Young Children's God Concepts: Influences of Attachment and Religious Socialization in a Family and School Context

This contribution offers an overview of two studies testing two attachment theoretical correspondence hypotheses in the prediction of individual differences in young children's God concepts. The correspondence hypothesis supposes that people's view on God parallels their images of their early caregiver–child relationship. The revised correspondence hypothesis incorporates caregiver religiosity and socialization. In the first study support was found for the correspondence hypothesis in the school context examining 72 preschoolers. In the second study the revised correspondence hypothesis was partly confirmed among 198 kindergarteners. Children cognitively learn about a powerful and comforting, helping God in their homes and schools, even when all relationships with their caregivers are experienced as negative. However, in such a surrounding they do not emotionally learn about an intimate, personal bond with God.     

Deliberative Democracy Online: Bridging Networks With Digital Technologies

This article applies a network metaphor to an examination of the mediated public sphere. The analysis focuses on the deliberative spaces afforded by traditional and alternative media technologies, concluding that participatory digital technologies best support interactive and adaptable networks for deliberation. These networks sustain enclave and shared nodes where multiple publics can engage in deliberation within and across public boundaries. This argument informs decisions regarding broadband policy by focusing attention on values of openness, access, and freedom.     

THE INVISIBLE MADE VISIBLE

This article focuses on the early history of X-rays. It argues that, during the first years after their discovery in 1895 by German physicist Wilhelm Conrad Röntgen, they were regarded as a technological attraction and a visual medium. While their application in medical practice was not yet fully established, the possibility of seeing into the realm of the invisible encouraged pioneers of this technology to actively exploit their visual powers. By using a media-history framework, and relying on primary and secondary sources in English, German, French, and Italian, the article takes into account three aspects of the rays' early display: its character of technological attraction; its association with photography; and its connection to beliefs in the supernatural and the occult.     

A Treatise on the Field of Human Performance Technology: The Need for a Scholars’ Guild*

In this treatise, three scholars join together to present what they believe to be voids and needs for the field of human performance technology (HPT). They present arguments that support the idea that HPT is an intellectual endeavor. They proceed to present a set of propositions that raise questions about trends and issues that they believe are challenges to HPT's future as a viable field of study. They conclude by presenting a set of recommendations and action plans to form a Scholar's Guild as a means to preserve, guide, and grow the field of HPT.     

Weblogs for organizational knowledge sharing and creation: a comparative case study

The use of weblogs as an information and communication technology for knowledge sharing and creation is a novel social and organizational phenomenon. In this paper, we identify and explain contingency factors that influence the successful use of weblogs for knowledge sharing and creation. We start from the assumption that successful knowledge management requires the motivation of people to engage in knowledge-related communication. Based on a comparison of two antithetic cases, we identify and discuss four contingency factors that directly influence the motivational impact of weblogs on organizational knowledge sharing and creation.     

Guided work-based learning: Sharing practical teaching knowledge with student teachers

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation.The study followed three triads (student teacher, mentor, school-based teacher educator) and examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions. The approach was considered effective: deeper conversations appeared and new issues emerged earlier than in regular mentoring conversations.