Credibility and Credulity: Monitoring Teachers for Trustworthiness

Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill's suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded by asking certain questions about their approach and manner.     

Iris Murdoch, Liberal Education and Human Flourishing

Articulating the good of liberal education—what we should teach and why we should teach it—is necessary to resist the subversion of liberal education to economic or political ends and the mania for measurable skills. I argue that Iris Murdoch's philosophical writings enrich the work of contemporary Aristotelians, such as Joseph Dunne and Alasdair MacIntyre, on these issues. For Murdoch, studies in the arts and intellectual subjects, by connecting students to the inescapable contingency and finitude of human existence, contribute to the cultivation of intellectual and moral virtues and thus to human flourishing.     

新一代航天飞机即将起飞

他们是活着的“神奇四侠”，他们就在我们中间。猜测他们是谁应该是一件非常有意思的事。他们现在都是20多岁的年纪，都聪慧而富有理想。他们也许是一名工科的学生，正绞尽脑汁地准备自己的毕业论文；也许是一名飞行员，正驾驶着战斗机在空中飞翔；也许是一名实习医生，正在急诊室里紧张地忙碌着。再过12年左右的时间，他们会坐在位于火箭顶端的乘员舱里，承受着500吨固体燃料带来的4.5g的过载，上升到7.5万米的空中，然后由第二级火箭将他们推到近地轨道。二级火箭在近地轨道上会与另一枚火箭对接，这枚火箭会将他们送到月球轨道。     

Effects of Counselor's Ordinal Position When Involved in Role Play Practice in Triads

To investigate the effects of the order of being the counselor when involved in role-play practice, 36 novice trainees were assigned to counseling triads and then to the levels of ordinal position—counselor first, second, or third. Each participant also served as a client and as an observer within the triad. No difference among the three ordinal positions was found in the trainees' abilities to produce reflection of feeling responses. Similarly, there were no differences between those trainees who functioned as as observers before being the role-play counselor. There was a significant positive linear trend, however, for ordinal position (i.e., the accuracy of the trainees' reflection of feeling responses steadily improved from first counselor role play to third counselor role play). These results are discussed from a social-learning theory perspective.     

A Systems Approach for Implementing an Affective Education Program

This article describes a model for implementing an affective education program which was developed using systems analysis techniques. The following seven independent and interdependent functions are identified and described: obtain community involvement, conduct needs assessment, specify program goals, select program materials, prepare for program installation, implement affective education program, and evaluate affective education program. The use of experts and an affective education advisory board is recommended to facilitate program implementation. In addition, assessment techniques and a team approach for remediation are described.