This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their (...) parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes. When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes. (shrink)

The main purpose of this paper is to investigate the role of social and emotional learning skills and resilience in explaining mental health in male and female adolescents, during the COVID-19 pandemic. Three self-report questionnaires were administered to 778 participants aged between 11 and 16 years and recruited from 18 schools in Northern Italy. The SSIS-SELb-S and the CD-RISC 10 assessed SEL and resilience skills respectively, while the Strengths and Difficulties Questionnaire was used to measure mental health in terms of (...) internalizing problems, externalizing problems, and prosocial behavior. We found that SEL and resilience skills were positively and significantly associated with each other, negatively associated with internalizing and externalizing problems, and positively related to prosocial behavior. Three linear regression analyses showed the significant role of resilience, age, and gender in explaining the variance of internalizing problems; the significant role of SEL skills, resilience, age, and gender in explaining the variance of externalizing problems; and the role of SEL skills, age, and gender in explaining prosocial behavior. Importantly, we found that resilience fully mediated the relationship between SEL skills and internalizing problems, partially mediated the relationship between SEL skills and externalizing problems and didn't mediate the relationship between SEL skills and prosocial behavior. The paper concludes with a discussion of the limitations of the study as well as its practical implications. (shrink)

The SSIS SEL Brief Scales are multi-informant measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries. The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent (...) and predictive relationships with scores from the Connor-Davidson Resilience Scale and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire. Although there were a few exceptions, these patterns generally were consistent across informants and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed. (shrink)

In the novel Die Automate (Hoffmann, 1957 ed.), the German writer Ernst Theodor Amadeus Hoffmann (1776-1822) describes different kinds of musical automatons which play music with expression and musicality. The whole novel is based on the effect of the automatic performances on the feelings of the two personages and on the appearance of musical automatons which simulate, with their musical skill and expressiveness, the structures of the knowledge and feelings of human beings.

This paper is on the meaning of egalitarian relationships within democratic spaces. But it is more of an exploratory work than analytical. I propose that we rethink the way we understand democratic relationships and suggest that the notion of human visibility is much more critical for designing our social institutions than are principles of organizing equal participation. -/- By distinguishing between conditions of public order and conditions of public visibility, I hope to show that the problem of democratic stability (and (...) of designing democratic spaces) is not simply a problem of organizing citizens in egalitarian relationships but is first and foremost a problem of public visibility and perception - of first recognizing who is in the public spaces wherein we organize egalitarian relationships. -/- Through the use of theater as metaphor I will try to show that democratic space is best understood as first providing conditions for vivid appearances of citizens to one another, and only then providing conditions for proper performances of citizens in their public relationships. In designing democratic institutions democratic theorists need to pay more attention to those conditions under which humans appear to one another in our public institutions before we concern ourselves with how to regulate human appearances within those institutions. (shrink)

The concept of “natural attitude” as it was developed by Husserl in the Ideas I plays a key role in the phenomenological methodology. But was it in and for itself enough investigated? Heidegger’s critics and radical transformation of it is well known, unlike its treatment by the first generation of Husserl’s student. Adolf Reinach, for a short time leader of the realist phenomenology faithful to Husserl’s breakthroughs in the Logical Investigations, is one of the latter. Within a veiled debate with (...) Husserl about possibilities and limits of transcendental idealism (e. g. a critical reception of Ideas I) he attempts a kind of rehabilitation of natural attitude by way of an original and thorough description of it. Still in a strictly phenomenological manner, it though privileges for strategic reasons the “variation” process over the “reduction” one. The result is a subtle reflection that helps us thinking lived experience exactly as we lived it and not how philosophy would have it. (shrink)

. Over the last three decades, physicists have engaged in, sometimes heated, debates about relative merits and prospects of string theory as a viable research program and even about its status as a science. The aim of this paper is to provide a deeper understanding of this controversy as a particular form of boundary discourse. Drawing on the sociological work of Thomas Gieryn and Lawrence Prelli, we bring to light the way in which protagonists appeal to, and rhetorically construct, different (...) views about the scientific method and the scientific ethos, in an effort to legitimize or delegitimize string theory. (shrink)

This paper presents a critical analysis of Tamar Szabó Gendler’s view of thought experiments, with the aim of developing further a constructivist epistemology of thought experiments in science. While the execution of a thought experiment cannot be reduced to standard forms of inductive and deductive inference, in the process of working though a thought experiment, a logical argument does emerge and take shape. Taking Gendler’s work as a point of departure, I argue that performing a thought experiment involves a process (...) of self-interrogation, in which we are compelled to reflect on our pre-existing knowledge of the world. In doing so, we are forced to make judgments about what assumptions we see as relevant and how they apply to an imaginary scenario. This brings to light the extent to which certain forms of skill, beyond the ability to make valid logical inferences, are necessary to execute a thought experiment well. (shrink)

According to the standard view, the so-called ‘Copenhagen interpretation’ of quantum mechanics originated in discussions between Bohr and Heisenberg in 1927, and was defended by Bohr in his classic debate with Einstein. Yet recent scholarship has shown Bohr’s views were never widely accepted, let alone properly understood, by his contemporaries, many of whom held divergent views of the ‘Copenhagen orthodoxy’. This paper examines how the ‘myth of the Copenhagen interpretation’ was constructed by situating it in the context of Soviet Marxist (...) critique of quantum mechanics in the 1950s and the response by physicists such as Heisenberg and Rosenfeld. (shrink)

New perspective on Heisenberg's interpretation of quantum mechanics for researchers and graduate students in the history and philosophy of physics.

A thorough historical survey of philosophies of the arts.

The document presented below stems from the Jean Hering Nachlass in the Médiathèque protestante of Strasbourg and was originally preserved in the Archive of the Collegium Wilhelmitanum Argentinense of the same city. It concerns a typescript of 7 folios, which was unknown up until now, dealing with the idealism-realism controversy and presenting original views on the consequences of this controversy regarding the issue of metaphysics.

Constructivism rejects the metaphysical position that “truth”, and thus knowledge in science, can represent an “objective” reality, independent of the knower. It modifies the role of knowledge from “true” representation to functional viability. In this interview, Ernst von Glasersfeld, the leading proponent of Radical Constructivism underlines the inaccessibility of reality, and proposes his view that the function of cognition is adaptive, in the biological sense: the adaptation is the result of the elimination of all that is not adapted. There is (...) no rational way of knowing anything outside the domain of our experience and we construct our world of experiences. In addition to these philosophical claims, the interviewee provides some personal insights; he also gives some suggestions about better teaching and problem solving. These are the aspects of constructivism that have had a major impact on instruction and have modified the manner many of us teach. The process of teaching as linguistic communication, he says, needs to change in a way to involve actively the students in the construction of their knowledge. Because knowledge is not a transferable commodity, learning is mainly identified with the activity of the construction of personal meaning. This interview also provides glimpses on von Glasersfeld’s life. (shrink)

Purpose This study aims to examine the individuals’ perceived usefulness and ease of use of the government’s electronic services. It also explores the effect of the social influences, as well as of the facilitating conditions, on the individuals’ intentions to use the government’s digital and mobile services. Design/methodology/approach The researcher has adapted various measuring items from the unified theory of acceptance and use of technology and from the theory of acceptance model to investigate the participants’ utilitarian motivations to engage with (...) the government’s online services. The analysis involved a two-step, structural equation modeling approach that included a confirmatory factor analysis that verified the constructs’ validity and reliability. Findings There was a satisfactory fit for this study’s research model. The findings revealed that there were direct and indirect effects that predicted the individuals’ readiness to use the e-government services. The results suggest that the respondents’ perceived usefulness and ease of use of this digital technology were significant antecedents for their behavioral intention to use it. The strength of these relationships was affected by the moderating variables, including, age, gender and experience. Yet, these demographic variables did not have a significant effect on the link between social influences and behavioral intention. Originality/value This study reported that the citizens felt that the e-government systems were useful and easy to use for them. The research participants indicated that they will continue accessing their government’s online services. Therefore, this research implies that the public services should continue improving the facilitating conditions, including the provision of service quality and capability; as well as secure the accessibility to their e-government systems via digital and mobile technologies. In conclusion, this contribution identifies possible research avenues to academia. (shrink)

Research into learners' ideas about science suggests that students often have alternative conceptions about important science concepts. Because of this dissatisfaction, constructivism has been adopted as a theoretical framework by many teachers and researchers, and it has had a curricular influence in many countries. Constructivism is much more than an educational doctrine and we are aware that a ‘science war’ about the possibility of objectivity is in progress. ‘Constructivism’ cannot necessary be a package deal: it must be possible to accept (...) educational suggestions deemed useful without buying all the epistemology or the metaphysical implications. The claim that cognitive agents understand the world by constructing mental representations of it can be a shared suggestion for changing science instruction. Many teachers are much more concerned in finding productive teaching methods than about philosophical questions as if knowledge must be considered an objective representation of the real world or not. We have to ponder if some ideas from the constructivist theory of instruction can help instructors to become better teachers. The pragmatic suggestions that come from the constructivist theory of instruction developed by von Glasersfeld, the leading proponent of radical constructivism, could be a good start in this␣search. (shrink)

A thorough historical survey of philosophies of the arts.

In this paper, I argue that Heisenberg's mature philosophy of quantum mechanics must be understood in the context of his epistemological project to reinterpret and redefine Kant's notion of the a priori. After discussions with Weizsäcker and Hermann in Leipzig in the 1930s, Heisenberg attempted to ground his interpretation of quantum mechanics on what might be termed a 'practical' transformation of Kantian philosophy. Taking as his starting point, Bohr's doctrine of the indispensability of classical concepts, Heisenberg argued that concepts such (...) as space, time and causality can be regarded as 'practically a priori', in so far as they remain the conditions for the possibility of experience and even of 'objective reality', though they are not universal and necessary in a strictly Kantian sense. We cannot avoid using classical concepts in the description of experiments in quantum theory, despite the fact that there are limits to their applicability. Such concepts are, for Heisenberg, historically contingent, yet indispensable in our time, because we have no other language through which we can describe and conceive of the interaction between 'object' and 'measuring device'. (shrink)

Business Ethics, the Environment &Responsibility, EarlyView.

Phenomenology of religion is among the oldest branches of the discipline founded by Husserl. It has always been difficult to define its outlines: from the very first essays of Scheler, Reinach and Heidegger to the so-called “theological turn” of French phenomenology, one has always feared the transformation of the phenomenology of religion in a religious philosophy that would give up the sacred principle of neutrality. This situation is perhaps behind us thanks to the recent endeavors to renew the field of (...) research. French and American specialists of Husserl’s thought Natalie Depraz and Anthony J. Steinbock try to push back the limits of and to explore new ways in genetic phenomenology by describing religious attitudes by mean of a philosophical-existential methodology especially designed for this task. This paper introduces what might open of a new era of the phenomenology of religion. (shrink)

Cet ouvrage est le tout premier à proposer un tour d'horizon historique et systématique des multiples conceptions phénoménologiques du mouvement. Après une introduction qui s'efforce de retracer la 'Begriffs- und Wirkungsgeschichte' de cette notion de mouvement, et par là de montrer comment elle fut longtemps l'apanage de la philosophie de la nature avant que la phénoménologie ne s'en empare et lui rétrocède toute sa dimension subjective et charnelle, les auteurs livrent une série d'analyses détaillées qui se répartissent en deux grandes (...) parties. Dans la première, il s'agit d'examiner critiquement le traitement que des penseurs-clés lui ont réservé. Sont ainsi étudiés le sens et la portée des notions de kinesthèse, de géostatisme et d'a priori matériel chez Husserl, mais également le concept de mobilité chez Heidegger, la dynamique de l'existence chez Patocka ou encore l'interprétation merleau-pontienne du cas Schneider. Dans la seconde partie, il est davantage question d'explorer de nouvelles voies, d'articuler des usages neufs et de développer des interprétations inédites du mouvement à partir de la méthode et de la conceptualité phénoménologiques, en dialogue avec les sciences cognitives, la religion et les arts - en l'occurrence la danse. L'ensemble pose ainsi les jalons pour une approche phénoménologique renouvelée du mouvement vécu. (shrink)

Fruit d'un colloque tenu en 2010 dans la ville de Budapest, cet ouvrage collectif introduit aux grands chapitres de l'oeuvre de l'académicien en même temps qu'elle lui adresse certaines questions permettant d'en mieux saisir les enjeux et d'en indiquer quelques prolongements possibles. Cartésianisme, phénoménologie et théologie : telles sont les trois voies thématiques empruntées afin d'interroger un travail qui a su se rendre indispensable à son époque.

Que dire des épreuves de la vie? Nous ne savons quelles elles sont qu'à les traverser et ignorons ce qu'elles sont en les endurant. Quand surviennent-elles? Comment? Et pourquoi? Aveugles lorsqu'elles frappent, hagards lorsqu'elles cessent, comment pourrions-nous porter sur elles nos regards? Dans l'obscure nuit qu'elles répandent sur nos vies, tout n'est cependant pas que ténèbres. Car les épreuves révèlent, elles phénoménalisent. Sous leur sombre lumière, tout se montre sous son vrai jour. Condamnés par le pire à donner le meilleur, (...) nous qui les essuyons faisons alors nos preuves. Dans l'épreuve, l'ego apparaît donc comme jamais il ne le fait, non pas comme il le doit, mais toujours comme il est. Faudrait-il ajouter que d'épreuves comme de phénoménologie, il n'en est que de la vie pour que l'idée d'une phénoménologie des épreuves de la vie s'impose en philosophie? Inutile : l'irrésistible réalité de ces épreuves impose à qui les subit un inextinguible besoin de philosophie. Or qui mieux que la phénoménologie peut, en philosophie, mettre à l'épreuve les épreuves de la vie. (shrink)