正义、美德与教育（英文）

如果说正义是人类道德交往的基本法则或者维度,那么这也似乎适用于一些教育问题。简而言之,我们需要教育孩子和年轻人正义和公平。然而,这并不是可以仅通过教授正义的理论就能够实现的。因为,正如这篇文章所揭示的那样,这些理论通常涉及到维护正义的准则,即在有些情况下,公民个体不能总是做到如其所期待的那样正义与公平。所以,正义教育更多的是培养正义的美德。从这点出发,本文致力于探究如何借助富有想象力的文学作品来培养正义的美德。     

Pre-service teachers’ perceptions of social media data privacy policies

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.     

An associative account of Orthographic Satiation in Chinese characters

Prolonged inspection of a Chinese character induces a feeling of uncertainty of the character, a phenomenon named as Orthographic Satiation. However, there has not been direct evidence showing that such satiation does occur at the orthographic level. To investigate whether Chinese satiation occurs at the orthographic level or at other levels, the present study applies a speeded repetition priming paradigm to Chinese, which has been successfully used to examine Semantic Satiation in English. When judging whether a category name matched an exemplar word, participants showed gradually slower responses as the character standing for the category name was repeated, indicating the occurrence of satiation. However, repetition of a character without accessing its meaning, or repeated access to its meaning without repeating the character itself, did not elicit satiation. The results suggest Orthographic Satiation occurs not at the orthographic level, but at a level associating orthography and meaning during Chinese character reading.