The article pioneers the examination of “hustle kingdoms”: illegal cybercrime training academies in West Africa. It explores these entities as innovative and adaptive institutions that emerge in response to systemic socio-economic strain. This article provides a unique analysis of hustle kingdoms by situating their emergence within the region’s socio-economic, cultural and technological trajectories. It does so by assessing the contemporary manifestation of these cybercrime academies with history in mind to understand the past that created them. It highlights how these cybercrime (...) training academies have evolved from earlier forms, thereby showcasing a unique form of deviant innovation. It contributes to existing literature by addressing the critical gap in the scholarly discourse surrounding these entities and their historical evolution. Drawing on Merton’s strain theory, this historical scholarly endeavour examines how systemic barriers to education and employment have fostered deviant innovation, transforming hustle kingdoms from early fraud enterprises into sophisticated, global cybercrime networks. The analysis highlights the structural disparities that sustain their operations by juxtaposing these academies with conventional educational frameworks. The findings offer novel insights into the intersection of inequality, cultural narratives and technological adaptation, positioning hustle kingdoms as both products and catalysts of systemic strain. (shrink)

One of the central pedagogical strategies employed in the "Analects" consists in the suggestion of models worthy of emulation. The text's most robust models, the dramatic personae of the text, emerge as colorful figures with distinctive personal styles of action and behavior. This is especially so in the case of Confucius himself. In this essay, two particularly notable features of Confucius' style are considered. The first, what is termed "everyday" style, consists in Confucius' unusual command of conventional norms in ordinary (...) circumstances; the second, termed "deviant" style, consists in Confucius' occasional and sometimes puzzling departures from conventional norms. The combind effect of these two aspects of Confucius' personal style is shown to yield a productive pedagogical tension for the moral learner who would emulate, but cannot imitate, Confucius. (shrink)

Competence based education (CBE) and Bildung oriented education (BOE) fare differently when faced with problems that afflict our societies. CBE intends learning as the acquisition of separate competences thought of as objective measurable dispositions and goals to achieve, characterised by motivational states and intellectual and technical skills. By contrast, BOE is holistic and transmission oriented. BOE is understood as a process of interaction between the self and the world in the most general and widest possible way. BOE conceptualises (...) learning as a kind of construction of a meaningful picture of the world in learners’ minds. In this paper, I make a general case in support of BOE and against CBE that draws on Rahel Jaeggi’s conception of a form of life as an organised cluster of practices with a normative character. Forms of life are basic constituents of the social world. I first dissect the notion of form of life and that of immanent critique, which is, according to Jaeggi, the type of critique used by participants in a form of life to overcome problems and crises and make the form of life flourish (Jaeggi, 2022). I then contend––following Jaeggi––that forms of life can be conceptualised as collective problem-solving and learning activities with normative structure and historical character. This is so, because emancipatory forms of life are those that progressively resolve their own problems by learning about social reality through the exercise of immanent critique. Next, I argue that CBE and BOE represent two distinct types of critical attitude which ground respectively to diverse ways to conceive the norm underlying a certain form of life. I contend that CBE is a deviant form of life because its capacity for critical transformation is structurally limited due to a normative failure. This type of failure happens when the norm – and the critique -- is external to the form of life and applies to it from outside. Here the norm aims to be universally applicable because it is conceived as neutral, in line with the so-called “ideal of impartiality” -- that is the idea that there are neutral and impartial criteria by which it is possible to assess forms of life -- or alternatively when the norm assumes the form of an ideal perceived as never perfectly obtained in practice. One mode of the ideal of impartiality is represented by instrumental rationality which is exclusively concerned with the search for efficient means, and which consequently is not concerned with assessing the goals or ends pursued, differently from forms of life’s attitude. Furthermore, instrumental rationality is considered a dominant view because due to its alleged neutrality, it shapes not only the economic field but also those social practices that involve people and institutions (cf. Cruickshank, 2014, Mattei, 2023, Popp Berman 2022). However, the feeling is that neutral (instrumental) rationality allows to evade the question of meaning that social practices and forms of life have for people involved in them, and which have a distinct normative nature. By contrast, the type of rationality that BOE endows learners with is a form of immanent rationality, i.e. a form of rationality which considers contingencies and different contexts and situations which pose different problems to solve. BOE asks for reflection and this, in turn requires the use of historically, culturally and socially situated notions. In immanent critique trade-off procedures are used to strike a balance between the need to preserve the characteristics of a temporally situated form of life to safeguard its identity and the need to change some of them to cope with new problems. I conclude that while CBE does not stimulate the abilities required to heal the pathologies of forms of life and might even hinder their development, BOE is well suited to equip students with these abilities. In this work I will refer to ‘continental’ as well as to ‘analytical’ philosophers, while the style is more analytical as what pertains argument presentation. (shrink)

Investigating the causes of unethical behaviors in academia, such as scientific misconduct, has become a highly important research subject. The current performance measurement practices (e.g., equating research performance with the number of publications in top-tier journals) are frequently referred to as being responsible for scientists’ unethical behaviors. We conducted qualitative semi-structured interviews with different stakeholders of the higher education system (e.g., professors and policy makers; N = 43) to analyze the influence of performance measurement on scientists’ behavior. We followed (...) a three-step coding procedure and found (1) that the participants described a variety of positive behavioral consequences (e.g., higher productivity) but mainly negative behavioral consequences (e.g., questionable publishing practices) of current performance measurement practices in academia; (2) that scientists’ behavior can be described as gaming performance measurement (i.e., achieving performance goals by reducing performance quality and focusing on those tasks that are measured); and (3) that gaming performance measurement shares the same characteristics as deviant workplace behavior (i.e., a voluntary violation of organizational norms that harms the university). We discuss that gaming performance measurement has not been considered as a type of deviant workplace behavior in the previous literature. Furthermore, we draw from research on deviant workplace behavior and goal setting to discuss psychological processes that may underlie gaming performance measurement. Our results indicate the importance of connecting literature on deviant workplace behavior and goal setting to advance our understanding of gaming performance measurement. (shrink)

Using Robert Merton’s perspective on social structure [Social theory and structure. Free Press, New York, 1968], this study tested the individual-level association between job position and ethical reasoning. Anomie theory was employed to examine how country-level factors moderate that individual-level association. The hierarchical linear modeling (HLM) method was used to analyze 22,359 subjects from 28 nations. The statistical results proved that workers are more likely to justify ethically suspect behaviors, and that this individual-level relationship is moderated by the country-level factors (...) of power distance, masculinity, social inequality, and education accessibility. These results imply that Merton’s view of social structure and contemporary anomie theorists’ perspective of anomie [Messner and Rosenfeld (Crime and the American dream. Wadsworth, Belmont, 2001); Rosenfeld and Messner (The future of anomie theory. Northeastern University Press, Boston, 1997)] are mutually complementary rather than exclusive. (shrink)

Purpose While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances are actualized. (...) Design/methodology/approach We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface. (shrink)

Imagine first the case of J (who might be anybody, jemand). J used to inhabit a social order, or rather an area within a social order, where socially approved roles were unusually well-defined. Responsibilities were allocated to each such role and each sphere of role-structured activity was clearly demarcated. These allocations and demarcations were embodied in and partly constituted by the expectations that others had learned to have of those who occupied each such role. For those who occupied those roles (...) to disappoint those expectations by failing to discharge their assigned responsibilities was to invite severe disapproval and other sanctions. To refuse to find one's place within the hierarchies of approved roles, or to have been refused a place, because judged unfit for any such role, was to be classified as socially deviant and irresponsible. The key moral concepts that education had inculcated into J were concepts of duty and responsibility. His fundamental moral beliefs were that each of us owes it to others to perform her or his assigned duties and to discharge her or his assigned responsibilities. A good human being performs those duties, discharges those responsibilities, and does not trespass into areas that are not her or his concern. A philosopher who comes across the likes of J will understand his attitudes as cultural parodies, in part of Plato (conceiving of justice as requiring ‘that each do her or his own work and not meddle with many things’ Republic 433a) and in part of Kant (doing one's duty just because it is one's duty and not for the sake of any further end), authors who had influenced J's school teachers. A sociologist will entertain the suspicion that in certain types of social order it may be only in the form of parodies that some types of concept can continue to find expression. But for the moment let us put this thought on one side and return to J. (shrink)

In 1995 the People's Republic of China passed a controversial Eugenics Law, which, after a torrent of international criticism, was euphemistically renamed the Maternal and Infant Health Law. Aimed at "the implementation of premarital medical checkups" to ensure that neither partner has any hereditary, venereal, reproductive, or mental disorders, the ordinance implies that those deemed "unsuitable for reproduction" should undergo sterilization or abortion or remain celibate in order to prevent "inferior births." Using this recent statute as a springboard, Frank Dikötter (...) explores the contexts and history of eugenics in both Communist China and Taiwan. Dikötter shows how beginning in Late Imperial China, Western eugenics was imported and combined with existing fears of cultural, racial, or biological degeneration in Chinese society, leading to government regulation of sexual reproduction. _Imperfect Conceptions_ is a revealing look at the cultural history of medical explanations of birth defects that demonstrates how Chinese assumptions about the relationship of the individual to society form the very core of their attitudes toward procreation. Dikötter explains the patrilineal model of descent, where a person is viewed as the culmination of his or her ancestors and is held responsible for the health of all future generations. By this logic, a pregnant woman's behavior and attitude directly influence the well-being of her baby, and a deformed or retarded child reflects a moral failing on the part of the parents. Dikötter also shows how the holistic medicine practiced in China blurs any distinction between individual and environment so that people are held responsible for illness. Drawing on cultural, social, economic, and political approaches, Dikötter goes beyond a simple authoritarian model to provide a more complex view of eugenic policy, showing how a variety of voices including those of popular journalists, social reformers, medical writers, sex educators, university professors, and politicians all disseminate information that supports rather than questions the state's program. _Imperfect Conceptions_ reveals how Chinese cultural currents--fear and fascination with the deviant and the urge to draw clear boundaries between the normal and the abnormal--have combined with medical discourse to form a program of eugenics that is viewed with alarm by the rest of the world. (shrink)

Over a career spanning American history from the 1880s to the 1950s, John Dewey sought not only to forge a persuasive argument for his conviction that "democracy is freedom" but also to realize his democratic ideals through political activism. Widely considered modern America's most important philosopher, Dewey made his views known both through his writings and through such controversial episodes as his leadership of educational reform at the turn of the century; his support of American intervention in World War I (...) and his leading role in the Outlawry of War movement after the war; and his participation in both radical and anti-communist politics in the 1930s and 40s. Robert B. Westbrook reconstructs the evolution of Dewey's thought and practice in this masterful intellectual biography, combining readings of his major works with an engaging account of key chapters in his activism. Westbrook pays particular attention to the impact upon Dewey of conversations and debates with contemporaries from William James and Reinhold Niebuhr to Jane Addams and Leon Trotsky. Countering prevailing interpretations of Dewey's contribution to the ideology of American liberalism, he discovers a more unorthodox Dewey—a deviant within the liberal community who was steadily radicalized by his profound faith in participatory democracy. Anyone concerned with the nature of democracy and the future of liberalism in America—including educators, moral and social philosophers, social scientists, political theorists, and intellectual and cultural historians—will find John Dewey and American Democracy indispensable reading. (shrink)

Select groups and organizations embrace practices that perpetuate their inferiority. The result is the phenomenon we call “mediocrity.” This article examines the conditions under which mediocrity is selected and maintained by groups over time. Mediocrity is maintained by a key social process: the marginalization of the adept, which is a response to the group problem of what to do with the highly able. The problem arises when a majority of a group is comprised of average members who must decide what (...) to do with high performers in the group. To solve this problem, reward systems are subverted to benefit the less able and the adept are cast as deviant. Marginalization is a resolution of two tensions: marginalization of the adept for their behavior, and protection from the adept for the mediocre. The American research university is used as an example to describe the phenomenon and to formulate a theoretic argument. The forms and consequences of marginalization are discussed. Marginalizing the adept illustrates an anti-meritocratic behavioral pattern which serves to sustain social systems on which all people, however able, depend. (shrink)

VVe argue in this essay that the real violence in schools is a result of the structural violence of oppresive social conditions that force students, especially low-income African American and Latino males, tofeel vulnerable, angry, and resistant to the normative expectations of “police-like” school environments. Instead of making attempts to transform these oppressive conditions and explore alternatives outsideof these frameworks, schools utilize the ideological state apparatuses (ISA’s) to justify the construction of certain students (e.g., African American and Latino males) as (...) “violent/deviant/disabled” therebymaking it an individual rather than a social problem. On the other hand, we contend, a political economic analysis of educational contexts makes critical linkages between race, class, and disabilityand in doing so offers an alternative way of re-theorizing identity. Additionally this argument will aIso demonstrate how a political economic analysis exposes and re-orients one towards a collective (global) struggle for social transfornlation in critical multicultural contexts. (shrink)

Cet article traite du concept de « dégénérescence », importé dans la psychiatrie française par Benedict-Auguste Morel dans les années 1850, et largement diffusé par la suite, dans ce champ ainsi que dans celui de la criminologie. On tente d’analyser la reconfiguration qu’impose ce concept au savoir psychiatrique en dégageant la manière dont il permet d’intégrer en un ensemble cohérent plusieurs modèles théoriques: un paradigme neurologique, une théorie de l’automatisme morbide, un certain évolutionnisme. Sur ces bases, on essaie d’établir les (...) similitudes de fonds existant entre les conceptions psychiatrique et criminologique de la dégénérescence, en montrant qu’elles mobilisent le même réseau « structurant » d’analogies entre les figures de l’anormal (le fou, le sauvage, l’enfant, la femme, l’animal); et l’on s’efforce de montrer que ces théories promeuvent une logique dans laquelle les infractions aux différents types de normes (biologiques, sociales, morales, juridiques, psychologiques, économiques) sont susceptibles de faire systématiquement référence les unes aux autres, de se traduire les unes dans les autres. Puis l’on caractérise les transformations que ce nouveau paradigme impose aux principes de la thérapeutique, de la pédagogie et de la prise en charge des malades mentaux et des déviants. Pour finir, on présente les éléments latents qui dans ce paradigme préparent et indiquent déjà sa remise en cause et son renversement à venir. (shrink)

So-called family values and their part in education are considered. ‘Traditional’‘modern’ and ‘deviant’ patterns of family relationships are discussed and the moral superiority of the first is questioned. The single life without family involvement is also proposed as a possibly fulfilling mode of existence in its own right.

Although trained in the Anglophone analytic tradition, the French education of his formative years seems to have left its mark on Ronnie de Sousa’s thinking and writing. He appeals to temperament as an explanation for fundamental attitudes to life: neither the quest for a source of meaning in God or nature, nor his own tendency to relish life’s meaninglessness can be grounded in reason. To show this, Ronnie has argued that there is no such thing as human nature, and (...) that appeals to evolution can neither guide us in choosing how to live, nor give us good reason to prefer the “normal” to the “deviant”. Instead, aesthetic reasons deserve to be given more weight than is granted by the alleged overriding character of morality. (shrink)

The literature on using scoring rubrics in writing assessment denotes the significance of rubrics as practical and useful means to assess the quality of writing tasks. This study tries to investigate the agreement among rubrics endorsed and used for assessing the essay writing tasks by the internationally recognized tests of English language proficiency. To carry out this study, two hundred essays (task 2) from the academic IELTS test were randomly selected from about 800 essays from an official IELTS center, a (...) representative of IDP Australia, which was taken between 2015 and 2016. The test takers were 19 to 42 years of age, 120 of them were female and 80 were males. Three raters were provided with four sets of rubrics used for scoring the essay writing task of tests developed by Educational Testing Service (ETS) and Cambridge English Language Assessment (i.e., Independent TOELF iBT, GRE, CPE, and CAE) to score the essays which had been previously scored officially by a certified IELTS examiner. The data analysis through correlation and factor analysis showed a general agreement among raters and scores; however, some deviant scorings were spotted by two of the raters. Follow-up interviews and a questionnaire survey revealed that the source of score deviations could be related to the raters’ interests and (un)familiarity with certain exams and their corresponding rubrics. Specifically, the results indicated that despite the significance which can be attached to rubrics in writing assessment, raters themselves can exceed them in terms of impact on scores. (shrink)

Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in (...) the decision-making processes used by engineering students when considering whether or not to participate in academic and professional dishonesty, and (2) prior academic dishonesty by engineering students is an indicator of future decisions to act dishonestly. Our sample consisted of undergraduate engineering students from two technically-oriented private universities. As a group, the sample reported working full-time an average of six months per year as professionals in addition to attending classes during the remaining six months. This combination of both academic and professional experience provides a sample of students who are experienced in both settings. Responses to open-ended questions on an exploratory survey indicate that students identify common themes in describing both temptations to cheat or to violate workplace policies and factors which caused them to hesitate in acting unethically, thus supporting our first hypothesis and laying the foundation for future surveys having forced-choice responses. As indicated by the responses to forced-choice questions for the engineering students surveyed, there is a relationship between self-reported rates of cheating in high school and decisions to cheat in college and to violate workplace policies; supporting our second hypothesis. Thus, this exploratory study demonstrates connections between decision-making about both academic and professional dishonesty. If better understood, these connections could lead to practical approaches for encouraging ethical behavior in the academic setting, which might then influence future ethical decision-making in workplace settings. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Vice and Naturalistic OntologyChristopher R. Williams (bio)Keywordscausality, criminality, determinism, medical model, positivismThese questions have been posed: Is vice (encompassing criminal and other wrongful conduct) best regarded as “sick” behavior, “immoral” behavior, or some other type altogether? Are we to understand vice in natural-medical terms, or are we better served by utilizing a moral framework? Is criminality reducible to and best categorized as a metaphysical type the essential features of (...) which are neurological or otherwise biological in nature? Or, perhaps, is criminality closer to a (non-natural) sociological type, the essential features of which can be understood only through reference to social norms and cultural conventions? These are torturously involved philosophical and theoretical questions that have given rise to an equally torturous volume of literature. Without pretending to do justice to these questions or their corresponding literature, several key considerations that must be inserted into and accounted for within the discursive pursuit of these inquiries are worth noting.Where a naturalistic ontology is employed within the study of vice, we reduce the intricacies of deviant behavioral phenomena to what we presume to be their underlying medical/biological properties. It is worth remembering that behavior itself cannot rightfully be said to be “sick”; rather, what we mean to say is that the behavior in question—in our case, various forms of “vice”—is symptomatic of some underlying illness or medical/biological condition. The presumed underlying sickness and the behavior itself are distinct, ontologically linked only through their theorized relationship to one another. This, then, is a key assumption of the medical approach to vice and its ontological classification as a natural-medical kind: that there exists a relationship between the behavior (a symptom) and the underlying illness or medical condition, and that the relationship is of the causal kind. Vice, it is suggested, is a change in state that is caused by (or, at the very least, is a direct consequence of) sickness or illness. Second, to legitimate such attributions, the illness supplying the requisite causal force must be identifiable and its causal connection to the behavior must be or be capable of being sufficiently explicated. In other words, once we have identified the relevant medical/biological properties and the behavior to which they stand in causal relatedness, we must be prepared to characterize this dynamic—we must be able to show exactly how and why such and such a condition gives rise to such and such a behavior.Problematically, causation itself is and has always been a contentious metaphysical specimen. Hume (1955) reminded us of the troubling reality [End Page 39] that we cannot ever “see” one thing cause or necessitate another. We are left, rather, to merely presume the existence of causal relationships between things. How is it, exactly, that disorder in neurodevelopment can necessitate certain behavioral outcomes? Even if we can “see” (in the empirical sense) the disorder and equally “see” the behavior, we cannot of course witness the precise causal action of the former upon the latter. Even if we are content inferring causal action in such cases, we still need to demonstrate the basic conditions of causality. To show that Condition X is causally related Behavior Y, we need to show that they are regularly associated with one another, that Condition X temporally preceded Behavior Y and, most challengingly, that no other conditions or factors have an intervening (e.g., additive, synergistic) influence. Hypothetically, if we were to posit a causal relationship between schizotypal personality traits and violent behavior, we would need to establish: (1) that schizotypal traits and violent behavior regularly coexist; (2) that those traits presented before the manifestation of the violent behavior; and (3) that no other factors (biological, psychological, and/or sociological) contributed in any meaningful way to those manifestations. We would thus need to systematically rule out family dynamics, income, education, intelligence, substance use, and so forth, as contributing factors. If, in turn, we were to determine that the presence of schizotypal traits alone is not sufficient—even if a necessary condition—to produce violent behavior but, rather, that those traits act in concert with other variables to produce the behavior, then we would not truly be... (shrink)

During the mid 1980s, the renowned American documentary filmmaker Fred Wiseman produced a four-part series of films that sought to record the operations of institutions in Talladega, Alabama, devoted to the care and training of people with disabilities. These films—designated as the Multi-handicapped Series—have received much less attention than Wiseman's earlier work, as if films about disability mark a drastic departure from his previous award-winning productions, such as Titicut Follies (1965) and Hospital (1970). The Multi-handicapped Series takes up general categories (...) of disabled populations as discrete documentary topics, Deaf (1986), Blind (1986), Multi-handicapped (1986) and Adjustment & Work (1986) as opposed to a specific location as in his earlier films. As a result, the latter series of films identify social and interpersonal structures developed in the name of specific conditions. Like Foucault's research on disciplinary tactics, Wiseman's films seek out many of the segregated social spaces typically occupied by persons classified as deviant: prisons, hospitals, charity networks, sheltered workshops, resident facilities, and vocational training structures. The Multi-handicapped Series focuses on the activities of professions and practitioners in education, administration, and therapy, as well as the institutional roles designed for bodies marked as disabled. Unlike its 19th century predecessor classification, feebleminded, the latter twentieth century U.S. policy answer has been waged as a matter of dividing disabilities into a binary structure of orthopedic or cognitive categories. Such a development has left many crossover bodies in a diagnostic no-body's-land. To analyze the history of these developments, this essay recognizes the formation of today's disability category as an effect of new regimes of power; a form of domination based upon the application of particularized diagnostic pathologies that provide the basis for cordoning off bodies which fail to fit neatly within the cognitive/orthopedic binary. As documents of the social spaces that are occupied by disabled people, Wiseman's films offer a rare contemplation of institutional practices and their application to populations viewed as nonnormative. (shrink)

The article presents the problem of formation and determination of the individuality of the subject included in the world of digital culture. The study focuses on educational practices as one of the key factors influencing human subjectivity. The methodological basis of this research is a critical analysis and a multidisciplinary approach. This made it possible to consider a person, his characteristics and the problems of his personality in the postmodern era, as well as to determine the features of the current (...) educational paradigm by comparing modern and postmodern educational models. The active development of mass media and Internet communications in the second half of the XX century is considered one of the factors that contributed to the significant ontological, axiological and anthropological transformations of modern culture, and also became one of the key factors in the formation of digital culture. The category of homo digitalis is explained as a unique phenomenon of the XXI century, its analysis is presented from different positions, including the definition of negative trends: decline of reflection, banalization of the New, primitive subjectivism, laziness, inability and unwillingness of analytical and critical mental activity, psychological problems, deviant manifestations, pedagogical vicissitudes and conflicts based on confrontations between generations, etc. Rejecting logocentrism and a rigid evaluative position, the study made an attempt to overcome skepticism regarding the expansion of digitalization into the educational process in the context of the modern problem of the massive introduction of distance education caused by the pandemic. It is proposed not to stigmatize the problems of individuality, which are characteristic of modern culture, as completely controlled by manipulative technologies, especially in relation to educational practices. (shrink)

As digital media becomes more central to the lives of adolescents, it also becomes increasingly relevant for their sexual communication. Sexting as an important image-based digital medium provides opportunities for self-determined digital communication, but also carries specific risks for boundary violations. Accordingly, sexting is understood either as an everyday, or as risky and deviant behavior among adolescents. In the affectedness of boundary violations gender plays an important role. However, it is still unclear to what extent digital sexual communication restores (...) stereotypical gender roles and restrictive sexuality norms or, alternatively, enables new spaces of possibility. In this sense, current research points to a desideratum regarding adolescents’ orientations toward sexting as a practice between spaces of possibility and boundary violations. This paper discusses the possibilities, but also the risks, of intimate digital communication among adolescents. The main question is, how adolescents themselves perceive sexting practices and how they position themselves between both spaces for possibility and for the exchange of unwanted sexual content. For this purpose, orientations toward normalities and gender of students are reconstructed. To answer these questions, twelve single-sex, group discussions were carried out with students aged 16 and 17 at five different secondary schools in northern Germany. A total of 20 boys and 22 girls took part. The group discussions were structured by a narrative generating guideline. The analysis draws its methodology from the Documentary Method, regarding implicit and explicit forms of knowledge and discourse. It results in a typology of three types with different orientations. The study shows, that most of the students consider sexting to be a risky practice; only one type shows normality in the use of sexting. At the same time, some of the young people are interested in experimenting with image-based intimate digital communication. Further, gender differences in use and affectedness are also documented. In this way, orientations toward gender stereotypes “favor” both the attribution of responsibility to girls, and overlook the responsibility of students who perpetrated the boundary violation. The orientations of adolescents should be taken more into account in research as well as in educational programs for the prevention of sexual violence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Disrupting Homelessness: Alternative Christian Approaches by Laura StiversFred GlennonDisrupting Homelessness: Alternative Christian Approaches Laura Stivers Minneapolis: Fortress Press, 2011. 187 pp. $18.00In this book Laura Stivers describes the limitations of traditional Christian approaches to homelessness that emphasize charity (rescue missions) or home ownership (Habitat for Humanity). While these approaches do, in fact, deal with some of the effects of homelessness, they not only fail to address the structural (...) causes of homelessness and poverty but they also reinforce certain ideological assumptions—such as individualism, a pattern of “blaming the victim,” and idyllic conceptions of home ownership—that keep us from addressing the [End Page 214] causes of homelessness in the first place. If we are really going to end homelessness, Stivers contends, we have to address the structural issues that keep people homeless, such as the inadequate availability of low-incoming rental housing, unemployment, low wages, and increasing inequality between rich and poor. If Christians and churches want to end homelessness, they must collaborate more fully and develop social movements that will address the full range of factors affecting homelessness, including causes and effects. In other words, they must embody in principle and in practice not only hospitality and compassion but also social justice. The place to begin, Stivers argues, is by listening to the homeless and the poor, allowing their experiential realities to set the agenda, and working in solidarity with them to disrupt the ideologies and to challenge the policies that perpetuate the problem.This requires an education in “disruption” that enables Christians to move beyond the behavioral manifestations of homelessness so that they can see the web of oppressive structures that have generated the bonds experienced by so many poor and homeless. Stivers provides a wealth of data that illustrate and document the full extent and complexity of homelessness in our society. Drawing upon Tracy West’s ethical methodology of “disruption,” Stivers then brings to light what she considers the dominant ideological assumptions that sustain homelessness. These include the assumptions that homeowners are responsible, autonomous citizens while the homeless are deviant, dependent, and criminal; and further that excessive wealth and inequality is justified. Stivers illustrates how these assumptions fail to consider certain factors—such as power, privilege, and racial and class disparities—that underlie and perpetuate the problems of homelessness and promote private over public policies to address them. To address these factors, Stivers argues for a different approach—modeled on such groups as the Industrial Areas Foundation and the PICO (People Improving Communities through Organizing) National Network—that embodies community organizing principles that engage the victims of homelessness in meaningful dialogue about the problems, actively listens to their stories and to their solutions, and works in solidarity with them to address the causes and the policies that perpetuate their homelessness.The audience for this book is Christians and churches seeking to address the issue of homelessness in our nation. Ethicists and Christians of like mind will have few problems with Stivers’s diagnosis of and remedy for homelessness, even if her remedy comes across as a bit utopian at places. Nonetheless, her rhetoric of empowerment, solidarity, social justice, and sustainability might drive away those of a more conservative theological bent. Since many involved in ministry to the homeless today presuppose precisely the assumptions she challenges, I am not sure she has done enough to convince them to change their approach, even though she attempts to ground her approach [End Page 215] biblically in the life and ministry of Jesus. Stivers is correct in asserting that substantive change will only come about as a result of a concerted social movement that involves churches of all theological stripes. The challenge is to find ways for us to set aside our differences for the sake of greater good: disrupting and ending homelessness.Fred GlennonLe Moyne CollegeCopyright © 2013 Society of Christian Ethics... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Foundations For Flow:A Philosophical Model For Studio InstructionKrista RiggsThe need for a new approach to studio instruction becomes evident when the current state of the profession and the effects of typical teaching methods are considered. In a profession with relatively little demand for a large supply of candidates for professional employment, realistically very few undergraduate music performance majors will achieve success as either orchestral players or as soloists. Extreme (...) competitiveness and the political hierarchy common in a typical music studio setting can squelch creativity and hinder a student's possibility to attain optimal experience in performance. Such an environment can pose a threat to a student's self-image and motivation, possibly becoming detrimental to the success of the student in any chosen occupation, whether ultimately within music or outside the profession.1As Roland Persson notes, studio teachers are generally hired primarily for their performance accomplishments and place in the historic lineage of their instrument's pedagogy without much regard for previous training in educational theories.2 With a lack of training in instructional methods or developmental theories, college music teachers tend to conduct lessons in the manner in which they were taught. Thus, little attention may be paid to individual differences or developmental issues.3 Studio instruction has also traditionally been approached [End Page 175] in a maestro-like, authoritarian manner with one-directional commands given as law from master teacher to seemingly subordinate students. Such a manner of teaching may contradict the tendency of creative individuals to show more deviant traits of critical and independent thought, possibly hindering the student's potential for artistic growth.4Many music students tend to gain much of their concept of self-worth based on how they perceive their musical ability to be assessed by their studio instructor.5 A dependency for approval can lead to the pursuit of unachievable perfection that can be detrimental to the emotional development and self-confidence of the student.6 A common focus on a final product in instruction rather than on the creative process of personal and artistic growth can also contribute to the detrimental setting of unrealistic goals and resulting lack of self-esteem in the student. Evaluation of artistically, intellectually, and emotionally developing students against an unattainable perceived aesthetic ideal or in comparison to other students of differing strengths and levels of development can hinder motivation while increasing anxiety, extreme competition, and negative emotional response in the learning experience.7 In a more personalized curriculum that centers on individual strengths and weaknesses through a mentoring approach, each student may be guided to develop the intellectual, emotional, physical, and spiritual faculties leading to optimal experience. From creative flow and the peak experiences of self-actualization comes intrinsic motivation for students to pursue creativity as a way of life, with further motivation to find moments for artistic expression and personal satisfaction in all aspects of their being.8A new model concerned with the development of the "whole" student as an individual can serve as a philosophical supplement to studio instructors who may not have received much training in developmental issues, educational theories, or related facets of the psychology of learning and performance. Although each aspect of the model can be considered separately, the potential of guiding a student toward the attainment of optimal experience is increased when all aspects are considered according to strengths and weaknesses present in the individual student. Incorporating the theories and ideas in studio instruction may help enhance a student's artistic and personal development while also strengthening a healthy mentoring relationship between teacher and student. While the model presents aspects of psychology alongside developmental and educational theories, the focus remains as a philosophical synthesis of diverse ideas into a unified system with flow at the center. Rather than aiming to deconstruct or refute opposing theories, the model synthesizes supporting ideas. As Estelle Jorgensen notes, the purpose of a synthesis-oriented or "synoptic" model is not so much to argue or refute contrasting views as it is to build upon the supporting theories and ideas of other writers. The "body of thought" serves an explanatory purpose [End Page 176] of the "clarification of terms and exposition... (shrink)

Feigning symptoms distorts diagnostic evaluations. Therefore, dedicated tools known as symptom validity tests have been developed to help clinicians differentiate feigned from genuine symptom presentations. While a deviant SVT score is an indicator of a feigned symptom presentation, a non-deviant score provides support for the hypothesis that the symptom presentation is valid. Ideally, non-deviant SVT scores should temper suspicion of feigning even in cases where the patient fits the DSM’s stereotypical yet faulty profile of the “antisocial” feigner. (...) Across three studies, we tested whether non-deviant SVT scores, indeed, have this corrective effect. We gave psychology students and clinical experts a case alluding to the DSM profile of feigning. In successive steps, they received information about the case, among which non-deviant SVT outcomes. After each step, participants rated how strongly they suspected feigning and how confident they were about their judgment. Both students and experts showed suspicion rates around the midpoint of the scale and did not respond to non-deviant SVT outcomes with lowered suspicion rates. In Study 4, we educated participants about the shortcomings of the DSM’s antisocial typology of feigning and the importance of the negative predictive power of SVTs, after which they processed the case information. Judgments remained roughly similar to those in Studies 1–3. Taken together, our findings suggest that students and experts alike have difficulties understanding that non-deviant scores on SVTs reduce the probability of feigning as a correct differential diagnosis. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 124.3 (2003) 477-481 [Access article in PDF] Martha C. Nussbaum and Juha Sihvola, eds. The Sleep of Reason: Erotic Experience and Sexual Ethics in Ancient Greece and Rome. Chicago: University of Chicago Press, 2002. viii + 457 pp. Paper, $26. The Sleep of Reason derives from a conference held at the Finnish Institute at Rome in 1997. In their introduction to the volume, the editors, (...) Martha Nussbaum and Juha Sihvola, note that the incommensurability between sexual behavior/desire and reason was a perennial concern to ancient philosophers and that the modern discipline of philosophy has avoided this topic because of skittishness about "emotional topics" (3) and a pronounced tendency to consider ancient philosophy in a decontextualized manner. The editors accordingly have assembled a mixture of papers on ancient philosophy and other aspects of ancient culture to bring philosophical rigor and context to discussions of ancient sexual ethics. With only a third of the papers specifically about philosophy, however, the volume is more "context" than philosophy. Of greater concern, however, is their claim that the book covers both Greece and Rome. With the exception of Cantarella's discussion of Roman marriage law, Konstan's of Catullus, and Goldhill's few pages on Tertullian, substantive discussion of Latin sources is lacking. The book treats classical Greece in some detail and then skips through Greek sources to the Second Sophistic. Indeed, the failure to engage imperial Rome substantively leaves Goldhill's essay damagingly decontextualized. The editors' tendentious sketch of modern scholarship on ancient sexual behavior (7-8), which overlooks important contributions of Eva Keuls and Amy Richlin, is likewise regrettable.In the first paper, "Forgetting Foucault: Acts, Identities, and the History of Sexuality," David Halperin prescribes a proper way to investigate ancient sexual activity. Beginning with a discussion of Michel Foucault's famous statement on the progress from sodomy ("a category of forbidden acts") to the homosexual ("a life form... a species"), Halperin persuasively argues that Foucault's statement has been misunderstood as social history when it is better regarded "as a claim about the internal logic and systematic functioning of two different discursive styles of sexual disqualification" (28). Elsewhere, however, Halperin's disciplining zeal is wearisome. Opposing the terms deviant sexual morphology and deviant sexual subjectivity (the former deviance in gender presentation and the latter identity based on sexual activity), Halperin predictably asserts that the cinaedus possessed a deviant sexual morphology whose non-normative sexual behavior sprang from innate effeminacy. According to ideology recoverable from the sources, this is correct. Consideration of the cinaedus latens (from Firmicus [End Page 477] Maternus; see below), to take an example, brings up a question: what are we to make of this cinaedus if "the kinaidos's betrayal of his masculine gender identity was so spectacular as to brand him a deviant type of person and to inscribe his deviant identity all over his face and body" (34)? Caution is called for here; discourse surely produces less schematic results (see, e.g., Foucault, The History of Sexuality, Vol. 1 [1978], 96, or Judith Butler, GenderTrouble [1990], 28).In "Eros and Ethical Norms: Philosophers Respond to a Cultural Dilemma," Nussbaum surveys different approaches to the uneasy coexistence of sexual desire and education in pederastic relationships: if Eros is about loss of control in the face of desire, will the ero \ menos be cared for properly or merely be the means for desire's satisfaction? Nussbaum compares Socrates' explication of a "generous madness," wherein reverence and gratitude inspire kindly care, to the Stoics' valuation of friendship undertaken with consummate self-control. Nussbaum's work here has considerable value in its explication of the Stoic position and in her conclusion on the usefulness of analysis of ancient philosophic responses to ero \ s in current debates about sexuality (86-87).The next two papers, Maarit Kaimio's "Erotic Experience in the Conjugal Bed: Good Wives in Greek Tragedy" and Stephen Halliwell's "Aristophanic Sex: The Erotics of Shamelessness," take us to the Athenian stage. Starting from the observation that words for "bed"... (shrink)

Background and ObjectivesSchool bullying threatens the health of children and adolescents, such as mental health disorders, social deviant behaviors, suicidal behaviors, and coping difficulties. The present study aims to address (1) prevalence rates of both traditional and cyber school bullying perpetration, and (2) the associations between self-control, parental involvement, experiencing conflicts with parents, experiencing interparental conflict, and risk behaviors, and school bullying perpetration among Chinese children and adolescents.MethodThis study used data from a national representative school bullying survey (n= 3,675) (...) among children and adolescents from all grades (primary school 4th grade to high school 12th grade) in seven cities in China. Negative binomial regression was used to estimate the effects of these predictive factors on traditional and cyber school bullying perpetration, respectively. Seven control variables were included, such as gender, boarding school, family socioeconomic status, and parents’ education levels.ResultsThe sample comprised 52% female, 18% at boarding school, 70% of the participants’ academic performance was average or above. Approximately 17.3% of the participants reported participating in traditional school bullying against their peers, and 7.8% perpetrated cyberbullying behaviors. Also, after controlling sociodemographic characteristics and high self-control, parental involvement reduced the likelihood of traditional and cyberbullying perpetrating. Experiencing interparental conflict and risk behavior was significantly associated with increased perpetration of traditional and cyber school bullying. We found that having a conflict with parents was significantly associated with cyberbullying perpetration.ImplicationsFindings have implications for practice. Anti-bullying intervention programs targeting this population should consider these factors. For example, school administrators may develop school programs involving parents in the efforts and interventions workshops improving children and adolescents’ levels of self-control. Limitations are also discussed. (shrink)

Pascale Quincy-Lefebvre, maître de conférence à l'université Clermont-Ferrand II, a publié des articles sur la pauvreté, l'enfance et l'assistance et a participé à une mission interministérielle sur les pratiques éducatives. Le présent ouvrage, « aboutissement » d'une thèse de doctorat soutenue en 1995, nous propose plus une histoire des réactions, des jugements des familles face aux enfants déviants qu'une histoire des enfants difficiles. L'auteur s'appuie ainsi sur les travaux du soc..

Tempo barroco: as Visitas Pastorais dos Comissários das Ordens Terceiras no século XVIII em Minas Gerais. (Baroque Time: pastoral visits of the comissioners of the third orders in Minas Gerais, Brazil, during the eighteenth century.). O presente artigo tem por objetivo analisar o aparato que marcava a entrada dos comissários das ordens terceiras em suas visitas às vilas, analisando também o modo como aconteciam essas visitas pastorais. As visitações dos comissários das Ordens Terceiras de Nossa Senhora do Carmo e de (...) São Francisco eram ocasiões que mobilizavam os irmãos destas congregações tanto no tocante aos assuntos espirituais quanto à esfera temporal. No aspecto material, as visitas demandavam grandes despesas com a realização de solenidades e hospedagem dos comissários. A visitação tinha por objetivo central assegurar a manutenção do sentido de ordem e de hierarquia que fundava as fraternidades de irmãos terceiros. Deste modo os padres visitadores deviam inspecionar e nortear a vida administrativa destas congregações e a vida particular dos terceiros seculares para verificar a sua conformação aos preceitos da moral e da fé cristã e às regras das ordens terceiras, instruir e disciplinar aqueles irmãos que houvessem cometido algum delito, coibir práticas e comportamentos desviantes. A pompa barroca das diversas cerimônias que aconteciam durante o tempo da visita concorria para suscitar o sentido de ordem e hierarquia entre os irmãos terceiros. Palavras-chave: Ordens Terceiras; Visita Pastoral; Festa; Catolicismo; Barroco.This article aims to examine the apparatus that marked the entrance of the Third Orders’ Commissioners on their visits to the villages, also analyzing how these pastoral visits took place. The Visitations of those Commissioners of the Third Order of Our Lady of Mount Carmel and San Francisco happened to be special occasions for the brothers of these congregations to be both materially and spiritually revived. In the material aspect, such visits demanded great costs to cover the ceremonies and the Commissioners expenses. The main purpose of the Visitation was to ensure the maintenance of a sense of order and hierarchy that originally was on the foundation of the fraternity. Thus, the Visitors should inspect and guide the administrative life of these congregations and also to help the Fathers to conform their lives to the precepts of morality and Christian faith and to the rules of the Third Order. Such visits also had the purpose to educate and to discipline those brothers who had committed some delict, and to curb practices and deviant behaviors. The pomp of the Baroque ceremonies that took place during the time of those mentioned visits finally aimed to raise the sense of order and hierarchy among all the members of Third Order of Our Lady of Mount Carmel and San Francisco. Key words : Third Order; Pastoral Visit; Party; Catholicism; Baroque. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.