Tracking the Master Scribe: Revision through Introduction in Biblical and Mesopotamian Literature. By Sara J. Milstein. Oxford: Oxford University Press, 2016. Pp. xviii + 241. $99.

John Macmurray, Emeritus Professor of Philosophy of Edinburgh University, is best known for his Gifford Lectures delivered at the University of Glasgow in 1953-54. In those lectures, Self As Agent and Persons in Relation, Macmurray develops the thesis that the form of the personal is the agent and that the self as agent is constituted in its relation to the other. For Macmurray this means that one should no longer conceive the self primarily as a knower set over against (...) objects and as an individual set over against other individuals. He begins with the self understood practically as agent and as an agent who can understand and fulfill himself only through a mutuality of relationships. Universal human community is the ideal norm of human activity and, because community requires relations with a personal other, the notion of universal community ultimately requires a universal and personal other which in its fullest development is the idea of God. It is in religion, then, that the personal finds its fullest expression. (shrink)

In his search for an integrating image of the human - and of the universe - to counter the dualisms and fragmentations that were the early 20th century's inheritance from modem philosophy, Scottish philosopher John Macmurray found himself forced to rethink the whole of western philosophy. Macmurray imdertook his project in the light of two defining features: he articulated his thinking within the confines of philosophical method, while implicitly taking his Christian faith as the gjn-oscope or point de repere (...) for his sense of the truth he was seeking. (shrink)

In his search for an integrating image of the human - and of the universe - to counter the dualisms and fragmentations that were the early 20th century's inheritance from modem philosophy, Scottish philosopher John Macmurray found himself forced to rethink the whole of western philosophy. Macmurray imdertook his project in the light of two defining features: he articulated his thinking within the confines of philosophical method, while implicitly taking his Christian faith as the gjn-oscope or point de repere (...) for his sense of the truth he was seeking. (shrink)

This book provides much new thinking on the phenomenon of whole person education, a phenomenon which features strongly in East Asian universities, and which aims to develop students intellectually, spiritually, and ethically, to master critical thinking skills, to explore ethical challenges in the surrounding community and to acquire a broad based foundation of knowledge in humanities, society and nature. The book considers different approaches to whole person education, including Confucian, Buddhist, and Chinese perspectives, Western philosophy and religion and interdisciplinary approaches. (...) Overall, the book provides a comprehensive overview of whole person education, why it matters and how to implement it. Moreover, although the examples in the book are from East Asia, the discussion and the values involved are universal, important for the whole world. (shrink)

Cyberbullying is a serious global problem that affects many teenagers and university students. Recent studies have explored the relationship between personality traits and cyberbullying, but the mechanism needs further research. This paper examines the impact of personality traits on cyberbullying perpetration of Chinese university students and the moderating role of Internet self-efficacy and gender. By random cluster sampling, 549 university students participated in filling out the self-report questionnaires. The results revealed: conscientiousness, agreeableness, and openness were significantly negatively correlated with cyberbullying (...) perpetration. The stratified regression showed that ISE moderated the relation between agreeableness and cyberbullying. Gender moderated the relationship between agreeableness and cyberbullying, and openness and cyberbullying. (shrink)

This study examined the mediating role of core Executive Functions (EF: working memory and inhibitory control) and moderating role of Perceived Academic Intent to Entrepreneurship (PAIE) in relationship between Dark Personality Traits (SDT) and Entrepreneurial Intentions (EI) of university students. A sample of 539 university students enrolled in various undergraduate and postgraduate programs completed the Short Dark Triad-3 (SD3), Adult Executive Functioning Inventory (ADEXI), and measures for assessing Entrepreneurial Intent and Perceived Academic Intent to Entrepreneurship. The results showed that of (...) SDT, only Machiavellianism was significantly associated with EI. Both of the core executive functions and PAIE were also positively correlated with EI. Moreover, findings showed that EF positively mediated the relationship between Machiavellian disposition and entrepreneurial intention, while perceived academic intent to entrepreneurship moderated the relationship between executive functions and EI. A significant moderated mediation index was also reported. Findings offer useful insight to the interplay among above mentioned variables and guide educational and organizational psychologists to employ core cognitive strategies for promoting entrepreneurial thoughts and channelizing the productive energies of students with malevolent tendencies through academic coaching. (shrink)

The long-standing vision of universities as the “alma mater” of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher education (...) institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their “third mission” as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community.This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit. (shrink)

Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for (...) iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs. (shrink)

The article traces origins of the contradiction that calls into being the polemics on the moral status of duties to close persons. Special obligations are created by the unique life narrative of an actor that makes different recipients of her actions more or less distant. Those who are less distant are “close ones.” Those who are more distant are “strangers.” The basis of this distance can be different: individual sympathy, consanguinity, belonging to cultural, territorial and political communities. Special obligations presuppose (...) that the preferential treatment of “close ones” is not only permissible but obligatory. This feature of moral duties to close persons makes moral philosophers suspicious because they are prone to endow moral requirements with two interrelated properties: universality and the high level of generality. The main reason for this is that the typical moral duty is a duty of every human being to another human being without any further qualifications. Against the background of such duties, any preference to close persons looks like the breach of moral equality and manifestation of impermissible partiality. Though, common moral beliefs persistently include special obligations in the whole system of moral duty. R. Goodin thinks that they have a priority over positive general duties and yield to negative general duties. The empirical researches of moral evaluations which reviewed in this article in general confirm this conclusion. The ethical theory cannot ignore fundamental features of common moral beliefs. That is why it is doomed to look for ways of reconciling the moral equality and impartiality with the preferential treatment of close persons embedded into special obligations. (shrink)

The 2008 UN Convention on the Rights of Persons with Disabilities (CRPD) provides a landmark articulation of the universality of human rights. It affirms in strong terms that all human beings have a claim to full inclusion and equal participation in society, something denied to many because of disability. The CRPD is an ambitious document with far-reaching and fundamental implications. This interdisciplinary collection of essays takes up pressing philosophical, legal, and practical issues raised by the CRPD and the ongoing process (...) of its implementation. Combining clear legal and philosophical overviews with ground-breaking conceptual analyses, the collection aims to advance the academic debate about human rights and disability and to serve as a useful resource for policymakers, ethicists, disability activists, jurists, and all those interested in the human rights of persons with disabilities. With contributions by Jackie Leach Scully, Marcus Düwell, Jenny Goldschmidt, Sigrid Graumann, Caroline Harnacke, Jan Vorstenbosch, Esther van Weele, Joel Anderson, Jos Philips. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This article explores the relations between autobiography, fiction and history in the recent texts of Hélène Cixous. It examines the uses and limits of a range of generic categorizations in accounting for these relations. We suggest that most categorizations tend to rely on an underlying oppositionary and exclusive dynamic between autobiography and fiction in which one or the other may be privileged. Our contention is that Cixous's work should rather be understood within an inclusive dynamic in which all three elements, (...) the fictional, autobiographical and the historical coexist in a complex relation which cannot be disentangled. This inclusive dynamic, we suggest, is not only central to an understanding of the texts’ generic dimensions, but also to the specifics of the pact which Cixous establishes with her readers, as well as to the ethical thinking which underlies her oeuvre. (shrink)

Volume 10, Issue 2, June 2019, Page 300-312.

Person‐centred care, with its central focus on the patient in partnership with healthcare practitioners, is considered to be the contemporary gold standard of care. This type of care implies effective communication from and by both the patient and the healthcare practitioner. This is often problematic in the case of the paediatric population, because of the many communicative challenges that may arise due to the child's developmental level, illness and distress, linguistic competency and disabilities. The principle of universal design put forth (...) in conventions and legislation means that the design of products and services should be usable by all people, to the greatest extent possible. Augmentative and alternative communication encompasses strategies, for example pictures and apps, that are typically used with people with communication disability. In this position paper, we argue for the universal use of augmentative and alternative communication to support person‐centred communication and care for children, regardless of age or potential disability. Clinical examples are shared from three different paediatric care settings where pictorial supports were applied universally. Interviews were conducted with children and adolescents (with and without disabilities), parents and healthcare practitioners, and the principles of universal design were used as a framework to demonstrate how person‐centred communication is supported in paediatric care. (shrink)

This booklet is based on an inaugural professorial lecture given by Professor John White at the Institute of Education, University of London.

This study examines processes through which social personae are conveyed by male Japanese students at a public university in Yokohama. Focusing on the frame-setting function of first person pronominals in contexts where there is no intra/inter speaker variation in the choice of FPP, this paper analyzes how speakers manage identity-associated discursive alignments related to a shared Okinawa prefecture background. The common experience of being from Okinawa prefecture and attending university far from home is the primary reason that these speakers are (...) close friends. However, analysis reveals speakers’ continual and active contention and re-formulation of this shared ‘Okinawan-ness’ and the personae to which it is linked. In particular, FPPs are implicated in speakers’ discussion of heterogeneity and/or local differences with respect to their Okinawa prefecture background. Strategic use of FPPs thus emerges as a salient tactic for speakers’ active negotiation of conversation relevant personae categories even in interactional contexts without variation. (shrink)

This study attempted to explore the personality traits of higher achievers at the university level. The core objective of this investigation was to illustrate the nature of personality traits of the higher achievers’ students. To study this phenomenon, a quantitative research approach was used. The students were chosen by using a purposive sampling technique and included 758 high achievers enrolled in various programs at the Chinese universities. Based on the Hexaco model of personality, a questionnaire was used to gather information (...) from respondents as a research tool to examine the personality traits of position holders after an extensive review of the relevant literature. Tool validity was determined by following the face, content, construct validation process. This investigation concluded that honesty, emotionality, and openness to experience were very high among the higher achievers’ students. Only honesty in female higher achievers’ students was significantly high than male, remaining factors “extraversion, agreeableness, conscientiousness, and openness to experience” were significantly high among male higher achievers’ students. Moreover, the higher achievers of science group students were more extraversion, agreeableness, and conscientiousness than arts group students. However, higher achievers in hostels were more emotional and agreeableness than the day scholars. Overall step-wise regression analysis, indicated that agreeableness and extraversion factor has significant influence on higher achievers. (shrink)

Academic dishonesty that involves the use of any prohibited means for gaining unfair advantage academically has become a global problem in educational institutions. Limited studies have been conducted to explore the significance of personality with reference to academic misconduct. The present study was conducted to find out the different personality correlates as well as predictors of Academic Dishonesty. For this purpose 232 students of undergraduate and graduate courses from different faculties of University of Karachi, Pakistan, with ages ranging between 18-35 (...) years participated in the study. Big Five Inventory 1 was used to measure personality and English version of Academic Dishonesty Tendency Scale2 was used to measure academic dishonesty. Also five questions were developed to measure one more dimension of academic dishonesty which has been observed in local universities i.e., the tendency towards influencing teachers. For statistical analysis, correlation and regression analysis were conducted. Some personality types were found to be associated, and predictors of different dimensions of academic dishonesty. (shrink)