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Copyright of Der Schmerz is the property of Springer Nature 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.)

Abri & Boll (2022) proposed the "Actional Model of Older People´s Coping with Health-Related Declines" to explain the use of various action alternatives of older persons for dealing with diseases, functional declines, activity limitations, and participation restrictions. It draws on a broad knowledge base: an action-theoretical model of intentional self-development, models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using or not-using ATs, and quantitative studies on older people's health-related goals. The present study aims to gather evidence to further refine this model by additionally relying on expert knowledge from professional caregivers serving older people. Six experienced geriatric nurses working in mobile care services or residential care facilities were interviewed about key components of the above model in relation to 17 older people aged 70 to 95 with stroke, arthrosis, or mild dementia. The results revealed additional goals of reducing or preventing health-related discrepancies beyond those already included in the model (e.g., moving without pain, doing things alone, driving a car again, social return). Moreover, new motivating or demotivating goals for using certain action possibilities were found (e.g., to be at home, to be alone, to rest, to motivate other older people). Finally, some new factors were identified from the biological-functional (e.g., illness, fatigue), technological (e.g., pain inducing ATs, maladaptive devices), and social contexts (e.g., lack of staff time) that are likely to promote or hinder the use of certain action possibilities. Implications for refining the model and future research are discussed. [ABSTRACT FROM AUTHOR]

Designing and examining systems of action plays an important role in modern engineering. Such a general approach to actions is also supportive to the discussions on the development of artificial intelligence agents. As a philosophically remarkable and practically useful approach to actions the theory of action proposed by the Polish philosopher, scientist and military specialist Józef Konieczny undergoes here further considerations.

Family businesses can be considered unique organizations due to the manifestation of two distinct logics in their environment: on the one hand, the family logic, which values the common good of the members, and on the other, the business logic, which aims at rationalization and obtaining profits. Research on this topic indicates that individuals in these organizations are subject to having their subjectivity hijacked, caused by the experience between the field of work and family, which leads, in a way, to the inability to separate attitudes from the two fields, with no clear division by the individual. The theory of action allowed us to understand organizations as a social field, taking into account the concepts of capital, habitus and illusio. This theoretical article aimed to comparatively discuss the foundations of the Bourdieusian theory of action and the analytical principles of the kidnapping of subjectivity by Faria and Meneghetti (2007), highlighting the possibility of applying them in research on family organizations. This article contributes to the understanding of family organizations as a social field that enables the constitution of a subject who is aware of their choices and knows how to deal with power games in the organizational space. [ABSTRACT FROM AUTHOR]

Logic modeling, the process that explicates how programs are constructed and theorized to bring about change, is considered to be standard evaluation practice. However, logic modeling is often experienced as a transactional, jargon-laden, discrete task undertaken to produce a document to comply with the expectations of an external entity, the consequences of which have minimal or even negative influence on the quality of program evaluation. This article presents the Logic Modeling Theory of Action Framework (LMTAF) which elucidates needs, resources, and central activities of logic modeling, and describes its potential evaluation-related benefits. The LMTAF situates evaluators as the primary intended users of logic modeling, and logic modeling as a fundamental element of each stage of a program evaluation life cycle. We aim to reassert the value of logic modeling for evaluation and provide evaluation practitioners a useful touchstone for reflective practice and future action. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature 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.)

The modal collapse argument states that the traditional doctrine of divine simplicity entails that God necessarily creates whatever he creates and also that all creatures necessarily perform whatever actions they perform. In response to these objections, many authors argue that God’s willing to create this precise world and God’s knowing everything about individual creatures are at least partially extrinsic or Cambridge properties (i.e., the truthmaker of the respective propositions is, in part, a fact about something contingent other than God). This paper argues for a general view of action, in which such properties can turn out to be at least partially extrinsic. Section 1 explains why responding to the modal collapse argument requires that part of the truthmaker relating God to contingent facts be extrinsic to God, and that it is only in this part that contingency lies. Section 2 argues that this can be generally so in certain class of causal relations, where the agent remains intrinsically the same no matter the precise effect produced. Section 3 shows that free volition is at some level one of those relations, and section 4 offers some brief remarks about the difficulties that still remain in the case of knowledge.

'Finding Consensus on Well-Being in Education' is an ambitious and inspiring work in favor of establishing flourishing as the aim of education in classrooms and schools worldwide. The authors offer theories of action to explain how education for flourishing would be virtuously self-sustaining in its ideal state, how we could transition from current educational policies and practices to those that foster flourishing, and why schools currently impede student, teacher, and social flourishing. This commentary critically examines each theory of action, raising questions about the reasons that schools currently fail to promote flourishing and why and how they might do in the future. I argue that David Cohen's classic essay 'Plus Ça Change...' provides important insight into why education for flourishing may take as long to develop and take to scale in the twenty-first century as Deweyan progressive education took (and is continuing to take) in the twentieth century. The kind of education that the authors of 'Finding Consensus' are calling for is hard and ambitious work that may take a very long time to get right – even as it is also well worth trying to do so. [ABSTRACT FROM AUTHOR]

The current study examines senior school leaders' theories of action driving their decision-making around how they manage departments and distribute leadership to department heads. Based on a thematic analysis of transcripts of interviews with the principal, head of the curriculum unit, and two department heads from nine high schools, four approaches for managing departments were identified: (a) quasi self-managing units; (b) hierarchical managerial control; (c) participatory management; and (d) transitioning from hierarchical control to incipient participatory management. All approaches, to varying degrees, involved hierarchical managerial control and, to a greater or lesser extent, department heads participated in decision-making. At the centre of the distinct patterns for the distribution of leadership associated with each management model was a concern for aligning teachers' improvement priorities. These approaches are examined through a distributed leadership lens in terms of their potential affordances and constraints for strengthening the contributions of departments to school improvement processes. The main conclusion is that variations in how senior leaders manage departments for the distribution of leadership need to be understood in the context of a school's history and culture. [ABSTRACT FROM AUTHOR]

One of the tools of a researcher in the field of literature is sociological critique, with which he can analyze the world of the text. In this study, we try to re-read the six stories of fear and trembling of Saedi through qualitative analysis and based on library studies and Pierre Bourdieu's theory of action. we tried to examine the habitus, capital and position of characters in the field and their relationships separately. The research achievements show: 1- Poverty and lack of cultural and economic capital are the most important factors to create and spread superstition, fear and especially its imposition as a habitus of the villagers. 2- poverty is the prominent habits of people in fear and passivity field, which they constantly reproduce it in different ways. 3- Despite the lack and poverty of capital, the residents try to maintain their position in the field and even try to improve it. Depending on their position on the field, the basis of their relationship changes and they even turn to conflict. 4- When the residents leave the village or a person or persons enter it, the residents feel danger; especially those who have economic capital are more afraid and shivering than others. 5- The solidarity of the inhabitants with the progression of the stories decreases gradually, and in the sixth chapter, the relations of the inhabitants are completely destroyed. 6- As the stories progress, the level of activism of the characters decreases and they move step by step towards reactivity. [ABSTRACT FROM AUTHOR]

This case study focuses on Cascade Public Media (CPM), a nonprofit whose mission is to inspire a smarter world through public broadcasting, which chose to deliberately change their organizational and board culture to be more equitable and inclusive. In this case, students and practitioners will learn the importance of adopting diversity, equity, and inclusion to better serve their audience and improve board and organizational performance. CPM, using careful and deliberate actions, was able to address systemic injustices and inequities within their board of directors. Over a multi-year period, the CPM board was able to build an accountability-driven strategic framework that brought an equity lens to all aspects of governance. We introduce two theoretical frameworks--Institutional Theory (Powell & DiMaggio, 1991) and Inclusive Interactions Framework (Bernstein et al., 2022)--as a means of highlighting the imperative of adopting actionable practices designed to transform board culture, power dynamics, policies, and structures to generate impactful results. The case is designed for undergraduates, graduates, and DEI and governance practitioners. [ABSTRACT FROM AUTHOR]

I examine Alexander of Aphrodisias' theory of action, addressing the question how his view that human actions are determined by reason accounts for the capacity of doing otherwise. Calling into question the standard view that Alexander frees agents from internal determination, I argue that (1) the capacity of doing otherwise is a consequence of determination by reason, since it enables agents to do something different from what they would have done had they followed external circumstances; and (2) this capacity is compatible with causal determination by reason because as a case of potentiality for opposites, it grants agents the qualified possibility of doing otherwise insofar as their nature as human beings is concerned – a possibility which remains also when their actions are causally determined by reason and by their internal disposition. I show further that these elements of Alexander's theory of action are ultimately based on his conception of the soul, specifically on his commitment to Aristotle's view that the human soul is not purely rational, as the Stoics hold, but has nonrational and rational parts. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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.)

How is meaning conceptualized within a language in terms of capacities and potentials of words and sentences? Analyzing words within the sentence as event-makers in Sanskrit and as creating new possibilities and of divining events in Chinese, this paper argues that writing commentaries, making translations, reciting texts and transcribing them, belong to a family of activities that we normally do with language. Thus, movement of every element of language from one place to another whether within a word, a character, a sentence, a text or between two languages is not something added from the outside, it is internal to the experience of language. We ask what bearing might such an insight have on dominant theories of translation and the untranslatable in contemporary theorizing that has been framed primarily in terms of the history of Europe's understanding of itself. [ABSTRACT FROM AUTHOR]

Background Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key Messages This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions.

This text investigates the procedurality inaugurated by the action of subjects, which can be seen especially in the developments devoted to the play Antigone, in the Phenomenology of the Spirit. The conflict of irreducible rights entails the creation of a theory of action – in which the ends do not justify the means. Such an ethical requirement, always a posteriori, is imposed when the non-control of the relational world is verified, implying, finally, an open historicity. However, if simply being in the world is an action since it produces effects, we ask ourselves about the conditions (background in a situation governing expectations, but also the history of thought) and potentialities (disruptive emergence that organizes expectations, in becoming) of action. Thanks to externalizations that generate a problematic field, in the form of language, work and desire, we contract alterity relations and arrive at ourselves, through the other, fatally different from the starting point. It is up to philosophy to judge the implications of each particular action.

These reflections are devoted to a critical comparison of three distinct interpretations of Habermas's theory of truth. The first, which is presented as the more adequate interpretation, takes Habermas's theory as having a three-moment structure, whereas the two remaining interpretations are both based on his two-moment conception of "Janus-faced truth". Whereas Steven Levine stresses the nonepistemic lifeworld pole of the two-sided concept and Alex Seemann the opposite epistemic discursive pole, the three-moment interpretation counters with a synthetic conception which emphasises the role of the context-transcendent universalistic concept of truth. This overarching interpretation is inspired by a cognitive perspective concerned with the full circle of the sociocultural embodiment and realisation of reason. [ABSTRACT FROM AUTHOR]

This paper applies methodological relationalism, leaning on a pragmatist theory of action of classical Deweyan origin, supplemented among other things with Alva Noë's enactivism, to analyze the development of communication technologies as a part of human cultural evolution. Tool‐use and technologies are understood as skillful human activities that form hubs of organized activity in developed human communities. Appreciating the quite slow pace of evolution, the article adopts, all told, a two million year time frame. Six epochs of cultural evolution are distinguished, linked to the introduction of communication tools and technologies as skillful human activities that serve the members of growing communities in the ecological niche at hand. The first two epochs arose from forms of communication serving local, small‐sized hunter‐gatherer bands; the second couple arose with technologies apt for building nation‐wide communities and culture; and the latest two have been propelled by global communication networks, having an impact on billions of people. Finally, certain peculiarities of the presently unfolding World Wide Web epoch, connected in particular to this era's exceptionally efficient behavior modification, are compared with earlier epochs. [ABSTRACT FROM AUTHOR]

The practice and industry of organizational coaching are now well-established, but how it is understood theoretically continues to lag behind. Here, we analyze possible reasons for this state of affairs and argue that the development of coaching as an academic discipline will benefit from adopting philosophical pragmatism as an overarching theoretical framework. This move will enable coaching academics to utilize the contributions to knowledge that different paradigms generate. Positioning pragmatism as a theory of action, we argue that organizational coaching is by default a pragmatic enterprise and provide three examples of the considerable benefits to be gained by conceptualizing it this way: (1) Drawing from the pragmatists' ideas, particularly those of John Dewey, we demonstrate how the theoretical understanding of organizational coaching can be enhanced by considering its nature as a joint inquiry; (2) Pragmatism suggests development as an ultimate purpose for organizational coaching, which also helps to resolve fundamental conceptual debates; and (3) In light of the complexity and diversity involved in the way that organizational coaching is practiced, pragmatism offers coaches a useful framework for developing the flexibility required for navigating the multiplicity of influences on their practice. [ABSTRACT FROM AUTHOR]

According to Gilbert Ryle, improvisation is a basic feature of ordinary action. In this paper, we take this idea seriously. Action is improvisation, in that it is situated: It is shaped by attentive responses to environmental circumstances. This is a crucial aspect of agency. However, it is neglected by causal theories of action (Bratman; Mele) and only partially addressed by Thompson's process-oriented theory. By resorting to Kant's theory of judgment, we argue for understanding action performance in terms of improvisational shaping of action in situ. The focus on improvisation points to a situated kind of practical rationality entailing the reciprocal shaping of intention and action instead of the ordinary instrumental kind of rationality of action as unidirectionally determined by intention. [ABSTRACT FROM AUTHOR]

In this essay, I will engage with the controversy that has sprung up between the proponents of the sharp separation thesis and those of the entanglement thesis. What I will be defending is a variant of the entanglement thesis. By drawing on contemporary action theory and on epistemic conceptualism, I will argue that, while objective facts and practical norms are indeed distinct categories of thought, that distinction does not amount to a conceptual gap—a dichotomy or unbridgeable divide. Their relation, in other words, is not one of logical dualism but one of mere (analytical) distinction between interdependent categories of thinking. Hence the entanglement view on which distinction does not entail dichotomy. [ABSTRACT FROM AUTHOR]

one of the fundamental theses inside the Aristotelian ethics is that virtue, and therefore happiness depends on ourselves. To explain this, Aristotle develops a theory of voluntariness, where the main concept is prohairesis. However, when Aristotle tries to explain human action (although animal movement too) through the so-called "practical syllogism", he fails to tell us clearly and distinctly, what role prohairesis plays there, reprehensible obscurity given the importance of such concept. Then, the purpose of this article is to explain what the place ofprohairesis within the practical syllogism is. In this process, we will find that the question "what is prohairesis?" is inaccurate and that we rather must ask ourselves "what areprohaireseis?", since we can identify three different types of it, which we are going to explain in the following. [ABSTRACT FROM AUTHOR]

Gestures are a type of action characterized as minor because they are considered as lacking intention and purpose. Unlike other types of actions, such as those that constitute a doing (action that serves as a means to another action that serves as an end) or an act (action that constitutes an end in itself), gestures are a means without an end: they exhibit their condition of pure means, of action that serves as a means to no particular end. Thus understood, gestures have been set aside by theories of action that serve as a foundation for theories of subjectivity, law, and society. However, in the contemporary philosophical debate, gestures have gained relevance insofar as they show a starting point for thinking a critique of teleology, which would be at the foundation of Western thought. This research will present the main readings on gesture in the panorama of contemporary philosophical discussion, highlighting the philosophical operations with which it can be characterized and thus articulating a new reading of the relationship between aesthetics and politics. [ABSTRACT FROM AUTHOR]

Copyright of ouvirOUver is the property of ouvirOUver 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.)

Copyright of Revista de Filosofía (0185-3481) is the property of Universidad Iberoamericana Cuidad de Mexico 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.)

Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes. This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions. [ABSTRACT FROM AUTHOR]

Man's action in a general sense is the subject of Islamic philosophers' interest because of its cognitive and rational background. Islamic philosophers present several internal causes of all human actions, the most important of which are aspiration or desire, cognition and will. Mulla Sadra Shirazi does not accept the opinion of earlier philosophers that aspiration and will are the same ability. He claims that it is possible to say that in man's animalistic actions, will is a strong desire to accomplish a goal and that there is no difference between these two powers there. But in human actions, when reason and thinking are involved, will is a separate faculty that achieves the objective. The freedom of human will in Islamic philosophy is a certain principle based on direct knowledge of one's own being. The cognitive background gives human action its essence and meaning, making man different from all other beings. Man is a unique living being who re-evaluates the meanings achieved through their personal being or the ones taken from other people. Understanding the meaning of an action does not compel a person to accept and follow those meanings, even when he is sure that they are right. A person can act contrary to what he is sure of being the healthiest and most beneficial way of life. The deepest meanings in life can be changed or set aside as soon as a person decides that that is what takes them to bliss. In this paper, we examine the philosophy of action in works of prominent representatives of Islamic philosophical thought and founders of two philosophical schools in Islam - Ibn Sina and Mulla Sadra Shirazi. The subject of this paper does not include ethical and social studies based on the results of this work in Islamic philosophy.

In a world where teachers are required to become ‘high-level knowledge workers’, the emergence of the school as learning organisation is vital. In this context, the aim of this systematic review was to explore what comprises effective professional development for educators: i.e. what forms of teacher professional development definitively lead to positive outcomes for students? A total of 125 studies were reviewed as part of the study; however only 11 studies with experimental or quasi-experimental design examined impact on students' learning. Analysis of these studies suggest that training, ongoing coaching, collaborative Continuous Professional Development (CPD) promote student skills and learning and frequent CPD over a long duration appear to be most beneficial. None of the studies solely examined the impact of learning communities on students' learning. We argue future research focus on establishing the effectiveness of a full gamut of CPD in terms of a diverse range of student outcomes.

Franz Hinkelammert is one of the classic authors who in the line of stories that pronounced the resignation and fall of utopias, did not give up nor has he given up on continuing to reflect on it and, even more, contributing to show what these regulative ideas of practical reason are and what are its limits. One of these limits is precisely that of feasibility. For this reason, in Hinkelammertian literature utopia and feasibility go hand in hand. From this relationship between utopia and feasibility, a wide space for debate and discussion is opened that begins to be fruitful to think about the action of the practical subject, of social movements and struggles for liberation. And it is precisely in this space in which the present essay is placed, whose interest is to approach the category of feasibility specifically and contribute to place it in the contemporary debate of the theories of action and of social and popular movements, a space in which nowadays it has a marginal space if not forgotten or completely unknown. [ABSTRACT FROM AUTHOR]

This work focuses on lessons about habitus violence can teach and on implications of habitus‐based action for understanding violence. A habitus model of violence partially explains not only group differences but also individual and within‐individual variation in violence participation. In this model, experience with violence provides persons with embodied institutional competences to respond with violence should they perceive a situation as calling for it. Because violent institutional practices, principles, and relations are not necessarily incorporated into habitus simultaneously—as they rely on different memory systems—the habitus concept can be dissected. A typology of habitus elements corresponding to different institutional elements is developed distinguishing behavioral templates, moral templates, and relational templates from one another. Habitus fragmentation allows cross‐institutional transfer of habitus elements dependent on nondeclarative memory. The case of gender‐based violence and political violence illustrates how habitus elements developed in one institutional environment can direct action in a different institutional context calling for taking gender seriously in politics on theoretical grounds. As an embodied structure produced by involvement in multiple institutional domains and comprising transferable embodied institutional competences, habitus is a mechanism linking the so‐called 'private' spheres of family and gender relations and the 'public' sphere of politics. [ABSTRACT FROM AUTHOR]

We developed a six-step iterative process for developing and evaluating a model of implementation fidelity appropriate for use in an instructionally embedded assessment system. Our work explicitly connects the literature on theories of actions for assessment systems with the implementation fidelity literature originating from the program evaluation field. The steps include (a) developing a logic model identifying critical and optional implementation components; (b) identifying process data and indicators from the assessment system to represent each component; (c) developing hypotheses about expected patterns in the indicators representing different levels of implementation fidelity and identifying criteria for defining implementation levels; (d) conducting analyses to test the hypotheses; (e) using the results to refine the indicators and criteria; and (f) evaluating strength of the evidence and identifying gaps. This process facilitates measuring action mechanisms and making and testing hypotheses about how critical implementation components are related to intended outcomes of an assessment. Studying implementation fidelity for assessment systems can help us better understand how teachers use assessment results and where additional support may be needed. This work can also help evaluate the extent to which instructionally embedded or formative assessments are implemented as intended and that all students are provided with sufficient opportunity to demonstrate what they have learned. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Campos en Ciencias Sociales is the property of Universidad Santo Tomas 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.)

The early and late texts of the Russian psychologist and philosopher Sergei Rubinstein focus on ethical issues. The unfinished and fragmentary nature of these texts has contributed to the limited exploration of the ideas they contain. Rubinstein's main concern was the possibility of human moral improvement, a concern that originated in the young Rubinstein's study of the philosophies of Kant and Hegel, and somewhat later, the early manuscripts of Marx. In this paper, I show the pivotal importance of Kantian ethics for Rubinstein's theory of moral improvement. By criticising Kant's doctrine of the intelligible character of the human being, Rubinstein revises the relation between subjects and their deeds and shows that, in this relation, subjects not only express but also determine themselves. On the same basis, Rubinstein formulates the principle of creative self‐activity, which he proposes to place at the foundation of a renewed 'Socratic–Platonist pedagogy' that can reveal the intersubjective nature of self‐consciousness and will. In his critique of Kant, Rubinstein relies, to a large extent, on interpretations offered by Cohen, Natorp and Rickert. Rubinstein also attempts to solve Kant's problem of the dual nature of the human being, and in justifying the need to reconcile duty and inclination, he follows the same critical path as Schiller. Adducing the categorical imperative in its 'formula of humanity', and the principle of human self‐determination through action, Rubinstein places the concept of educating behaviour at the core of his theory of moral improvement. [ABSTRACT FROM AUTHOR]