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Superaddressee or Who Will Succeed a Mentor? 总被引:1,自引:0,他引:1
Lyudmila Bryzzheva 《Studies in Philosophy and Education》2006,25(3):227-243
This philosophical essay is inspired by a four-year pedagogical relationship that continues in its altered form today. The
main focus of this piece is the transformation of a mentor as an immediate addressee into mentor as a superaddressee, an influential third listener who oversees observable dialogues. I explore the mutual responsibilities of a student and
a mentor in order to uncover the elements in the pedagogical chemistry responsible for the transformation of an addressee
into a superaddressee. Confirmation (a perfect form of understanding) of a student’s intellectual and moral uniqueness, incarnation
of a particular value deemed desirable by a student, and education of a student into the dialogic ways of being on his or
her own are the necessary ingredients of the process of becoming a superaddressee. Initially a mentor engages in the pedagogy
of understanding whose ideal outcome is confirmation of a student’s intellectual and moral makeup. After the dialogue is over,
a mentor often moves into the domain of inner speech from where he or she continues to offer perfect understanding, especially
in the absence of such understanding from an immediate addressee. Two types of superaddressees are identified and their relationship
with the invoking consciousness is explored. I conclude that becoming a superaddressee is the most generous pedagogical contribution
to a student’s future: a mentor thus makes his or her voice available to a student’s inner dialogue, often without receiving
anything in return.
Mikhail Bakhtin is highly influential in my writing. “Superaddressee” or “a third listener” is one of his coinages. The term
is treated in “The Problem of the Text” as part of the collection “Speech genres and other late essays” (1986), alluded to
in Voloshinov’s (1976) “Discourse in Life and Discourse in Art” and expanded upon in Frank Farmer’s (2001) “Saying and Silence.” 相似文献
995.
Julie Merriman 《Journal of counseling and development : JCD》2015,93(3):370-378
Compassion fatigue has been documented as an occupational hazard in counseling. Providing education to interns on compassion fatigue and protective factors, such as self‐care, can normalize struggles experienced by interns. Supervision provides a relationship to build skills to help prevent compassion fatigue. Interns should understand counselor developmental phases and the necessity of self‐care plans. To instill this knowledge, supervisors should focus on the purpose of supervision, activities of supervision, counselor developmental phases, and compassion fatigue education. 相似文献
996.
Within the Limits of Civic Training: Education Moderates the Relationship Between Openness and Political Attitudes 下载免费PDF全文
Research demonstrates that the Big‐Five's Openness to Experience is inversely associated with political conservatism. This literature, however, implicitly assumes that the strength of this relationship is invariant across the electorate. We challenge this assumption by arguing that education—an institution designed to increase civic competence—affects the degree to which personality predicts various political attitudes. Specifically, we posit that education facilitates people's ability to identify issue positions that (theoretically) resonate with their personality. Using a national probability sample of New Zealand voters (n = 6,518), we show that education consistently moderates the relationship between personality and a host of political attitudes. Whereas Openness to Experience is inversely associated with politically conservative issue positions among the highly educated, it is often uncorrelated with the same attitudes among those with low levels of educational attainment. These results identify an important—though often neglected—moderator of the relationship between personality and political attitudes. 相似文献
997.
Matti Meriläinen Helena Puhakka Hanna-Maija Sinkkonen 《British Journal of Guidance & Counselling》2015,43(2):202-215
Students’ suggestions for how to eliminate bullying at universities were gathered as part of an e-questionnaire sent to each university student (N = 10,551) at a Finnish university. The suggestions (n = 2804) regarding how to address bullying at universities were divided into the following four classes: support (944), punishment (78), support and punishment (65), and no suggestions (1717). Further analysis concerning support revealed the following five categories according to Houses’ (1981) classification: instrumental/material support (n = 265), informational support (n = 263), emotional support (n = 139), and appraisal support (n = 69). In addition, there were 208 inexact suggestions regarding how to stop bullying. Analysis concerning resources for help revealed the following five categories: Finnish Students Health Service/student association/police/university priest (120), university teachers (49), other students/peer support (41) and administration (36). In this classification, there were 698 inexact suggestions. This is a sign of the difficulty in addressing bullying situations. 相似文献
998.
Krista M. Malott Tina R. Paone Scott Schaefle Jiabao Gao 《Journal of Creativity in Mental Health》2015,10(3):386-398
This article describes a series of activities for educating counselors regarding a form of racism dubbed racial microaggressions. Meaning and impact of microaggressions are examined. Activities for responding to microaggressions can be applied to clinical and school contexts, and are useful for educators in professional and university settings. 相似文献
999.
Christopher Lawrence Victoria A. Foster Carol L. Tieso 《Journal of Creativity in Mental Health》2015,10(2):166-180
Creativity plays a critical role in today’s society by aiding an individual’s response to the mounting complications of modern life and assisting in the maintenance of mental health. Though counselors seek to promote similar developments in their clients, they often do so without the benefit of any particular training in theories of creativity or creativity-enhancing techniques. This article examines literature in the fields of creativity, counseling, and education to highlight the essential nature of creative processes in counseling and psychotherapy, ultimately presenting a rationale for the incorporation of creativity in counselor education. 相似文献
1000.
Mark Linkins Ryan M. Niemiec Jane Gillham Donna Mayerson 《The journal of positive psychology》2015,10(1):64-68
The work of Chris Peterson and his colleagues provides a context and rationale for creating a new paradigm for character education. While most character education approaches (past and present) have served the purpose of inculcating societal norms and expectations, a positive psychology-based approach seeks to help individuals identify and engage their personal character strengths, thereby promoting well-being. To date, research on character strengths-based classroom interventions has identified positive outcomes related to positive emotion, engagement, relationships, and accomplishment. During the past decade, a number of public and private schools have served as pioneers in this emerging field. This work has contributed to the development of (1) a theoretical framework for infusing strengths-based practices in classrooms and schools and (2) a corresponding body of practices. 相似文献