从《了凡四训》到《训儿俗说》——关于袁了凡及其家风家训的思想史考察

袁了凡（袁黄）以其《了凡四训》闻名于世，该书亦被当作训子家书。其实，了凡所作家训并非《了凡四训》，而是《训儿俗说》。作为王龙溪（王畿）的及门弟子，了凡在思想上是阳明后学的一分子，其人生轨迹属于典型的儒家士大夫，其日常修持及著述呈现三教汇通的思想特色。了凡家风淳朴，家学深厚，以儒为宗，兼收并蓄，强调道德主义，注重积德行善，具有出世情怀，对其人格产生深刻影响。     

Enabling children’s deliberation in deliberative systems: schools as a mediating space

In recent years, there has been a growing scholarly interest in conceptualising schools beyond their educational functions, as sites and agents of democracy. Yet this interest is often underpinned by a narrow conception of democracy, focusing solely on schools’ public and social aspects. To capture the democratic potential of schools more fully, this article suggests adopting a deliberative systems approach, which conceptualises democracy as differentiated yet linked sites of democratic communications and views schools as one such site. Using this approach as a broader framework and drawing on the fieldwork conducted in two Japanese schools, this article identifies the condition under which schools can become a meaningful part of deliberative systems. It reveals that schools contribute to deliberative systems when they serve as a bridge between children’s everyday practices and deliberative actions in the public space. In light of the findings, this article suggests conceptualising schools as a ‘mediating space’.     

Replication: Framing effects in intertemporal choice with children

This paper investigates the effects of framing in intertemporal choice by elementary school children. Sutter, Yilmaz, and Oberauer (2015) recently demonstrated that intertemporal choice in children is malleable with respect to simple defaults. Using a similar approach, we replicated their study. We also found that children are more willing to select the immediate option in (standard) control frames than in alternative ones that appear to promote delay of gratification. This finding is consistent with previous experiments on children as well as adults and may have implications for cultivating the ability to delay gratification in individuals.     

Australian and New Zealand Indigenous mothers’ report respect for smoking bans in homes

BackgroundThere is limited data about the reasons behind residential rules to reduce environmental tobacco smoke (ETS) exposure or the establishment or enforcement of such rules in Indigenous populations.AimWe aimed to gain an understanding of smokefree rules around Australian and New Zealand (NZ) Indigenous infants.MethodThis was a qualitative study nested within a randomised controlled trial that aimed to test the efficacy of a family-centred tobacco control programme about environmental tobacco smoke (ETS) to improve the respiratory health of Indigenous infants in Australia and New Zealand. Qualitative semi-structured interviews were conducted with 26 Indigenous mothers of infants in Australia (n = 7) and NZ (n = 19). We asked about the presence of smokefree rules, who set the rules, how the rules were set and enforced, and presence of smokefree rules in participants’ wider social circle. Interviews were audiotaped, transcribed, and inductively analysed to identify key themes.FindingsSixty-nine percent of mothers had partners, 77% smoked and all reported some presence of smokefree rules for house and car. Three main themes were identified: strategies to minimise exposure to ETS, establishing smokefree rules in homes and cars, and, adherence and enforcement of smokefree rules. Several strategies were identified to limit children's exposure to ETS, including rules to limit exposure to third-hand smoke. Mothers extended their smokefree rules to apply to other people's houses or cars, and reported that their family and social circles also had smokefree rules. The main reason for having smokefree rules was for the health of their children. Rules were most commonly set by the mother, often jointly with their partner. Few mothers reported challenges or problems with other people adhering to the smokefree rules.ConclusionWomen tried very hard to, and believed that they were effective in, protecting their children from the harmful effects of ETS exposure. In this context, health professionals need to emphasise smoking cessation in parents, so that children are maximally protected from ETS exposure.     

Fostering benign Tibetan nationalism: Tibetan schooling passions in the Diaspora

ABSTRACT

Scholarship on the ‘manufacturing of citizenship’ has focused primarily on European and American nationalism. Scholars have noted the scarcity of research on identity construction among children in the Diaspora. This study explores the role of the altruistic principle and the Middle Way approach (a political strategy for the resolution of Sino-Tibetan issues) on the construction of nationalism amongst Tibetan children in Diaspora. The 2004 Basic Education Policy for Tibetans stresses the principle of ‘altruism’ in the identity construction of Tibetan children. Inclusive nationalism is germane in the schooling process. The study presents an interview analysis of four Tibetan Education Ministers about the intersection of altruistic principle, the Middle Way approach, and Tibetan nationalism. Additionally, 34 school children (14 boys and 20 girls) from the 6th, 7th, and 8th grades participated in a drawing activity. The analysis of children’s ‘cultural artifacts of nationalism’ is also included. The study found that neither the Tibetan children nor the Ministers expressed any feeling of hatred or animosity towards Chinese nationals. The willingness and desire to co-exist in harmony with their counterparts were evident. The principle of altruism is deeply entrenched in the Middle Way approach and Tibetan nationalism.     

基于儿童视角的幼儿绘本选择偏好研究

从儿童视角出发,通过马赛克的方法倾听山西某幼儿园大、中、小班幼儿对绘本选择时的意见,运用NVivo12定性分析软件对原始资料进行编码和分析。研究发现:幼儿对绘本的偏好主要受内部体验、情节、自身兴趣与经验以及角色形象等因素的影响,除此之外绘本的封面和题材在一定程度上影响幼儿对绘本的态度,而艺术风格、造型、图画技法、开本对幼儿绘本选择的影响较低。最后对幼儿绘本选择偏好的总体特点以及“儿童参与”的困境进行了分析讨论,并从绘本的创作者和传递者两个不同的主体提出可能的突破策略:绘本创作者:倾听幼儿的声音,理解幼儿的需求;绘本传递者:重视幼儿的参与,构建发展共同体。     

台湾新移民及其子女教育现状与未来发展

台湾地区社会在政治因素、经济政策的影响与发展下,自20世纪90年代起逐渐增加与非台湾籍通婚的现象,使得台湾在人口结构上发生了巨大变化,非台湾籍配偶及其子女己在台湾地区人口结构上成为了重要的群体,新移民子女教育也成为台湾地区教育中重要环节。从总体看,对于新移民及其子女的教育和辅导主要包括语文教育、生活适应辅导和推广多元文化活动三种类型,早期比较偏重课业辅导,教育理念具有同化倾向,伴随着多元文化理念的普及,现今教育活动中加入了学习母语和祖籍文化等多元内容。     

Health Care innovation and children in poverty: lived experiences of caregivers of children with disabilities in a medicaid-serving ACO

This paper reports the results of a qualitative study of caregivers of children with disabilities enrolled in a Medicaid-serving accountable care organization (ACO). The state of Ohio mandated ACO enrollment for Medicaid-eligible children with disabilities in 34 of 88 counties effective July 2013. Research participants were queried in focus groups and individual interviews about their children’s care experiences and care coordination after enrollment. Most told researchers that they themselves are their children’s care coordinators, and many indicated that resource scarcity is a more pressing problem than fragmented care. Data analysis identified a theme of scarcity and four categories of insufficiency that made caregiver efforts on behalf of their children more difficult: a lack of health services under managed care, resource constraints on other agencies and programs for which families were eligible, a lack of financial support, and a lack of family support. A conceptual framework places ACO care coordination among more upstream factors and identifies ways in which ACOs serving Medicaid populations may wish to address the social determinants of the well-being of children with disabilities. Implications for future research are discussed.     

Engaging children and youth in research and evaluation using group concept mapping

Group concept mapping is a systematic methodology that recognizes participants’ expertise in their own experiences. In this approach, participants share their diverse knowledge and interpret the data generated by all group members. This approach uniquely blends quantitative and qualitative techniques to create illustrative, structured conceptualizations. In this article, we describe the steps in group concept mapping and report feedback on this method from 37 children and youth who participated in group concept mapping studies. We recommend group concept mapping as an engaging way to involve children and youth in research and evaluation activities.