Developing critical and empathic capabilities in intercultural education through the VaKE approach

One of the core goals of intercultural education is to develop critical and empathic reflection on social justice, particularly as related to humanistic choices and how individuals can counteract exclusion. The present article analyses the Values and Knowledge Education (VaKE) approach, which is aimed at raising awareness about implicit value-oriented priorities in decision-making. Through the Human Development and Capability Approach, the applicability of VaKE’s didactic principles is analysed in relation to young people’s perspectives on resettlement in Europe. The VaKE method was used at a 2013 summer camp in Austria with a culturally diverse group of young Europeans who were presented with a dilemma story that highlighted the complex issue of providing assistance to asylum seekers. The participants engaged in various knowledge and moral viability checks that enabled them to engage with opposing arguments. The participants evidenced critical reflection and self-scrutiny, as well as affiliation and empathic imagination, regarding problems that are encountered by asylum seekers.     

互联网思维下辽宁省工业遗存保护与开发新思路

工业遗存作为一个舶来词,来源于拥有厚重工业历史的欧洲。近些年随着我国城镇发展建设步伐加快,各地纷纷将工业企业搬离城市中心。面对大面积的工业企业遗址,如何在合理保护和开发的同时,使其工业历史的记忆片段继续在新的建筑和场所中发扬光大,是目前辽宁省乃至全国工业遗存保护与开发中需要深思并亟待解决的问题。突破传统工业产业思维,以互联网思维作为分析逻辑重新梳理当下集中的矛盾和突出问题,力求为该问题的解决提供一个新视野。     

What it means to be special: two sisters discuss their experiences

In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be “special,” and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters’ discussions with each other, with their co-authors, and with pre-service teachers.     

Rational-experiential thinking style and rational intergroup cooperation: the moderating role of intergroup conflict / Estilos de pensamiento racional-experiencial y la cooperación intergrupal racional: el rol modulador del conflicto intergrupal

Cooperative relationships between groups are difficult because of the high human capability to differentiate between in-group vs. out-group members. This obstacle exists even when the groups can obtain benefits for themselves from cooperation with other groups (rational cooperation). Based on an interactionist approach, the authors propose that personal (individual differences) and situational (conflicts) factors contribute to rational intergroup cooperation. The authors conducted a preliminary correlational study (Study 1) and an experimental investigation (Study 2). In Study 1, the authors examined, with 105 participants, the psychometric properties of the Spanish version of the Rational–Experiential Inventory (REI), measuring individual differences in information processing. In Study 2, the authors conducted an experimental investigation with 141 participants, testing the role of individual differences and conflict in intergroup rational cooperation. Findings of Study 1 showed that the scale has adequate psychometric properties. Results of Study 2 confirmed that the existence of both manipulated and perceived intergroup conflict reduces the magnitudes of the relationships between rational ability and rational cooperation. In addition, perceived intergroup conflict increased the magnitude of the links from experiential ability and experimental engagement to rational cooperation. Both individual differences and previous conflict have a role in predicting rational intergroup cooperation. According to the interactionist approach, personal and situational factors should be considered in the understanding of intergroup relationships.     

Assumptions,conjectures, and other miracles: The application of evaluative thinking to theory of change models in community development

Unexamined and unjustified assumptions are the Achilles’ heel of development programs. In this paper, we describe an evaluation capacity building (ECB) approach designed to help community development practitioners work more effectively with assumptions through the intentional infusion of evaluative thinking (ET) into the program planning, monitoring, and evaluation process. We focus specifically on one component of our ET promotion approach involving the creation and analysis of theory of change (ToC) models. We describe our recent efforts to pilot this ET ECB approach with Catholic Relief Services (CRS) in Ethiopia and Zambia. The use of ToC models, plus the addition of ET, is a way to encourage individual and organizational learning and adaptive management that supports more reflective and responsive programming.     

怀疑意识、主体性及其他——论孙郁鲁迅研究中的哲学视角

哲学视角是孙郁的鲁迅研究中起步早、且一以贯之的一个方向，他独创性地将鲁迅与康德进行比较，认为在强调认识的有限性这一点上，二人不乏相似性。孙郁强调怀疑意识作为鲁迅思想的“内核”，并指出其在文化史上的意义。他以“主体性”思想为参照，对鲁迅思想和作品进行了深度解读，进而指出传统的“主奴文化”是形成“相互主体性”思想的障碍。概而言之，孙郁对于哲学视角的运用，并非纯粹的知识生产，具有鲜活的生命力和学术价值。      

论《不能承受的生命之轻》中的矛盾哲学

矛盾是一个普遍存在的哲学命题,也是很多经典文学作品中的一个重要母题。在世界文学大师米兰·昆德拉的代表作《不能承受的生命之轻》中,存在着多组对立统一的矛盾,其中包括轻与重、肉与灵、偶然与必然、梦境与现实以及谎言与真实。这些多元共生的矛盾体相互作用,它们的对立、转化和消解推动了情节的发展,也加深了作品的哲学内涵。通过分析这些矛盾体,可以从中管窥出昆德拉的许多哲学理念,这对于研究他的创作与思想有着重要意义。     

基于BIM的建筑设计思维模式培养——以别墅建筑设计教学实践为例

BIM是未来建筑行业的发展趋势,对于BIM人才的培养迫在眉睫,应用型建筑类本科对于BIM的基础教育至关重要.在低年级本科进行BIM设计思维的培养实践教学,取得了一定的成绩,积累了相关经验,为高年级的复杂建筑BIM设计奠定了基础,也为多专业横向协同做好了准备.     

"A 20% income increase for everyone?": The effect of relative increases in income on perceived income inequality

Most research on income inequality implicitly assumes that a fixed percentage increase in income across all income levels does not alter income inequality. In contrast with this assumption, we show that relative increases in income lead to increased perceptions of inequality, even when buying power is held constant. In a second experiment, we extended these findings using a fictitious currency, thereby eliminating effects of using a familiar currency. In study 3, we demonstrate that feelings of envy and fairness are affected by a fixed percentage income increase.     

Spatial Data Usage,Spatial Thinking and Spatial Knowledge Generation: The Case of Planning Practitioners in Arequipa,Peru

Spatial thinking and spatial knowledge generation in decision-making are still not mature fields of study in planning research, despite these being crucial elements in addressing the issues of the twenty-first-century city. This article contributes to their understanding by exploring their interrelationships with spatial data usage. Through storylines, it analyzes the arguments that planning practitioners offer in support of infrastructure-led decisions in Arequipa (Peru), before and after spatial data usage. The article concludes that spatial data usage improve spatial thinking to different extents, yet suggests aligning spatial data generation and the inclusion of GIS-based spatial analyses with the spatial knowledge needed by routine planning practice.