To assist Chinese high school students in improving their career readiness and tackling career decision-making difficulties, we designed a synchronous online career intervention based on the Cognitive Information Processing theory during the Covid-19 pandemic. The online career intervention consisted of a series of career courses to develop high school students’ knowledge and skills in career planning, career assessments for exploring their vocational interests and academic self-concept, and a database providing basic information about university majors. To evaluate the intervention’s effectiveness, 957 (...) 10th grade students were recruited in the study, 601 participants were randomly assigned to the experimental group, and 356 participants were randomly assigned to the control group. All participants completed a pre- and post-intervention assessment of their career maturity, vocational identity and career decision-making difficulties. Results indicated that the online intervention significantly increased high school students’ career readiness and reduced their career decision-making difficulties. The practical implications of this research for online career interventions directed at Chinese high school students are also discussed. (shrink)

Kann man das Leben führen? Die in diesem Band versammelten Beiträge stellen sich in kritischer Absicht dem modernen Konzept der »Lebensführung«, das die Technikphilosophie mit der Lebensphilosophie im frühen 20. Jahrhundert eng verbunden hat und teilweise bis heute verbindet. Auch relevante soziologische Positionen wurden in diesem Kontext entwickelt. Anhand zentraler Autoren wie Simmel, Bergson, Husserl, Heidegger, Blumenberg, Berdjajew, Reuleaux, von Uexküll, Plessner, Freyer, Jonas und Günter Ropohl (dem dieser Band aus Anlass seines 75. Geburtstags gewidmet ist) werden die Bezugnahmen zwischen (...) Technik- und Lebensphilosophie analysiert, aber auch die Abgrenzungsversuche voneinander. Die Verhältnisbestimmung der Konzepte »Leben« und »Technik« kann systemischen Charakter annehmen und deshalb die Idee einer lebensbejahenden oder -verneinenden Technik nach sich ziehen, z.B. artikuliert als Technikoptimismus/-pessimismus oder als emanzipatorische Frage nach dem eigenen Leben und dessen Selbstverwirklichung. Wenn es um Lebensführung geht, werden also gleichzeitig die Ausgangsbedingungen der Identitätskonstruktion moderner Subjekte und die Frage thematisiert, inwieweit Systementwürfe jene ermöglichen oder begrenzen. (shrink)

Since the publication of Matteo Ricci's Tianzhu shiyi, sheng 聖 was commonly accepted as the translation of Catholic saints in China. A closer study, however, suggests that the use of sheng as the translation of saints was not an unquestioned process. In fact, the use of sheng diverged soon after the death of Matteo Ricci and disagreements continued at least into the early eighteenth century in the Catholic circle in China. This article seeks to deepen the understanding about the use (...) of sheng as translation of saints in the seventeenth- and eighteenth-century China. I focus on the examples of Alfonso Vagnone, Zhang Xingyao and Yan Mo, who represented three different approaches to sheng as the translation of saints in relation to sheng in reference to sages in the Confucian tradition. As we know, the Catholic Church eventually took the solution suggested by Yan Mo, who advocated referring to both Catholic saints and Confucian sages as sheng while maintaining a clear distinction between the two groups. But, before the decision was made in the twentieth century, there was much tension and complexity to translating the concept of Catholic saints as sheng. (shrink)

Neurite orientation dispersion and density imaging is a diffusion model specifically designed for brain magnetic resonance imaging. Despite recent studies suggesting that NODDI modeling might be more sensitive to brain development than diffusion tensor imaging, these studies were limited to a relatively small age range and mainly based on the manually operated region of interest analysis. Therefore, this study applied NODDI to investigate brain development in a large sample size of 214 subjects ranging in ages from 0 to 14. The (...) whole brain was automatically segmented into 122 regions. The maturation trajectory of each region was characterized by the time course of diffusion metrics and further quantified using nonlinear regression. The NODDI-derived metrics, neurite density index and orientation dispersion index, increased with age. And these two metrics were superior to the DTI-derived metrics in SVM regression models of age. The NDI in white matter exhibited a more rapid growth than that in gray matter. These diffusion indicators experienced conspicuous increases during early childhood and the growth speed slowed down in adolescence. Region-specific maturation patterns were described throughout the brain, including white matter, cortical and deep gray matter. These development patterns were evaluated and discussed on the basis of NODDI’s model assumptions. To summarize, this study verified the high sensitivity of NODDI to age over a crucial developmental period from newborn to adolescence. Moreover, the existing knowledge of brain development has been complemented, suggesting that NODDI has a potential capability in the investigation of brain development. (shrink)

In this article, drawing from a relational perspective, we explore the relationship between moral leadership and employee creativity, treat employee identification with leader and leader–member exchange as two mediators, and develop a new theoretical model of employee creativity. Our data collected from 160 supervisor–subordinate dyads in the People’s Republic of China demonstrate that moral leadership is positively related to both employee identification with leader and LMX. Further, employee identification with leader partially mediates the relationship between moral leadership and LMX. In (...) particular, employee identification with leader greatly enhances LMX which leads to high creativity. Overall, the relationship between moral leadership and employee creativity is mediated by not only employee identification with leader but also LMX. Our findings offer a new theoretical framework for future theory development and testing on creativity as well as practical implications for researchers and managers in business ethics. (shrink)

The present book is the English version of a monograph 'Die aristotelische Syllogistik', which first appeared ten years ago in the series of Abhand 1 lungen edited by the Academy of Sciences in Gottingen. In the preface to the English edition, I would first like to express my indebtedness to Mr. J. Barnes, now fellow of Oriel College, Oxford. He not only translated what must have been a difficult text with exemplary precision and ingenuity, but followed critically every argument and (...) check ed every reference. While translating it, he has improved the book. Of those changes which I have made on Mr. Barnes' suggestion I note only the more important ones on pages 4, 12, 24sq, 32, 39, 6lsq, and 158. Since the second edition of the German text appeared in 1963 some further reviews have been published, or come to my notice, which I have 2 been able to make use of in improving the text of this new edition. I must mention here especially the detailed critical discussions of my results and arguments published by Professor W. Wieland in the Philosophische Rundschau 14 (1966), 1-27 and by Professor E. Scheibe in Gnomon 39 (1967), 454-64. Both scholars, while agreeing with the main drift and method of my interpretation, criticise some of my results and disagree with some of my arguments. It would not be possible to discuss these technical matters here with the necessary thoroughness. (shrink)

This paper examines whether appealing to learners’ moral identity makes a significant contribution to improving their ethical decision making beyond traditional, rule-based teaching. In response to criticisms leveled at rule-based ethics teaching by alternative approaches, we identify moral identity theory and experiments in moral psychology as useful sources to draw on for the creation of a new, identity-based ethics teaching approach. We develop and apply a set of regular self-reflection focused writing tasks added to the traditional teaching program over a (...) one-semester period, and assess the outcomes of an overall sample of 149 postgraduate business school students, who were randomly assigned to one of three conditions: exposure to both identity-based tasks and rule-based teaching, exposure to rule-based teaching only, and the control condition. Our findings show that, while the three groups reported the same level of ethical decision making at the beginning of the semester, at the end of the semester the students who were exposed to both identity-based and rule-based teaching reported higher level of ethical decision making compared to those who were only exposed to rule-based education. In addition, the students who received rule-based teaching reported higher ethical decision making compared to those in the control condition. These results suggest that a teaching approach which appeals to the learner’s moral identity can act as an effective leverage point when complementing rule-based teaching. This simple approach should be widely adopted as common practice in graduate business schools. (shrink)

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, where contextual (...) issues and power interplays mediated the process. Furthermore, it is found that the participants? commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers? position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined. (shrink)

This paper first re-examines Levinson’s notion of activity type, followed by a review of ethnographic, sociopsychological and ecological studies of the same phenomenon under varied names. The activity type is generally treated as a context in pragmatics. This paper departs from this thinking by proposing that it be treated as the primary object and unit of investigation per se. The role the activity type plays should be that of an interface bridging the langue-parole dichotomy, and the individual-society dichotomy. It is (...) further proposed that the activity type be studied as embodied activities at the token level. It is thus re-conceptualized in term of land-borne situated discourse. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Divine and Artistic Ideal:Ideas and Insights for Cross-Cultural Aesthetic EducationMing Dong Gu (bio)IntroductionPeople in different cultural traditions would praise an excellent work of art as a masterpiece that has attained the status of the divine. This is a practice inherited from the ancient past. In high antiquity, when people did not have sufficient knowledge of artistic creation, they attributed creative inspirations and superb art to gods. In ancient (...) Greece people believed that all the arts were created by the Muses, daughters of the supreme god Zeus.1 Accordingly, they viewed divine creation as the highest order of representation and used the divine as the yardstick to measure artistic excellence. In early Greek thought Plato, through the mouth of Socrates, praised Homer as "the best and most divine of all."2 Citing the exquisite lyric poetry by Tynnnichs of Chalcis as evidence, he declared, "the god would show us, lest we doubt, that these lovely poems are not of man or human workmanship, but are divine and from the gods, and that the poets are nothing but interpreters of the gods, each one possessed by the divinity to whom he is in bondage."3In the Chinese tradition similar ideas existed from high antiquity. In early Chinese thought there is a parable in Zhuangzi's (369–286 BC) philosophical writing. It narrates how a skillful carpenter was commissioned by a king to make an ornate music stand. When the stand was finished, people, struck by the life likeness of the carved birds and animals on the stand, believed that he was able to make such superb art work because he was endowed with the divine power of gods.4 In literary criticism Yan Yu (fl. 1180-1235), a literary theorist whose views have exerted a lasting impact on Chinese poetry and poetics, proclaimed the divine to be the ultimate standard for [End Page 88] the poetic art: "There is only one ultimate achievement in poetry: it is called 'entering the divine.' When poetry enters the domain of the divine, it has reached its perfection and limit. Nothing can be added to it!"5 In other traditions, if people want to pass the highest praise for an excellent work of art, a simple exclamation, "That is divine!" would be sufficient.Thus, across cultures art has been related to the divine. Without reference to it, aesthetic conceptions of art and artistic creation would not be what they are today. This is because in many traditions the divine used to be viewed as the ultimate aesthetic ideal, and aesthetics is full of notions, ideas, and concepts related to it, without which artistic criticism and aesthetic education would be in a much impoverished state. The divine in art, however, is a slippery category in aesthetics that has been intuitively explored since high antiquity. In this article I will examine some critical and theoretical data on the divine, divine creation, and divine spirit in artistic representation from the Chinese and Western traditions and explore how the Chinese and Western traditions employ ideas of the divine for artistic conceptions and aesthetic education. On the basis of comparison and contrast, I will try to obtain some rational insights into the relationship between artistic creation and the divine in terms of logical analysis. Finally, I will make some efforts to reconceptualize the insights drawn from both traditions and explore to what extent the divine is still relevant to present-day aesthetics, how an aesthetic ideal may be conceived according to ideas of the divine in artistic representation, and in what ways an artwork may be considered to have entered the divine realm of the artistic ideal.God, Nature, and the Artistic IdealDespite vast differences in aesthetic conceptions, we can observe a discernable movement in the Chinese and Western notions of the divine in art from theistic and intuitive characterization to rational and logical conceptualization. This movement is characterized by a shift in emphasis from a personal god to impersonal nature, and from divine creator to human creator. Chinese and Western traditions started with a similar concern: What is the aesthetic ideal in artistic representation? Both traditions believe that the artistic ideal is... (shrink)

Das grab von Kivik in Südschweden als denkmal altgermanischen totenglaubens.--Das wesen des germanischen götterglaubens.--Sein und werden.

Bd. 1. Adolph Goldschmidt, Ernst Meumann, Wilhelm Waetzoldt und Arnold Schering -- Bd. 2. Paul Frankl, Emilt Utitz, Gustav Johann von Allesch und Wilhelm Worringer.

Trotz der Krise institutionalisierter Religion beschaftigen religiose Fragen das philosophische Nachdenken starker denn je. Im Band werden unterschiedliche religionsphilosophische Zugange gebundelt, die zugleich aktuelle Themen exemplarisch behandeln. Wichtige Zugange aus der Philosophiegeschichte finden ebenso ihren Niederschlag wie politische oder kunsttheoretische Implikationen. Dadurch wird ein Uberblick uber gegenwartige Debatten geboten, die nicht nur christliche Konfessionen, sondern auch andere Religionen einbeziehen. Nicht zuletzt geht es um Probleme moglicher Neuansatze phanomenologisch bestimmter Religionsphilosophie sowie um deren Bedingungen in der spaten Moderne"-- Back cover.

A diferencia de todos los demás sistemas de imputación, Jakobs ubica el acento de la relevancia jurídico-penal del hecho en su significado normativo, como algo que trasciende la mera causalidad exterior y la finalidad del autor, de manera que lo decisivo para la imputación jurídico-penal no es ni lo psíquicoreal querido por el autor, ni la causalidad desplegada por su conducta, sino el significado normativo de esa conducta como la expresión de un sentido objetivo de desautorización de la vigencia de (...) la norma en un determinado contexto social. (shrink)

The temporal‐focus hypothesis claims that whether people conceptualize the past or the future as in front of them depends on their cultural attitudes toward time; such conceptualizations can be independent from the space–time metaphors expressed through language. In this paper, we study how Chinese people conceptualize time on the sagittal axis to find out the respective influences of language and culture on mental space–time mappings. An examination of Mandarin speakers' co‐speech gestures shows that some Chinese spontaneously perform past‐in‐front/future‐at‐back (besides future‐in‐front/past‐at‐back) (...) gestures, especially when gestures are accompanying past‐in‐front/future‐at‐back space–time metaphors (Exp. 1). Using a temporal performance task, the study confirms that Chinese can conceptualize the future as behind and the past as in front of them, and that such space–time mappings are affected by the different expressions of Mandarin space–time metaphors (Exp. 2). Additionally, a survey on cultural attitudes toward time shows that Chinese tend to focus slightly more on the future than on the past (Exp. 3). Within the Chinese sample, we did not find evidence for the effect of participants' cultural temporal attitudes on space–time mappings, but a cross‐cultural comparison of space–time mappings between Chinese, Moroccans, and Spaniards provides strong support for the temporal‐focus hypothesis. Furthermore, the results of Exp. 2 are replicated even after controlling for factors such as cultural temporal attitudes and age (Exp. 3), which implies that linguistic sagittal temporal metaphors can indeed influence Mandarin speakers' space–time mappings. The findings not only contribute to a better understanding of Chinese people's sagittal temporal orientation, but also have additional implications for theories on the mental space–time mappings and the relationship between language and thought. (shrink)

The reasons conception is the most prominent account of the nature of critical thinking. It consists in responding appropriately to reasons. Responding to reasons can be following a rule, it can be making an exception to a rule, it can be responding to a situation that is unique. It depends on the context each time what is the appropriate response. Critical thinking is the educational cognate of rationality and is a sine qua non for a reasonable life in a modern (...) democratic society. Reasons are generally normative. If this is true then it is to be expected that critical thinking is normative and also rationality. Critical thinking consists in being appropriately moved by reasons. The normative element of reasons moves us to beliefs or actions. It depends on our character how reasons move us. This indicates that our character must be well formed to enable us to be appropriately moved. (shrink)