Of cultural dissonance: the UK’s adult literacy policies and the creation of democratic learning spaces

The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper identifies three block phases of adult literacy development: the seventies to mid-eighties, the mid-eighties to mid-nineties and the mid-nineties to the Moser Committees. The features of each of these phases are highlighted to map out convergences and divergences to the ethos of democratic learning spaces. The paper argues that, with the evolution of policy in adult literacy, the ethos of democratic learning space continuously diminished, such that as policy evolved year on year, the principle of democratic learning space found itself at counterpoint to policy. We draw on two theoretical frameworks, the NLS view of literacy and Bourdieu’s capital framework to explain these divergences and conclude that the dominant perception of literacy and the prioritised capital in the context of policy appear to limit the vestiges of democratic learning spaces.     

Ludonarrative dissonance and dominant narratives

This paper explores ludonarrative dissonance as it occurs in sport, primarily as the conflict experienced by participants between dominant narratives and self-generated interpretations of embodied experience. Taking self-narrative as a social rather than isolated production, the interaction with three basic categories of dominant narrative is explored: transformative, representing a spectrum from revelatory to distorting, bullying and colonising. These forms of dominant narrative prescribe interpretations of the player’s experience of play and of self that displace their own, with the end result of dissonance and self-alienation.     

从认知失调理论看儿童的“南风教育“

个体的态度与其行为间出现不一致时,就会产生认知失调,引发心理紧张和内心的不舒服感,个体会通过各种方法来减少心理紧张和内心的不舒服感:改变行为、改变态度、找到行为好处和减少选择感。有关认知失调理论的实验研究表明,小的物质奖励和轻微的批评即“南风教育”,最有利于儿童内化教育树立的正确态度。“南风教育”符合儿童的身心发展特点和时代发展的趋势,而最重要的是“南风教育”在改变儿童不良态度的过程中,不会激起儿童的自我防卫机制。     

《寄宿公寓》中体现的不和谐

爱尔兰著名作家詹姆斯·乔伊斯的短篇小说《寄宿公寓》讲述了单身母亲穆尼太太如何巧妙地促成了女儿波丽与多兰先生的婚姻,尽管多兰先生并不爱波丽,也不情愿结婚。该文通过解析小说主人公波丽和多兰先生工作、生活和内心的不和谐,旨在揭露爱尔兰都柏林处处充满着矛盾、人人都生活在瘫痪之中这一主题,并从这一主题警醒当代人、促进每个人的自我反省和人际关系的和谐。     

迷信的信息加工机制和心理安慰功能

本文从社会心理学的角度分析迷信的信息加工机制和心理安慰功能。作者认为迷信是由于人们对关系自身的重大社会问题的认知失调造成的,是为降低失调以虚幻的想象来代替现实,从幻化的世界中寻找解脱的结果。另外联结性学习理论和心理场理论也能够解释迷信心理的形成。迷信的心理安慰功能主要表现:使失衡的心理得到补偿,建立新的社会心理支持系统和增强自信,其本质是负性的心理依赖。     

认知失调理论在思想政治教育中的应用

认知失调理论是以研究人的“认知”来达到激励目的的一种理论,思想政治教育的目的是使人们形成符合社会发展要求的思想政治品德,二者有许多共通之处。将认知失调理论运用于思想政治教育中,有助于完善思想政治教育的方法,促进思想政治教育的实效性。     

Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms

Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other.     

我国企业经营者投资决策模型研究

经营者的投资决策对于企业的经营成败至关重要。运用行为经济学理论模拟分析不确定情况下我国企业经营者的投资决策过程,建立相关的投资决策模型,并以巨人集团为案例加以检验与论证,可以发现:正视决策持久性的负面影响、防范认知不协调对于决策过程的干扰、设置科学合理的决策参照点以及培养企业决策者良好的心理素质等四大因素,对于建立科学合理的企业投资决策机制具有重大影响。     

Architects,Renovators, Builders,and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy

The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.     

探析古典主义时期和声风格与审美意蕴(下)

古典主义时期,大小调功能和声已成为一种定型的技法体系,其严谨的T-S-D-T功能逻辑成为创作实践中作曲家们共同遵循的准则。古典主义协和观念日臻完善,并促进人们感情表达与理性观念、形式美的统一。罗可可风格、华丽风格、情感风格凸显出前古典时期和声风格与人们的审美情趣。维也纳古典乐派是古典主义音乐的顶峰,其完美的古典主义协和观念、协和与不协和的丰富的平衡关系,鲜明地体现出典雅、均衡、严谨的和声风格与审美意蕴。