A Moment of Letting Go: Iris Murdoch and the Morally Transformative Process of Unselfing          下载免费PDF全文

ANNA‐LOVA OLSSON 《Journal of Philosophy of Education》2018,52(1):163-177

Higher education as a personal, intellectual and moral cultivation is a longstanding ideal that is constantly challenged by the view that education is merely the development of specific skills for vocational and personal success. Much research argues that the latter understanding makes education a technical affair that creates an egocentric emphasis on the individual students’ ambitions and desires. This article joins in the defence of the former ideal by enquiring into the moral dimensions of education. This is done by turning to Iris Murdoch's idea of moral transformation, with a specific focus on the idea of unselfing. The main argument is that unselfing is a transformative process characterised by a growing attunement to the surrounding world, and the interconnectedness of goal and process is emphasised. Also, to gain a deeper understanding of what unselfing entails I turn to the idea of attention. It is understood as having a specific direction, outward from the egocentric, and as enabling unselfing. The article concludes by suggesting that unselfing can offer a challenge to (higher) education as it entails a moment of letting go of plans and narratives, and of surrendering to the influence of an existence that exceeds the individual. This moment is of relevance to education as it is crucial to the possibility of growing as a moral being as it cultivates a moral manner of relating to others.  相似文献   

Pornography use and sexism among heterosexual men     

Dan J. Miller  Garry Kidd  Peter T. F. Raggatt  Kerry Anne McBain  Wendy Li 《Communication Research Reports》2020,37(3):110-121

ABSTRACT

The idea that pornography promotes sexism is a commonly purported one. This study employed an online sample of heterosexual men (N = 323) to investigate the relationship between pornography use (in terms of both overall level of pornography use and use of violent and/or humiliating pornography) and old-fashioned and modern sexism. The moderating effects of agreeableness and perceived realism of pornography were also assessed. Level of general pornography use and use of violent and/or humiliating pornography was not predictive of either sexism measure. Agreeableness was negatively predictive of both sexism measures, whereas perceived realism was positively predictive of sexism. Agreeableness and perceived realism did not moderate the relationship between level of pornography use and any of the outcome measures.  相似文献   

Data Visualization as Participatory Research: A Model for Digital Collections to Inspire User-Driven Research     

A. Miller 《Journal of Web Librarianship》2019,13(2):127-155

The emerging creative practices of digital collections are increasing in prominence thanks to the access to, and appeal of, data visualizations. Interactive data visualizations, such as a map, timeline, chart, graph, or artist’s rendering of data, enable users to pursue their own research interests within a collection and participate in new areas of research. Use of these data visualizations enhances the scope of the collection and enables a modern and diverse thematic collection to emerge. This article considers the question: Does the addition of data visualizations affect how users participate with a research collection? Impacts on collection development, application of user-centered design, and analysis of users’ exploratory strategies are discussed. Examples of data visualizations used in digital humanities projects and digital collections are presented as case studies.  相似文献   

ect Cornerstone     

Chris Miller 《TechTrends》2014,58(3):6-7

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Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators          下载免费PDF全文

Jesse L. Coe  Patrick T. Davies  Melissa L. Sturge‐Apple 《Child development》2018,89(4):1193-1208

This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (M_age = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006).  相似文献   

Broad strokes of recovery: the case of Croatia     

Greta Pifat‐Mrzljak  Luka Juro?  Vlasta Vizek‐Vidovi? 《Higher Education in Europe》2004,29(3):373-380

For a long time after the proclamation of independence, Croatia suffered economic stagnation that negatively affected the development of science and higher education. However the turn of the millennium brought higher state investment in science and higher education, and all statistics now show a steady increase in the number of students and scientific personnel for the past several years. With these trends the focus has moved from the role the state can play in reviving science in Croatia to the necessity of greater participation in scientific funding, as well as the role that university graduates can play in the development of the country. The role of European integration and the brain drain phenomenon thus increase in importance, and this study provides some parameters for brain drain and the academic and intellectual labour market in Croatia.  相似文献   

Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words     

Matthew K. Burns  Lisa N. Aguilar  Kristy Warmbold‐Brann  June L. Preast  Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献   

Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks     

Emilie Ginestet  Jalyssa Shadbolt  Rebecca Tucker  Marie‐Line Bosse  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):51-69

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Data‐driven refinements of a genetics learning progression     

Moraima Castro‐Faix  Ravit Golan Duncan  Jinnie Choi 《科学教学研究杂志》2021,58(1):3-39

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.  相似文献   

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education     

Franziska Lessky  Erna Nairz‐Wirth  Klaus Feldmann 《European Journal of Education》2021,56(1):27-40

The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.  相似文献