Search

In this autoethnographic essay, the author explores a wide range of personal experiences as a neurodivergent student. The author challenges the reader (students, educators, parents, whoever they may be) to self-reflect on their own experiences with the neurodivergent community to broaden the understanding of each person's unique academic journey. The author's hope is that readers feel inspired to recognize their own personal capacity to create real change in expanding upon what it means to be part of the neurodivergent community and beyond. [ABSTRACT FROM AUTHOR]

In this article, we analyze two group interviews in which 17 Finnish social workers discuss social work-relevant popular culture representations of and popular culture's usefulness to social work practice. As a result of our thematic content analysis, we identified two themes under which the benefits of popular culture in social work were made sense of by interviewees. First, social work-relevant popular culture representations were described as useful for practitioners' self-reflections since they can be used to assess different actor's stand points and reflect practitioners' own emotions, varying interpretations, assumptions, epistemological standings, and actions. Self-reflection can also help practitioners to identify culturally embedded stereotypes and the expectations people may have for social workers. Second, popular culture materials can be beneficial to informing relationship-based social work practice by building trust among social workers and clients. According to our interviewees, popular culture materials can be used to explore new topics for discussion and help establish common ground with a client. Moreover, social workers can deconstruct social work-related archetypes together with clients as a means of dismantling mistrust towards social work as a profession. These results encourage practitioners to reflect upon social worker representations in popular culture among social workers as well with their clients. The self-reflection upon popular culture materials could also be usefully applied during reflexive discussions held in work communities, in client work and when supervising affective work performed by social workers. [ABSTRACT FROM AUTHOR]

Journaling assignments are generative practices for the sport management classroom because they can help students process course content through self-reflection and relate their acquired knowledge to their experiences and worldviews. This essay presents journaling as an example of contemplative pedagogy, an educational technique that supports the development of skills in mindful self-awareness, as well as the translation of course content to practical knowledge through calm and creative expression. The essay outlines the practical implementation of contemplative journaling in undergraduate courses and contends that it is a useful pedagogical tool for the sport management classroom, particularly in helping students engage with topics concerning social justice and inequalities in the industry. [ABSTRACT FROM AUTHOR]

Learned resourcefulness is a broad and abstract concept that refers to the ability to use selfobservation and self-control to change internal negative feelings, emotions, or thoughts to reduce the adverse effects of stress on emotions and behavior. Excessive stress negatively affects the physical and mental health of individuals, and learned resourcefulness can help alleviate the effects of stress. Nursing measures implemented in a timely manner to enhance patients' self-regulation ability and improve their mental and physical stability are important. In this article, based on the concept analysis method of Walker and Avant (2019), the defining characteristics of learned resourcefulness are summarized as: (1) self-control ability, (2) problem-solving skills, and (3) belief in one's ability to cope effectively with adverse situations. These characteristics are illustrated in case examples, providing empirical reference indicators and introducing the application of nursing research and practice. It is hoped that this article will help nursing colleagues understand learned resourcefulness and provide a reference for clinical assessment and the development of related intervention measures. [ABSTRACT FROM AUTHOR]

The state of confinement during the COVID-19 pandemic affected the quality of life of the general population. This study aims to define and contrast an explanatory model of the quality of life in adults and to analyze the relationships between these variables based on the state of confinement and sex. A total of 872 people from Chile aged between 17 and 50 (M = 21.70 years; SD= 3.272), of both sexes (60.90% male and 39.1% female) participated in this research, of whom 46.6% were not confined when tested and 53.4% were confined, analyzing the quality of life. A model of multi-group structural equations was performed, which adjusted very well (χ2 = 559.577; DF = 38; p < 0.001; IFC = 0.934; NFI = 0.916; IFI = 0.934; RMSEA = 0.061). The results show a positive and direct relationship among all the variables studied and the structural equation model proposed according to confinement and sex reveals a good fit in all the evaluation indexes. Stress and sleep, personality, and introspection were the indicators with the greatest influence in the four models, followed by the family and friends indicator with a medium correlation strength, such as the health monitoring dimension, although this was not as influential in confined individuals. The main conclusions are that the best adjustments are obtained in confined adults and females, and the data show that the psychological indicators obtained (stress and sleep, personality, and introspection) have the greatest influence on adults in the four models proposed with regard to their quality of life. [ABSTRACT FROM AUTHOR]

This narrative discusses my experience of pregnancy loss from the perspective of an "insider." Issues of grief, frustration, and confusion are explored as they influence my decisions, coping mechanisms, and actions. Despite the challenges and disappointments associated with the loss of motherhood, there is a sense of resilience and strength through my self-reflection. [ABSTRACT FROM AUTHOR]

This paper illustrates my (Yamashita's) critical self-reflection as a female social work student from Japan living in Australia while conducting my first placement in an organisation that provides refugees and asylum seekers with holistic mental health support. The selfreflective process on a small miscommunication enabled me to learn lessons and identify strengths as a future social worker by unpacking the influence of my own cultural background. The main implication of this paper is that, particularly in the multicultural setting, applying selfreflection and self-critique even to small encounters enables social workers to grow as professionals. [ABSTRACT FROM AUTHOR]

Can a pain-belief such as "I feel pain" be fallibly justified and luckily true? In this discussion note, I provide a Gettier-type example to show that a belief about one's own pain can be held on fallible justification and a matter of epistemic luck for its believer. This example underscores the significance of introspection and direct awareness in such epistemic situations. Moreover, perhaps surprisingly, the example suggests that one can, at the same time and with regard to the same body part, though in different respects, both know and not know "I feel pain." The knowledge is possessed in terms of acquaintance; the lack of knowledge is explainable in terms of non-introspective justification. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Alter's The Matter of Consciousness is not only the most systematic defense of the knowledge argument, it is so crystal clear, so compelling, that it should be required reading not only for those interested in consciousness, but for those interested in clear philosophical writing. In some circles The Knowledge Argument (KA) gets a bad rap. Philosophers in those circles should read this book. Though I am someone who takes the argument quite seriously, I have argued that the metaphysical conclusions of the argument can be resisted. Alter has convinced me that in many cases my arguments have come up short, and at the very least require further clarification and defense. For the purpose of these comments, I'm going to focus on his criticism of "subjective physicalism" (Howell, 2013) and its acquaintance response to the knowledge argument. [ABSTRACT FROM AUTHOR]

In the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants' experiences. Data were garnered through WhatsApp-based semistructured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants' narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper. [ABSTRACT FROM AUTHOR]

Copyright of Ethos (0860-8024) is the property of John Paul II Institute, Faculty of Philosophy, John Paul II Catholic University of Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Speculum animæ: A Probe into the Cultural History of the Catoptric Imagination This paper focuses on the issue of the development of the metaphor of mirrors in introspective judgements in European culture. In early antiquity mirrors were iron plates with a high degree of sheen, but, unlike glass mirrors, they were quite unclear and imperfect. That is why mirrors played a somewhat different role as metaphors, for example, in the apostle Paul's speech about the speculum, by which humans can know God and his signs in the world. After the 3rd century AD glass mirrors were made more often, and the idea of moral mirrors gradually became a typical feature of European ethical thought. A gaze oriented toward the mirror was seen as a means to self-knowing, but also to self-admiration and self-accusation as in the case of the myth about Narcissus and Wilde's story of Dorian Gray. Mirrors also played a different role in various medieval drawings of Prudentia, who is often seen holding a convex mirror in her hands as a symbol of circumspection. There are many ways in which mirrors have served as tools for moral judgements in European culture, and even if today they have lost much of their symbolic force, they still remain a cultural step in introspective thinking of current age. [ABSTRACT FROM AUTHOR]

The onset of the COVID-19 pandemic has forced the education sector worldwide, including higher education institutions, to adopt relevant measures for the continuity of teaching and learning while ensuring health safety. Using Self-determination Theory as a lens, this paper presents one of the findings of a developmental study on students' experiences on a flexible learning delivery model that is anchored on self-regulated learning, implemented in one of the island state universities in the Philippines during the academic year 2020–2021. Specifically, the paper reports one emergent finding: the enabling/supporting and limiting influence of technology on competence, autonomy, and relatedness. In this qualitative descriptive study, the researchers interviewed 45 pre-service teachers. Results revealed that technology has both enabling/supporting and limiting influence on competence, autonomy, and relatedness, implying that strategic and directed technology-related support and policies related thereto are imperative to succeed in self-regulated learning. The later section of the paper provides implications, reflections, and recommendations not only limited to the study context but also the future of self-regulated learning. [ABSTRACT FROM AUTHOR]

There are two basic aspects of attentional control. The ability to direct attention toward different objects is typically experienced as a fundamental indicator of attentional freedom. One can control what one attends to and directing attention is a relatively simple task. In contrast, sustaining attention on a chosen object proves to be difficult as mind-wandering seems to be inevitable. Does the problem of sustaining attention, mean that we are fundamentally unfree? We discuss this issue in light of an introspective study of directing and sustaining attention, looking specifically into the question of whether it is possible to experience the source of attention, i.e., the subject enacting freedom through attention. The study involved six persons performing different attention tasks over the course of about a month. Common experiences and contrasting reports are presented. This forms the basis for a discussion of the method of introspection and in particular of how to approach conflicting reports. [ABSTRACT FROM AUTHOR]

Reflective functioning is the process of reflecting on the thoughts and feelings of oneself and others and is foundational to healthy human relationships. The 54-item Reflective Function Questionnaire (RFQ) is a self-report measure that assesses reflective functioning, initially developed while studying individuals with borderline personality disorder (BPD). The purpose of the present study was to translate the RFQ from English to Persian and evaluate its reliability and validity among Iranian prisoners. The sample of this study included 509 (455 men and 54 women) Iranian prisoners. Findings confirm the translated measure had acceptable face and content validity. A confirmatory factor analysis (CFA) confirmed two dimensions of certainty (RFQ-c) and uncertainty (RFQ-u) of reflective functioning. The correlation analysis showed positive relationships between the dimensions of the RFQ and the borderline personality symptoms questionnaire and the emotional dissatisfaction questionnaire. Correlation analysis also showed negative associations between the dimensions of the RFQ and the Toronto Basic Empathy Scale (BES) and the Kentucky Inventory of Mindfulness Skills (KIMS) questionnaire, confirming the concurrent validity of the RFQ. The Cronbach's alphas of the RFQ-c and RFQ-u subscales were.69 and.7 respectively, which demonstrated relatively acceptable internal consistency. The results of the analysis demonstrated that the translated RFQ had desirable psychometric properties for evaluating reflective function among Iranian prisoners. [ABSTRACT FROM AUTHOR]

This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self‐reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations that we hope can help SoTL forward in articulating, and living by, its principles of critically collegial and inclusive co‐creation. [ABSTRACT FROM AUTHOR]

(1) Background: The stress experienced by parents with children with developmental disorders who present temporary or permanent needs, makes them experience a series of daily situations that may be linked to coping strategies. Resilient attributes are considered one of the factors that have a decisive influence on the behavior of parents related to raising their children and that affect greater well-being and life satisfaction. The objective of this research is to study the mediating effect of resilient attributes between parental stress and life satisfaction; (2) Methods: In this study, mothers and fathers of boys and girls from 0 to 6 years old with developmental disorders from different Early Childhood Care Centers (CAIT) in the Province of Jaén (Andalusia) [Spain]. Of them, 96 are mothers (78.0%) and 27 are fathers (22.0%), with a mean age of 37.85 years (±5.043). The Parenting Stress Index-Short Form (PSI-SF), Resilience Scale (RS-14), and Satisfaction with Life Scale (SWLS) were used. The structural equations model (PLS-SEM) was applied to estimate the proposed theoretical model, from an explanatory-predictive perspective; (3) Results: The results showed the coefficients of determination Parental distress [(Q2 = 0.144); (R2 = 0.329)]; Personal competence [(Q2 = 0.106); (R2 = 0.246)]; Acceptance of self and life [(Q2 = 0.094); (R2 = 0.172)] and Life satisfaction [(Q2 = 0.182); (R2 = 0.563)], in the estimation of the reflective model, indicating a moderate fit; (4) Conclusions: The present investigation is not conclusive; however, the implications of these findings are discussed and suggestions for future research are considered. [ABSTRACT FROM AUTHOR]

Dullness is a quality that is hard to pin down for a woodworker; it defies easy definitions, and yet has the power to radically change the temper of experience. Using methods of self-observation drawn from sensory ethnography, I describe how I encounter dullness in my own skilled craft practice. I capture the intersensory nature of perception, how dullness is known through touch, sight, and sound. I follow traces of dullness on the wood I carve, in my body, and along the edge of my tool. This sensory portrait of dullness as elusive, relational, and shifting is a textured and nuanced account of how a craftsperson knows what they need to know from the body and experience. In the analysis section, I draw on Maurice Merleau-Ponty's theory of the inexhaustibility of perception to enhance my claim that dullness is not a fixed object, but a state filled with ambiguity. Perception does not give us easy answers. The article counters popular renderings of craft as practical or technical know-how with a contrary theory of craft as filled with poetic ambiguity. [ABSTRACT FROM AUTHOR]

It is usually, and without much disagreement, regarded that ‘knowing one’s own consciousness’ is strikingly and fundamentally different from ‘knowing other things’. The peculiar way in which conscious subjects introspectively know their own consciousness in their immediate awareness is of immense importance with regard to the understanding of consciousness insofar as it has a direct bearing upon consciousness’ fundamental existence. However, when it comes to the understanding of consciousness, the role of consciousness’ introspective knowledge is rather downplayed or not given much importance with regard to its ontology. With this in the background, the whole purpose of this paper is, first, to make the rather obvious point that the very existence of consciousness in its most fundamental form is constituted by this introspective knowledge of it or its epistemic dimension, whereby its ontology gets its epistemological or epistemic nature. Second, it aims to strengthen the explanatory gap argument by appealing to our enhanced understanding of consciousness in terms of its epistemic ontology. [ABSTRACT FROM AUTHOR]

The article focuses on utilizing dialogic interactive read-alouds as a pedagogical tool to empower children identified with exceptionalities, fostering critical self-reflection and social transformation. It states that through carefully selected texts and guided discussions, students engage in critical self-reflection, empathy, and perspective-taking, leading to a reimagining of their social identities and relationships.

Despite growing evidence demonstrating the psychotherapeutic potential of reading and writing poetry for various mental health problems, there remains limited evidence in relation to psychosis. This paper explores the therapeutic potential of poetry for psychosis by exploring the narratives of people with experience of psychosis who read and write poetry and people who are using poetry therapeutically within their practice. Nineteen participants were recruited to the research and data was collected via narrative interviews. Interviews were audio recorded, transcribed, and subjected to Labovian narrative analysis. Four themes were identified: i) the unsayable becoming sayable; ii) poetry supporting discovery, play and meaning making; iii) relational expression through poetry; and iv) poetry and recovery. The research offers a poetic window into the way in which we might begin to understand the language of psychosis and the interpersonal communication challenge therein. The authors propose the concept of the "poetic wavelength" which can inform the education of practitioners who are working with people who experience psychosis. Understanding the "Poetic Wavelength" offers an alternative form of meaning making, developing the capacity of practitioners in being able to accurately detect emotional states, and to respond accordingly, ultimately improving the experience of service users. [ABSTRACT FROM AUTHOR]

Background: Staff-client relationships impact the quality of support and life of people with severe to profound intellectual disabilities and challenging behavior, but are challenging to build due to clients' intense, complex and varying support needs. The present study explores the perspectives of professionals and relatives on what affects these interpersonal relationships. Method: 17 professionals and 11 relatives participated in focus groups and interviews. Data collection and analysis was performed in collaboration with a co-researcher. Data were synthesized thematically. Results: Interpersonal relationships constituted equivalence, striving for mutual understanding, trust and exploring clients' potential. The combination of staff characteristics (enthusiasm/passion, patience, resilience, creativity/humor, flexibility) and expertise (knowledge, vulnerability/sincerity, self-reflection) enabled staff to build these relationships. The importance of involving relatives was addressed. Contextual influences included the team (cooperation, flexibility, culture), organization (cooperation, boundary conditions) and setting (predictability, interior/atmosphere). Conclusions: The findings make practical knowledge explicit and scientifically underpinned for this specific population. [ABSTRACT FROM AUTHOR]

Introduction: Mountaineering courses are exceptionally physically demanding outdoor activities, and wilderness solitude is a challenge that tests both the mind and body. Participants who choose this course should be guided by robust internal motivation and value recognition. We integrated the experience of wilderness solitude into our courses and used the Means-End Chain theory to explore changes in the experiential value of course participants. Methods: This study involved 26 students who took the mountain activities and environmental exploration course. They underwent three days and two nights of field practice and 12 hours of wilderness solitary experience without computers, communication, and consumer electronics products and equipment. In-depth semi-structured ladder interviews were conducted before and after the course. Encoded data was used to construct an implication matrix and a hierarchical value map for further analysis and discussion. Results: (1) The common values recognized throughout the course were self-realization, self-growth, physical and mental health, social support, and environmental ethics. (2) The wilderness solitude experience helped participants with self-reflection and personal growth, and the reflection process helped to change their thinking patterns, leading to a positive attitude towards life. (3) The wilderness solitude experience triggered a more profound sense of environmental ethics, strengthened attitudes and behaviors towards the environment, and positively impacted environmental protection. Conclusion: Experiencing solitude in the wilderness enhanced personal growth, expanded social relationships, and strengthened environmental awareness for participants in mountain activity courses. The value context of participation motivation can be explored through the Means-End Chain theory. This study's results can provide a reference for outdoor curriculum design and promotion marketing. [ABSTRACT FROM AUTHOR]

This article depicts the emergence of an intercultural learning community through an international research project on educational leadership. Drawing from partners' self-reflections collected and analyzed during the project, we engage with concepts including transformative leadership, practice architecture, and Northern/Western power and privilege. We argue that trust and norms of engagement take time to build in non-hierarchical education practice architecture, however the resulting holistic and capacitating co-production of knowledge can be a model for academic development in individuals, in higher education institutions, and in international project work. [ABSTRACT FROM AUTHOR]

Introspection is a fundamental part of our mental lives. Nevertheless, its reliability and its underlying cognitive architecture have been widely disputed. Here, I propose a principled way to model introspection. By using time-tested principles from signal detection theory (SDT) and extrapolating them from perception to introspection, I offer a new framework for an introspective signal detection theory (iSDT). In SDT, the reliability of perceptual judgements is a function of the strength of an internal perceptual response (signal-to-noise ratio), which is, to a large extent, driven by the intensity of the stimulus. In parallel to perception, iSDT models the reliability of introspective judgements as a function of the strength of an internal introspective response (signal-to-noise ratio), which is, to a large extent, driven by the intensity of conscious experiences. Thus, by modelling introspection after perception, iSDT can calibrate introspection's reliability across a whole range of contexts. iSDT offers a novel, illuminating way of thinking about introspection and the cognitive processes that support it. [ABSTRACT FROM AUTHOR]

This paper creatively extends Fairbairn's theory to investigate the impact of the UK's hostile environment policy on marginalised communities at the intersection of culture, politics and society. The hostile environment is conceptualised as a disruptive 'bad object' in the cultural dimension in alignment with Fairbairn's theory. Its influence is explored in terms of its unconscious reproduction within the psyche. By juxtaposing context, theory and personal introspection, this paper offers a Fairbairnian exploration of how sociality and sociopolitical contexts interplay with the intricate processes of the human psyche. It provides reflective commentary on how external racial dynamics are internalised within the endopsychic structure, shaping one's interactions with others, and, more significantly, how one relates to aspects of the self. [ABSTRACT FROM AUTHOR]

The article focuses on the author's journey towards trauma-informed care, inspired by American singer Cher's song "If I Could Turn Back Time." It highlights the challenges faced by early childhood educators in balancing academic goals with addressing students' social and emotional needs, and it emphasizes the importance of trauma-informed practices and providing recommendations for emotionally responsive teaching in early childhood classrooms.

The ideas of self-observation and self-representation, and the concomitant idea of self-control, pervade both the cognitive and life sciences, arising in domains as diverse as immunology and robotics. Here, we ask in a very general way whether, and to what extent, these ideas make sense. Using a generic model of physical interactions, we prove a theorem and several corollaries that severely restrict applicable notions of self-observation, self-representation, and self-control. We show, in particular, that adding observational, representational, or control capabilities to a meta-level component of a system cannot, even in principle, lead to a complete meta-level representation of the system as a whole. We conclude that self-representation can at best be heuristic, and that self models cannot, in general, be empirically tested by the systems that implement them. [ABSTRACT FROM AUTHOR]

Jayanta Mahapatra encounters historical and mythical elements in his local environment, which shape his socio-cultural perceptions. This exposure of his "self" occurs during moments of focused concentration. The poetry of Mahapatra is rooted on the fundamental connections between the self, reality and culture, where reality encompasses and surpasses the individual. For him, it entails the exploration of mythology and is intertwined with the realm of art and sculpting. He persists in his quest for a transcendent deity and for spiritual enlightenment in the connections between individuals, as well as between deities and artistic creations. Mahapatra firmly believes that tradition is a state of ongoing existence, and it is essential to comprehend the current circumstances by considering the historical context, and vice versa. His poetry exhibits a profound manifestation of reflection. Mahapatra's major poetry serves as a satirical contemplation of historical and contemporary religious, cultural, and social aspects of existence. The poet's endeavor to derive significance from his emotional and intellectual life is often seen in Oriya culture. His poetry draws heavily on the experiences and emotions of Oriya life. [ABSTRACT FROM AUTHOR]

Smart states, through alliances, synergistically enhance the capacity, readiness, responsiveness, resilience, sustainability and interoperability of their instruments of national power. NATO is constantly continually responding in a multidimensional way to changing security threats and operational circumstances, including by updating and upgrading concepts, plans and measures. The Alliance is also an opportunity for self-reflection; not to judge in retrospect, but to prevent mistakes in the future. We need to discuss honestly why we might be elsewhere, as had been desired and planned, but at the same time, despite our small size, we could be more courageous in pursuing different and original solutions. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Understanding the actions of others is important for predicting whether their intentions are honest or deceitful. Common-coding theory [Prinz, W. (1997). Perception and action planning. European Journal of Cognitive Psychology, 9(2), 129-154. ] suggests that the capability to produce a deceptive action could influence the ability to perceive the same action (and vice versa), but can an actor easily fool themselves? The aim of this study was to investigate whether individuals are better able to anticipate the outcome of their own deceptive actions than when others anticipate those same actions. Eighteen skilled rugby players were filmed performing deceptive (side-step) and non-deceptive actions. Eight equally skilled rugby players anticipated the outcomes of the filmed actions (i.e., viewing deceptive actions generated by others) and, six-months after filming, the original group of eighteen rugby players anticipated the action outcome of their own deceptive actions (i.e., viewing self-generated deceptive actions). Results revealed that players were no better at anticipating the outcomes of their own actions than others were. Instead, the response behaviour of the individuals viewing their own actions was indistinguishable from that of others viewing the same actions. In contrast with what might be expected based on common-coding theory, these findings suggest that the typical advantage of self-observation might be negated when the observer has acquired considerable amounts of visual experience in that observation task. [ABSTRACT FROM AUTHOR]

Der Beitrag setzt sich mit dem Gütekriterien-Katalog auseinander, wie er von Otte et al. (2023) entwickelt wurde. Dieser hat uns einerseits zu Selbstkritik angeregt, andererseits möchten wir einige kritische Anmerkungen zur Weiterführung der Debatte beitragen. Diese beziehen sich darauf, dass einige Gütekriterien gleichzeitig zu weit und zu eng formuliert sind, was in beiden Fällen durch die unnötige Fixierung auf kausalistische Forschungsstrategien begründet ist. Zudem wird ein Gütekriterium vorgeschlagen, das bis dato sowohl von der qualitativen als auch von der quantitativen Seite zu wenig behandelt wurde: die gesellschaftstheoretische Rückbindung der empirischen Ergebnisse. Abschließend plädieren wir dafür, in künftigen Gütekriterien-Katalogen systematisch den Unterschied zweier verschiedener Verständnisse davon zu berücksichtigen, was Generalisierung bedeuten kann. Im Zuge dessen plädieren wir für die Anerkennung eines epistemologischen Pluralismus in der Soziologie. The contribution engages with the quality criteria catalog developed by Otte et al. (2023). On the one hand, this has prompted self-reflection; on the other hand, we would like to contribute some critical remarks to advance the debate. These remarks pertain to the observation that some quality criteria are formulated both too broadly and too narrowly, justified in both cases by the unnecessary fixation on causalist research strategies. Additionally, a quality criterion is proposed that, up to now, has received insufficient attention from both qualitative and quantitative perspectives: the theoretical connection of empirical results. In conclusion, we advocate for systematically considering the difference between two understandings of what generalization can mean in future quality criteria catalogs. In the course of this, we argue for the recognition of epistemological pluralism in sociology. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze and illustrate the relationships between different expectations for psychotherapy, quality of self-observation and change in short-term psychodynamic psychotherapy. To conduct this, two patients from the Helsinki Psychotherapy Study were selected for qualitative analysis. The selection was based on the patients' responses on the Target Complaints (TC) questionnaire, i.e., reasons for seeking psychotherapy, completed as part of the pre-treatment patient assessment. TC responses were classified as psychiatric symptoms or personality and functioning problems. The data for further analysis was selected for both patients from pre-treatment interviews and two follow-up interviews and analyzed in detail by dialogical sequence analysis (DSA), considering the quality of self-observation as a factor contributing to change. As a result, qualitative changes in relation to problematic experiences and development of self-observation appeared in the patient with mainly personality and functioning problems. In contrast, there were little respective changes in the experience of the patient whose target problems were limited to psychiatric symptoms. The results suggest that a patient's exclusive identification of psychiatric symptoms as target problems may indicate poor suitability for short-term psychodynamic psychotherapy which emphasizes the developmental nature of psychotherapeutic change and the importance of self-observation as a factor of change. [ABSTRACT FROM AUTHOR]

Background: The study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences. Methods: Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community. Results: Results reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02). Conclusions: This study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach. [ABSTRACT FROM AUTHOR]

Informed by critical disability studies and disability justice, this article describes the reflections of two university researchers co-researching with self-advocates (individuals with intellectual disability), theatre artists, researchers, and a community living society to create social justice disability theatre as critical participatory research (CPAR), demonstrating how disability theatre can contribute to and advance inclusive research practice. Disability justice-informed theatre as CPAR has direct relevance to people with intellectual disabilities; offers a platform where self-advocates' diverse ways to communicate and be in the world are honoured and taken up as resources to the research and community; and can generate mentorship opportunities for self-advocates to learn, practice, and develop research skills. Significances include showing how the theatre creation process (devising, developing, and refining scenes) is research in itself and how tensions are recognized as sites of possibility. Future research should explore how increasing pathways to communication, co-creation of KT strategies, and protocols for power sharing and problem solving within disability theatre as CPAR impact the roles, outcomes, and experiences of disabled and non-disabled researchers and audience members. [ABSTRACT FROM AUTHOR]

Design education in Australia is still largely dominated by Westphalian perspectives, values, histories and ways of learning. The focus on Euro‐western aesthetics, technologies, timelines and processes marginalises other identities, cultures and places. This signals to students that they should internalise, value and master dominant narratives, knowledges and ways of designing. Responding to this legacy, this article details the development of an intersectional and transformative framework to guide pedagogy for design education futures. Drawing from intersectional, student‐centred and transformative learning theories, we argue that students can develop self‐awareness and critical evaluation skills through understanding and designing within their own histories and cultures. In applying our framework, we reflect on how we developed a communication design history curriculum that centres on previously marginalised designers and prioritises pluralistic work that comes out of diverse cosmologies, perspectives and points of view. Early results demonstrate that offering spaces for students to connect design to their own intersectional identities increases self‐reflection and belonging, while engaging students to contribute new knowledges and perspectives to design history than we have had in the past. We hope this framework contributes to design education moving towards and respecting expanded ways of thinking, seeing and teaching design. [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by the author, a history of science professor, in teaching a course on the history of science in South Korea. The author grapples with the Euro-American-centric view of the history of science and the simplistic narrative of Korean science as a result of colonial rule. The author adopts a decolonial approach, encouraging students to examine the complex history of science in Korea and its ties to imperialism. The article emphasizes the need for critical thinking and self-reflection in understanding the historical connections between science, colonialism, and authoritarian politics. [Extracted from the article]

The article focuses on exploring time's role in dialogicality within classroom pedagogies. It highlights five key aspects: the persistence of teaching patterns, the quality of instructional time, changes in education, the need for self-reflection, and evolving student agency. It emphasizes the importance of reevaluating teaching practices to enhance student learning through dialogue.

Mothers of children with chronic conditions or disabilities have benefited from mindfulness programs, yet culturally relevant mindfulness programs for Spanish-speaking mothers are lacking. We aimed to explore how this population experienced a peer-led mindfulness program to inform adaptations. Sixteen mothers attended a 6-week program and completed semi-structured interviews. Using a realist evaluation framework, we explored relationships between participants' context, the program's mechanisms and outcomes. Our thematic analysis found that four contextual factors—faith, self-concept as a woman and mother, trauma, and level of social support—influenced how participants experienced the mechanisms. Mechanisms included having positive experiences when trying practices, engaging in self-reflection, and sharing life experiences and learning in community. The mechanisms led to four outcomes: emotion regulation, savoring daily life experiences, empowerment to practice self-care and common humanity. Faith was an important enabling factor because participants had positive experiences when integrating their faith with program content. Future research should examine adaptations that invite participants to explore this synergy. Self-reflection should also be emphasized because it increased motivation to use practices and helped address barriers to engagement. Because the four contextual factors apply to many Spanish-speaking immigrants, these adaptations could enhance mindfulness programs for this population more broadly. [ABSTRACT FROM AUTHOR]

This paper discusses a set of observations, many of which are novel, concerning differences between the adjectival modals certain and possible and their adverbial counterparts certainly and possibly. It argues that the observations can be derived from a standard interpretation of certain/certainly as universal and possible/possibly as existential quantifiers over possible worlds, in conjunction with the hypothesis that the adjectives quantify over knowledge and the adverbs quantify over belief. The claims on which the argument relies include the following: (i) knowledge implies belief, (ii) agents have epistemic access to their belief, (iii) relevance is closed under speakers' belief, and (iv) commitment is pragmatically inconsistent with explicit denial of belief. [ABSTRACT FROM AUTHOR]

"The Little Book of Restorative Teaching Tools: Games, Activities, and Simulations for Understanding Restorative Justice Practices" is a valuable addition to the "Little Books of Justice & Peacebuilding" series. The authors emphasize the transformative potential of games and activities in restorative justice practices and education. They discuss the importance of creating spaces where all voices are heard and obstacles to participation are lowered. The book provides a theoretical framework and practical guidance for incorporating games into a learning environment, with a focus on restorative pedagogy and experiential learning. It also offers instructions for designing activities and includes examples of games that can be implemented in a restorative classroom. The authors acknowledge their own limitations and provide guidance on building a "brave space" and modeling vulnerability. While the book could benefit from further elucidation on certain topics and additional resources for further exploration, it is a compelling and practical resource for restorative practitioners. [Extracted from the article]

Modern stoicism is becoming increasingly popular in the world: a large number of non-fiction books are published on this topic; many videos reveal the essence of this philosophy; podcasts, articles in magazines, etc. are also dedicated to stoicism. Thus, there is a need to study Stoicism at the scientific level. The study aims to provide an in-depth examination of the history of the Stoic doctrine, in the course of which it is necessary to determine the ideological origins of the Stoic doctrine and the contribution of the Stoics to the development of philosophy. One of the study objectives is to compare the philosophy of Stoicism with other schools of thought to fully reveal the purpose of the article. Analysis, analogy, systematisation, the philosophical pluralism method, synthesis, generalisation, and comparison were used in the study. The development of the Stoic doctrine in comparison with other philosophical concepts of the ancient times was studied. As a result of the analysis of philosophical texts, it was found that Stoicism arose from Kinism and developed on a par with this doctrine. Stoic philosophers had an important influence on philosophy by creating a system of dividing the world into three parts. The Stoics are the continuators of Socrates’ philosophy, and the pedagogical ideas of Stoicism are similar to the general ideas of that time. Stoicism is closely related to Epicureanism, and the Stoics also developed their method of self-analysis. The general trends in the development of this philosophy preserve ancient traditions. Stoicism, as a philosophical trend, developed over a long period and managed to preserve its basic principles unchanged. The study has created several scientific hypotheses that can be considered further at the scientific level, in particular, the following topics: the relationship between Stoicism and Epicureanism; pedagogical ideas of the Stoics; the Stoic method of introspection require further in-depth research by scholars. Such hypotheses can be useful for various groups of people interested in the philosophy of Stoicism and its application in the modern world and life, such as academics (philosophers, researchers), psychologists, managers, and ordinary people seeking personal development and a better understanding of themselves

Introspection can be defined as taking time to think deeply both about yourself and the outside world. Through introspection, library managers can obtain a more objective knowledge of their skills and weaknesses to better judge what they can do well, where they can improve, and when they should seek outside expertise. Introspection also leads to improved decision making since the reflective manager examines evidence from all sides, looks for hidden agendas, discovers how the world really works, and thinks before acting. The chief negative is that introspection takes time. The successful introspective manager learns to discover the optimal amount of reflection based upon the complexity and importance of the decision and also understands when to seek closure. The current frenetic pace of life with information overload and never-ending tasks requires the successful manager to find quiet time for the reflection that will increase performance. [ABSTRACT FROM AUTHOR]

This essay seeks to illuminate the shifting definitions of addiction over time by providing a brief, anecdotal history of addiction as well as a review of how it has been conceptualized by the American Psychiatric Association's DSM classification system. While all addictions have in common the attempt to experience an appetitive effect (satiety), preoccupation, loss of control, and negative or undesired consequences, including physical danger, social complaints, or inability to carry on one's life roles, the meaning of addiction has not always been consistent. By approaching addiction from the historical/anecdotal and the official/medical perspectives, this essay provides a framework for working toward a common understanding of this complex phenomenon. [ABSTRACT FROM AUTHOR]

This essay considers devotional addiction in Kazuo Ishiguro's The Remains of the Day. The novel tells the story ofMr. Stevens, a constant English butler in a rapidly changing world. Having spent his best years in service to Lord Darlington, hemust adjust to an American employer, someone untethered to the traditions that have ruled life at Darlington Hall. Told in the form of a travel journal, covering a span of six days in 1956, the journey is an inner one at heart, an extended bout of self-reflection, with Mr. Stevens thinking about his calling as he has never done before. In the end, how clearly he sees himself and his vocation remains an open question, but careful consideration of his story can illuminate vital details about dedication--addiction in the sense of steadfast devotion. Specifically, the novel explores how Mr. Stevens is embodied by his vocation, having become what he does in a world where professional butlers revere their station and its duties. Unlike external addictions, like drugs or alcohol, devotional addictions cultivate and ultimately constitute a self in ways resistant to changing course at will. In the case of Stevens, the self gathers around a calling that can only be jettisoned at the risk of implosion. [ABSTRACT FROM AUTHOR]