Thinking in Nearness: Seven Steps on the Way to a Heideggerian Approach to Education

This paper explores the concept of Gelassenheit as developed in the later thought of Martin Heidegger. It seeks to show the relevance of this to aspects of education, especially to the ways that teaching can be enhanced in order to do better justice both to the learners and to what is studied. Thinking in this way helps to overcome the dominance of representational thought, a kind of thinking that imposes barriers on the understanding and restrictions on how the world can come to be. In the end the thinking illustrated by Gelassenheit constitutes a more responsible and more responsive relationship to the truth. My paper provides examples of ways that this can enhance education. In the end, with a caveat, I revisit and re‐examine aspects of Heidegger's work about which I think there is reason to be cautious. This is to encourage a degree of vigilance in relation to Heidegger's thought, but in a way that does not deny its powerful insights.     

Perceptions Regarding the Professional Identity of Counselor Education Doctoral Graduates in Private Practice: A Qualitative Study

Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity.     

中国野青茅属(禾本科)一些种类的修订(II)

在标本室研究和野外考察的基础上,对中国野青茅属Deyeuxia的一些种类进行了修订。归并了2个名称,即将Deyeuxia sikangensis Keng并入D. scabrescens (Griseb.) Munro ex Duthie作为异名; 将D. levipes Keng并入D. nivicola Hook. f. 作为异名。确认了D. dispar L. Liou和D. agrostioides L. Liou是两个未合格发表的名称,将前者归并于D. scabrescens,后者归并于D. diffusa Keng。     

Parental anxiety,language, assertion,and expectation factors in subsequent understanding and recall of assessment information

The purpose of this study was to investigate the relationship between initial understanding of information given by the school psychologist at parent conferences and characteristics of parents (anxiety, parental expectations, assertion, and language level). Demographic variables were also explored as they related to postassessment recall and understanding of data. Results indicated that language level of the parent, age of the parent, and SES were significantly related to recall. Anxiety, assertion, and expectation of results were not significant factors. Implications for practice and training are discussed.     

The self-concept level of black adolescents with and without African names

The self-concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Differences between groups on the self-concept measures were then examined using a one way MANOVA with parents' scores on the self-concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self-concept scales than did those without African names.     

Effects of race of examiner and type of reinforcement on the intelligence test performance of lower-class black children

This study examined the effects of race of examiner and type of reinforcement upon the WISC-R performance of lower-class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner.     

Comparison of the slosson intelligence test,revised norms,and WISC-R for children with learning problems and for gifted children

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC-R Full Scale IQ were significant (rs of .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC-R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the IQs on the two tests may not be interchangeable.     

A longitudinal study of the Stanford-Binet and WISC-R with special education students

A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity.