The Counsellor's Self in Therapy: An Inevitable Presence

Each counsellor brings his or her personal qualities or what is sometimes referred to in the literature as the “counsellor's self,” when working with clients. The aim of this paper is to highlight the theoretical, clinical and research work regarding the self of the counsellor, and to indicate gaps within such work. It is argued here that while the person of the counsellor is vital to the therapeutic process, more work needs to be directed at defining this concept, and describing the process by which the counsellor engages his or her self whilst working with clients, particularly from a trans-theoretical perspective. Such research has implications for the training and supervision of counsellors, as well as providing potentially valuable information for future studies that focus on counsellor variables, particularly those associated with developing the therapeutic alliance.     

伊迪丝·华顿的女性观

本文通过研究华顿的三部具有重大影响力的长篇小说《欢乐之家》、《夏》和《纯真年代》,从女性人格的角度对这三部小说中的女性形象进行深入分析发现,华顿小说中的女性尽管受到来自各种生存环境的影响和压迫,但是她们在不断地突破社会习俗的束缚,最终得以自由她实现自我。华顿笔下的女主人公是不断发展的,这其中也寄托了华顿对理想的社会秩序和理想新女性的探求。     

Critical Thinking as a Source of Respect for Persons: A critique

Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may indeed be one significant aspect of developed personhood; however an emphasis on critical thought as the main source of respect for persons raises a number of issues about what might therefore be excluded or neglected. A number of alternative views that try to retrieve a more ‘humanised’ view of how we exist in the world are examined and are found to suggest that human consciousness as a mark of personhood should be seen as rooted in bodily senses and a more aesthetic orientation towards the world that moves us away from critical thought and rationality as the single indicators of ‘good’ thinking.     

Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond

Abstract

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric (dis)ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings.     

Non-formal education,personhood and the corrosive power of neoliberalism

The aim of this paper is to explore the extent to which non-formal education is being corroded by neoliberal values. Given non-formal education is frequently used to develop young people’s notions of citizenship, and that non-formal education providers are increasingly forced to operate within the free-market paradigm, it is significant to consider what forms of personhood are being championed. Qualitative data were gathered through semi-structured interviews and observations with coaches and young people from a youth sports charity in the UK. Focusing on a core aspect of non-formal education – caring relationships (as understood by Nel Noddings and Carl Rogers) – the findings suggest that the quality of coaches’ care for young people was conditioned by the extent to which adolescents re-shaped their personhood to align with neoliberal values of individual responsibility and discipline. Thus, the meanings of ‘care’ and ‘good citizenship’ were corroded by a neoliberal rationality.     

LIBERAL GOVERNMENT AND THE CORPORATE PERSON

This article focuses on corporate personhood, the controversial argument, advanced particularly in the United States, that corporations are persons within the scope of the law and are therefore endowed with rights. Though often examined as a causal factor in the development of modern corporate power, in this article I argue that corporate personhood is more useful as a tool for understanding the problematic of liberalism and the transformations associated with the definition of persons under the liberal rule of law. To explain why, I focus on debates about corporate personhood in prominent legal and philosophical texts from the turn of the twentieth century. Highlighting the contingent production of ideas about corporate personhood, I show the ways that writers within the U.S. context rethought corporate personhood, which was traditionally a discourse about sovereign power, in terms of liberal rights as a way of promoting economic forms of government. By focusing on the problematic, we see the ways that corporate capitalism was never simply a set of economic relations, but also a way of organizing, ordering and intervening in life.     

论学校要教会学生"学会做人"

学校教育的本质是既教书又育人。教师不仅要传授知识,更重要的是要引领青年学生健康成长。目前学校在教书方面各具所长,其目的主要是应对升学考试。但不容忽视的问题是,学校教育在教会学生做人方面却出现了漏洞,问题迭出。针对现状,有必要做一些思考和探讨。作为教书育人的学校必须懂得,为什么要教会学生学会做人和如何教会学生做人,做怎样的人。     

School rituals and their educational significance in the Joseon period—Rituals as one of the pedagogical pillars of Confucian school education*

Abstract

This paper aims to argue that school rituals played critical roles for the educational purpose in Confucian school education in the Joseon period. Diverse rituals were performed in Confucian schools of the Joseon period, and these rituals formed a comprehensive ritual system of the school education. These school rituals can be read to manifest the ideals of Confucian philosophy of education and to be also utilized as one of the important educational tools or programs through which to hand down the Confucian values. Based on this interpretation, this paper asserts that school rituals were in no way irrelevant to their educational function for the society then nor that they served only for the political edification, but constituted part of a comprehensive system of education in pursuit of the formation of the Confucian personhood as one of the important pillars of Confucian school education in the Joseon period.     

Sankey's Personal Understanding

This paper takes issue with Derek Sankey's: ‘Minds, Brains, and Differences in Personal Understanding’, Educational Philosophy and Theory, 39 (2007), pp. 543–558 on the questions of the post‐pedagogical classroom and the forms of knowledge. I then try to show that a theory of meaning framed in terms of normative pragmatics is better able than the brain science Sankey relies on to account for the concept of a person or self; the central educational concept of personal understanding; the relation between being a person and membership of the species Homo sapiens; the role of mental images in meaningfulness; the functioning of figurative language; and the Gadamerian notion of understanding as constitutive of the self. It is necessary on the way to answer Sankey's criticisms of correctness, a concept on which any normative theory must rely.