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941.
Anna Orlandini 《Argumentation》2003,17(1):65-86
The property common to three kinds of paradoxes (logical, semantic, and cultural) is the underlying presence of an exclusive disjunction: even when it is put to a check by the paradox, it is still invoked at the level of implicit discourse. Hence the argumentative strength of paradoxical propositions is derived. Logical paradoxes (insolubilia) always involve two contradictory, mutually exclusive, truths. One truth is always perceived to the detriment of the other, in accordance with a succession which is endlessly repetitive. A check is put on the principle of the excluded middle by the logical paradoxes, because self-reference leads to an endlessly repeating circle, out of which no resolution is conceivable. Logical paradoxes are to be compared with the `objective ambiguity' prevalent in oracles (Gallet, 1990). Semantic paradoxes are contextually-determined occurrences, whose resolution at the metalinguistic level is made possible by the discovery of a middle term. They express a wilful ambiguity, in which the interlocutor is invited to take an active part in the construction of sense, since what must be found is the unexpected sense thanks to which A and not-A can be asserted simultaneously. Cultural paradoxes play about doxa (`common sense') and openly challenge common opinion because of their character as inopinata (`unexpected'). My aim is to show that even cultural paradoxes hide sometimes a flaw of argumentation similar to logical or semantic paradox; they too imply an exclusive disjunction leading to the disappearance of the middle terms. Finally, basing myself on the theory of topoi (Anscombre and Ducrot, 1983), a tentative resolution of the cultural paradoxes will be suggested. 相似文献
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944.
Koen Van der Bracht Roselien Vervaet Fanny D'hondt Peter Stevens Bart Van de Putte Mieke Van Houtte 《Journal for the scientific study of religion》2017,56(3):658-666
Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils. 相似文献
945.
Aki Murata Jody Siker Bona Kang Evra M. Baldinger Hee-Jeong Kim Mallika Scott 《认知与教导》2017,35(4):290-316
This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and maintain student ownership of ideas, and transitional strategies that connect students' beginning ideas with target strategies. 相似文献
946.
为了解亲子关系、师生关系和同伴关系对高中生内外化问题的相对影响大小,并探究自尊的中介作用,采用问卷法对北京4所中学共计794名高中生进行了调查。结果发现:(1)师生关系对于高中生内外化问题的影响大于亲子关系和同伴关系的影响;(2)自尊在亲子、师生、同伴关系与高中生内化问题中起中介作用,而在亲子、师生同伴关系与外化问题中的中介作用不显著;(3)性别差异检验发现,自尊在女生同伴关系与内化问题中起完全中介作用,而在男生同伴关系与内化问题的中介作用不显著。 相似文献
947.
The current review presents a theory-guided review of the existing cognitive behavioral therapy (CBT) interventions for attention-deficit/hyperactivity disorder (ADHD) in college students. Across the eight studies that investigated this topic, moderate reductions were shown in inattentive symptoms but little to no change was reported in hyperactive/impulsive symptoms. Results indicated a moderate treatment effect on self-reported quality of life and school/work functioning, yet less of an impact on GPA, response inhibition, social functioning, and executive functioning. Methodological and statistical problems and inconsistencies were noted. Since college students are emerging adults, it is likely that the optimum CBT intervention for college students with ADHD lies somewhere in between the existing clinic-based adult ADHD CBT interventions as well as the school-based adolescent ADHD psychosocial interventions. Directions for future research and recommendations for clinicians in university settings are provided in an attempt to further develop the existing college students CBT clinical research evidence base. 相似文献
948.
Ian Jones 《Journal of Beliefs & Values》2017,38(1):3-17
Religious Studies (RS) is expected to impact students’ personal development as well as enabling acquisition of knowledge and understanding of religious and philosophical traditions. But to what extent does this actually occur? As part of a larger quantitative investigation of the effects of A Level RS in students’ beliefs, values and worldviews through a large-scale questionnaire survey of AS students, a small-scale, in-depth piece of qualitative research was undertaken with A Level RS students in two Midlands sixth forms. Through semi-structured interviews and classroom observation, it explores students’ motivations for studying A Level RS, the value they see in the subject and how far they perceived themselves changed as a result. Students appreciated the scope to discuss and debate, and the potential wider applicability of the subject. All students felt they had their own stance both challenged and confirmed, although there also appeared to be limiting factors as to how far understanding of, and empathy for, the beliefs, values and worldviews of others was possible. 相似文献
949.
Jace Pillay 《Journal of Psychology in Africa》2017,27(6):561-563
This study investigated the association between school bullying and literacy achievements in a sample of primary school children from Johannesburg, South Africa. The children (n?=?443; females?=?56%, males?=?44%) attending six primary schools in the Soweto area suburbs, self-reported their experience of bullying by peers. In addition, they completed tests of literacy. The results indicate that learners who self-reported being bullied performed poorly in literacy tests when compared to their peers, who were not subjected to bullying. In particular, those who experienced bullying scored lower on tasks that required literacy skills in phonics, spelling, and word choice. The findings indicate that learner support for school bullying survivors should aim to address the deleterious effects of bullying on literacy development. 相似文献
950.
Charlotte Meierdirk 《Reflective Practice》2017,18(1):23-41
This paper explores the concept of reflection and its changing role in the journey of the student teacher. It presents part of the findings of a year-long investigation into the reflective practice of student teachers during their training year. Specifically, it investigates the reflections of the student teachers’ lessons during the PGCE (Post/Professional Graduate Certificate of Education) year at a higher education institution (HEI) in England. The strengths and weaknesses of the student teachers’ lessons are analysed and how these reflections change as they reach Newly Qualified Teachers (NQT) status. 相似文献