The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...) Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes. (shrink)

ABSTRACT In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were (...) deemed to predict the outcome variables significantly. The main effect of relatability as well as its interaction with attainability positively predicted elevation and pleasantness. We discussed educational implications of the findings in terms of how relatability may be the first point of emphasis for moral educators to focus on and attainability can then bolster the effectiveness. These relatable and attainable moral exemplars can be sources for moral elevation and pleasantness, which promote motivation to emulate moral behavior presented by the exemplars. (shrink)

Previous research has demonstrated that upward counterfactuals generated in response to less-than-optimal outcomes on repeatable tasks are more motivating than are downward counterfactuals. In the present work, however, it was hypothesized that upward counterfactuals should only be motivating to the extent that one believes that improvement is generally attainable. By contrast, it was hypothesized that upward counterfactuals should actually diminish motivation and downward counterfactuals should enhance motivation to the extent that one believes that improvement is generally unattainable. In support of (...) these hypotheses, the results of two studies indicated that incremental theorists (who believe that intelligence-related abilities are malleable) displayed greater motivation and enhanced performance in response to upward as compared to downward counterfactuals, whereas entity theorists (who believe that intelligence-related abilities are fixed) displayed greater motivation and enhanced performance in response to downward as compared to upward counterfactuals. (shrink)

The present paper is an attempt at examining the value configuration and the socio-demographical profiles of the local political elites in four countries of East-Central Europe: Romania, the Czech Republic, Bulgaria, and Poland. The treatment is a comparative one, predominantly descriptive and exploratory, and employs, as a research method, the case-study, being a quite circumscribed endeavor. The cases focus on the members of the Municipal/Local Council in four towns similar in terms of demography and developmental strategies (i.e. small-to-medium sized communities (...) of around 35,000 inhabitants, with economies largely based on food industry and commercial activities): Tecuci (Galați county, Romania), Česká Lípa (Liberec region, Czech Republic), Targovishte (Targovishte province, Bulgaria), and Oleśnica (Lower Silesia province, Poland). Hypothesizing that the local elites of the former Sovietized Erurope tend to differ in outlook, priorities, and value attainment, as compared to their Western counterparts, the paper considers the former’s attitudes and perspectives in regard to seven values: a series of values customarily connected with the concept of ‘democracy’ (i.e. citizen participation, political conflict, gradual change, economic equality), state intervention in economy, decentralization and increased local autonomy, cultural-geographical self-identification. The study uses, as well, five models of value attainment in what concerns the ‘ideal portrait’ of the local councilor (Putnam 1976): ethical, pragmatic, technocratic, political, and gender. According to the results of a study applying a standard written questionnaire among the local councilors of the three communities in the period December 2010-February 2013, the paper distinguishes among three corresponding types of local elites: (1) ‘predominantly elitistic,’ (2) ‘democratic elitist,’ and (3) ‘predominantly democratic,’ following two types of explanation accounting for the differences among the four cases: the legacy of the defunct regime and the degree of administrative decentralization. (shrink)

We consider some questions of Donald Monk related to attainment of the tightness function in Boolean spaces. Then we prove in ZFC that attainment of tightness in the sense of the definition does not imply attainment of tightness in the free sequence sense. Our results give rise to full answers to [2, Problems 41, 42].

A close reading of the final chapter of Hegel's Phenomenology, with special attention to phenomenological method, to the structure of overcomings and preservations that makes for the integrated totality of the ascent to the absolute, to the determinate negations that bind ch.s 6c on Objective Spirit and 7c on Revealed Religion to one another and to ch. 8 on Absolute Spirit, and to the relations of the absolute standpoint to time and to history.

A close reading of the final chapter of Hegel's Phenomenology, with special attention to dialectical method, to the relation of ch.s 6c on Objective Spirit and 7c on Revealed Religion to ch. 8 on Absolute Spirit, and to the relations of the absolute standpoint to time and to history.

Publication date: 15 October 2018 Source: Author: Donovan A. McFarlane This paper examines the constructs “Level of Educational Attainment” and “Intelligence Quotient” using a Case Study Approach based in current United States political conflicts and debates between U.S. Representative Maxine Waters and U.S. President Donald Trump. Specifically, the researcher examines U.S. President Donald Trump’s claim that U.S. Representative Maxine Waters, a democratic member of the U.S. Congress from the State of California, is a “low IQ individual”. The researcher examines IQ (...) indicators and focuses on the Level of Educational Attainment of Trump and Waters by accessing, analyzing, and interpreting the most current vital data on Level of Educational Attainment at the post-secondary level, specifically examining both parties’ LEA in relation to the population samples within their age groups. Additionally, the researcher briefly looks at the life circumstances of both Donald Trump and Maxine Waters to make an educated conclusion about both leaders’ levels of intelligence and IQs. (shrink)

Twentieth Century philosophical thought has expressed itself for the most part through two great Movements: the phenomenological and the analytical. Each movement originated in reaction against idealistic—or at least antirealistic—views of "the world". And each has collapsed back into an idealism not different in effect from that which it initially rejected. Both movements began with an appeal to meanings or concepts, regarded as objective realities capable of entering the flow of experience without loss of their objective status or of their (...) power to reveal to us an objective world as it would be if there were no subjective apprehensions of it. Both movements ended with a surrender of the objectivity of meanings and concepts in this strong sense, coming to treat them as at most more-or-less shareable components of a somehow communalized experience, but in any case incapable of revealing how things are irrespective of actual human experience. For the old Egocentric Predicament, with its "ideas" etc., is substituted a Lingocentric or Histrocentric Predicament of "language" and its elements. Hilary Putnam speaks for the current consensus: 'Internal realism says that we don't know what we are talking about when we talk about "things in themselves"' ( The Many Faces of Realism , p. 36). (shrink)

This book argues that sociology has lost its ability to provide critical diagnoses of the present human condition because sociology has stopped considering the philosophical requirements of social enquiry. The book attempts to restore that ability by retrieving some of the key questions that sociologists tend to gloss over, inescapability and attainability. The book identifies five key questions in which issues of inescapability and attainability emerge. These are the questions of the certainty of our knowledge, the viability of our politics, (...) the continuity of our selves, the accessibility of the past, and the transparency of the future. The book demonstrates how these questions are addressed in different forms and by different intellectual means during the past 200 years and shows how they persist today. (shrink)

It is clear from these and other definitions that development, no matter how it is conceived, involves change. However, it is also clear that not all change constitutes development. A particular change could be part of a process of development, but could also be part of several other processes, such as those of alteration, modification, deformation, adaptation, regression, degradation and the like. Thus it is necessary to differentiate between changes that can be said to be part of a process of (...) development, and those that cannot. In an attempt to make such a distinction and in line with the above-mentioned definitions of development one could say that changes that are part of development are changes that bring about increased likeness to some more advanced or better state of being. (shrink)

Scholarship on Grattius’ Cynegetica, a minor Augustan didactic poem on hunting, has done a laudable job of finding allusions in the text or other ancient passages that elaborate the sometimes-obscure information that Grattius provides. Such scholarship has not led to a floruit for Grattian research, although the June 2015 conference ‘Grattius in context: Hunting an Augustan Poet’ indicates that there is more to the poem than meets the eye, for those who are willing to spend time with the text. One (...) area particularly open to research is the influence of Greek authors, a subject not addressed even in the aforementioned conference. To demonstrate what work can be done, as well as to speculate on the underlying themes of Grattius’ Cynegetica, I wish to discuss one unnoticed allusion to the Greek epinician poet Pindar. These two authors are not often or obviously read in conjunction to one another, but there are moments of contact: a recognized reference occurs at Grat. 527, cantatus Graiis Acragas. One unrecognized moment of contact is when Grattius quotes Olympian 1.13 when discussing dog-breeding. The allusion highlights that there is still literary work to be done on the Cynegetica to appreciate fully Grattius’ poetic agenda and how he establishes his authority—not to mention the idea that Grattius has an agenda at all. To discuss this reference, I will first focus on the technical aspects of the translation before discussing interpretations of the line and the allusion. (shrink)

This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...) studies and activities, it illustrates how the reader can realistically and practically increase student attainment in their own school setting. This book will help leaders: Develop a supportive and encouraging leadership style that will create a cycle of self-improvement and self-efficacy for all ; Adapt the curriculum to focus on progress and engagement ; Use the Philosophy 4 Children strategies to promote deeper thinking and enquiry, increasing the rate of school improvement through a system of enquiry based staff professional development Using an inner city primary school as a working example, this book will be a source of inspiration and encouragement for school leaders, teachers and school advisors looking to cultivate and embed a love of learning into their school. (shrink)

This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection.

This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...) studies and activities, it illustrates how the reader can realistically and practically increase student attainment in their own school setting. This book will help leaders: Develop a supportive and encouraging leadership style that will create a cycle of self-improvement and self-efficacy for all ; Adapt the curriculum to focus on progress and engagement ; Use the Philosophy 4 Children strategies to promote deeper thinking and enquiry, increasing the rate of school improvement through a system of enquiry based staff professional development Using an inner city primary school as a working example, this book will be a source of inspiration and encouragement for school leaders, teachers and school advisors looking to cultivate and embed a love of learning into their school. (shrink)

The selection strategies of individuals and 2-person cooperative groups were investigated in 5 concept-attainment problems. 2 types of stimulus displays were used: (a) form displays, consisting of geometric forms varying in 6 attributes with 2 levels of each, (b) sequence displays, consisting of 6 plus and/or minus signs in a row. The arrangement of cards in the stimulus displays was ordered or random. The principal results were: (a) 2-person groups used the focusing strategy more, required fewer card choices to solution, (...) and required more time than individuals; (b) form displays resulted in more use of the focusing strategy than sequence displays, with no difference in number of card choices; (c) no difference between ordered and random arrays in use of the focusing strategy or number of card choices. (PsycINFO Database Record (c) 2016 APA, all rights reserved). (shrink)

The literature on the Cambridge Platonists abounds with references to Neoplatonism and the Alexandrian Fathers on general themes of philosophical and theological methodology. The specific theme of the spiritual senses of the soul has received scant attention however, to the detriment of our understanding of their place in this important tradition of Christian speculation. Thus, while much attention has been paid to the clear influence of Plotinus and the Florentine Academy, far less has been given to important theological figures that (...) also form a vital part of the tradition the Cambridge Platonists find irresistible. Similarly, scholarship on the spiritual senses has tended to ignore early modern Protestant developments in this tradition focusing instead on patristic, medieval, and later modern figures. In response to these oversights, the present chapter provides a close reading and analysis of the reception and modification of Origen of Alexandria’s (185-252) doctrine of the spiritual senses in the “Discourse on the True Way or Method of Attaining to Divine Knowledge” by the Cambridge Platonist, John Smith (1618-1652). Although Smith accepted much of the doctrine as he found it in Origen his allegiance to modern notions of methodology, derived especially from Descartes, as well as his Protestantism, made taking the doctrine on authority or antiquity alone unacceptable. Smith therefore offered his own case for the spiritual senses, at once intentionally mimicking the Alexandrian’s interpretive synthesis of Platonism and Scripture (“Origen as model”) and echoing Origen’s own words (“Origen as source”). Whereas Origen made spiritual sensibility intelligible by means of Middle Platonic thought, Smith’s Neoplatonism provided the conceptual tools needed to make sense of biblical passages without suggesting a merely metaphorical meaning for sensory language concerning the awareness of spiritual realities. In this way, both tradition and innovation guide Smith’s reformulation of the doctrine of the spiritual senses. In addition to demonstrating Smith’s debt to patristic thought, this chapter also discusses his influence on such leading figures in modern theology as John Wesley (1703-1791) and Jonathan Edwards (1703-1758). The chapter thus presents an important moment in the development of Christian speculation about the spiritual senses that begins to bridge scholarship on the Patristic and Enlightenment periods. (shrink)

Developmental Task Attainment in Adolescents from Families with a Recovering Alcoholic or Active Alcoholic Father The problem under consideration is the issue of adolescent developmental tasks in families with alcohol-related problems, especially in families which contain one or more treated alcoholics. In the present work it was hypothesised that the treatment of alcoholic fathers would be one of the more important protective factors in families coping with alcoholism. The participants of the study included 91 children, aged 17-18. The research sample (...) was comprised of three groups: 31 children of active alcoholics, 30 children of treated alcoholics, and 30 children of non-alcoholic parents. In general, the results of the study highlight the roles of temperament and parenting practices in the progress of developmental tasks. The data revealed that family characteristics were correlated to the predictors of these tasks. The groups used in the study were differed according to the factors of their developmental tasks. (shrink)

The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making is higher in (...) those students who take the course with a case based method. In contrast, attainment of outcomes related to personal beliefs about applied moral issues is higher in those students who take an introductory ethics course surveying moral theories in the context of applied issues. Neither of these results is especially surprising. What may be surprising, however, is that students in the case-based course do not appear attain learner outcomes with regard to applied moral issues despite studying those issues in detail. Finally, the assessment tool developed and refined through this study may be of use for assessment in a variety of ethics courses. (shrink)

In this thesis I argue that foundational to attaining Cartesian generosity, both as a passion and as a virtue are the clear and distinct perceptions of mind, God, and body. I challenge Lisa Shapiro’s account of generosity, and her suggestion that generosity regulates the passions expressed in the Meditations. Unlike Shapiro I attend closely to the distinction between the passion of generosity and the virtue of generosity, and how to acquire these different states of the soul. I propose that the (...) passion of generosity cannot be aroused in the soul until after the meditations have been completed and the full inventory of clear and distinct perceptions attained. I interpret the meditations as orienting the meditator towards attaining virtue; by putting her in a position to attend frequently to the nature of free will after the six meditations have been completed. I interpret this frequent attendance to the will as a “Seventh Meditation,” which arouses the passion of generosity. After the passion has been attained, the virtue of generosity can then be acquired through self-cultivation, which instills generosity as a habit of the soul. The virtue of generosity is what allows one to gain mastery of the passions, and I provide an account of how this can be done through a process of reconditioning the passions. (shrink)

It is a background assumption of much of social science - here called modernist social science - that, in principle, there are neither questions that it cannot decline nor answers that cannot be found. Modernist social science does not accept the issues of inescapability and of attainability; they are names for adversaries that need to be fought against. In contrast to modernism in social theory, this article argues that social theory not only cannot succeed in suppressing the questions of the (...) inescapable and the attainable but indeed needs to be reconceptualized such that an understanding of inescapability and attainability becomes one of its organizing elements. The argument is developed by discussing three central problematics of social theory - the continuity of self, the certainty of knowledge and the viability of the polity - and by showing that an irreducible pluralism of modes of social theorizing exists which includes positions that emphasize the questions of inescapability and attainability. The various perspectives on self, knowledge and polity can be related to each other by reasonings that link a philosophy of the social sciences to a historical sociology of modernity. (shrink)

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students? academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related (...) to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities. (shrink)