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The article is devoted to the consideration of the problem of forming images of the future in the modern socio-historical situation. In posing the problem, the author proceeds from the fact that crisis, uncertainty and instability of social processes and institutions give rise to uncertainty of images of the future. The absence of certain images of the future in humanitarian discourse contributes to the development of social anomie, mass deprivation and the development of an existential vacuum.The author believes that images of the future are formed on the basis of a certain type of social thinking, in which static and dynamic aspects can be distinguished, allowing one to see social reality in its spatial and temporal characteristics. The dynamics of changes in social reality appear in images of the past, present and future. In society, many types of social thinking are simultaneously formed under the influence of historical events. Based on this, a hypothesis has been formed that images of the future differ depending on the type of cultural structure on the basis of which social thinking is formed. It is concluded that the image of the future is a necessary element of social reality. This is a means of social hegemony, reflecting the average expectations of individual social groups and society as a whole, in a specific historical and sociocultural situation. The author states that in social philosophy and theoretical sociology, there has been a new «ontological turn» – the desire to think about reality as it exists outside the established ways of social thinking. It is concluded that the image of the future in the conditions of social reality, which is qualitatively changing, can be developed on the basis of dialectical thinking.

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The COVID-19 pandemic is a serious global threat to the world's population. The aim of the presented exploratory study was to reveal and analyse social thinking about COVID-19 in two different cultural contexts: Russia and Malaysia. Social representation (SR) theory is a promising framework to analyse the symbolic response to the global health emergency. This exploratory study was conducted at the time of new COVID-19 variants' emergence, accompanied by quarantine measures, and mass vaccination was not elaborated yet (12 October–15 December 2020). The total sample (convenience sampling) consisted of 349 young adults from Malaysia (n = 195, 35.4% males, 64.6% females) and Russia (n = 154, 10% males, 90% females) aged 17–36 years. Convenience sampling was used to recruit participants, and an online version of the questionnaire was proposed to participants. The free association technique was used as the main tool in order to reveal the content of SRs. This prototypical analysis allowed us to reveal a hypothetical structure of SRs in the two cultural groups. These SR structures in each sample were crystallised around mostly negative elements. While in the Malaysian sample, the key elements were troubling and disturbing (death, pandemic, virus, quarantine), in the Russian sample (quarantine, disease), these elements could be seen as a rationalisation (or even a denial) of the COVID-19 threat. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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 purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of teachers. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021). The results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: communicative potential, characteristics of self-awareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decision-making. Thus, social intelligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts. Conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professionals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, self-knowledge and self-regulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social thinking is defined as the ability of the subject to understand and to operate with perceived information. A high level of the development of social thinking allows a teacher to solve problems effectively that are arisen in the process of interpersonal interaction; efficiency means speed, flexibility and accuracy in dealing with the facts of social reality.

In the midst of the COVID-19 pandemic (between 26 March and 2 April 2020), we analysed (n = 1144) the social representations of the coronavirus and the differentiated perceptions according to the origins attributed to the appearance of the virus (Human vs Non-Human and Intentional vs Unintentional) in a French population. The results show that the social representation is organized around five potentially central descriptive, anxiety-provoking and globally negative elements. But death and contagion are the only stable and structuring elements. The other elements vary according to the reason attributed to the object of fear. Depending on how individuals attribute the origin of the virus, social representations of it vary not only in terms of their content but also in terms of their structure. These results indicate how important it is to consider the perceptions that individuals share about the human (vs non-human) and intentional (vs unintentional) origin of an object of fear in the analysis of their representation of that object. [ABSTRACT FROM AUTHOR]

On any given day, the social mind is taxed with attending to and making sense of a myriad of social events. The social mind is at work when trying to imagine the experiences of others and their inner mental worlds, and is equally active when people seek to approach, connect with, and sometimes avoid one another. Ultimately, the social mind is responsible for thinking about (social) thinking, or social metacognition. Social metacognitive teaching strategies can be helpful for supporting social learners as they observe social landscapes, interpret what is observed to problem solve, or decide whether and how to produce social responses. This article describes how social metacognitive strategies from the Social Thinking Methodology have been used to support the self-determined social goals of two autistic students. Visual frameworks and their underlying theories are provided as evidence-aligned tools for supporting clinical journeys. [ABSTRACT FROM AUTHOR]

The research is proposing to analyze the relationship between education for green entrepreneurship among students and their interests in implementing business ideas in the field of green entrepreneurship. The research has had the projection of an explanation regarding specific factors of students when approaching a subject like green entrepreneurship. It has started from the paradigm in which the rise of interest for green entrepreneurship is influenced by the knowledge regarding the opportunities of creating green business and by the level of developing entrepreneurial competencies. In this framework, a set of research hypotheses has been created as follows: students' preoccupation for ecological entrepreneurship is influenced by their age (H1); students' preoccupation for green entrepreneurship is influenced by identifying and recognizing ideas for green business (H2); students' satisfaction regarding the quality of entrepreneurial education directly influences the preoccupation regarding the creation of a green business (H3). The research is a quantitative type and has been created on a sample representative (N = 123 students, valid N = 120) from the Valahia University of Targoviste, Romania of which the students are part. The research variables were constructed with the module style extracted from scientifically validated research tools. The measurements of variables have been conducted with the help of a Likert-type scale and interpretation with ANOVA. The results of the research were the following—according to the Likelihood Ratio Chi-Square test, there were compared and analyzed variables such as green knowledge and education for green entrepreneurship, to be able to quantify the students' preoccupation values with green entrepreneurship. The p-value is ˃1, which means that the researched subjects manifest increased interest in green entrepreneurship. This fact demonstrates that the average of the values which were attributed according to the Likert-type scale has offered values between 4 and 5 (5 being the maximum level), a fact that confirms the students' increased preoccupation with green entrepreneurship. The assigned values obtained are: 18–22 age (m = 4.1532), 22–25 age (m = 4.4375), 26–28 age (m = 4.4375), 29–39 age (m = 4.2396), and the over 39 age (m = 4.2750). We also concluded that the concern for green entrepreneurship among students correlates positively with entrepreneurship education and green knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Universum is the property of Instituto de Estudios Humanisticos Juan Ignacio Molina, Universidad de Talca 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 Estudos Sociedade e Agricultura is the property of Revista Estudos Sociedade e Agricultura 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 following article is about the conceptions that different novel teachers of history and social sciences have concerning the inclusion of women and their history during their teaching practices. The objectives followed were to interpret and understand the content of the discourse of the interviewees, in order to analyse the advantages and limitations that the participants recount about their initial teaching practices. The methodology used is qualitative, forming a focus group and interviewing the teachers. Amongst the main results, it stands out that the formation given has not included women and their history, confined in traditional perspectives with predominance of powerful men. The interviewees add that in their teaching practice they have not worked with women's narrative, however; they recognize how relevant it is to include and transform teaching practices based on the recognition of gender issues in today's world. From a history and social sciences teaching point of view, learning, and working with the relevance of actions and narratives of women would generate agency. Thus, students could feel empower themselves by identifying themselves with these new models; this with the objective of generating social change concerning gender equality.

The purpose of this research was to compare and analyze views of Matthew Lipman, as the originator of P4C, and those of Allameh Tabatabachr('39')i on social thinking and to discover commonalities and differences between them in order to make the best use of P4C in the formal and public education system of the Islamic Republic of Iran. The statistical population of the study comprised all works, documents and databases containing Allameh Tabatabachr('39')i and Lipman’s views on social thinking. These sources were first identified and then studied purposefully and thoroughly. Next, the obtained data were analyzed through analytical-inferential-comparative methods and this was continuously and simultaneously carried out with data collection. The findings indicated that Lipman and Allameh Tabatabachr('39')i have similar perspectives on "attention to individuality while accepting social dignity", "belief in prominent position of thinking and rationality in social interactions", "focus on dialogues" and "rejection of moral relativism". Differences between these two thinkers include "placing great emphasis on method of enquiry by Lipman versus giving great importance to gaining knowledge by Allameh" and "dominance of thinking in Lipman’s paradigm and faith in that of Allameh". The implications of this research are to strive for the promotion of a dialogue-based approach to education and to avoid impeding critical and free thinking.

The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ2, ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills.

The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ2, ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills. [ABSTRACT FROM AUTHOR]

Even when both the indigenous and Spanish cultures are essential components of miscegenation, the widely spread stories about the Conquest do not grant a clear and positive position to the Indigenous nor to the term Indian. On the contrary, in the case of the word Indian, we are aware that it is devaluated, while the word indigenous has been proposed to bring a positive value to that culture and past. We can state that these social objects: Indian and Indigenous are linked to the ideology of our culture. Our study aims at exploring the words and ideas associated with these terms: Indian and Indigenous, as well as the values associated to each one of them within the social thinking of the surveyed groups. Furthermore, we asked ourselves whether those ideas are a social or collective representation, to the extent that they are strongly linked to the country's ideology. Three groups of university students were interviewed: 500 in Monterrey, Nuevo León; 500 in Tabasco and 500 in Mexico City. A remembrance and hierarchization instrument was designed. The results allowed the identification of the elements that hypothetically compose the central core of a social (or collective) representation, and also allowed the identification of the types of categories associated with the words Indian and Indigenous. [ABSTRACT FROM AUTHOR]

Collective memory has become an increasingly important topic in social and human sciences over the past thirty years. Beyond the interest for how we understand history, collective memory research has explored how the past has been used to defend certain understandings of the world (for instance nationalist ideologies), political actions (as in the case of intractable conflicts), or collective identities (particularly when they are seen as reflecting the historical 'essence' of a national group). That is, how the history is used as a resource for the present. However, theoretical conceptualisations have more directly focused on how collective memory is produced, and less so on how it is mobilised for the present. In this paper, we propose to review the main conceptualisation of collective memory in psychology - as social thinking, as social identity, and as sense-making - and how they more or less implicitly understand the relations between past and present. In a final section, we argue that representations of history have mainly been seen, in collective memory research, as a source of meaning for the present or as a way to position oneself in the current social field. In conclusion, we propose a third way of understanding the relations between past and present, considering collective memory to be both transformative of the present and prospective for the future. [ABSTRACT FROM AUTHOR]

El propósito es reflexionar sobre la organización y las prácticas de los CPC, recordando acciones de luchadores que construyeron momentos llenos de posibilidades, como una forma de actualizar el pasado a partir de los interrogantes del presente. Los CPC transformaron la cultura brasilera; formaron una masa política que vino a constituir el núcleo de la resistencia a la dictadura; ante los dilemas teóricos, y sin abandonar jamás la práctica, nunca sometieron el movimiento a la estructura organizacional. Se rememoran sus prácticas permitiendo ampliar el concepto de organización, considerando la política de la organización en relación con las prácticas, se discute la relación entre organización e historia en el contexto de los estudios organizacionales y se presentan argumentos para el reconocimiento del pensamiento social brasilero. The purpose is to reflect on the organization and practices of CPCs, recalling actions of fighters who built moments full of possibilities, as a way of updating the past since the questions of the present. The CPCs transformed the Brazilian culture; they formed a political mass that became the nucleus of resistance against the dictatorship; in front the theoretical dilemmas, and without ever abandoning the practice, never submitted the movement to the organizational structure. We recall their practices allowing to expand the concept of organization, considering the politics of the organization in relation to practices, we discuss the relationship between organization and history in the context of organizational studies and present arguments for the recognition of Brazilian social thought. O objetivo é refletir sobre a organização e as práxis dos CPC, lembrando ações de lutadores que construíram momentos cheios de possibilidades, visando atualizar o passado a partir das questões do presente. Os CPC transformaram a cultura brasileira, formaram uma massa política que veio construir o núcleo de resistência à ditadura. Perante os dilemas teóricos, e sem esquecer jamais a praxe, não submeteram o movimento a uma estrutura organizativa. Suas práticas são lembradas, permitindo ampliar o conceito de organização, tendo em conta a política da organização em relação às práxis. Também é discutida a relação entre organização e história no contexto dos estudos organizacionais e são apresentados argumentos para o reconhecimento do pensamento social brasileiro.

The aim of this paper is to analyze the role that teachers assigned to curricular require-ments, establishing the relationship between these documents and everyday practice. From the interpretation of interviews with a group of teachers, is to study the ways in which teachers used, discarded and/or reworked curriculum requirements, based on assume that they have an active role in the redefinition of such documents. The research results indicate that the new meanings and adaptations that teachers do in the written standard change according to different courtly and contextual realities.

Copyright of European Review of Applied Psychology is the property of Elsevier B.V. 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.)

Gustav Jahoda’s research on children’s development of ideas and concepts constitutes a fundamental contribution to social psychology as a developmental and cultural discipline. Jahoda conceived humans in their interdependent relations with socio-cultural and historical environments in which they live, attain knowledge and act. Jahoda’s research on the diversities of thought and agency in children was the subject of meticulous conceptual and methodological rigour. His scholarly work crossed several social and human sciences. This tribute focuses on Jahoda’s early studies of children’s ‘social thinking’ about nationality and economic systems that he carried out in Glasgow. Later in his life Jahoda pursued his ideas on children’s thinking in a close dialogue with other scholars among whom Jean Piaget, Lucien Lévy-Bruhl and Serge Moscovici assumed particular relevance. [ABSTRACT FROM AUTHOR]

Nexus stands for an affective prelogical knot common to a large number of individuals in a particular community. It is a knot in the sense that it "associates and connects a series of attitudes" and is affectively prelogical because it can "instantly operate a rejection or adhesion" ("which leaves no room for reasoning or afterthought"). Its anchoring in reality is achieved by issuing clear opinions, firm positions or mobilizing slogans. Ultimately, these categories of individuals only have to manifest themselves for or against the produced assessment. The maximum effect is reached in crisis situations, "with the occurrence of real or imaginary abnormal events in the social life (conflicts, collective threats, etc.).". [ABSTRACT FROM AUTHOR]

This essay aims to be a critical appraisal of Jacques Lambert's classic work, "Os Dois Brasis", published early in president Juscelino Kubitschek's office, by eliciting the apologia for the economic development it conveys. In the harsh times we live, the work of Lambert can be read as a list of poor decisions made by a nation that has never been - and perhaps will never be - able to fulfill the dream of being a dynamic economy that would progressively settle its colonial liabilities, with the natural solidarity that is intrinsic to its culture. [ABSTRACT FROM AUTHOR]

The social context is a system of ideas and beliefs, of norms and habits, also comprising the social and cultural entourage in which the individual evolves and transmits his values by means of education and speech. It provides reference frames, brand images, behavior models and everyday practices, thus assuring the individual's socialization and social integration. In case of closed societies, either of the authoritarian type or of the totalitarian one, we speak of a ‘controlled social context', produced according to an ideological receipt provided by the dominant group. The latter invents a ‘social logic' which then orientates the social-cognitive activity of the individual, gets him familiar with the ‘normality' of the context, advises him how to rationalize the information coming from his milieu and teaches him how to reject the ‘abnormal', the behaviors which are in contradiction with the operating norms and common practices.This study aims at examining the lives and works of two exceptional creators which were prisoners of the controlled social context in the Stalinist period: writer Michail Bulgakov and psychologist Lev Semionovich Vigotsky. Both tried to find solutions in order to work and create in the given context without giving up principles, morality and dignity. Both failed, but knew posthumous success.

In the late 19th century Europe, the image of a thermal machine, ruled by thermodynamic laws, became one of the primary metaphors to explain societal operating mechanism. At the end of 19th century, experts in fatigue, nutrition and human motor physiology strove to get a supposedly neutral and objective solution to political and economic conflicts corresponding to industrialized cities, in the quest to maximize productivity while preserving energy within the worker bodies. This paper will explore some of the reforms and social projects in Restoration Spain that were informed by the energetic productivism doctrine. The way this doctrine was based on a new perception of both human body and social body as closely related to a thermodynamic system is highlighted. In turn this point draws attention on the importance of considering other knowledge different to the medical and biological ones to rationalize and manage body and population.

Analisa as diversas utopias sociais e cientificistas que circularam no Brasil durante a segunda metade do século XIX. Introduzidas no país na década de 1840, elas ganharam força com a posterior difusão do positivismo, sobretudo na década de 1890, quando se configurou uma euforia modernizante no país, típica da belle époque.This article seeks to analyze the different social and scientific utopias that circulated around Brazil in the second half of the 19th century. Introduced to the country in the 1840s, they gained ground when positivism took root, especially in the 1890s, when a wave of modernization ensued in the country, typical of the belle époque.

The purpose is to reflect on the organization and practices of CPCs, recalling actions of fighters who built moments full of possibilities, as a way of updating the past since the questions of the present. The CPCs transformed the Brazilian culture; they formed a political mass that became the nucleus of resistance against the dictatorship; in front the theoretical dilemmas, and without ever abandoning the practice, never submitted the movement to the organizational structure. We recall their practices allowing to expand the concept of organization, considering the politics of the organization in relation to practices, we discuss the relationship between organization and history in the context of organizational studies and present arguments for the recognition of Brazilian social thought. [ABSTRACT FROM AUTHOR]

This article addresses the complexity of what it means to "be social" from the perspective of social thinking. This perspective recognizes social cognitive processing abilities as the foundation for social knowledge and, in turn, social behaviors. The article further describes variables that influence how one understands how to do what is expected in different social situations and how development, stakeholders, and context influence that process. Challenges in "being social" for individuals with autism spectrum disorders are discussed, as well as differences between behavior-based and cognitive-based therapies. Finally, an example of one Social Thinking strategy-based treatment framework, Social Behavior Mapping, is used to illustrate the essential elements of cognitive behavioral therapy. [ABSTRACT FROM AUTHOR]

The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking®, a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students’ pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. [ABSTRACT FROM PUBLISHER]

The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students' Academic Performance and social competence. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva 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.)