How Do You Like Your Forgiveness? Communication Style Preferences and Effects

Two studies examined forgiveness recipients’ evaluations of, and responses to, four styles of forgiveness-granting communication: engaging, deemphasizing, conditional, and suppressing. In the context of close friendships, Study 1 showed that whereas the engaging style was highly preferred, the suppressing and conditional styles were not. Content analysis suggested that the latter two styles are perceived as unclear, inauthentic, and/or in violation of norms. Study 2 suggested that engaging forgiveness is preferable because it effectively addresses personal and relational face needs and reduces uncertainty. Implications for the conceptualization of forgiveness-granting styles and the practical construction of forgiveness expressions are discussed.     

校园中的流浪者[大结局]

The most peculiar feature of the whole affair was the friendship of the young man for Tiburcio. The latter was the practical hunter, which actual experience only can produce. He could foretell the coming of a norther twenty-four hours in advance. Just which course deer would graze he could predict by the quarter of the wind. In woodcraft he was a trustworthy though unquoted authority.     

New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.     

Lifelong Learning,Equality and Social Cohesion1

This article compares the evidence from the 2009 PISA survey on the distribution of skills amongst 15-year-olds in different regions and country groups and explores how education systems in these regions contribute to different levels of inequality. In the second part, it presents evidence from surveys on adult skills and attitudes on how skills inequality affects social attitudes and social cohesion.