Some future directions for global justice

The fields of global ethics and global justice have expanded considerably over the last two decades and they now cover a wide variety of topics. Given this huge range there are many areas that are ripe for important developments. In this commentary I identify some useful directions for promising exploration in the field of global justice. I argue that expanded dialogue networks would considerably enhance work in philosophy and be beneficial to other disciplines as well. I indicate also how we could develop work on allocating responsibilities for reducing global injustices in useful ways, by considering a wider range of considerations that give rise to responsibilities and expanding the scope of, and audience for, these discussions. I catalog some under-theorized topics that should get more philosophical attention (including the notions of complicity, exploitation, and corruption). In addition, I draw attention to the ways in which a journal such as this one could facilitate a number of important dialogue networks.     

Global ethics: a short reflection on then and now

Ten years on from the first issue of the Journal of Global Ethics, Darrel Moellendorf and Heather Widdows reflect on the current state of research in global ethics. To do this, they summarise a recent comprehensive road map of the field and provide a map of research by delineating the topics and approaches of leading scholars of global ethics collected together in the recently published Routledge Handbook of Global Ethics which they have co-edited. Topics fall under issues of war, conflict and violence; poverty and development; economic justice; bioethics and health justice; and environmental and climate justice. In all these areas, ethicists are becoming ever more engaged in the details and mechanisms of actually delivering justice in the real world.     

Causality as individual essence: its bearing on synchronicity

Causality, time, and number are subjectively lived realities and need to be noticed as such. Fundamental to the wide range of living experience, they are also basic to scientific knowing. In this article I examine causality in relation to an article on synchronicity by Harald Atmanspacher and Wolfgang Fach. My examination is neither scientific nor metaphysical, but rather phenomenological, as it is a clarification of form as individual essence of a thing. This non‐material form of an individual thing in the widest sense of the word ‘thing’ was rejected and so lost during modern seventeenth‐century science but, renewed now, can help describe synchronicity. A commentary by William Willeford follows.     

A Path of Counselor Self‐Awareness

This article explores self‐reflection and self‐awareness from an ethical standpoint, proposing that counselors have a responsibility to themselves, their clients, and the profession to engage in these practices. The authors propose a path to counselor self‐awareness and a 2nd process that assumes counselor mastery.     

Keeping the reader's mind in mind: Development of perspective-taking in children's dictations

This study investigated when children can take the perspective of their reader if the information-processing demands of writing are removed by means of dictation to a scribe. Participants (N = 96) aged 5, 6 and 7 years dictated letters to an addressee who possessed requisite content knowledge, and then revised the letter or dictated a new letter to an addressee who lacked this knowledge (counterbalanced). Results showed that 19% of 5-year-olds, 41% of 6-year-olds, and 72% of 7-year-olds considered their reader's missing knowledge. Children's awareness of their reader's knowledge was neither related to performance on higher-order theory of mind tasks, nor to measures of executive function. Significantly greater perspective-taking was demonstrated in children's new letters than revised letters. However, although revision is considered a late-developing skill, half of even the 5-year-olds were able to make revisions (albeit few revisions demonstrated actual perspective-taking). Findings have significant implications for the emergent-literacy curriculum.     

NATURALIZED SACREDNESS? A REALIST,PANENTHEIST, AND PERENNIALIST ALTERNATIVE TO KAUFFMAN'S CONSTRUCTIVISM

In his recent book Reinventing the Sacred, renowned biologist and systems theorist Stuart Kauffman offers an avenue for the revival of the sacred and for reconciling sacredness with a robust scientific outlook. According to Kauffman, God is a human cultural invention, and he urges us to reinvent the sacred as the ceaseless creativity in nature. I argue that Kauffman's proposal suffers from a major shortcoming, namely, being at odds with the nature, and content, of authentic experiences of the sacred, experiences which point invariably in the direction of a reality which transcends human imagination and capacity for cultural innovation. Correspondingly, I point in the direction of an alternative approach to the revival of the sacred rooted in what I call the path of direct spiritual awareness. I argue that, while being in better accord with the phenomenology of religious experience, this realist alternative to Kauffman's constructivism also avoids the unpleasant symptoms which often accompany traditional theism, namely, dogmatism, irrationalism, and incompatibility with a scientifically minded metaphysics.     

GLOBAL VISIONS AND COMMON GROUND: BIODEMOCRACY,POSTMODERN PRESSURES,AND THE EARTH CHARTER

The theme of this article is a rise in notions of a planetary community, and the tensions this evokes in global‐local and universal‐contextual debates. The primary focus is the realization that new visions are needed to respond to ecological dilemmas in a culturally diverse yet global world and interconnected Earth. Of the many ways to discuss this, I first consider the growing interest in and expansion of biodemocracy as a way to combine these dimensions. Insights and issues from postmodern perspectives follow this, surveying the suspicion of what lurks behind “global.” The next segment turns to ecological postmodernists who realize that a unifying path must be found for a viable planetary future. A brief and final section considers the Earth Charter to be an initiative responsive to postmodern pressures, and yet seeking a global vision and common ground for an emerging world community.     

自然联结的概念、功能与促进

自然联结包含个体对人与自然一体化关系的认同,以及与自然之间的情感联结,反映了人与自然之间关系的质量。它与个体的身心健康、认知功能和环保态度及行为显著相关。根据对已有研究结果的分析,自然联结可能通过认知和情感两条路径形成和发展。未来研究需继续探讨自然联结的内涵和结构,深入研究其形成和发展的心理机制,以及在自然影响人过程中的作用。还可与教育实践相结合,进行系统的干预和追踪研究。此外,建议将这一概念引入心理学其他领域的研究,以获得更多理论与应用价值。     

助人情境中幼儿知恩图报意识的发展

研究选取北京市某幼儿园3~6岁幼儿共118名作为研究对象。以助人任务为实验情境,设置了慷慨施恩者VS吝啬者（情境一）、施恩者VS好人（情境二）和传承知恩图报意识（情境三）三种情境,研究幼儿在三种不同助人情境下知恩图报意识的发展关键年龄及发展趋势。结果表明,在情境一和情境二中的知恩图报意识的发展关键年龄为5岁;情境三中幼儿知恩图报意识的发展关键年龄推测为6岁以后。各情境下知恩图报意识随年龄增长而提升。     

Maîtrise de l’oral et de l’écrit en français et en tahitien : une étude longitudinale du CP au CM2 en Polynésie française

Many international scientific studies underline the advantage of bilingual children in oral language. This is especially evident in their meta-linguistic skills, as well as their writing, reading and written expression. Bilingualism could facilitate meta-linguistic development by allowing the child to differentiate early formal and semantic aspects of the code, perceive the arbitrary relationship between “ signified ” and “ significant ” and develop greater cognitive flexibility. This study, conducted in French Polynesia, had examined the specific effect of bilingual program on the morphological awareness and the cross-lingual effects of Tahitian-French transfers via the written word. A group of 128 Polynesian students were followed longitudinally from the end of First Grade to the end of Fifth Grade. Of these 128 students, 59 were part of an experimental group involved beginning in the First Grade, in two successive educational programs with five hours per week of Polynesian language and culture, which included systematic learning of reading and writing in Tahitian. A selection of 69 other students, who had never participated in these programs, constituted the control group. All students were tested each year on their oral language skills in French and Tahitian. At the end of Third Grade, a morphological awareness assessment in French was introduced (Reder et al., 2013), as well as a task of word recognition (TIME3 of Ecalle, 2006), a reading-comprehension (Lobrot, 1980) and spelling tasks (ECS3, Khomsi, 1998). These standardized assessments have been adapted in Tahitian. The first results acknowledged a positive effect of the bilingual education curriculum on Tahitian oral skills and on cross-lingual links between written skills and morphological awareness. In addition, the Tahitian word recognition greatly helped to explain the French written skills, after controlling the level of French morphological awareness.