Acceptance of evolution among American Mormons

Low public acceptance of evolution among Americans in general, and conservative Protestants specifically, has recently received increased attention among scholars of both religion and the public understanding of science. At the same time, members of another major religious tradition, the Church of Jesus Christ of Latter-day Saints (LDS), reject evolution at rates similar to evangelical Christians, yet there remains a dearth of studies examining the lack of acceptance of evolution among Mormons. Using a nationally representative survey of Americans that contains an adequate number of LDS respondents for advanced statistical analyses, this study examines patterns of evolution acceptance or rejection among Mormons. Findings reveal a moderating relationship between political identity and education, such that educational attainment has a positive relationship with evolution acceptance among political moderates and liberals, but a negative association among political conservatives. These findings highlight the central role played by the politicization of evolution in low rates of evolution acceptance among American Mormons and emphasize the need to—where possible—examine relations between ‘science and religion’ within and across specific religious traditions.     

Immigrant students’ educational expectations: the role of religious affiliation and practice

A body of scholarly work has emerged on educational expectations. More recently, the relationship between educational expectations and immigrant background in Western Europe has been investigated. Although the results of this type of inquiry show that students with an immigrant background tend to have higher educational expectations, potential explanations of this relationship remain unarticulated. In this article, we investigate whether religious affiliation and practice help explain the relationship between immigrant background and educational expectations. We use the Flemish survey data from the 2009 wave of the International Civic and Citizenship Education Study (ICCS). In comparison with students who claimed to have no religious affiliation, students with a Muslim and other religious affiliation were more likely to have these expectations. This relation does not hold for the students with a Christian religious affiliation. However, the effect of religious affiliation disappears when the effects of religious participation were included. We also found that the more religiously active, the higher the educational expectations are for the students. This effect diminished when we controlled for talking with parents about political or social issues. The relationship between immigrant background and educational expectations is partially explained by the level of religious practice and religious affiliation of students.     

Virtual Learning in a Socially Digitized World

Contemporary education is awakening from a crisis that has held the development of its potential and its relevance at bay for well over a century. Revolutions in science and spirituality are emerging a new relational intelligence that demands commensurate educational paradigms for its blossoming into daily engagements with life and the world around us. At the same time as people are leading increasingly interconnected lives, aware of and often participating in the narratives of people and ecosystems in other parts of the planet, information and communications technologies are increasingly integrating with and serving to mediate the human experience. This article explores the power of this confluence at the current nexus of civilizational demands in the context of increased planetary stresses and destabilizations. The case is made for a thrivable education praxis that draws on these emergent aspects of our developmental potential and emphasizes the importance of functional conviviality as an operational principle of learning for life.     

Chapter 12. What I Have Learned

SUMMARY

In this chapter I revisit the goals of TANF in light of the findings of this research study and present recommendations for policy change.     

The interactive category schema of candidate competence: an Australian experience

The Education Committee of the Australian Psychoanalytic Society, inspired by David Tuckett's research, relating to the measurement of candidate competence, conducted a similar study that, they believe, added value to his earlier work. The indicators of analytic competence were more numerous and specific, and greater emphasis was placed on how these criteria could further be operationalized. Besides being used in the measuring of candidate competence, the author makes a case for how the criteria can be adapted for use in the selection of prospective trainees; the defining of teaching and supervisory objectives and processes; and as a basis for further research. The close resonance that the qualitative research method used has with analytic thought and practice is highlighted. It is proposed that this synchrony reduces the resistance that analysts often have in participating in such research. There were definite advantages that arose out of the Australian project aside from producing a society-specific schema of candidate capacities. The research process opened up a space for dialogue, debate and experimentation that increased group cohesion and society identity. Including the candidates in the survey facilitated the increase of transparency between candidates and members, contributing to the strengthening of the educational alliance.     

儿童能力自我知觉的影响因素概述

该文在综合大量实证研究成果的基础上,全面概括并细致分析了影响儿童能力自我知觉发展与表现的三方面主要因素,即1)主体因素,包括能力概念、认知发展水平、需要动机及相关经验等;2)教育环境;3)任务性质。