One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication. Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such as teachers, (...) policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively. (shrink)

Video news releases (VNRs) have been criticized when they are used within a newscast without source disclosure because they violate ethical codes related to transparency and consumers' “right to be informed” by whom they are being persuaded. In an experiment, we show how increased persuasion knowledge about VNRs is positively related to beliefs in news commercialization, beliefs in VNR inappropriateness without disclosure, and support for disclosure of VNR material. We suggest that increased knowledge about VNRs without source disclosure measures might (...) harm messages that are not employing the tactic (“false positives”) and lead to a general distrust of all media. (shrink)

001. 1선진유학의 전통과 주자철학 002. 선진유가적 사유의 특징 003. 전통의 계승과 주자학적 사유 004. 2이기론에 나타난 화해이념 005. 이기론의 기본 성격 006. '이'와 '기'의 관계 007. 3심성론에 나타난 화해이념 008. 우주에 있어서 인간의 지위 009. 심신관계에 관한 이론 010. 신.성.정의 의의와 그 관계 011. 4정사론에 나타난 화해이념 012. 선진유가의 정사론 013. 주자의 정사론.

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

This paper is an update of the documents we have concerning the Acts of the Christian martyrs, focused on three main aspects: 1) the kind of acts we know of and their classification from the point of view of their historic value; 2) the versions or editions of the texts that are most accepted by scholars; 3) the relevance of the different parts that make up these documents in order to discern the original text from passages that were rewritten or (...) underwent later variations. In this way, the article offers an exhaustive list of the documents for use in researching Christian martyrs in the Roman period. (shrink)

In recent literature, panpsychism has been defended by appeal to two main arguments: first, an argument from philosophy of mind, according to which panpsychism is the only view which successfully integrates consciousness into the physical world (Strawson 2006; Chalmers 2013); second, an argument from categorical properties, according to which panpsychism offers the only positive account of the categorical or intrinsic nature of physical reality (Seager 2006; Adams 2007; Alter and Nagasawa 2012). Historically, however, panpsychism has also been defended by appeal (...) to a third argument based on considerations about the nature and observability of causation. This argument has not been much discussed in recent times. Here is a concise version from William James: "… the concrete perceptual flux, taken just as it comes, offers in our own activity-situations perfectly comprehensible instances of causal agency … If we took these experiences as the type of what actual causation is, we should have to ascribe to cases of causation outside of our life, to physical cases also, an inwardly experiential nature. In other words, we should have to espouse a so-called “pan-psychic” philosophy" (James 1911: 218). James here suggests that we have direct experience of causation in our own agency. He thereby directly contradicts David Hume, who famously denied that we have any experience of causation. James goes on to claim that if this experience is representative of causation in general, it follows that all causation is mental, and that panpsychism is true. This kind of argument for panpsychism can be called the argument from (experience of) causation. This chapter offers, first, a history of this argument and arguments closely related to it, and second, an analysis of the argument – is it valid, are its premises in any way defensible, and how does it relate to the other, more popular arguments for panpsychism from philosophy of mind and categorical properties? (shrink)

In this paper, I examine two different kinds of production processes, mass production and collaborative production. While both production processes intuitively seem like collective actions, the established views about collective action fail to treat them as collective action due to the common issue: the lack of shared intention. As an alternative, I propose the artifactual view of action, according to which collective action is possible even when there is no shared intention among agents. Motivated by Evnine’s (2016) view about action, (...) the artifactual view of action claims that we can have other people’s actions as matter out of which we create our own action. I argue that the artifactual account of action can successfully explain mass production as collective action. Furthermore, it provides a way for the intention-dependent views about artifacts to better understand how mass-produced artifacts come into existence. (shrink)

I. The Problem of ‘Truth’ in the Logic of Truth.

Greek text, english translation and commentary on the surviving fragments of Empedocles (fragments as known in 1981, does not include more recent finds).

Nicht nur die Rezeptivität unseres menschlichen Erkenntnisvermögens, sondern auch seine Spontaneität, womit es von sich aus reine Vorstellungen a priori hervorbringt, machen gerade darin seine Grenze offenkundig, weil es nur seinen subjektiven Vorstellungen gemäss etwas erkennen kann und muss. Ein solches allein, was unseren apriorischen Vorstellungen gemäss uns erscheint, können wir als einen Gegenstand erkennen. Diese apriorischen Vorstellungen konstituieren also die Gegenständlichkeit von etwas als einem so-und-so erkannten Gegenstand. Ein von uns so-und-so erkannter Gegenstand ist aber nur eine Erscheinung von (...) etwas, was an sich uns unbekannt ist, was jedoch gerade in seiner Erscheinung sein Dasein bekundet. (shrink)