This article proposes a conceptualisation of dialogic spaciality, and advances our understandings of the dynamic interplay of dialogic space (where meaningful conversations take place) and place (a geographic location) and the influence these have on academic life. The conceptualisation is developed from a qualitative study which focused on the relationship of dialogue, space and intellectual encounters in faith-based higher education settings in England. The article highlights the significance of dialogue in these institutions because of the emphasis traditionally placed on conversation in the Christian university tradition. It concludes that dialogic spaciality may counter elements of non-reflexive and performative ethos as something that is transferable to other universities. 相似文献
The focus question of this article is, “In what ways should Lutheran higher education's teaching on vocation be revised to include the fact that we are living in a natural world massively impacted by human behavior, the Anthropocene Era?” This can be broken down into two more explicit questions: “What is the role of liberal arts education in such a changed context?” and “What resources in the Lutheran tradition can contribute to preparing students to become effective sustainability leaders?” The thesis of this article is that Lutheran liberal arts education, to foster planetary citizenship, must move students from an anthropocentric to an ecocentric understanding of vocation, preparing them to become leaders for a sustainable, interfaith society. This change can be accomplished by reaffirming the value of the liberal arts to foster sustainability education and retrieving Luther's understanding of creation to elicit wonder and appreciation of the natural world. 相似文献
This article presents a brief history of the development of the Western university and the individuation of disciplines. It discusses the phenomenal specialization that has occurred since the 19th century, and the lack of correlative synthesis of the disparate fields of knowledge, which increasingly has come under critique. We explore the transdisciplinary experience that has been developing over the last few years in the University of Veracruz, in particular with regards to the Program for Transdisciplinarity, Dialogue of Knowing Styles and Sustainability, a co-construction of a set of actions that foster a transformation of university academics by means of deep dialogue and a transdisciplinary re-learning process. 相似文献
The effect of religious priming has been studied in relation to a number of variables, most extensively with prosocial behavior. The effects of priming on cognitive domains, however, are relatively understudied. The present study examined the effects of religious priming, compared with reflective and neutral priming, on the conjunction fallacy. Participants were randomly assigned to 1 of the 3 priming conditions. Priming was presented through the scrambled sentence task in which participants were required to rearrange words of a religious (e.g., pray), reflective (e.g., reason), or neutral (e.g., paper) content. The conjunction fallacy was measured by a task containing 1 problem. Results indicated that those undergoing the religious prime were significantly more likely to commit the conjunction fallacy compared with those in the reflective priming group. Situations in which reasoning is integral may benefit from knowing the immediate effects of religious versus reflective stimuli in the environment. 相似文献
A problem for natural scientific accounts, psychology in particular, is the existence of value. An ecological account of values is reviewed and illustrated in three domains of research: carrying differing loads; negotiating social dilemmas involving agreement and disagreement; and timing the exposure of various visual presentations. Then it is applied in greater depth to the nature of language. As described and illustrated, values are ontological relationships that are neither subjective nor objective, but which constrain and obligate all significant animate activity physically, socially, and morally. As an embodied social activity, conversational dialogue is characterized in terms of values, pragmatics, and presence rather than in terms of syntactic and semantic rules. In particular the nature of dialogical arrays is explored, and the hypothesis that language is an action system, a perceptual system, and a caring system is explored. Language expands horizons and makes it possible for humans to realize their calling as culture makers and caretakers. 相似文献
Abstract This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986Ogden, T.1986. The matrix of the mind, London: Karnac. [Google Scholar], 1993Ogden, T.1993. “On potential space”. In In one's bones: The clinical genius of Winnicot, Edited by: Goldman, D.Northvale, NJ: Jason Aaronson. [Google Scholar]) to thinking about relationships and relational structures and their governance in universities. It proposes that:
the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ‘thinking’ (Evans, 2004Evans, M.2004. Killing thinking: The death of the universities, London: Continuum. [Google Scholar]), ‘emotional learning’ (Salzberger-Wittenburg et al., 1983Salzberger-Wittenburg, I., Henry, G. and Osborne, E.1983. The emotional experience of learning and teaching, London: Routledge. [Google Scholar]) or ‘criticality’ (Barnett, 1997Barnett, R.1997. Higher education: A critical business, Buckingham: Open University Press. [Google Scholar]);
contemporary institutions' explicit preoccupation in assuring, monitoring and managing creative ‘dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students' development and the quality of ‘thinking space’ for teaching and research.
In this context the paper examines uncanny and perverse connections between Paulo Freire's (1972Freire, P.1972. Pedagogy of the oppressed, London: Penguin. [Google Scholar]) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005Clarke, J. and Vidler, E.2005. Creating citizen-consumers: New labour and the remaking of public services. Public Policy and Administration, 20: 19–37. [Google Scholar]) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997Power, M.1997. The Audit Society: Ritual's of verification, Oxford: Oxford University Press. [Google Scholar]; Strathern, 2000Strathern M.Audit cultures: Anthropological studies in accountability, ethics and the academyLondonRoutledge2000[Crossref], [Google Scholar]), in a close analysis of how creative thinking emerges. The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971Winnicott, D. W.1971. Playing and Reality, London: Routledge. [Google Scholar]), Milner (1979Milner, M.1979. On not being able to paint, New York: International Universities Press. [Google Scholar]), Thomas Ogden (1986Ogden, T.1986. The matrix of the mind, London: Karnac. [Google Scholar]) and Csikszentmihalyi (1997Csikszentmihalyi, M.1997. Creativity, New York: Harper Perennial. [Google Scholar]). Coleridge's ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ‘dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ‘natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ‘mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes. 相似文献
The aim of this article is to propose the formative measurement approach that can be used in various constructs of applied psychology. To illustrate this approach, the authors will (a) discuss the distinction between commonly used principal-factor (reflective) measures in comparison to the composite (formative) latent variable model, which is often applied in other disciplines such as marketing or engineering, and (b) point out the advantages and limitations of formative specifications using the example of the work–family balance (WFB) construct. Data collected from 2 large cross-sectional field studies confirm the reliability and validity of formative WFB measures as well as its predictive value regarding criteria of WFB (i.e., job satisfaction, family satisfaction, and life satisfaction). Last, the specific informational value of each formative indicator will be demonstrated and discussed in terms of practical implications for the assessment in different psychological fields. 相似文献