新儒家伦理与东亚现代性

工业东亚新现代性模式的出现,改变了原有西方现代性模式独统天下的局面。美国波士顿儒家学者杜维明通过亲身体悟东西方文化各自的独到特质,试图在全球化的大背景之下,对经过创造性转化的新儒家伦理与东亚现代性关系问题进行系统研究与深度审视。     

关于提高本科生专业外语学习效率的研究

在简要介绍现阶段专业外语课程基本情况的基础上,以农业水土工程专业为例,对该课程在教材选择、课时和教学方法等方面存在的主要问题进行了研究。同时结合实际教学,提出了四点改进方法,即选择专业对口、系统性和完整性较好且难易程度适中的教材;课时量应适当增多;养成良好学风及端正学习态度和灵活的教学方法等,以此顺利展开该课程的深入学习。     

Theory of change models deepen online learning evaluation

Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.     

Triangulation and Theoretical Understanding

The more recent interpretation of triangulation in social and educational research was summarised and examined with reference to theory triangulation applied in an empirical study. The construction of special educational needs (SEN) from the individual experiences of a sample of SEN co‐ordinators and SEN teachers, parents, and adolescents with emotional and behavioural difficulties or physical disabilities were interpreted from the perspectives of personal construct theory, bio‐psycho‐social model, socio‐psychological analysis, bioecological model of human development and a developmental model of self‐understanding. Their points of convergence and divergence enriched and extended theoretical understanding. The focus on the ‘verstehen’ psychological level of analysis and on forging closer theory, concept and data connections influenced the range of theory choice. This instance of theory triangulation casts doubts on the Duhem‐Quine thesis of underdetermination.     

Ethical conflict and job satisfaction of public relations practitioners

This study attempted to explore the linkage between ethical conflict and job satisfaction, causes of ethical conflicts, and consequences of job dissatisfaction of public relations practitioners. The findings show that many practitioners confirmed the existence of ethical conflict in their workplace and suggest that ethical challenges are largely triggered by top management's ethical standard. Although practitioners resolved conflicts by leaving their companies, they also recognized the hope in resolving the ethical challenges that they had faced. Participants emphasized the importance of an open communication environment, the support of internal stakeholders, and a high professional standard.     

The Ethics of Medical Decision-Making with Japanese-American Elders in Hawaii

SUMMARY

This study reports observations by oncology nurses, doctors, social workers and administrators at Queen's Medical Center (QMC) in Honolulu (N = 50), concerning cultural, religious and institutional factors influencing mentally competent Japanese-American elders signing medical informed consent (IC) documents without understanding them. Sixty-eight percent of respondents reported having observed elderly Japanese-Americans signing IC documents without understanding them. Explanatory concepts of enryo(refraining from imposing one's own interest or desire), oyakoko(filial piety), ishin-denshin(silent communication) and obasute(a traditional practice of sacrificing oneself to avoid being a burden to others), in addition to other cultural concepts are discussed for their possible contribution to “signing without understanding.” Suggestions are made for further research to include elders and their family members to explore the perceptions of IC. The study concludes with recommendations for improvements to the laws, policies, programs and procedures governing the IC process in order to achieve a better fit with the cultural, ethnic and religious characteristics of Japanese-American elderly patients in America.     

Challenges of Critical Reflection: ‘Nothing Ventured,Nothing Gained’

This paper arises from the experiences of the authors in providing critical reflection training to social workers and health professionals. It examines the cultural challenges involved in undertaking critical reflection, and how such challenges may contribute to learning. We examine the nature of some of these risks and what might be at stake, and how we as educators might manage these in the interests of better learning. First we discuss the concept of critical reflection and the particular approach we take. We then analyse the nature of some of the risks involved by examining the cultural challenges that are at stake. Lastly we posit some strategies to reduce risk and maximise learning.

We outline three major types of cultural assumptions which are challenged by critical reflection. These include assumptions regarding interpersonal communication and dialogue, professional helping and workplace cultures, and regarding knowledge, learning, research and the place of emotions. The implications of these challenges include: the appropriateness of critical reflection for all types of learners; the need for emotional preparation for the critical reflection process; the need to emphasise the professional learning purposes; the need to clarify the use of self‐disclosure; and the need to set up an appropriate alternative cultural environment for the purpose of critical reflection.     

Engaging through Learning—Learning through Engaging: An Alternative Approach to Professional Learning about Human Diversity

This paper presents an alternative framework for construing learning about human diversity as an ongoing, socially constructed, contextual process based in relational learning. The approach enables shifts in understanding for teachers, students, practitioners, client groups and organizations. Conceived to strengthen professional social workers' capacity for on the job learning, this approach provides another entry point for social work faculty to conceptualize the learning process as relational, contextual and process based. It seeks to capitalize on the learning process itself as a mechanism through which learners simultaneously engage one another around issues of culture, identity, and difference and learn through the engagement. The approach is guided by four conceptual touchstones, 14 years of social work practice in a global context, and eight iterations of teaching a masters level diversity course. Eight constructs animate this process approach. They include: exposure, engagement, emotion, empathy, narrative, personal disposition, the learning environment, and a sense of ‘self‐in‐relation’. In addition to illuminating the social structures and social processes that construct diversity, the approach can also engender the sense of relational solidarity among learners necessary for prolonged commitment to social change.     

The reform of the welfare services in Norway: one office – one way of thinking?

This paper discusses the professional role of social workers in the new Norwegian Nav system. The Nav reform merged the state social insurance office, the state employment office and components of municipal social services. The aim is to include clients in the work force by making the services more holistic and efficient. The paper presents a discussion of the introduction of the ‘Nav reform’, drawing on a qualitative multi-method study. The material sheds light on a social worker's role under pressure to work in a more standardised and ‘simplified’ way. Social workers at the Nav offices must adjust to expectations that require a general, basic and common competence for all employees, as one type of comprehensive, but simplified and non-specialised, approach. The study describes the dilemma of how to combine one-stop service and specialist principles. The paper attempts to criticise ‘the flexible system’ related to Whole of Government perspectives and one-stop service principles as a generalist ‘light’ approach, as opposed to the generalist approach in social work. The findings provide a basis for raising questions about the development of the social worker's role in light of the post-New Public Management (NPM) reforms and the potential threat to the professional basis of social work.     

Mother's Coming Home Today

Through use of hypothetical case material, this paper explores the social and emotional impact of discharge planning on an older patient, who has been in the hospital, and on her family. Three major areas are examined: mobolizing families through the crisis of illness; the need for early discharge planning to determine options and meet the federal-state regulations; and the potential for burn-out which exists in the discharge planner. The case material focuses on how a family experiences illness and responds to the discharge planning process.