Empathy,teaching dispositions,social justice and teacher education

ABSTRACT

Considerable attention over the past several years has been given to empathy as a desirable teacher disposition. Situating empathy in a slice of the research on dispositions, the author identifies and explores several problems surrounding empathy related to expectations, definitions, measurement, inferential accuracy, and the realization of social justice. An argument is made for listening to learn as an alternative to empathy as a teaching disposition and virtue.     

Predicting positive user responses to social media advertising: The roles of emotional appeal,informativeness, and creativity

As social network services become more pervasive, social media advertising emerges as an attractive vehicle for augmenting advertising effectiveness. To leverage this new means of marketing, one must understand what engages SNS users in a favorable online behavior (i.e., overtly indicating personal interest in, or support for, the exposed message by clicking the Like or Share button in Facebook), thereby resulting in an effective advertising campaign. This research conceptualizes SNS ad effectiveness as a concept encompassing emotional appeal, informativeness and creativity that all have a potential to contribute to a positive online behavior. It empirically investigates the antecedents of positive user behavior for a SNS ad based on the theory of reasoned action, the social influence theory, and a persuasion theory. It proposes and tests a conceptual model of the formation of online user’s behavioral responses with regards to SNS advertising. The results of our empirical tests of the model reveal that informativeness and advertising creativity were key drivers of favorable behavioral responses to an SNS ad and that intention to engage in favorable user responses was positively associated with purchase intention. Based on these findings, the paper suggests further research directions and offers implications for harnessing the full potential of the new SNS advertising platform.     

"物化"与"移情"之比较

“物化”与“移情”分属中西文化领域的两个范畴,二者有相似,有不同。相似之处是它们都是关于主客体之间即心物之间的对应关系的范畴;不同之处却是根本的,二者发生的背景及文化氛围不同,其各自所包含的美学内涵和实质不同。“物化”的实质是“我”与物中“我”之同一,而“移情”实质是“我”与“非我”(物)的同一。     

比德与移情--中西自然审美观比较

“比德”说和“移情”说是中西两家影响最大的自然审美学说,两者有某些共同共通之处,但“同”是表面的、形式的。而“异”才是本质的、内在的。其间差异表现在理论谱系、哲学基础、心灵内容、理论形式、心理机制和主客关系等六个方面。     

Developing narratives as a pedagogical approach to fostering professional interpersonal competences

The study examined a project aimed at helping students develop professional interpersonal skills. Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of “stories to live by” developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills.     

浅议课堂教学中的移情效应

本文主要论述了移情在课堂教学中的基本含义及其作用,并对教师如何合理应用移情解决学生疑难问题进行了探讨。