关于普遍伦理的可能性条件的元伦理学考察

“普遍伦理”(又称“全球伦理”)是最近几年在国内外兴起的一种伦理学主张。对“普遍伦理何以可能”的元伦理问题深入探讨就会发现 ,在当代世界 ,任何伦理只有满足具体的绝对性、超越后现代、成为内在的“自生系统”、应用性、具有神圣与世俗相结合的价值观、跨文化等六项“可能性的条件” ,才能具有全球范围的普适性。跨文化的交流和对话 ,大概是当前讨论“普遍伦理”问题所能期待的最好结果     

Transforming a municipal school sports programme through a critical communicative methodology: The role of the of advisory committee

This research applies a communicative methodology (CM) to the transformation and improvement of the Municipal Comprehensive School Sports Programme in Segovia, Spain (MCSSP), using egalitarian dialogue, based on validity rather than power claims to achieve intersubjectivity and arrive at consensus between all of the Programme’s stakeholders through the intervention of an advisory committee (AC). The AC is a body comprising representatives of all stakeholder groups involved in the programme. During the 2013–2014 academic year the programme’s AC met four times, operating as a communicative focus group (CFG). The meetings focused on: (1) excluding dimensions (barriers preventing transformation) and transforming dimensions (ways of overcoming barriers), (2) the programme’s strengths, (3) the programme’s weaknesses and specific actions to remedy them, and (4) the resulting conclusions which were then incorporated into the subsequent programme contract signed between the University and the Segovia Local Authority for 2014–2018. The key conclusions were: (1) the recommendations of the AC widen the range of perspectives and help the research team to make key decisions and (2) the use of CM to fully evaluate the programme and to reach a consensus on how to improve it proved very valuable.     

Meta-stereotypes and meta-prejudice: Some suggestions for future research

Abstract

The present paper shows a process directly related with meta-stereotypes and that may influence intergroup relations: meta-prejudice. Meta-prejudice refers to the way in which people expect other groups to feel about their group. The main question is whether the obtained findings about meta-stereotypes are just the consequence of activated meta-stereotypes, or whether it is meta-prejudice that caused the effects. Previous research by Gordijn and colleagues about the relation between meta-stereotypes and meta-prejudice, how they are activated and their effect on intergroup relations are analyzed and discussed.     

A vision of social justice in intergroup dialogue

Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and cultivated. Findings suggest that the primacy and limitations of individual experience, the tension facilitators experience about stepping in to dialogue, and the confounding nature of comfort in IGD contribute to a dialogue experience that better addresses some aspects of social justice than others.     

Adolescent Peer Groups and Social Identity

This study investigated processes by which adolescents form positive evaluations of their peer groups. One‐hundred and fifteen male and female adolescents aged 14–15 years made a series of comparisons between their own peer group (the ingroup) and a group of which they were not a member (the outgroup). In line with the predictions of social identity theory ( Tajfel and Turner, 1979 ), participants behaved consistently in ways which favoured the ingroup: compared to the outgroup, the ingroup was associated to a greater extent with positive characteristics (e.g. being fun, nice, and honest) and to a lesser extent with negative characteristics (e.g. being ignorant, unfriendly, and boring). Their responses were also related to levels of identification with the ingroup: at higher levels of identification participants reported more favourable evaluations of their groups. These findings extend earlier research and show how the benefits derived from group membership in adolescence are in part realised through intergroup processes.     

The promise and perversity of perspective-taking in organizations

Successful managers and leaders need to effectively navigate their organizational worlds, from motivating customers and employees to managing diversity to preventing and resolving conflicts. Perspective-taking is a psychological process that is particularly relevant to each of these activities. The current review critically examines perspective-taking research conducted by both management scholars and social psychologists and specifies perspective-taking's antecedents, consequences, mechanisms, and moderators, as well as identifies theoretical and/or empirical shortfalls. Our summary of the current state of perspective-taking research offers three important contributions. First, we offer a new definition of perspective-taking: the active cognitive process of imagining the world from another's vantage point or imagining oneself in another's shoes to understand their visual viewpoint, thoughts, motivations, intentions, and/or emotions. Second, we highlight that although perspective-taking has many positive benefits for managers and leaders, it also carries with it the potential for perverse effects. Third, we argue that previous theoretical lenses to understand perspective-taking's goal are insufficient in light of all the available evidence. Instead, we offer a new theoretical proposition to capture the full range of perspective-taking's positive and negative effects: perspective-taking helps individuals effectively navigate a world filled with mixed-motive social interactions. Our mixed-motive model of perspective-taking not only captures the current findings but also offers new directions for future research.     

Co-creative Leadership: An Integrated Approach towards Transformational Leadership

The classical understanding of team leadership is extremely difficult to sustain in times when complexity and dynamics have risen to such high levels that very few individuals can assimilate them. The success of team leadership requires the ``participation of those already implicated'' in the development and implementation of a solution – and therefore in the leadership process. How can this be achieved practically? It requires a leadership approach that allows each relevant perspective to be included, in a practical way, in the development of a common position, which can then be implemented collectively. Co-creative leadership creates this possibility – a transformational leadership approach that allows an organisation as a whole to adapt to its environment.     

Intergroup Behaviour and Ethnicity: A Social Psychological Perspective

Humans exist not only as unique individuals, but also as members of social groups that are formed on the basis of ethnicity, gender, age and so forth. Reflecting this duality are interpersonal and intergroup modes of behaviour, respectively. Thus, humans can act in terms of their personal self and treat others as individuals (interpersonal behaviour); they can also act in terms of group membership and relate to others as members of this or that group (intergroup behaviour). In a mixed marriage, for example, the couple's behaviour toward each other is ‘normally’ interpersonal, but can become intergroup when war breaks out between their respective ethnic groups. Contrary to common sense, factors more minimal than a war are often sufficient to trigger intergroup behaviour. Indeed, seemingly interpersonal encounters are in fact intergroup. How does behaviour shift from interpersonal to intergroup, and with what consequences? To address these questions, I outline a social psychological perspective based on social identity theory and conclude with a discussion on the enigmas of ethnicity.     

面向差异:实践与对话

哲学寻求同一与确定性 ,但差异无处不在 ,无可消除。真实的哲学思考只能在差异的基础上寻找真实的安身立命之本。“实践”与“对话”是两条已经有人行于其上的道路