In 2012, the international PISA survey reinforced the observation that the French educational system is one of the most unequal among OECD countries. The observation of serious inequalities in access to educational success for pupils from disadvantaged backgrounds could lead to a pessimistic vision suggesting that any possibility of transformation of the system is doomed to failure. Thus, the fight against inequalities in access to educational success is a form of runaway object which constitutes a challenge for research which treats (...) the social context as evolving and susceptible to significant and novel transformations. Developmental work research aims to support the work of professionals in the re-elaboration of their practices by seeking to go beyond the status quo of an unequal school. Drawing on this framework within an institutional network of schools, we seek to show how the intervention has highlighted power issues inscribed in the structures and how the actors, through their commitment in the research collaborative process, seek to go beyond the power issues inscribed in their work routines and enacted during the research process by different kinds of antagonism. We will argue that the fight against educational inequality involves overcoming systemic power relations crystallized in institution. This systemic power is expressed by a form of episodic power. Our results show restrictive and constructive effect on the expansive learning process and on the construction of a collective in the formative interventions. The restrictive side of epistemic power should be linked to systemic power which is historically inherited. We discuss the results in the light of the emergence of a fourth generation of activity theory. Our research makes it possible to make conceptual and methodological progress in the construction of a fourth generation of activity theory by showing the need for analysis and expansively learn about problematic power relations in heterogeneous collectives. (shrink)

Previous research addressing the association between leisure and happiness has given rise to the hypothesis that informal social activities might contribute more to happiness than solitary activities. In the current study, we tested how the two types of leisure—social and solitary—contribute to a person’s subjective sense of well-being. For the empirical estimate, we used four consecutive quarters of data collected from 533 people over the age of 16, from 13 Tsimane’ hunter-farmer villages in the Bolivian Amazon. Results suggest that only (...) social, not solitary, leisure has a positive and statistically significant association with subjective well-being. The association between solitary leisure and subjective well-being was negligible or negative. Future research should focus on emic definitions of social and solitary time, for solitary time might not always be equivalent to leisure and productive group activities might substitute for social leisure. (shrink)

Growing evidence suggests mothers invest more in girls than boys and fathers more in boys than girls. We develop a hypothesis that predicts preference for girls by the parent facing more resource constraints and preference for boys by the parent facing less constraint. We test the hypothesis with panel data from the Tsimane’, a foraging-farming society in the Bolivian Amazon. Tsimane’ mothers face more resource constraints than fathers. As predicted, mother’s wealth protected girl’s BMI, but father’s wealth had weak effects (...) on boy’s BMI. Numerous tests yielded robust results, including those that controlled for fixed effects of child and household. (shrink)

Esta reseña invita a la lectura del ensayo de Dorte Katrin Jansen, dramaturga e investigadora teatral, quien presenta una cartografía de las dramaturgas mexicanas de mediados del siglo pasado hasta su fecha de publicación en 2018. Toma como punto de partida el trabajo de Elena Garro, Luisa Josefina Hernández y Sabina Berman para continuar con los procesos de más de ciento cincuenta dramaturgas. El esfuerzo de la autora por distinguir a las creadoras de acuerdo con su lugar de enunciación, así (...) como, la diferenciación entre escritura de las mujeres, femenina y feminista son tan solo algunos de los aportes que subrayo como relevantes en esta reseña. Con este trabajo la autora obtuvo el Premio Internacional de Ensayo Teatral. (shrink)

"This article deals with the mediality of empty chairs in the works by Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth and Eugène Ionesco. These empty chairs are explored as aisthetic-affective figures pervading historical periods and cultural boundaries that offer a specific portrait of absence, which is able to intensify the subject despite its physical non-presence. The argument is based on the dialectic process of dis/appearing, posthermeneutics and the theory of the supplement. Der Beitrag behandelt die Medialität leerer (...) Stühle in den Werken von Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth und Eugène Ionesco. Leere Stühle werden als ästhetisch-affektive Figuren untersucht, die historische Perioden und kulturelle Grenzen durch- und überschreiten; dabei präsentieren sie ein spezifisches Porträt von Abwesenheit, das das Subjet trotz seiner physischen Nicht- Gegenwart intensiviert. Die Argumentation gründet in dem dialektischen Prozess von Er- scheinen und Verschwinden, Posthermeneutik und der Theorie des Supplements. ". (shrink)

This article deals with the mediality of empty chairs in the works by Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth and Eugène Ionesco. These empty chairs are explored as aisthetic-affective figures pervading historical periods and cultural boundaries that offer a specific portrait of absence, which is able to intensify the subject despite its physical non-presence. The argument is based on the dialectic process of dis/appearing, posthermeneutics and the theory of the supplement.

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving (...) practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use. (shrink)

A resurgence of interest in virtue ethics has engendered new insight into the fundamental link between selfhood and morality. In contradistinction to the currently ascendant justice-reasoning research paradigm, it appears that a virtue ethics approach to moral psychology provides a theoretical framework which is amenable to the empirical investigation of the nature and formation of the moral self. Six primary features of virtue ethics are delineated with a unifying emphasis throughout on the inextricable link between virtue and moral selfhood. Questions (...) and issues concerning the possibility of a psychology of virtue ethics are directly addressed throughout. (shrink)

The field of moral psychology has been confined to the study of social morality, resulting in a nearly exclusive focus on the primary other-regarding virtue of justice. It is argued that an understanding of personal morality, with its concern with self-regarding virtues and the dynamics of intimate relationships, is needed to complement this approach. The importance of personal morality issues to moral psychology is foreshadowed in C. Gilligan's caring ethic. This article expands on Gilligan's schematic portrayal to provide a more (...) complete theoretical understanding of personal morality. Social and personal morality are contrasted to highlight their differences and interrelatedness. 2012 APA, all rights reserved). (shrink)

Kierkegaard’s psychological thought has always been acknowledged as very rich—Reinhold Niebuhr hailed him as the greatest psychologist of the soul since Augustine—and has had a major influence on Heidegger, Sartre, and existential psychoanalysis. Nevertheless, his accomplishment has not always been fully appreciated, in part because it is so scattered across his works. As Vincent McCarthy demonstrates in Kierkegaard as Psychologist, Kierkegaard was pursuing “psychology” before there was a formally recognized academic field bearing that name, and a coherent thread runs (...) through the so-called pseudonymous works. McCarthy elucidates often-difficult texts, highlights the rich psychological dimension of Kierkegaard’s thought, and provides an introduction for the nonspecialist and a commentary on Kierkegaard’s psychology that will interest both specialists and nonspecialists, while engaging in rich comparisons with such figures as Freud and Heidegger. (shrink)

INTRODUCTION Kierkegaard himself hardly requires introduction, but his thought continues to require explication due to its inherent complexity and its ...

This essay explains and criticizes Gentile's attempts to connect his metaphysical theories with his ideas about education, and especially the relationship between education and nationalism. It begins with a critical examination of the distinguishing features of the view Gentile specifies in Theory of Mind as Pure Act. Vincent then considers Gentile's account of how this theory, for which mind is an act of perpetual self-creation, leads to a conception of education with an explicitly nationalist bent. His attempts to connect (...) these are ultimately unsuccessful, argues Vincent; actual idealism does not give rise to any specific political order, and certainly not the kind of state-led nationalism that Gentile ultimately supported. (shrink)

This chapter contains sections titled: Why Authority? The Forms and Limits of Authority The Paradoxes of Authority The Justification of Authority Authority and the Obligation to Obey the Law Legal Authority Conclusion References.

It has been suggested that difficult-to-quantify differences in visual processing may prevent researchers from equating the color experience of different observers. However, spectral locations of unique hues are remarkably invariant with respect to everything other than gross differences in preretinal and photoreceptor absorptions. This suggests a stereotyping of neural color processing and leads us to posit that minor differences in observer neurophysiology may be irrelevant to color experience.