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1.
Els van Wijngaarden Carlo Leget Anne Goossensen 《International Journal of Social Research Methodology》2018,21(3):317-331
This article focuses on research ethics in highly intimate research with possible impact on life and death. In order to stimulate an open-ended dialogue about research ethics, we reflect on four ethical challenges that came up during our research into older people with a wish to die. Drawing on our experiences, we discuss (1) the possibly confirming influence of our research on the death wish (moral experience of whether or not to disregard responsibility); (2) the suggested duty to intervene (moral experience of whether or not to compromise the person’s autonomy); (3) the researcher’s authority and power over the data (moral experience of threatening a person’s self-narrative) and (4) the dilemma of intimacy (moral experience of encountering the tragic). For guidance in addressing these challenges, we draw upon work on research ethics from phenomenological and care ethics scholars, as well as from those writing about relational ethics in health research. We suggest that being open about ethical uneasiness is important, because in most cases of a grey area, there are only open-ended answers needing an enquiring mind, rather than clear and fixed guidelines. Acknowledgement of ethical uneasiness and open-ended reflexivity are indispensable to constitute a morally good research practice. 相似文献
2.
基于调节焦点理论和团队过程视角,构建了团队防御型调节焦点、信息共享度通过团队活力和团队反思影响新产品创造力的被调节的双通道中介模型。实证研究表明:团队活力中介了防御型调节焦点和新产品创造力的负向间接关系;团队反思中介了防御型调节焦点和新产品创造力的正向间接关系;信息共享度削弱了团队防御型调节焦点对团队活力的负向影响;信息共享度削弱了团队活力在防御型调节焦点和新产品创造力之间的中介作用;团队信息共享度增强了团队防御型调节焦点对团队反思的正向影响;团队信息共享度增强了团队反思在防御型调节焦点和新产品创造力之间的中介作用。 相似文献
3.
‘What Was I Thinking?!’ Rhetorical Questions as a Technique to Identify and Explore Impasses in Therapy 下载免费PDF全文
Rhetorical questions emerging spontaneously in consultations can be used as a tool for developing self‐reflexivity and exploring the therapeutic alliance in the process of therapy with couples and families. This paper presents a technique based on the enunciation of rhetorical questions, which can point to an impasse in the process of therapy and contain a key to its resolution. The technique focuses on the distinctive feature of rhetorical questions as convening a paradoxical injunction: a question not intended as a question, while uttered as such. The technique in four steps is illustrated by examples from therapy, supervision, consultation, and self‐supervision. Its focus is the interlink between the therapeutic relationship and the process of therapy and it is informed by a second‐order cybernetics approach, dialogical practice, and the systemic literature on emotion. The technique can help develop curiosity in working with families, lead to unforeseen developments, and touch on prejudices not made explicit in previous therapeutic encounters. Whether we are acting as supervisors, therapists, or clients, the creation of a ‘secure enough’ context for rhetorical questions becomes critical to allow freeform exploration. 相似文献
4.
思想政治教育学是一门指导人们形成正确思想行为的科学,它以人的思想行为形成变化的规律,以及实施思想政治教育的规律作为自己的研究对象。而伦理学的本质是关于道德问题的科学,是道德思想观点的系统化、理论化。虽作为两门不同的科学,有着各自的研究对象,但实际上二者存在着一定的学科交叉。其中一个很重要的共同点就是二者对于人的反身性具有重要的建构作用。追求自由而又全面的发展作为人的最本质需求,客观上要求人们对自我反身性进行建构,而这种建构需要科学知识的指引。这是思想政治教育学与伦理学的学术使命以及价值体现。文章就如何更好地发挥二者对于人的反身性的建构作用进行了论述。 相似文献
5.
ABSTRACTScholarly textbooks often follow a logic where suitable empirical cases are selected to illustrate the theoretical and analytical points that we as scholars want to make. But what would happen if we would do the opposite: build a textbook on a novel written by a novelist for such purpose and let the theories explain the actions and emotions of fictional characters? In this article, we share and reflect upon our experiences of co-authoring a textbook in organization theory together with a professional novelist. We argue that the novel can function as an eye-opener in organizational analysis, forcing us to look beyond more static and rationalistic perspectives on organizations as well as the stereotypes of such. We build and relate our experiences to the growing literature about using fiction in scholarly work and discuss the potential of such genre-bending work when we bring in flesh and blood into the analyses. 相似文献
6.
Blair Matthews 《Intercultural Education》2020,31(3):330-344
ABSTRACT Reflexivity refers to the capacity for individuals to understand the cultural system and manage their own position within it. Reflexivity is a key concept in the understanding of intercultural communication, particularly in recognising the ability for individuals to understand and adapt to new cultural contexts. However, the prevailing methods used in intercultural communication (namely that of intercultural competencies) do not place a great emphasis on the role of reflexivity in achieving cultural adaptation. In this paper, I argue for the central positioning of the concept of reflexivity in intercultural education as a mechanism which mediates between intercultural experiences and individual behaviour. I present evidence of the reflexive sequence (subject-object-subject) from the reflections of a cohort of students (n = 19). Finally, I suggest a pedagogical instrument (a heuristic) for empirically exploring reflexivity in intercultural communication. 相似文献
7.
Tina E. Wilson 《Social Work Education》2020,39(5):572-583
ABSTRACT This paper is about the changing imaginations of social work in an increasingly entangled world. It is also about the ways in which literatures shared across time and space encourage us to identify with larger collectivities. My central argument is that if social work is to find a larger vision in the wake of the failure of a range of modern progress narratives, we must engage differently with the challenge posed by multiplying and sometimes conflicting knowledge communities. Thinking with contemporary debates in transdisciplinary critical social theory, I nominate and explore a number of alternative heuristics—‘generational problematic,’ ‘translational space,’ and ‘imagined communities’—in support of future work on the uneven temporal and spatial communities of affiliation that reproduce and change what social work is, or could be, about. I conclude with theoretical suggestions, and some thoughts toward how social work education might better support incoming generations to locate themselves within the broader life-course of the discipline and profession. 相似文献
8.
Lynne Mitchell 《Intercultural Education》2018,29(3):321-339
Why do some study abroad students improve their intercultural skills, while others revert to less sophisticated ways of making sense of cultural difference? Both intercultural competence theory and transformative learning theory attempt to explain why student intercultural learning occurs, but they only provide partial answers. Building on our previous study assessing intercultural competence in a 2015 field school in India, this article applies the concept of cognitive dissonance to explain the process behind intercultural learning. In the context of study abroad, students experience cognitive dissonance when they encounter cultural differences or similarities that confound previously held expectations about culture. Adapting Maertz, Hassan, and Magnusson’s cognitive dissonance resolution framework, we employ qualitative analysis of students’ written reflections to show how the resolution of cognitive dissonance could act as the ‘engine’ of intercultural learning. 相似文献
9.
Martin Petzke 《Sociological Forum》2021,36(1):206-225
Sociology is inherently reflexive. It deals with actors who themselves are constantly engaged in sociological reasoning. Concepts from academic sociology are thus prone to enter and affect the very dynamics they describe. The sociology of quantification is particularly attuned to such paradoxical effects of “reactivity,” that is, measurements and categories altering observed realities. The article builds on these insights but extends them by adding one more iteration of reflexivity. Examining administrative integration departments in Germany that have implemented statistical indicators for measuring immigrant incorporation, it attends to a case where bureaucrats are themselves anticipating “reactivity” of the measurements they use. Integration officers fear that integration indicators may inadvertently reify and stigmatize the statistical category of first‐ to third‐generation immigrants, or “persons with a migration background.” Consequently, they engage in various counterstrategies to offset such effects. Most notably, they launch a counter‐campaign against negative connotations of migration background that their own measurements are reinforcing as they frame migration background as an asset for society. The article argues that this is an example of second‐order reactivity, a phenomenon as yet neglected in the literature: Officers alter reality in reaction to an anticipated reactivity of their own integration statistics. 相似文献
10.