Irish student teachers’ beliefs about self,learning and teaching: a longitudinal study

This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.     

One family,two religions: child belief or child grief in Christian–Muslim families?

This article deals with the results and further consequences of my empirical investigation of Christian–Muslim families and their children in Germany. It gives an insight into the religious world of 4‐ to 12‐year‐old children in Christian–Muslim families through the analysis of evaluated interviews and drawings concerning religious practice and the image of God. Through the presentation of different aspects such as prayer, the image of God, gender issues, religious practice and affinity, the question of children’s own needs is discussed.     

Measuring need for closure in classroom learners

Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181–197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283; Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049–1062], refers to the motivated tendency to seek structure, simplify complex information, and avoid ambiguity. In this article, we argue that this motive may impact classroom learning in important ways and introduce a self-report measure of need for closure situated in the classroom learning environment. Psychometric properties of the new measure are assessed in multiple samples using exploratory and confirmatory factor analysis. Correlations between the new measure and existing indicators of cognitive closure, as well as variables known to influence motivation and academic achievement, support our assertions regarding the association between need for closure and academic functioning while also providing evidence for the construct validity of the measure. Finally, internal consistency and test–retest reliability suggest that the new measure functions as a reliable measure of need for closure within the classroom.     

从诗联看马启西对刘智宗教思想的吸收——兼论中国伊斯兰哲学中的儒家成分

通过对马启西16幅对联的分析可以看出,马启西对刘智思想的吸收深入地体现在马启西时伊斯兰教修养之路——教乘、道乘以及真乘的理解之中。马启西对于这三个修养阶段的解释,或者是通过引用儒家思想对刘智思想给予间接吸收,或者是以对联形式直接再现了刘智思想。此外。对于马启西与刘智思想关系的分析在一定程度上也反映出中国伊斯兰哲学中浓厚的儒家思想的色彩。     

关于高校《新疆历史与民族宗教理论政策教程》教学思考

《新疆历史与民族宗教理论政策教程》是新疆高校思想政治理论课的一个重要组成部分,为了搞好教学工作,在教学改革过程中必须把马克思主义民族理论与中国革命具体实践相结合,新疆历史与民族宗教理论相结合以及与当前的国际国内形式紧密结合,同时,加强马克思主义民族理论教育,对于我们加强民族团结、促进社会稳定、维护祖国统一和实现各民族的共同繁荣具有重要意义。     

论构建宗教艺术学的学科基础

宗教艺术学的构建基于宗教与艺术密切的乃至至难分彼此的关系。这种关系，首先表现为宗教是艺术的重要起源，这可从宗教观念刺激神话、图腾艺术的生成，宗教思维奠定艺术思维的基础，宗教礼仪为艺术提供审美形式等方面加以证明，其次表现为艺术在其后的发展中受到宗教的强烈影响，呈现出宗教艺术，宗教题材的世俗化艺术和受宗教影响的世俗题材的艺术等形态。     

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.     

论秦汉时期“君臣”称谓的社会内涵

秦汉王朝是我国君主专制中央集权制度的初创时期。在此时代背景下，君臣称谓最显著的特色就是呈现出多元化的发展格局，而宗法制的社会结构与泛化的权威崇拜恰是造成此现象的社会根源与文化根源。     

"本一点孝顺的心怀,倒做了惹祸的胚胎"--窦娥冤屈的深层文化意蕴

关汉卿笔下的窦娥是古代被压迫妇女冤屈的悲剧典型。导致窦娥悲剧的直接原因是古代社会黑暗的吏治；而封建社会以孝道为核心的伦理纲常与民间百姓信奉天地鬼神的宗教意识的紧密联系，以及由此形成的民族文化心理结构中善恶有报的宿命模式，才是窦娥悲剧深层的文化意蕴所在。     

中国社会保障问题研究

社会保障是人类社会运转过程中一个至关重要的问题.在实行社会主义市场经济的中国,如何建立有中国特色而又符合实际的可持续发展的社会保障体系,值得全面而深入地思考.随着社会主义市场经济体制的逐步完善和逐个经济社会的不断发展,社会保障问题将越来越突出,必须建立与原有的计划经济条件下不同的社会保障方法和体系.实践证明,多年来发达国家直接用货币支持社会保障的办法不是可持续发展的.自宋代以后在中国广泛出现的宗族组织在极大程度上有效地解决了社会保障问题.在建设社会主义市场经济的过程中,中国应考虑通过宗族组织确保社会保障的可持续有效进行.