The Necessity of Counselor Individuation for Fostering Reflective Practice

Counselor self‐reflection is crucial for increasing self‐awareness and improving counseling practice. Nonetheless, the definition for reflective practice is noninclusive of practitioner self‐reflection. Furthermore, little is known about the characteristics necessary for critical self‐reflection, resulting in insufficient guidance for practitioners to acquire critical self‐reflective capabilities. Examining these concerns reveals that counselors will be more capable of reflective practice as they individuate, or develop, their personalities. Thus, the promotion of counselor individuation is essential.     

From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom

A commitment to empathetic understanding shaped the field of religious studies; although subject to critique, it remains an important teaching practice where students are charged with the task of recognizing, and perhaps even appreciating, a worldview that appears significantly different from their own. However, when the focus of the course is historical trauma there are significant epistemological and ethical reasons empathetic understanding may not be our best pedagogical strategy. Drawing primarily on my experience teaching a general education class “The Holocaust and Its Impact” at California State University, Bakersfield, I advocate replacing empathetic understanding with engaged witnessing as a pedagogical framework and strategy for teaching traumatic knowledge. To make this case, I delineate four qualities of engaged witnessing and demonstrate their use in teaching about the Holocaust.     

Lgbt Catholics: a paradigmatic case of intra-confessional pluralism

ABSTRACT

I will reflect on the reconciliation between “subjective” life and “objective” doctrine experienced by Catholic lgbt couples. Even though their particular experience cannot be considered as universal it can nevertheless constitute a case study for theological reflection. I will propose a theological model for the integration of lgbt Catholics into Christian communities. The case of lgbt Catholics also helps us address the theoretical difficulties of religious pluralism. Their experience of faith is an example of “lived pluralism”. In the lexicon of religious pluralism, this experience is an intra-system or intra-theistic diversity, but it also touches upon the meta-theological issue of the model of reason that is to be applied to every system. I believe that every possible case of pluralism is worth considering if we want to theorize this concept. This may lead us to consider pluralism as a premise from which to start, articulated at different levels.     

Epistemic Responsibility and Critical Thinking

Should we always engage in critical thinking about issues of public policy, such as health care, gun control, and LGBT rights? Michael Huemer (2005) has argued for the claim that in some cases it is not epistemically responsible to engage in critical thinking on these issues. His argument is based on a reliabilist conception of the value of critical thinking. This article analyzes Huemer's argument against the epistemic responsibility of critical thinking by engaging it critically. It presents an alternative account of the value of critical thinking that is tied to the notion of forming and deploying a critical identity. And it develops an account of our epistemic responsibility to engage in critical thinking that is not dependent on reliability considerations alone. The primary purpose of the article is to provide critical thinking students, or those that wish to reflect on the value of critical thinking, with an opportunity to think metacritically about critical thinking by examining an argument that engages the question of whether it is epistemically responsible for one to engage in critical thinking.     

儿童社会认识论:儿童对信息提供者的选择性信任

个体掌握的知识很多来自于他人的传授。从4岁起,儿童就意识到不同的信息提供者在可靠性上存在差异。他们根据与提供者间的熟悉程度、提供者过往陈词的准确性、以及来自他人的线索等策略对于信息提供者的可靠性进行评估,从而决定谁更值得信任。未来关于儿童对于信息提供者选择性信任的研究应从扩展探究的知识领域、对于信息提供者其他特征的操纵、以及潜在文化差异检验等方面进行。     

FINDING AND FOSTERING THE PHILOSOPHICAL IMPULSE IN YOUNG PEOPLE: A TRIBUTE TO THE WORK OF GARETH B. MATTHEWS

Abstract: This article highlights Gareth Matthews's contributions to the field of philosophy for young children, noting especially the inventiveness of his style of engagement with children and his confidence in children's ability to analyze perplexing issues, from cosmology to death and dying. I relate here my experiences in introducing philosophical topics to adolescents, to show how Matthews's work can be successfully extended to older students, and I recommend taking philosophy outside the university as a way to foster critical thinking in young students and to improve the public status of the profession.     

十文钱问题再探

本研究设计了三个实验,探讨了被试在经典的十文钱问题以及与其异质同构的组团旅游问题中的推理情况。实验1通过调查法发现,被试在十文钱异质同构问题中表现出了与十文钱问题同样高的错误率,属于推理错觉问题。在此基础上,实验二、三就其推理错误的可能原因进行了实证探究,结果发现：（1）题目表面特征的弱化能显著提高被试的推理成绩。（2）批判性思维意识与批判性思维技巧的线索提示能显著提高被试的推理成绩。     

DRM范式的关联性记忆错觉的理论解释述评

随着关联性记忆错觉的深入发展,研究者逐渐对关联性记忆错觉进行理论解释,并提出了一些相关的模型,该文从四个角度进行了归纳,即：基于部分编码的解释、基于信号检测分析的模型、模糊痕迹理论和综合的建构性记忆模型等,并进行了评价和展望。