, obedience to their own instructions and (in)effectiveness. These value systems seem to frame the interaction in games of responsibility avoidance that lead to the individuals' disempowerment, disguised in an aura of ‘adequate impotence’. Copyright © 2005 John Wiley & Sons, Ltd.